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Full text of "Smith College Catalogue"

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SMITH COLLEGE LIBRARY : 



NORTHAMPTON MASSACHUSETTS 



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College Archives. 



Digitized by the Internet Archive 
in 2013 



http://archive.org/details/smithcat0405smit 





I 



Notice of Nondiscrimination 

Smith College is committed to maintaining a 
diverse community in an atmosphere of mutual 
respect and appreciation of differences. 

Smith College does not discriminate in its 
educational and employment policies on the bases 
of race, color, creed, religion, national/ethnic 
origin, sex, sexual orientation, age, or 
with regard to the bases outlined in the Veterans 
Readjustment Act and the Americans with 
Disabilities Act. 

Smiths admission policies and practices are 
guided by the same principle, concerning women 
applying to the undergraduate program and all 
applicants to the graduate programs. 

For more information, please contact the 
Office of Institutional Diversity, (413) 585-2141. 



Campus Security Act Report 

The annual Campus Security Act Report contains 
information regarding campus security and 
personal safety on the Smith College campus, 
educational programs available and certain crime 
statistics from the previous three years. Copies of 
the annual Campus Security Act Report are available 
from the Department of Public Safety; Xeilson 
library B/South, Smith College, Northampton, 
Massachusetts 01063. Please direct all questions 
regarding these matters to Paul Ominsky, director of 
public safety, at (413) 585-2490. 



SMITH COLLEGE BULLETIN 

(USPS 499-020) Series 97 September 2004 
Number III 

Printed monthly during January, April, September 
(two issues). Office of College Relations, Garrison 
Hall, Smith College, Northampton, Massachu- 
setts 01063. Periodical postage paid at 
Northampton, Massachusetts. Postmaster: send 
address changes to Smith College, Northampton, 
Massachusetts, 01063 

All announcements herein are subject to revision. 
Changes in the list of Officers of Administration 
and Instruction may be made subsequent to the 
date of publication. 

The course listings on pp. 69-408 are maintained 
by the Office of the Provost/Dean of the Faculty. 
For current information on courses offered at 
Smith, visit www.smith.edu/catalogue. 

17M3509-8/04 



Smith College 

Northampton, Massachusetts 01063 

(413) 584-2700 



SMITH COLLEGE BULLETIN 



2004-05 CATALOGUE 



Smith College 

Northampton, Massachusetts 01063 

(413) 584-2700 



Contents 



How to Get to Smith iv 

Inquiries and Visits v 

Academic Calendar vii 

The Mission of Smith College viii 

History of Smith College 1 

The Academic Program 7 

Smith: A Liberal Arts College 7 

The Curriculum 7 

The Major 8 

The Minor 9 

Student-Designed Interdepartmental Majors and Minors 9 

Five College Certificate Programs 9 

Advising 10 

Academic Honor System 10 

Special Programs 11 

Accelerated Course Program 11 

The Ada Comstock Scholars Program 11 

Community Auditing: Nonmatriculated Students 11 

Five College Interchange 12 

Departmental Honors Program 12 

Independent Study Projects/Internships 12 

Smith Scholars Program 12 

Study Abroad Programs 13 

Smith College Junior Year Abroad Programs 13 

Smith-Approved Study Abroad 15 

Off-Campus Study Programs in the U.S 15 

The Campus and Campus Life 17 

Facilities I 7 

Student Residence Houses 21 

Intercollegiate Athletics, Intramurals and Club Sports 21 

Career Development 21 

Health Services 22 

Religious Expression 23 

The Student Body 24 

Summary of Enrollment 24 

Geographical Distribution of Students by Residence 25 

Majors 26 

Recognition for Academic Achievement 2~ 

Prizes and Awards 28 

Fellowships 32 

Fees, Expenses and Financial Aid 33 

Your Student Account 33 

Fees 34 

Institutional Refund Policy 36 

Contractual Limitations 36 

Payment Plans and Loan Options 37 

Financial Aid 3" 

Admission 41 

Secondary School Preparation 41 

Entrance Tests 41 

Applying for Admission 42 



ii Contents 

Advanced Placement 42 

International Baccalaureate 42 

First-Year Students' Admission Deadline Dates 43 

Interview 43 

Deferred Entrance 43 

Deferred Entrance for Medical Reasons 43 

Transfer Admission 44 

International Students 44 

Visiting Year Programs 44 

Readmission 44 

Ada Comstock Scholars Program 45 

Academic Rules and Procedures 46 

Requirements for the Degree 46 

Academic Credit 49 

Academic Standing 52 

The Age of Majority 53 

Leaves, Withdrawal and Readmission 53 

Graduate Study 55 

Admission 55 

Residence Requirements 56 

Leaves of Absence 56 

Degree Programs 56 

Nondegree Studies 60 

Housing and Health Services 60 

Finances 61 

Financial Assistance 61 

Changes in Course Registration 62 

Policy Regarding Completion of Required Course Work 62 

Courses of Study 64 

Deciphering Course Listings 66 

African Studies 69 

Afro-American Studies 71 

American Studies 76 

Ancient Studies 82 

Anthropology 83 

Archaeology 90 

Art 91 

Astronomy 105 

Biochemistry 109 

Biological Sciences 114 

Chemistry 127 

Classical Languages and Literatures 132 

Comparative Literature 136 

Computer Science 143 

Dance 150 

East Asian Languages and Literatures 160 

East Asian Studies 167 

Economics 171 

Education and Child Study 178 

Engineering 187 

English Language and Literature 195 

Environmental Science and Policy 207 

Ethics 210 

Exercise and Sport Studies 211 

Film Studies 221 



Contents iii 



First- Year Seminars 225 

Foreign Language Literature Courses in Translation 229 

French Studies 230 

Geology 25* 

German Studies 245 

Government 248 

History 260 

Program in the History of Science and Technology 272 

International Relations 275 

Interterm Courses Offered for Credit 277 

Italian Language and Literature 278 

Jewish Studies 283 

Landscape Studies 286 

Latin American and Latino/a Studies 288 

Logic 292 

Marine Sciences 294 

Mathematics 296 

Medieval Studies 303 

Music 306 

Neuroscience 313 

Philosophy 317 

Physics 324 

Political Economy 328 

Psychology 329 

Public Policy 337 

Religion and Biblical Literature 340 

Russian Language and Literature 347 

Science Courses for Beginning Students 350 

Sociology 351 

Spanish and Portuguese 357 

Theatre 366 

Third World Development Studies 373 

Urban Studies 375 

Women's Studies 376 

Interdepartmental and Extradepartmental Course Offerings 386 

Five College Course Offerings by Five College Faculty 388 

Five College Certificate in African Studies 396 

Five College Certificate in Asian/Pacific/American Studies 397 

Five College Coastal and Marine Sciences Certificate Program 399 

Five College Certificate in Culture, Health and Science 402 

Five College Certificate in International Relations 403 

Five College Certificate in Latin American Studies 404 

Five College Certificate in Logic 405 

Five College Certificate in Middle East Studies 407 

Five College Self-Instructional Language Program 408 

The Athletic Program 409 

Directory 411 

The Board of Trustees 411 

Faculty 412 

Administration 438 

Standing Committees 441 

Alumnae Association 442 

Index 443 

Class Schedule inside back cover 



IV 



How to Get to Smith 



By Air: Bradley International, located about 35 
miles south of Northampton in Windsor Locks, 
Connecticut, is the nearest airport and is served 
by all major airlines. Limousines, buses and rental 
cars are available at the airport. Flying into Bradley 
rather than into Boston's Logan Airport gives you a 
shorter drive to Northampton and spares you city 
traffic congestion. 

By Train: Amtrak serves Springfield, Massa- 
chusetts, which is 20 miles south of Northampton. 
From the train station, you can reach Northampton 
by taxi, rental car or bus. The Springfield bus sta- 
tion is a short walk from the train station. 



By Bus: Greyhound, Vermont Transit and Peter 
Pan bus lines serve the area. Most routes go to the 
main bus terminal in Springfield, where you can 
catch another bus to Northampton. Buses run al- 
most hourly between Springfield and Northampton. 
Smith is a 10-minute walk or a short taxi ride from 
the bus station. 

By Car: Northampton is on Route 1-91. Take Exit 
18, and follow Route 5 north into the center of 
town. Turn left onto Route 9. Go straight through 
three sets of traffic lights, turning left into Col- 
lege Lane shortly after the third set. The Office of 
Admission is on your right, overlooking Paradise 
Pond. Parking is available next to the office and 
along Route 9- 



Smith College, Northampton, Massachusetts 






*><* I 




1. Academy of Music 

2. College Hall 

3. Office of Admission 

4. Northampton bus station 




Smith College is accredited by the New England Association of Schools and Colleges. Membership in the 
association indicates that the institution has been carefully evaluated and found to meet standards agreed 
upon by qualified educators. 



Inquiries and Visits 



Visitors are always welcome at the college. Student 
guides are available to all visitors for tours of the 
campus throughout the year by appointment, and 
arrangements can be made through the Office of 
Admission. Administrative offices are open Monday- 
through Friday from 8:30 a.m. to 4:30 p.m. during 
the academic year. (Refer to the college calendar, 
p. vii, for the dates that the college is in session.) In 
the summer, offices are open from 8 a.m. to 4 p.m. 
You may be able to make appointments to meet with 
office staff at other times, including holidays. Any 
questions about Smith College may be addressed to 
the following officers and their staffs by mail, tele- 
phone, e-mail or appointment. 

Admission 

Audrey Smith, Dean of Enrollment 
Debra Shaver, Director of Admission 
1 College Lane, (413) 585-2500; (800) 383-3232 
We urge prospective students to make appoint- 
ments for interviews in advance with the Office 
of Admission. The Office of Admission schedules 
these appointments from 9 a.m. to 3 p.m. Monday 
through Friday. From mid-September through Janu- 
ary, appointments can also be made on Saturdays 
from 9 a.m. to noon. General information sessions 
are also held twice daily and on Saturdays from 
mid-July through January. Please call the Office of 
Admission for specific times. 

Financial Aid, Campus Jobs and Billing 
for Undergraduates 

Deb Luekens, Senior Associate Director of Student 
Financial Services 
College Hall 10 
(413) 585-2530 
E-mail: sfs@smith.edu 

Academic Standing 

Maureen A. Mahoney, Dean of the College 
College Hall 21, (413) 585-4900 

Tom Riddell, Associate Dean of the College and 

Dean of the First -Year Class 
Margaret Bruzelius, Dean of the Sophomore and 

Junior Classes 



Margaret Zelljadt, Dean of the Senior Class 
College Hall 23, (413)585-4910 
Erika J. Laquer, Dean of Ada Comstock Scholars 
College Hall 23, (413)585-3090 

Advancement 

Karin George, Vice President for Development 

and Chief Advancement Officer 
Alumnae House, (413) 585-2020 

Alumnae Association 

Carrie Staples Cadwell, Executive Director 
Alumnae House, (413) 585-2020 

Career Planning and Alumnae References 

Jane Sommer, Interim Director of Career 

Development Office 
Drew Hall, (413)585-2570 

College Relations 

Laurie Fenlason, Chief Public Affairs Officer 
Garrison Hall, (413)585-2170 

Graduate Study 

Patricia L. Sipe, Director 
Lilly Hall, (413)585-3050 

Medical Services and Student Health 

Leslie R. Jaffe, College Physician and Director 

of Health Services 
Elizabeth Mason Infirmary, (413) 585-2800 

Religious Life 

Jennifer Walters, Dean of Religious Life 
Helen Hills Hills Chapel, (413) 585-2750 

School for Social Work 

Carolyn Jacobs, Dean 
Lilly Hall, (413)585-7950 

Student Affairs 

Mela Dutka, Dean of Students 
College Hall 24, (413) 585-4940 

Transcripts and Records 
Patricia O'Neil, Registrar 
College Hall 6, (413) 585-2550 



VI 1 



Academic Calendar, 2004-05 

The calendar for the academic year consists of two semesters separated by an interterm of approximately 
three weeks. Each semester allows for 13 weeks of classes followed by a pre-examination study period and 
a four-day examination period. Please visit www.smith.edu/admission/dates.html for further details. 



Fall Semester, 2004 

Thursday, September 2, 9 a.m.-4 p.m. 

Central check-in for entering students 

Thursday, September 2-Monday, 
September 6 Orientation for entering students 

Sunday, September 5, 10 a.m. -4 p.m. 
Monday, September 6, 1-4 p.m. 

Central check-in for returning students 

Monday, September 6, 7:30 p.m. 

Opening Convocation 

Tuesday, September 7, 8 a.m. 

Classes begin 

To be announced by the president 

Mountain Day (holiday) — Classes scheduled 
before 7 p.m. are canceled. 

Saturday, October 9-Tuesday, October 12 

Autumn recess 

Friday, October 15-Sunday, October 17 

Family Weekend 

Tuesday, November 2 

Otelia Cromwell Day — Afternoon and evening 
classes are canceled. 

Monday, November 8-Friday, November 19 

Advising and course registration for the second 
semester 

Wednesday, November 24-Sunday. November 28 
Thanksgiving recess (Houses close at 10 a.m. on 
November 24 and open at 1 p.m. on November 28.) 

Tuesday, December 14 

Last day of classes 

Wednesday, December 15-Friday, 
December 17 

Pre-examination study period 

Saturday, December 18-Tuesday, December 21 

Midyear examinations 



Wednesday, December 22-Sunday, January 2 

Winter recess (Houses and Friedman apartments 
close at 10 a.m. on December 22 and open at 
1 p.m. on January 2.) 

Interterm, 2005 

Monday, January 3-Saturday, January 23 

Spring Semester, 2005 

Thursday, January 20-Sunday. January 23 
Orientation for entering students 

Monday, January 24, 8 a.m. 

Classes begin 

Wednesday, February 23 

Rally Day — All classes are canceled. 

Saturday, March 12-Sunday, March 20 

Spring recess (Houses close at 10 a.m. on March 
12 and open at 1 p.m. on March 20.) 

Monday, April 4-Friday, April 15 

Advising and course registration for the first 
semester of 2005-06 

Friday, April 29 

Last day of classes 

Saturday, April 30-Monday. May 2 
Pre-examination study period 

Tuesday, May 3-Friday, May 6 

Final examinations 

Saturday, May 7 

Houses close for all students except 05 graduates. 
Commencement workers and those with Five Col- 
lege finals after May 6. 

Sunday, May 15 

Commencement 

Monday, May 16 

All houses close at noon. 



Vlll 



The Mission of Smith College 

Smith College began more than 130 years ago in the mind and conscience of a New England 
woman. In her will, Sophia Smith expressed her vision of a liberal arts college for women, one 
equal to the best available to men, which would make it possible "to develop as fully as may be 
the powers of womanhood." By means of such a college, she wrote, women's '"wrongs' will be 
redressed, their wages adjusted, their weight of influence in reforming the evils of society will be 
greatly increased. . .their power for good incalculably enlarged." In this spirit Smith College seeks to pro- 
vide the finest liberal arts education for women of diverse backgrounds, ages and outlooks who have the 
ability and promise to meet the demands of an academically rigorous curriculum. 

Today Smith College, as the largest liberal arts college for women, is well situated to fulfill its founder's 
wish to provide such "studies as coming times may develop or demand for the education of women." For 
its pursuit of the advancement of learning the college is endowed with exceptional resources and facilities, 
an outstanding faculty and a dedicated staff, and a rich international curriculum. Smith's overall educa- 
tional purposes are furthered by a number of co-educational graduate programs, and by membership in 
the Five College Consortium, which offers all our students an abundance of academic, cultural and social 
advantages. 

The Smith faculty has committed itself to two purposes, which it regards as fully complementary. It ed- 
ucates students, and it conducts research in the arts and sciences or engages in the performing or creative 
arts. The faculty believes that the best undergraduate education is to be fostered by offering a wide range 
of courses designed to develop students' analytic, creative and expressive powers. Students — advised by 
the faculty — plan programs of study suited to their individual talents and interests, and thereby share the 
responsibility for their own education. 

Smith students come from throughout the United States and more than 60 countries around the world. 
They bring to the college an array of talents that allows them to develop and hone intellectual discipline 
and the habits of inquiry, reflection and criticism necessary for success in their lives and careers. In 
providing women with a liberal arts education, a broad range of co-curricular activities and a house 
residential system fostering self-reliance and self-governance, Smith endeavors to produce graduates 
distinguished by their intellectual capabilities, their capacity for leadership, their ethical values and their 
readiness to contribute to the betterment of the world. On becoming alumnae, our graduates inspire new 
generations of students and enhance in many ways the life of the college. Altogether, the Smith commu- 
nity — students, faculty, staff and alumnae — strives to be what its founder envisioned, "a perennial blessing 
to the country and the world." 



History of Smith College 

Smith College is a distinguished liberal arts college committed to providing the highest quality 
undergraduate education for women to enable them to develop their intellects and talents and to 
participate effectively and fully in society. 
The college began more than a hundred years ago in the mind and conscience of a New Eng- 
land woman. The sum of money used to buy the first land, erect the first buildings and begin the 
endowment was the bequest of Sophia Smith. When she inherited a large fortune at age 65, Sophia Smith 
decided, after much deliberation and advice, that leaving her inheritance to found a women's college was 
the best way for her to fulfill the moral obligation she expressed so eloquently in her will: 

I hereby make the following provisions for the establishment and maintenance of an 
Institution for the higher education of young women, with the design to furnish for my 
own sex means and facilities for education equal to those which are afforded now in our 
colleges to young men. 

It is my opinion that by the higher and more thorough Christian education of women, 
what are called their "wrongs" will be redressed, their wages adjusted, their weight 
of influence in reforming the evils of society will be greatly increased, as teachers, as 
writers, as mothers, as members of society, their power for good will be incalculably 
enlarged. 

The college envisioned by Sophia Smith and her minister, John M. Greene, resembled many other old 
New England colleges in its religious orientation, with all education at the college "pervaded by the Spirit 
of Evangelical Christian Religion" but "without giving preference to any sect or denomination." 

Smith has changed much since its founding in 1871. But throughout its history there have been certain 
enduring constants: an uncompromising defense of academic and intellectual freedom, an attention to the 
relation between college education and the larger public issues of world order and human dignity, and a 
concern for the rights and privileges of women. 

Indeed, at a time when most people had narrow views of women's abilities and their proper role in 
society, Sophia Smith showed not only concern with the particular needs of young women but also faith 
in their still underdeveloped powers. After enumerating the subjects that continue to be a vital part of the 
college's curriculum, she added: 

And in such other studies as coming times may develop or demand for the education 
of women and the progress of the race, I would have the education suited to the mental 
and physical wants of women. It is not my design to render my sex any the less feminine, 
but to develop as fully as may be the powers of womanhood, and furnish women with the 
means of usefulness, happiness and honor now withheld from them. 

In the fall of 1875, Smith College opened with 14 students and six faculty under the presidency of Lau- 
renus Clark Seelye. Its small campus was planned to make the college part of what John M. Greene called 
"the real practical life" of a New England town, rather than a sequestered academic preserve. College Hall, 
the Victorian Gothic administrative and classroom building, dominated the head of Northampton's Main 
Street. For study and worship, students used the town's well-endowed public library and various churches. 
Instead of a dormitory, students lived in a "cottage," where life was more familial than institutional. Thus 
began the "house" system that, with some modifications, the college still employs today. The main lines of 
Smith's founding educational policy, laid down in President Seelye 's inaugural address, remain valid today: 



Histon of Smith 



s now. the standards for admission were as high as those of the best colleges for men; then as now. a 
truly liberal education was fostered by a broad curriculum of the humanities, the line arts and the natural 

During the 35 years of President Seelye's administration, the college prospered mightily. Its assets grew 
from Sophia Smith's original bequest of about $400,000 to more than (3,000,000; its faculty to 122; its 
snider - :s buildings to 35. These buildings included Alumnae Gymnasium, site of the first 

i ouses the College Archives and is connected to the William Allan 
s : a Library, one of tht e J undergraduate libraries in the country. 

Sim: sstt d president. Marion LeRoy Burton, took office in 1^10. President Burton, a graduate of 
Yale Divini?- v . s c-fted public speaker with on especially acute business sense. He used these 

talents to help the college raise the amazing sum of $1,000,000 — a huge endowment campaign for any 

..: time. Vim the college's increased endowment. President Burton was able to increase faculty 
s onualh- and improve the faculty-to-student ratio. President Burton's fund drive also invigorat- 
ed the alumnae, bringing mem closer to the college than net before and increasing their representation 
on the board of trustees 

• tb improving the financial state and business methods of the college. President Bunon con- 
tribute . : the curriculum and initiated college honors programs to recognize outstanding 
students. He also helped to organ: . ntiie admission system among Smith. Mount Holyoke. 

sar. the finest women's colleges of the day. President Burton's accomplishments are corn- 
memo by Burton Hall, the science building that his fund drive helped to finance. 

When William Allan Neilson became president in 191". Smith was already one of the largest women's 
i President Neilson shrewdly developed the advantages of large academic institutions 
while maintaining the benefits of a small one. Under his leadership, the size of the faculty continued to 

se while the number of students remained at about 2.000. The curriculum was revised to provide a 
panem still followed in many American colleges — a broad foundation in various fields of knowied^ 
:; implemented by the more intensive study of a major subject. The college expanded honors programs 
and initialed interdepartmental majors in science, landscape architecture and theatre. The School k S 

..national graduate program, was founded. And more college houses were built, mainly 
in the Georgian complex called "the Quad." so that every student could live on campus. 

oh" did President Neilson help make Smith College one of the leading colleges in the United 
Stales : men or women, but he also developed it into on institution of international distinction 

cans. Pre - son, himself a Scotsman, married to a well-educated German woman, trans- 

formed the college from a high-minded but provincial community in the hinterland of Massachusetts into 
a cosmopolitan center constantly animated by ideas from abroad. Between the two world wars, he brought 
many importar: -. , . tehees, scholars, lecturers and artists to the colic , 

;. Smith students went to study in France. Italy and Spain on the Junior 
.ram instituted by the college in I - - - 
President Neilson retired in 1959, just before the outbreak of World War n. and for one year Elizabeth 
alumna tins acting president Herbert Davis took office as Smith's fourth 

president in l c ^0 and reaffirmed die contributions that a liberal arts college could make to a troubled 
world Already during World War I a group of Smith alumnae had gone to France to do relief work in the 
town of Grecourt a replica of Grecourt's chateau gates is emblematic of the college. 

i : the 1941 bombing of Pearl Harbor, the college agreed to provide facilities on its campus for 
the first Officers" Mining Unit of the Women's Reserve, or WAVES. The college added a summer term from 
i5s some students could graduate more quickly and go on to government, hospital or mili- 
Tbough physically isolated by navel restrictions, the college retained its cosmopolitan charac- 
ter as refugees came to lecture, teach and study And foreign films were shown regularly in Sage Hall — a 

practice thai won; . s of sradents their sensitivity bom to other cultures and to on important. 

relatively new art. President Davis' adniinistration was marked by intensified academic life, reflecting his 
bebef mat serious studv was a wav of confronting the global threat to civilization. 



History' of Smith 3 

Benjamin Fletcher Wright came from Harvard to become Smith's fifth president in 19-49 The college 
had by then resumed its regular calendar and completed several much-needed building projects, in- 
cluding a new healing plant and a student recreation center named for retiring President Davis. The most 
memorable achievements of President Wright's administration were the strengthening of Smith's financial 
position and the defense of academic freedom during the 1950s 

In 1950. the S~ Million Fund Drive was triumphantly completed, enabling the college to improve 
facilities and increase faculty salaries. In 1955. the Helen Hills Hills Chapel was completed, giving Smith 
its own place of worship. The early 1950s were not. though, easy years for colleges: McCarthyism bred 
a widespread suspicion of any writing or teaching that might seem left of center. In defending his faculty 
members' right to political and intellectual independence. President U right showed great courage and 
statesmanship. Complementing his achievements was the financial and moral support of Smith's Alumnae 
Association, by now the most devoted and active group of its kind in the country: Before President Wright's 
term ended, the college received a large gift for constructing a new faculty office and classroom building 
to be named for him. 

When Thomas Corwin Mendenhall came from Yale in 1959 to become Smith's sixth president, both 
the college and the country at large were enjoying peace and prosperity. During the 1960s, social and 
cultural changes stirred the college profoundly, and a series of powerful movements influenced the larger 
society and the academic world alike. In response to the needs of increasingly independent and ambitious 
students, the curriculum was thoroughly revised. Collegewide requirements were set aside and indepen- 
dent study encouraged. The college made more varied educational experiences available to Smith under- 
graduates by extending cooperation with its neighbors — .Amherst. Hampshire and Mount Holyoke colleges 
and the University of Massachusetts. .And Smith joined other private colleges in the Northeast to develop 
the Twelve College Exchange Program. The college added buildings with the most modern facilities for the 
study of the natural sciences, performing arts and fine arts. The new fine arts center included the Smith 
College Museum of .Art. now one of the most distinguished college museums 
in the country. 

The 1960s saw the civil rights movement, the students' rights movement and the anti-war movement 
take root and grow at many of the country's universities and colleges, including Smith. Thanks to these 
movements and to the wisdom, tact and humor of President Mendenhall. the college emerged from the 
1960s with a more precise awareness of student needs and an active, practical sense of social responsi- 
bility. 

Meanwhile, life in the college houses was changing. The old rules governing late evenings out and male 
visitors were relaxed, then abandoned. Not surprisingly, when Vassar began to admit men. and Vale. Princ- 
eton and Dartmouth to admit women as candidates for degrees, some members of the college community 
wondered whether Smith should also become coeducational. In 1971, a committee of trustees, faculty. 
administration, students and alumnae studied the question in detail. The committee concluded that admit- 
ting men as candidates for the Smith degree would detract from the founding purpose of the college — to 
provide the best possible education for women. 

In the late 1960s and early 19"0s another important movement — the women's movement — was gath- 
ering momentum. This was to have a profound effect on American society and to confirm the original pur- 
pose of Smith College. The college began its second century in 19" 5 by inaugurating its first woman pres- 
ident, Jill Ker Conway, who came to Smith from Australia by way of Harvard and the University of Toronto. 
She was a charismatic and energetic leader with a vision for women's education, and her administration 
was marked by three major accomplishments: a large-scale renovation and expansion of Neilson Library, 
evidence of Smith's undiminished concern for the heart of the liberal arts: the rapid growth of the Ada 
Comstock Scholars Program, through which women beyond the traditional college age could earn a Smith 
degree; and exceptionally successful fund-raising efforts. Also during President Conway's admimstration. 
the Career Development Office was expanded to better counsel Smith students and alumnae about career 
opportunities and graduate training for women. Recognizing the rapidly growing emphasis on fitness and 
athletics for women. Smith built the Ainsworth Gymnasium and broke ground for new indoor and outdoor 



4 History of Smith 

track and tennis facilities. President Conway's contributions underscored her commitment to women's 
colleges and a liberal arts education in today's society. 

The college that President Conway left to her successor was in some ways very different from the col- 
lege served by Presidents Seelye, Burton and Neilson. When Mary Maples Dunn came to Smith in 1985 
after many years as a professor of history and then as dean of Bryn Mawr College, Smith's student body 
had diversified. During its early decades the student body had been overwhelmingly Protestant, but by the 
1970s, Roman Catholic and Jewish college chaplains served alongside the Protestant chaplain. All racial, 
ethnic and religious groups are now well represented on campus, evidence of Smith's continuing moral 
and intellectual commitment to diversity. 

In her decade as president, Mary Maples Dunn led the college through exciting and challenging times. 
During her tenure, the college raised more than $300 million, constructed two major buildings and ren- 
ovated many more, enhanced communication on and off campus, attracted record numbers of applicants 
(while upholding the same academic standards) and doubled the value of its endowment. Computer tech- 
nology transformed the way Smith conducted its business. And the curriculum became broader in scope, 
with five new majors and increased course offerings in non-Western and neglected American cultures. 

In 1994 Ruth Simmons was chosen as Smith's ninth president. With a long and distinguished career 
in higher education behind her, Simmons was the first African-American woman to head any top-ranked 
American college or university. Simmons galvanized the campus through an ambitious campuswide self- 
study process that resulted in a number of landmark initiatives, including Praxis, a program that allows 
every Smith student the opportunity to elect an internship funded by the college; an engineering program, 
the first at a women's college; programs in the humanities that include the establishment of a poetry center 
and a peer-reviewed journal devoted to publishing scholarly works by and about women of color; and 
curricular innovations that include intensive seminars for first-year students and programs to encourage 
students' speaking and writing skills. 

A number of significant building projects were launched during Simmons' administration; most signifi- 
cant is a $35-million expansion and renovation of the Smith College Museum of Art, art department and art 
library. Ground was broken in 2002 for a campus center, and the Lyman Conservatory has been renovated. 

A widely respected scholar of Victorian literature, Carol T. Christ took up her duties as Smith's 10th 
president in June 2002. In her first two years at Smith, Christ launched an energetic program of outreach, 
innovation and long-range planning. She encouraged the development of coursework emphasizing fluency 
in American cultures and the diversity of experience of American ethnic groups and launched a review, 
conducted by members of the Smith faculty and outside scholars, to determine the particular strengths of 
the Smith curriculum and areas on which to build in the future. She shaped dialogue and programs to ad- 
dress constraints on Smith's budget caused by the nation's economic situation, a process that culminated 
in a comprehensive plan to avoid deficits and bring the college's budget into equilibrium, ensuring contin- 
ued excellence, access and affordability and funding for new initiatives. As major building projects — the 
renovation of and addition to the Brown Fine Arts Center, a dramatic new Campus Center, a renovated 
Lyman Conservatory and the impressive Olin Fitness Center — came to fruition, Christ has spurred long- 
range planning for a comprehensive new science center and, for the shorter term, a permanent building 
for the college's pioneering Picker Engineering Program and molecular biology facilities. 

Today the college continues to benefit from a dynamic relationship between innovation and tradition. 
Smith is still very much a part of Northampton, now a lively and sophisticated cultural center in its own 
right. The majority of students still live in college houses with their own common rooms, in accord with 
the original "cottage" plan. The faculty and administration are still composed of men and women who 
work together in a professional community with mutual respect. The teaching is still as challenging as it is 
at the best coeducational colleges. And while Smith's basic curriculum of the humanities, arts and sciences 
still flourishes, the college continues to respond to the new intellectual needs of today's women — offering 
majors or interdepartmental programs in computer science, engineering, women's studies, Third World 
development, neuroscience, film studies, Latin American studies, history of science and technology, and 
other emerging fields. Were Sophia Smith to visit Northampton today, she would no doubt find her vision 
realized, as students at her college prepare themselves for exemplary lives of service and leadership. 



William Allan Neilson Professorship 



The William Allan Neilson Chair 
of Research 

The William Allan Neilson Professorship, com- 
memorating President Neilson's profound concern 
for scholarship and research, has been held by the 
following distinguished scholars: 

Kurt Koffka, Ph.D. 

Psychology, 1927-32 

G. Antonio Borgese, Ph.D. 

Comparative Literature, 1932-35 

Sir Herbert J.C. Grierson. MA., LL.D., Litt.D. 

English, second semester 1937-38 

Alfred Einstein, Dr. Phil. 

Music, first semester, 1939-40; 1949-50 

George Edward Moore, D.Litt., LL.D. 

Philosophy, first semester, 1940-41 

Karl Kelchner Darrow, Ph.D. 

Physics, second semester, 1940^1 

Carl Lotus Becker, Ph.D., Litt.D. 

History, second semester, 1941-42 

Albert F. Blakeslee, Ph.D., Sc.D. (Hon.) 

Botany, 1942^3 

Edgar Wind, Ph.D. 

Art, 1944-48 

David Nichol Smith, M.A., D.Litt. (Hon.), LL.D. 

English, first semester, 1946-47 

David Mitrany, Ph.D., D.Sc. 

International Relations, second semester 1950-51 

Pieter Geyl, Litt.D. 

History, second semester, 1951-52 

Wystan Hugh Auden, B.A. 

English, second semester, 1952-53 

Alfred Kazin, M.A. 

English, 1954-55 

Harlow Shapley, Ph.D., LL.D., Sc.D., Litt.D., Dr. 
(Hon.) 

Astronomy, first semester, 1956-57 

Philip Ellis Wheelwright, Ph.D. 

Philosophy, second semester, 1957-58 

Karl Lehmann, Ph.D. 

Art, second semester, 1958-59 

Alvin Harvey Hansen, Ph.D., LL.D. 

Economics, second semester, 1959-60 



Philippe Emmanuel Le Corbeiller, Dr.-es-Sc. 
A.M. (Hon.) 

Physics, first semester, 1960-61 

Eudora Welty, B.A., Litt.D. 

English, second semester 1961-62 

Denes Bartha, Ph.D. 

Music, second semester, 1963-64 

Dietrich Gerhard, Ph.D. 

History, first semester, 1967-68 

Louis Frederick Fieser, Ph.D., Sc.D. (Hon.), 
D.Pharm. (Hon.) 

Chemistry, second semester, 1967-68 

Wolfgang Stechow, Dr. Phil., L.H.D., D.F.A. (Hon.) 

Art, second semester, 1968-69 

Robert A. Nisbet, Ph.D. 

Sociology? and Anthropology, first semester, 
1971-72 

Louise Cuyler, Ph.D. 

Music, second semester, 1974-75 

Herbert G. Gutman, Ph.D. 

American Studies, 1977-78 

Renee C. Fox, Ph.D., Litt.D. (Hon.) 

Sociobgy and Anthropology, first semester, 1980-81 

Auguste Angles, Docteur es Lettres 

French, first semester, 1981-82 

Victor Turner, Ph.D. 

Religion and Biblical Literature, first semester, 
1982-83 

Robert Brentano, D. Phil. 

History, first semester, 1985-86 

Germaine Bree, Ph.D. 

Comparative Literature, second semester, 
1985-86 

Carsten Thomassen, Ph.D. 

Mathematics, first semester, 1987-88 

Charles Hamilton, J.D., Ph.D. 

Government, second semester, 1988-89 

Triloki Nath Madan, Ph.D. 

Anthropology, first semester, 1990-91 

Armstead L. Robinson, Ph.D. 

Afro-American Studies, first semester, 1991-92 

Sheila S. Walker, Ph.D. 

Afro-American Studies, second semester 1991-92 

Roy S. Bryce-Laporte. Ph.D. 
Sociology, first semester, 1993-94 



William Allan Neilson Professorship/Ruth and Clarence Kennedy Professorship 



Trinh T. Minh-ha, Ph.D. 

Women's Studies, second semester, 1993-94 

Rey Chow, Ph.D. 

Comparative Literature, second semester, 1995-96 

June Nash, Ph.D. 

Latin American Studies, first semester, 1996-97 

Judith Plaskow, Ph.D. 

Women's Studies and Jewish Studies, second 

semester, 1996-97 

Irwin P. Ting, Ph.D. 

Biological Sciences, first semester, 1997-98 

Ruth Kluger, Ph.D. 

German Studies, first semester, 1998-99 

Romila Thapar, Ph.D. 

Religion and Biblical Literature, second 
semester, 1998-99 

Margaret Lock, Ph.D. 

Anthropology, first semester, 1999-2000 

Thomas Greene, Ph.D. 

English Language and Literature, first semester, 
2000-01 

Carolyn Cohen, Ph.D. 

Biochemistry/Biological Sciences, second 
semester, 2001-02 

Nuala Ni Dhombnaill 

Comparative Literature, first semester, 2002-03 

Lauren Berlant 

Women 's Studies, first semester, 2003-04 

Nawal El Saadawi 

Comparative Literature, second semester, 2004-05 

The Ruth and Clarence Kennedy 
Professorship in Renaissance Studies 

The Ruth and Clarence Kennedy Professorship in 
the Renaissance, commemorating the Kennedys' 
commitment to the study of the Renaissance and 
their long-standing devotion to Smith College, has 
been held by the following distinguished scholars: 

Charles Mitchell, M.A. 

Art History, 1974-75 

Felix Gilbert, Ph.D. 

History, 1975-76 

Giuseppe Billanovich, Dottore di Letteratura 
Italiana 

Italian Humanism, second semester, 1976-77 



Jean J. Seznec, Docteur es Lettres 

French, second semester, 1977-78 

Hans R. Guggisberg, D.Phil. 

History, first semester, 1980-81 

Alistair Crombie, Ph.D. 

History of Science, second semester, 1981-82 

John Coolidge, Ph.D. 

Architecture and Art History, second semester, 
1982-83 

Howard Mayer Brown, Ph.D. 

Music, first semester, 1983-84 

Hendrik W. van Os, Ph.D. 

Art History, first semester, 1987-88 

George Kubler, Ph.D. 

Art History, second semester, 1989-90 

Susan Donahue Kuretsky, Ph.D. 

Art History, second semester, 1991-92 

Diane De Grazia, Ph.D. 

Art, second semester, 1993-94 

Larry Silver, Ph.D. 

Art History, first semester, 1994-95 

Andree Hayum, Ph.D. 

Art History, second semester, 1994-95 

Mark P. 0. Morford, Ph.D. 

Classical Languages and Literatures, 1995-96 

Kenneth R. Stow, Ph.D. 

Jewish Studies, 1996-97 

AnnaMaria Petrioli Tofani, Dottore in Lettere 

Art History and Italian Language and Literature, 
first semester, 1997-98 

Nancy Siraisi, Ph.D. 

History of Sciences, first semester, 1998-99 

Keith Christiansen, Ph.D. 

Art History, first semester, 1999-2000 

Phyllis Pray Bober, Ph.D. 

Art History, first semester, 2001-02 

Alison Brown, M.A. 

History, first semester, 2001-02 

Harry Berger, Jr., Ph.D. 

Comparative Literature, first semester, 2002-03 

James M. Saslow 

Art History, second semester, 2003-04 

Richard Cooper 

French, first semester, 2004-05 



The Academic Program 



Smith: A Liberal Arts College 

The tradition of the liberal arts reaches 
back into classical antiquity. Train- 
ing the mind through the study of 
languages, literature, history; culture, 
society, mathematics, science, the arts 
and philosophy has for centuries been the favored 
approach in Europe and America for educating 
leaders. It is a general training, not intended as a 
preparation for any one profession. In the 19th 
century the liberal arts were characterized as pro- 
viding 'the discipline and furniture of the mind: 
expanding its powers, and storing it with knowl- 
edge," to which was added, 'The former of these 
is, perhaps, the more important of the two." At 
many liberal arts colleges today this ideal is under- 
stood as implying both breadth and depth in each 
student's course of studies, as well as the acqui- 
sition of crucial skills in writing, public speaking 
and quantitative reasoning. 

From its foundation in 1871 Smith has taken a 
progressive, expansive and student-oriented view 
of its role as a liberal arts college. To the studies 
of the humanities and sciences the college early 
added courses in art and music, a substantial in- 
novation for its time. In the same spirit the faculty 
has continued to integrate the new and the old, 
respecting all the while the individual needs of, and 
differences among, its students. As an early dean 
of the faculty wrote, it "is always the problem of 
education, to secure the proper amount of system 
and the due proportion of individual liberty, to give 
discipline to the impulsive and wayward and large- 
ness of opportunity to those who will make good 
use of it." 

In the spirit of "individual liberty [and] large- 
ness of opportunity" Smith College has since 1970 
had no distribution requirements for graduation. 
In the interest of "discipline" each student must 
complete a major, to give depth to her studies, 
while to guarantee breadth she must take at least 
64 credits outside the department or program of 
her major. As for "system," the college assigns each 



beginning smdent a faculty member as academic 
adviser; each student later chooses a major adviser. 
Students, in consultation with their advisers, are ex- 
pected to select a curriculum that has both breadth 
and depth, engages with cultures other than their 
own, and develops critical skills in writing, public 
speaking, and quantitative reasoning. 

The Smith faculty strongly recommends that 
students "pursue studies in the seven major fields of 
knowledge" listed below. Completion of a course in 
each of these areas is a condition for Latin Honors 
at graduation: to be eligible each student must take 
at least one course in each of the seven areas (see 
following, and Latin Honors on p. 27). 



The Curriculum 



Each discipline within the liberal arts framework of- 
fers students a valid perspective on the world's past, 
present and future. Therefore, we recommend that 
students pursue studies in the following seven major 
fields of knowledge: 

1) Literature, either in English or in some other 
language, because it is a crucial form of ex- 
pression, contributes to our understanding of 
human experience and plays a central role in the 
development of culture; 

2) Historical studies, either in history or in his- 
torically oriented courses in art, music, religion, 
philosophy and theatre, because they provide a 
perspective on the development of human society 
and culture and free us from the parochialism of 
the present; 

3) Social science, because it offers a systematic and 
critical inquiry into human nature, social institu- 
tions and human relationships; 

4) Natural science, because of its methods, its 
contribution to our understanding of the world 
around us and its significance in modern culture; 

5) Mathematics and analytic philosophy, because 
they foster an understanding of the nature and 
use of formal, rational thought; 

6) The arts, because they constitute the media 
through which people have sought, through the 
ages, to express their deepest feelings and values; 



The Academic Program 



7) A foreign language, because it frees one 
from the limits of one's own tongue, provides 
access to another culture and makes possible 
communication outside one's own society. 
We further recommend that students take per- 
formance courses offered in exercise and sport 
studies, because they provide opportunities for 
recreation, health and the development of skills for 
the complete person. 

Curricular Requirements and 
Expectations 

Each first-year student is required, during her first 
or second semester at Smith, to complete success- 
fully at least one writing-intensive course. (The list 
of such courses, approved by the Committee on Ac- 
ademic Priorities, is made available at the time of 
registration for each semester.) For the bachelor of 
arts degree, there are no further required courses 
outside the student's field of concentration. The 
college does, however, make two demands of the 
student: that she complete a major and that she 
take at least half of her courses outside the depart- 
ment or program of her major. The curricular 
requirements for the bachelor of science degree 
in engineering are listed in the courses of study 
section under Engineering. Furthermore, students 
who wish to become eligible for Latin Honors (see 
p. 27) at graduation must elect at least one course 
(normally four credits) in each of the seven major 
fields of knowledge listed above. Each student has 
the freedom and responsibility to choose, with the 
help of academic advisers, a course of studies to fit 
her individual needs and interests. The curricular 
expectations and requirements for the degree 
therefore allow great flexibility in the design of a 
course of study leading to the degree. 



The Major 



A student's program requires a minimum of 36 
credits in a departmental or interdepartmental ma- 
jor. For the bachelor of arts degree, one-half of a 
student's total program, or at least 64 credits, shall 
be taken outside the department or program of the 
major. Any course (including prerequisites) which 
is explicitly listed in the catalogue as required for, 
or counting toward, fulfilling the requirements 



of the major shall be considered to be inside the 
major for the purposes of this rule. The require- 
ments for each major are described at the end of 
the course listings for each major department and 
program. 

Students declare their majors no later than the 
registration period during the second semester of 
the sophomore year but may declare them earlier. 
Once the major is declared, a member of the fa- 
culty in the major department, either chosen or 
assigned, serves as the student's adviser. 

Major programs are offered by the following 
departments: 

Afro-American Studies German Studies 
Anthropology Government 

Art History 

Astronomy Italian Language 

Biological Sciences and Literature 

Chemistry Italian Studies 

Classical Languages and Mathematics 

Literatures Music 

Computer Science Philosophy 

Dance Physics 

East Asian Languages Psychology 

and Literatures Religion and Bibli- 

Economics cal Literature 

Education and Child Russian Language 

Study and Literature 

Engineering Sociology 

English Language and Spanish and Portu- 

Literature guese 

French Studies Theatre 

Geology 

Interdepartmental majors are offered in the 
following areas: 

American Studies Latin American and 

Biochemistry Latino/a Studies 

Comparative Literature Medieval Studies 
East Asian Studies Neuroscience 

Women's Studies 

If the educational needs of the individual stu- 
dent cannot be met by a course of study in any of 
the specified majors, a student may design and un- 
dertake an interdepartmental major sponsored by 
advisers from at least two departments, subject to 
the approval of the Committee on Academic Priori- 
ties. The guidelines for proposed student-designed 



The Academic Program 



interdepartmental majors are available in the class 
deans' office, College Hall 23. 

Students in departmental majors or in student- 
designed interdepartmental majors may enter the 
honors program. A description of the honors pro- 
gram can be found on page 12. 

On its official transcripts, the college will rec- 
ognize the completion of no more than two majors, 
or one major and one minor, or one major and 
one Five College Certificate for each student, even if 
the student chooses to complete the requirements 
for additional majors, minors or certificates. 

The Minor 

Students may consider the option of a minor in ad- 
dition to a major. A minor consists of a sequence, 
designated by the faculty, of 20 to 24 credits from 
one or more departments. 

In addition to minors in many departments and 
programs offering majors, the following interde- 
partmental minors are offered: 
African Studies Latin American and 

Ancient Studies Latino/a Studies 

Archaeology Logic 

Astrophysics Marine Sciences 

East Asian Studies Medieval Studies 

Environmental Science Neuroscience 

and Policy Political Economy 

Ethics Public Policy 

Film Studies Third World 

History of Science Development 

and Technology Studies 

International Relations Urban Studies 
Jewish Studies Women's Studies 

Student-Designed 
Interdepartmental 
Majors and Minors 

This course of study must differ significantly from 
an established major or minor and must include 
concentrated work in more than one department. 
For majors, at least one of the departments or pro- 
grams must itself offer a major. Majors are expect- 
ed to include 36 to 48 credits in related courses in 
more than one department. Normally, a minimum 



of 24 credits are at the 200 level or higher and a 
minimum of eight are at the 300 level. One of the 
300-level courses may be the integrating project. 

Minors are expected to include 20 to 24 credits 
in related courses in more than one department, 
of which no more than eight credits should be at 
the 100 level and at least four should be at the 300 
level. 

Proposals for majors may be submitted no ear- 
lier than the first semester of the sophomore year 
and no later than the end of advising week of the 
second semester of the junior year. The deadlines 
for submission of proposals are November 30 and 
April 30. Proposals for minors may be submitted at 
any time after the major has been declared but no 
later than the end of the first semester of the senior 
year. 

The major or minor proposal must include a 
statement explicitly defining the subject matter and 
method of approach underlying the design of the 
major or minor; course lists; and, for the major, a 
clearly formulated integrating course or piece of 
work. Proposals must include letters of support 
from all advisers representing the areas of study 
central to the major and written recommendations 
signed by the chairs indicating approval of the de- 
partments or programs in the major. 

Information about student-designed interde- 
partmental majors and minors is available from the 
class deans and the director of the Ada Comstock 
Scholars Program. 

Students in a student-designed interdepart- 
mental major apply to undertake an honors pro- 
gram in that major through one of the departments 
or programs of the major. 

Five College Certificate 
Programs 

Five College Certificate Programs provide a di- 
rected course of study in various interdisciplinary 
fields through the resources available at the five 
area colleges. Certificate programs are offered in 
addition to or in conjunction with the student's 
major. Certificates are awarded upon successful 
completion of a program by the appropriate Five 
College faculty councils on the recommendation of 
designated faculty advisers from the student's home 



10 



The Academic Program 



institution. Current certificate programs in African 
studies and international relations require that the 
student earn a grade of B or above in all courses 
counting for the certificate and demonstrate com- 
petence in a language other than English. Each 
institution determines the method by which com- 
petence will be measured. 

Advising 

Premajor and Major Advisers 

Each student has a faculty adviser who helps her 
select and register for courses that will satisfy the 
broad expectations of the college and will further 
her personal goals and aspirations. The dean of the 
first-year class assigns a premajor faculty adviser 
to each first-year student. This faculty member will 
continue to advise her until she chooses a major. 
The names of major advisers appear after each 
department's course listings. It is the joint respon- 
sibility of both student and adviser to plan a course 
program that will lead to successful completion of 
all degree requirements. 

Together the adviser and student devise a bal- 
anced academic program, making full use of the 
courses and programs available. The adviser ap- 
proves all registration decisions, including changes 
made to the course program after the beginning of 
a semester. An adviser can help a student find aca- 
demic and personal resources and can help her 
select and pursue various optional programs. It is 
the joint responsibility of both student and adviser 
to plan a course program that will lead to success- 
ful completion of all degree requirements. 

In addition to aiding in the selection of courses, 
major advisers often counsel students about prepa- 
ration for graduate schools or careers. The more 
clearly a student can articulate her own vision and 
goals, the more productive will be her relationship 
with her adviser. 

Minor Advisers 

A student electing a minor will have the guidance 
of a faculty adviser who represents the discipline, 
in addition to the help of her major adviser. She 
normally must consult with her minor adviser at 
the time she initially elects the minor, and again 



when she needs to certify that the minor has been 
completed. 

Engineering Advising 

Students who are interested in engineering should 
consult the faculty listed on page 187. 

Prebusiness Advising 

Students who are interested in pursuing a grad- 
uate program in business should consult with 
the Career Development Office, which provides 
information and advice about all career fields and 
graduate training. Juniors and seniors who wish 
further advice on admissions criteria may consult 
a member of the Prebusiness Advisory Group. 
Please contact the Career Development Office for 
the names of faculty and staff members who are 
members of this group. 

Premedical and Prehealth 
Professions Advising 

Students who wish to prepare for careers in the 
health professions have special advising needs. 
They may major in any subject, provided their 
program includes courses that will satisfy the 
minimum entrance requirements for health profes- 
sions schools. 

Students interested in a premedical or other 
health-related program should consult page 126 
for important information. 

Prelaw Advising 

Law schools accept students from any major; there 
is no pre-law curriculum. Students interested in 
pursuing a law degree are encouraged to pick up 
or print off a copy of the Career Development Of- 
fice (CDO) handout on "Law School," and bring 
their questions to the CDO and/or to the faculty 
pre-law adviser (usually Alice Hearst in the gov- 
ernment department.) 



Academic Honor System 

In 1944, the students of Smith College voted to 
establish the Academic Honor System in the belief 
that each member of the Smith community has an 



The Academic Program 



11 



obligation to uphold the academic standards of 
the college. The basic premise on which the code 
is based is that the learning process is a product 
of individual effort and commitment accompanied 
by moral and intellectual integrity. The Academic 
Honor Code is the institutional expression of these 
beliefs. The code requires that each individual be 
honest and respect and respond to the demands of 
living responsibly in an academic community. 

Special Programs 

Accelerated Course Program 

With permission of the administrative board, 
students having a cumulative average of at least 
B (3.0) may complete the requirements for the 
degree in six or seven semesters. Four semesters, 
including two of these in the junior or senior year, 
must be completed in residence at Smith College in 
Northampton. A student who intends to study away 
from campus during the junior year should file her 
acceleration proposal by the end of the first year. 
A maximum of 32 credits can be accumulated 
toward the degree through a combination of Ad- 
vanced Placement (or similar) , pre-matriculation, 
Interterm and summer school credits. Students 
whose acceleration plans include courses to be 
taken during Interterm should be aware of the fact 
that these courses are limited both in number and 
in enrollment and cannot be guaranteed as part of 
the acceleration plan. Requests for permission to 
accelerate should be filed with the student's class 
dean at least two full semesters before the pro- 
posed date of graduation. 

The Ada Comstock Scholars 
Program 

The Ada Comstock Scholars Program at Smith 
combines the rigorous academic challenges of our 
undergraduate program with flexibility for women 
beyond traditional college age. 

Many women choose to work or raise a family 
rather than complete an education, but later wish 
to return to earn a degree. Established in 1975, the 
Ada Comstock Scholars Program allows women 
of nontraditional age to complete a bachelor of 
arts degree either part-time or full-time. Each Ada 



Comstock student attends the same classes and 
fulfills the same requirements as do all other Smith 
students. The program provides academic advis- 
ing, special orientation programs, peer advising, a 
center for the exclusive use of participants in the 
program and some housing. Career counseling 
and academic assistance are provided through 
specialized offices available on campus. Financial 
aid is available to all admitted students based on 
demonstrated need. 

Reasons for becoming an Ada Comstock 
Scholar differ as widely as each woman's history, 
age, marital status, parenting circumstances and 
socioeconomic level. Each Ada Comstock Scholar 
has a high level of ability, strong motivation and 
at least a year of transferable liberal arts credit. 
This widely disparate group of women contributes 
vigor, diversity of perspective, intellectual ability 
and enthusiasm to all aspects of Smith life. Their 
achievements confirm the academic standard of the 
college. 

A student admitted through the Office of Admis- 
sion normally will not be permitted to change her 
class status to Ada Comstock Scholar. A candidate's 
status as an Ada Comstock Scholar must be desig- 
nated at the time of application. 

For information about application procedures, 
see page 45. Information about expenses and how- 
to apply for financial aid can be found on pages 
34 and 38. For more information about the Ada 
Comstock Scholars Program, contact the program 
office at (413) 585-3090; e-mail, comstock® 
smith.edu; or fax (413) 585-3595. 

Community Auditing: 
Nonmatriculated Students 

Members of the local community who have earned 
a high school diploma are eligible to audit a lec- 
ture course at Smith on a space-available basis with 
the permission of the instructor and the registrar. 
Forms for the faculty member's signature and more 
information about auditing are available at the 
Office of the Registrar. A fee is charged and is de- 
termined by the type of course. Normally studio art 
courses are not open to non-matriculated students. 
Auditors are invited to attend classes, but they do 
not participate in other aspects of college life. Re- 
cords of audits are not maintained. 



12 



The Academic Program 



Five College Interchange 

After the first semester of her first year, a student in 
good standing may take a course without additional 
cost at Amherst, Hampshire and Mount Holyoke 
colleges or the University of Massachusetts, if the 
course is appropriate to the educational plan of 
the student and approved by Smith College. A list 
of Five College courses approved for Smith College 
degree credit is available at the registrar's office. 
Requests for approval of courses not on the list 
may be submitted to the registrar's office. However, 
Smith College does not accept all Five College 
courses for credit toward the Smith degree. 

Departmental Honors Program 

The Departmental Honors Program is for qualified 
students who want to study a particular topic in 
depth or undertake research within the department 
of the major. Students should consult the depart- 
mental director of honors about application dead- 
lines. Students must have departmental permission 
and a 3-3 average for all courses in the major and a 
3.0 average for courses outside the major through 
the junior year. Only Smith College, Five College 
and Smith College Junior Year Abroad grades are 
counted. Departmental honors requirements are 
outlined in the catalogue following each depart- 
ment's course offerings. Information regarding 
procedures can be obtained from departmental 
directors of honors, the class deans or the director 
of the Ada Comstock Scholars Program. The cul- 
mination of the work is a thesis written under the 
direction of a member of the department. 

Independent Study Projects/ 
Internships 

Independent study projects may be proposed by 
juniors and seniors who wish to complete a spe- 
cial project of work or study on or off campus. 
All projects must be approved by the Committee 
on Academic Priorities and are under the direct 
supervision of Smith College faculty members. The 
maximum that may be granted for an off-campus 
project is eight credits. The maximum that may be 
granted for an on-campus project is 16 credits. Any 
independent study project must be completed with- 
in a single semester. The deadline for submission 



of proposals is November 30 for a second-semester 
program and April 30 for a first-semester program. 
Information about the Independent Study Program 
is available in the office of the class deans. No in- 
dependent study project may be undertaken during 
the summer or January. 

All internships for credit must be approved in 
advance by the Committee on Academic Priorities 
and are under the direct supervision of a member 
or members of the faculty of Smith College. A max- 
imum of eight credits can be granted for approved 
internships. Credit is not given for internships un- 
dertaken during January. For summer internships, 
tuition is charged by the credit. The deadline for 
submission of proposals is November 30 for a sec- 
ond-semester program and April 30 for a summer 
or first-semester program. Information and appli- 
cations for internships are available in the class 
deans' office. A maximum of 16 credits for inde- 
pendent study projects and internships combined 
is allowed. 

Smith Scholars Program 

The Smith Scholars Program is designed for highly 
motivated and talented students who want to spend 
one or two years working on projects of their own 
devising, freed (in varying degrees) from normal 
college requirements. A student may apply at any 
time after the first semester of her sophomore 
year and must submit a detailed statement of her 
program, an evaluation of her proposal and her 
capacity to complete it from those faculty who will 
advise her and two supporting recommendations 
from instructors who have taught her in class. 
The deadlines for submission of proposals for the 
Smith Scholars Program are November 30 and 
April 30 of the student's junior year. The propor- 
tion of work to be done in normal courses will be 
decided jointly by the student, her adviser(s) and 
the Committee on Academic Priorities. Work done 
in the program may result in a thesis, a group of 
related papers, an original piece of work, such as a 
play, or some combination of these. 

A Smith Scholar may or may not complete 
a regular departmental major. Further details, 
guidelines and applications are available from de- 
partment chairs, honors directors, the class deans 
and the director of the Ada Comstock Scholars 
Program. 



The Academic Program 



13 



Study Abroad Programs 

Smith College offers a wide range of study abroad 
programs, from Smith's own programs in Western 
Europe to Smith-approved programs all over the 
world. For the Smith Junior Year Abroad (JYA) 
programs in Florence. Hamburg. Geneva and Paris, 
a JYA program application must be filed by February 
1 in the Office for International Study For all other 
study abroad programs, students must submit a 
plan of study for college approval in the semester 
prior to studying abroad. (February 15 for fall or 
full-year study; October 1 5 for spring semester 
study) Students should contact the Office for In- 
ternational Study for information on deadlines and 
procedures. 

For all programs, the Smith College compre- 
hensive fee is charged. The comprehensive fee, 
covering tuition, room and board when classes are 
in session, is the same as the comprehensive fee for 
a year's study in Northampton. Smith pays tuition, 
room and board on behalf of the student to the 
study abroad program or the host institution. 

Students are responsible for all expenses and 
all travel during program breaks or vacations. Inci- 
dental expenses van - according to individual tastes 
and plans, and funds for such expenses are not 
covered by the comprehensive fee. 

All students who wish to study abroad must ob- 
tain approval from the Office for International Study. 
Students must be in good standing in both academic 
and student conduct matters, have a declared major 
and no shortage of credit at the time of application 
to be approved for study abroad. Exceptions are 
considered on a case-by-case basis. Students should 
note that a year or semester abroad does not count 
toward the required two years in residence at Smith 
College. Any student wishing to spend any part of 
the senior year abroad on a Smith or non-Smith 
program must petition the Administrative Board 
through the class dean. 

Students attending programs with yearlong 
courses (LSE, Trinity) receive credit only if they 
have taken the final exams and final grades have 
been issued bv the host institution. 



Smith College Junior Year Abroad 
Programs 

The Smith College Junior Year Abroad Programs 
pro\ide students in a variety of disciplines the 
opportunity for study, research, internships and 
residence in foreign countries. Smith faculty direct 
the four programs in Europe: France (Paris), Ger- 
many (Hamburg), Italy (Florence) and Switzerland 
(Geneva) . The programs provide a rich opportunity 
to observe and study the countries visited. Students 
are encouraged to enjoy the music, art and theatre 
of each country; meetings are arranged with out- 
standing scholars, writers and leaders. During the 
academic year students board with local families or 
live in student dormitories or in other college-ap- 
proved housing. During vacations students are free 
to travel, although by special arrangements in some 
programs they may stay in residence if they prefer. 

Each Smith JYA program lasts a full academic 
year; students are not accepted for a single se- 
mester except for the Hamburg program, which 
offers a one-semester option as well. A student 
studying on a Smith College Junior Year Abroad 
Program will normally receive 34 credits for the 
academic year. In exceptional cases, with the 
permission of the director and the associate dean 
for international study, students may earn up to 40 
credits for a year on a Smith Junior Year Abroad 
Program. 

Each program is directed by a member of the 
Smith College faculty who serves as the official 
representative of the college. The director oversees 
the academic programs and general welfare of the 
smdents. During program breaks or vacations the 
college assumes no responsibility for participants in 
the Junior Year Abroad Programs. The supervision 
of the director and responsibility of Smith College 
ends with the close of the academic year. 

Applicants should have a minimum cumula- 
tive grade point average of 3.0 (B), a declared 
major and a minimum of two years of college-level 
instruction in the appropriate language before 
they can be selected to spend the year abroad. All 
prospective candidates are urged to seek advice . 
beginning in their first year, concerning the best 
sequence of courses in the language of the country 
in which they wish to study. Students who spend the 
junior year abroad may apply for admission to the 
honors program at the beginning of die senior year. 



14 



The Academic Program 



Each year, participants for the Junior Year 
Abroad programs are chosen by a selection com- 
mittee, which reviews the applications in detail. 
The selection process is competitive. Participants 
are selected from both Smith College and other 
colleges. All applications for the Smith College 
Junior Year Abroad Programs, including recom- 
mendations, must be filed with the Office for Inter- 
national Study by February 1 . 

If a student should withdraw from a Junior Year 
Abroad Program during the course of the year, it 
is college policy not to grant credit for less than a 
full year's work and to refund only those payments 
for board and room which may be recovered by 
the college. Tuition charges for the year are not 
refundable. Normally, students who withdraw from 
a Junior Year Abroad Program are withdrawn from 
Smith and may not return to the college the follow- 
ing semester. 

FLORENCE 

The year in Florence begins with four weeks of 
intensive work in the Italian language. Classes in 
art history, literature and history are offered during 
orientation as preparation for the more specialized 
work of the academic year. The students are ma- 
triculated at the Universita di Firenze, together with 
Italian students. Students may elect courses offered 
especially for Smith by university professors at 
the Smith Center, as well as the regular university 
courses. Thus, a great variety of subjects is avail- 
able in addition to the traditional courses in art 
history, literature and history; other fields of study 
include music, religion, government, philosophy 
and comparative literature. The students live in pri- 
vate homes selected by the college. Since classes in 
Florence are conducted entirely in Italian, students 
are expected to have an excellent command of the 
language. Two years or more of college-level Italian 
are required for acceptance into the program. 

GENEVA 

The year in Geneva is international in orientation 
and offers unique opportunities to students of gov- 
ernment, economics, economic history, European 
history; international relations, comparative litera- 
ture, French studies, anthropology, psychology, 
sociology; history of art, and religion. Students are 
fully matriculated at the Universite de Geneve and 
may take courses at its associate institutes as well, 



where the present and past roles of Geneva as a 
center of international organization are consciously 
fostered. Exceptional opportunities include intern- 
ships in international organizations, the faculty of 
psychology' and education that continues the work 
of Jean Piaget, and the rich holdings of the mu- 
seums of Geneva in Western and Oriental art. 

Students in the program attend a preliminary 
four-week session of intensive language training in 
Paris in September. The academic year in Geneva 
begins in mid-October and continues until early 
July. Since classes in Geneva are conducted in 
French, students are expected to have an excellent 
command of the language. For prerequisites, see 
the requirements for study abroad under French 
Studies. 

HAMBURG 

The academic year in Germany consists of two 
semesters (winter semester from mid-October 
to mid-February and summer semester from the 
beginning of April to mid-July) separated by a 
five-week vacation during which students are free 
to travel. The winter semester is preceded by a 
five-week orientation program in Hamburg provid- 
ing language review, an introduction to current 
affairs and to the city of Hamburg, and excursions 
to other places of interest in Germany. During the 
academic year the students are fully matriculated 
at the Universitat Hamburg. They attend regular 
courses offered by the university; special courses 
arranged by Smith and tutorials coordinated with 
the course work. The program is open to students 
in almost every major field of study; and a wide 
variety of courses is available, including art (studio 
and history), biology; economics, history; history 
of science and technology; literature, mathematics, 
music history; philosophy; physics, psychology, 
religion and sociology Since classes in Hamburg 
are conducted in German, students are expected 
to have an excellent command of the language; 
normally; four semesters of college German are 
required for participation in the program. 

The program introduces a one-semester study 
option for fall or spring semester for academic 
year 2005-06. Interested students should consult 
with the German studies department or the Office 
for International Study for details and application 
deadlines. 



The Academic Program 



15 



PARIS 

The program in France begins with a four-week pe- 
riod in Aix-en-Provence devoted to intensive work 
in the language, supplemented by courses, lectures 
and excursions. In early October, each student se- 
lects a program of courses suited to her particular 
major. A wide variety of disciplines can be pursued 
in the various branches of the I'niversite de Paris; 
for example, art history at the Institut d'Art et 
d'Archeologie; studio art at the Atelier St. Paul; 
history, literature, philosophy, religion and many 
other subjects at the Sorbonne (Paris IV). Courses 
at such institutions are sometimes supplemented by 
special tutorials. A few courses or seminars are ar- 
ranged exclusively for Smith students. The students 
live in private homes selected by the college. Since 
classes in Paris are conducted in French, students 
are expected to have an excellent command of the 
language. For prerequisites, see the requirements 
for study abroad under French Smdies. 

Smith-Approved Study Abroad 

Smith-approved programs are in all regions of the 
world, including Latin America, Asia, Africa, Eng- 
lish-speaking countries, and countries in Europe 
not served by Smith programs. Smith-approved 
study-abroad programs are selective but generally 
open to students with a strong academic back- 
ground and sufficient preparation in the language 
and culture of the host country. A list of approved 
programs is available from the Office for Inter- 
national Study along with the guidelines for study 
abroad. Students wishing to petition for approval 
for a program not approved by Smith must do so 
by mid-semester prior to the deadline for study 
abroad applications. 

Faculty at Smith advise students about study 
abroad course selection, and several academic 
departments have a special affiliation with specific 
Smith-approved programs. Consult the Web page 
of the Office for International Study, wwwsmith. 
edu/studyabroad, for the complete list of approved 
programs. Programs with a Smith consortial affilia- 
tion include the following: 

ASSOCIATED KYOTO PROGRAM (AKP) 

Smith is one of the sponsors of the year-long AKP 
program in Japan and conducts the selection pro- 
cess. Interested students should consult the faculty 



in East Asian languages and cultures and East Asian 
studies. 

PROGRAMA DE ESTUDIOS HlSPANICOS IN CORDOBA 
(PRESHCO) 

Smith is one of the sponsors of the program in 
Cordoba, Spain, and conducts the selection pro- 
cess. Interested students should consult faculty in 
the Department of Spanish and Portuguese. 

SOUTH INDIA TERM ABROAD (SlTA) 

Smith is one of the sponsors of this fall or spring 
semester program. Interested students should con- 
sult the Office for International Study. 

PROGRAM FOR MEXICAN CULTURE AND SOCIETY 
IN PUEBLA 

This fall-semester residential study program is 
offered in collaboration with the Benemerita 
Universidad Autonoma de Puebla (BUAP) , one of 
Mexico's leading public universities. It offers an 
extensive and strong focus in the humanities and 
social sciences. Smith conducts the selection pro- 
cess. Interested students should consult faculty in 
the Department of Spanish and Portuguese. 

Off-Campus Study 
Programs in the U.S. 

Jean Picker Semester-in-Washington 
Program 

The Department of Government offers the Jean 
Picker Semester-in-Washington Program during the 
fall semester to provide juniors and seniors in gov- 
ernment or related majors an opportunity' to study 
the process by which public policy is made and 
implemented at the national level. The program is 
described in detail on page 259- 

Internship at the Smithsonian 
Institution 

The American Smdies Program offers a one- 
semester internship at the Smithsonian Institution 
in Washington, D.C. Under the supervision of out- 
standing scholars, qualified students may examine 
some of the finest collections of materials relating 
to the development of culture in America. The pro- 
gram is described in detail on page 80. 



16 



The Academic Program 



Twelve College Exchange Program Study at Historically Black Colleges 



Smith College participates in an exchange program 
with the following colleges: Amherst, Bowdoin, 
Connecticut, Dartmouth, Mount Holyoke, Trinity 
Vassar, Wellesley, Wesleyan, Wheaton and Williams. 
The exchange is open to a limited number of stu- 
dents with a minimum 2.8 average and is intended 
primarily for the junior year. Normally, students 
participating in the program may not transfer to 
the host institution at the end of their stay there. 
Students should be aware that the member col- 
leges may limit or eliminate their participation in 
the exchange in any particular year, due to space 
constraints. 

A limited pool of financial aid is available for 
students studying in the Twelve College Exchange. 
International students may apply for the exchange; 
however, Smith financial aid does not carry to the 
host institution. 

One-semester programs associated with the 
Twelve College Exchange are the National Theater 
Institute in Waterford, Connecticut, sponsored by 
Connecticut College, the Williams-Mystic Seaport 
Program in American Maritime Studies, in Mystic, 
Connecticut, sponsored by Williams College and 
Biosphere2, sponsored by Columbia University. 

Students accepted into the program are ex- 
pected to pay the fees set by the host institution and 
to comply with the financial, social and academic 
regulations of that institution. The course of study 
to be followed at the host institution must have the 
approval of the student's major adviser at Smith 
College. 

Application forms are available in the class 
deans' office. 

Pomona-Smith Exchange 

The college participates in a one-to-one student 
exchange with Pomona College in Claremont, Cali- 
fornia. Sophomores and juniors in good standing, 
with a minimum 3.0 (B) average, are eligible to 
apply Applications are available in the class deans' 
office. 



Interested students may apply for a year's study, 
usually in the junior year, at one of several histori- 
cally black colleges. The course program to be 
followed at the host institution must have the ap- 
proval of the student's major adviser at Smith Col- 
lege. Further information and application forms 
are available in the Office of the Class Deans. 



1" 



The Campus and Campus Life 



Smith's 125-acre campus is a place of 
physical beauty and interesting people, 
ideas and events. Students enjoy fine 
facilities and services in a stimulating 
environment. We continually improve 
our library and museum holdings, which are al- 
ready among the finest in the country, and upgrade 
our equipment to give students here every techno- 
logical advantage. 

Smith attracts faculty members and students 
who are intellectually energetic and highly moti- 
vated. Together, we form a community with diverse 
talents and interests, skills and training, and reli- 
gious, cultural, political, geographic and socio- 
economic backgrounds. Many groups, activities 
and events arise from our broad range of interests. 
Members of the Five College community are wel- 
come in classes and at most campus events. Their 
participation expands even further the perspectives 
and experiences we represent. 

All undergraduate students at Smith are part of 
the Student Government Association, which sup- 
ports approximately 100 student organizations and 
their projects and programs. These organizations 
enrich the lives of their participants and of the 
general community through a wealth of concerts, 
presentations, lectures, readings, movies, work- 
shops, symposia, exhibits and plays that enhance 
the rhythm of campus life. Academic and adminis- 
trative departments and committees, resource cen- 
ters, individual faculty members and alumnae also 
contribute to the already full schedule. 

The pace and style of campus life vary greatly, 
as each woman creates the academic and social 
lifestyle best suited to her taste. Daily campus life 
includes periods both of great activity and move- 
ment and of quiet and intense concentration. There 
is time for hard work, for listening and speaking, 
for learning and teaching and for friends, fun and 
relaxation. The extracurricular social, athletic and 
cultural events on campus, in Northampton, and in 
the Five College area keep this an exciting center 
of activity. Each student learns through the over- 
whelming choices open to her how to develop and 
sustain a pace of life that is balanced and fulfilling. 



Facilities 



Much of the daily campus activity at Smith occurs 
in the following centers. 

Smith College Libraries 

With a collection of more than 1 .4 million books, 
periodicals, microforms, maps, scores, recordings, 
rare books, archives, manuscripts and computer 
databases, the Smith College Libraries rival many 
university libraries. We are committed to providing 
undergraduates with firsthand research oppor- 
tiinities not only through our extensive resources 
but also through specialized services. We maintain 
open stacks, provide individual research assis- 
tance, collaborate with faculty in teaching classes 
on research tools and techniques and borrow 
materials from other libraries worldwide through 
our interlibrary loan service. The libraries' Web 
page (vvvvw.smith.edu/libraries) links students to 
the Five College Library catalog, with the holdings 
of Smith, Amherst, Mount Holyoke and Hampshire 
colleges and the University of Massachusetts at 
Amherst, to general and subject databases, and to 
full-text resources. 

The William Allan Xeilson Library, named after 
Smith's third president, serves as the main social 
sciences and humanities library and includes the 
library administrative offices. On the third floor, the 
Mortimer Rare Book Room showcases more than 
25,000 printed books in all subjects from the 15th 
through 20th centuries plus the Virginia Woolf and 
Sylvia Plath manuscript collections. The Rare Book 
Room is open to all undergraduates for browsing 
and in-depth study of these specialized materials. 

The Alumnae Gymnasium, connected to Xeilson 
Library, houses the Sophia Smith Collection, the 
oldest national repository for primary sources in 
women's history; and the College Archives, which 
documents the history of Smith. 

Strong branch libraries help set Smith apart 
from other undergraduate colleges by providing 
specialized resources and services in specific sub- 
ject areas. The three branches, described in sec- 
tions below are the Hillver .Art Library in the Brown 



18 



The Campus and Campus Life 



Fine Arts Center, the Young Science Library in Bass 
Hall (Clark Science Center) and the Werner Josten 
Library for the Performing Arts in the Mendenhall 
Center. 

Neilson Library hours (Academic Year) 

Monday-Thursday 7:45 a.m.-midnight 
Friday 7:45 a.m -11 p.m. 

Saturday 10 a.m.-l 1 p.m. 

Sunday 10 a.m.-midnight 

Hours vary during reading and exam periods, in- 
tercession, summer, vacations and holidays. 

Clark Science Center 

The Clark Science Center is composed of six inter- 
connected buildings housing eight academic depart- 
ments (astronomy, biological sciences, chemistry, 
computer science, geology; mathematics, physics 
and psychology) and four programs (biochemistry, 
engineering, environmental science and policy and 
neuroscience) , with approximately 85 faculty and 20 
staff. The center, which includes Burton, Sabin-Reed, 
McConnell and Bass halls, the temporary engineer- 
ing building and Young Science Library, meets the 
most exacting specifications for modern scientific 
experimentation and equipment. Science center fa- 
cilities include traditional and computer classrooms, 
seminar rooms, a large lecture hall, a computer 
resource center, student laboratories and faculty 
offices and research space. The educative mission in 
the sciences is supported by an administrative office, 
stockroom, technical shop, environmental health and 
safety services, science inreach programming and 
an animal-care facility. The Young Science Library, a 
state-of-the-art science library and one of the larg- 
est science libraries at a liberal arts college in the 
United States, houses more than 163,000 volumes, 
22,500 microforms, 700 periodical subscriptions, 
and 1 54,000 maps, and provides a wide array of 
computer databases and electronic resources. Stu- 
dent laboratories customarily enroll between 12 and 
20 students and are faculty taught. Summer student 
research opportunities are available. 

Adjacent to the Clark Science Center are the 
Botanic Gardens and Lyman Plant House, with 
greenhouses illustrating a variety of climates. The 
campus grounds are an arboretum, with plants and 
trees labeled for easy identification. 



Young Science Library hours (Academic Year) 

Monday-Thursday 7:45 a.m.-midnight 
Friday 7:45 a.m.-ll p.m. 

Saturday 10a.m.-llp.m. 

Sunday 10 a.m.-midnight 

Hours vary during reading and exam periods, in- 
tercession, summer, vacations and holidays 

Brown Fine Arts Center 

The three portions of the Fine Arts Center serve dif- 
ferent functions. Hillyer Hall, which houses the art 
department, is a center for the creative endeavors 
of students and faculty. Its studios for students of 
drawing, painting, design, sculpture, print-making 
and photography are supplemented by darkroom 
facilities, faculty offices and classrooms. 

Hillyer Art Library houses collections of more 
than 100,000 volumes, 37,000 microforms, 
300 current periodicals, and a broad range of 
bibliographic databases and full-text electronic 
resources. The newly renovated art library facilities 
provide a variety of spaces for individual and group 
study with power and data connectivity available at 
all seats. 

Tryon Hall is home to the Smith College 
Museum of Art, known as one of the nation's 
outstanding museums affiliated with a college or 
university. Its collection, numbering approximately 
24,000 objects, represents works dating from the 
25th century B.C. to the present. 

Art Library hours 

Monday-Thursday 8 a.m.-l 1 p.m. 

Friday 8 a.m.-9 p.m. 

Saturday 10 a.m.-9 p.m. 

Sunday noon-midnight 

Hours vary during reading and exam periods, in- 
tercession, summer, vacations and holidays. 

Museum hours 

The museum hours from July 1, 2004, through 
June 30, 2005, are as follows: 
Tuesday-Sunday, 10 a.m.-4 p.m. 
Sunday, noon-4 p.m. 

Closed for the holidays from Friday, December 
24, to Monday, December 27, 2004 (regular 
hours resume Tuesday, December 28). Closed for 
maintenance and installation from Saturday, Janu- 



The Campus and Campus Life 



1') 



ary 1 -Monday, January 24, 2005 (regular hours 
resume Tuesday, January 25, 2005). 

Mendenhall Center for the 
Performing Arts 

Named for Thomas Mendenhall, president of the 
college from 1959 to 1975, the Center for the Per- 
forming Arts celebrates music, theatre and dance. 
Three sides of the quadrangle were completed in 
1968, joining Sage Hall to complete the college's 
commitment to modern and comprehensive fa- 
cilities for the performing arts. Berenson Studio for 
dancers accommodates both individual and class 
instruction in two mirrored suidios. The theatre 
building has extensive rehearsal space, shops and 
lounges that support productions in Theatre 14, 
which holds an audience of 458; the versatile Hallie 
Flanagan Studio Theatre, with its movable seats for 
200; and the IV. studio, which has flexible seating 
for 80. The Werner Josten Library welcomes stu- 
dents, making available more than 95,000 books 
and scores, 1,200 video recordings, 237 current 
periodical titles and 57,000 recordings to enjoy in 
comfortable reading rooms and in listening rooms 
for individuals and groups. Newly renovated Sage 
Hall allows students to practice their music at one 
end and perform it in a gracious 750-seat audi- 
torium at the other. In between are faculty offices 
and classrooms. The Mendenhall Center for the 
Performing Arts is crowned by a tower with a peal 
of eight bells hung for change ringing. 

Werner Josten Library hours 



Mondav-Thursdav 


8a.m.-ll p.m 


Fridav 


8 a.m.-9 p.m. 


Saturdav 


10 a.m.-9 p.m 


Sunday 


noon-11 p.m. 



room study, for lectures and special presentations, 
for informal discussions and for research. 

Poetry Center 

Located on the first floor of Wright Hall, the Poetry 
Center is a bright, serene reading room, with a 
library that includes signed copies of books by all 
the poets who have visited Smith since 199", and a 
rotating display of poetry materials borrowed from 
the Mortimer Rare Book Room. Wliile the room's 
main function is a space in which to read, write 
and meditate, it can also be reserved for appropri- 
ate events by Smith faculty; academic departments 
and administrative offices. 



Reading room hours: 

Monday-Friday 8 a.m. 

except when booked for events 



p.m. 



Hours vary during reading and exam periods, in- 
tercession, summer, vacations and holidavs. 



Center for Foreign Languages and 
Cultures (CFLAC) 

The Center for Foreign Languages and Cultures 
maintains a multimedia resource center (Leo 
Weinstein Auditorium 7) and media classroom 
(Leo Weinstein Auditorium 233)- housing a 
network of student workstations with integrated 
computer, audio and video components for the 
study of foreign language, culture and literature. In 
the center, students may explore foreign cultures 
with the aid of interactive DVDs, digitized video and 
audio and CALL (computer assisted language learn- 
ing) programs. The center also supports exercises 
for more than 30 courses in 1 1 languages through 
QuickTime audio movies delivered via Blackboard. 
Faculty members may receive assistance at the cen- 
ter in evaluating commercial courseware, in creat- 
ing original interactive audio and video as well as 
CALL materials, or in organizing research projects 
in the field of second language acquisition. 



Wright Hall 



Wright Hall supports many activities of learning in 
a variety of ways. The 400-seat Leo Weinstein Audi- 
torium, the seminar rooms, the Center for Foreign 
Languages and Cultures, the Jahnige Social Science 
Research Center with 24 computer stations and 
more than 500 data sets, the Poetry Center and the 
51 facultv offices draw students for formal class- 



nter Hours 




Mondav-Thursdav 


8:30 a.m.-6 p.m 




7-11 p.m. 


Fridav 


8:30 a.m.-5 p.m 


Saturday 


1-5 p.m. 


Sundav 


1-5 p.m. 




"-11p.m. 



20 



The Campus and Campus Life 



Information Technology Services 

Information Technology Services' academic facili- 
ties span the campus, with public computing 
labs in several buildings and a campuswide fiber- 
optic network allowing computer access from all 
buildings and residential houses. Resources, which 
are continually expanding, include more than 500 
IBM-compatible and Macintosh computers used 
for word processing, graphics, numerical analysis, 
electronic mail and access to the Internet; and 
numerous UNIX computers, used for statistical 
analysis, computer programming, electronic com- 
munications and other class assignments. In ad- 
dition, Information Technology Services administers 
the Smith College Computer Store, through which 
a student may purchase a personal computer at a 
discounted price. There are no fees for the use of 
computers in the resource centers, nor do Smith 
students need to be enrolled in a course using 
computers to have access to them. Students living 
on campus also have access to Smith's computer 
resources and the Internet through CyberSmith, the 
residential house network. 

Office of Disability Services 

Smith College is committed both philosophically 
and legally to assuring equal access to all college 
programs and services. The college pursues the 
goal of equal access through proactive institutional 
planning and barrier removal, as well as through 
the provision of reasonable and appropriate accom- 
modations to students, staff and faculty with docu- 
mented disabilities. The Oflice of Disability Services 
coordinates accommodations and facilitates the 
provision of services to students with documented 
disabilities. A student may voluntarily register with 
the Office of Disability Services by completing the 
disability identification form and providing docu- 
mentation of her disabilities, after which proper 
accommodations will be determined and imple- 
mented by the college. 

Jacobson Center for Writing, 
Teaching and Learning 

From its offices in Seelye 307, the Jacobson Center 
offers a variety of programs to help students de- 
velop skills in writing, public speaking and effective 
learning. A staff of professional writing counselors 



is available to review student drafts, point out 
strengths and weaknesses, listen to new ideas and 
make suggestions for improvement. In the evenings 
and on weekends the same services are provided 
by student writing assistants stationed in the center 
and other campus locations. The Jacobson Center 
also offers classes and individual meetings for 
students wanting to improve their public speaking 
skills. In the tutorial program, students seeking help 
with a particular subject — economics or French, 
psychology or mathematics, virtually any subject 
taught at Smith — are matched with student tutors 
who have done well in the subject and have been 
recommended by faculty members. All of these ser- 
vices are free and are used by substantial numbers 
of Smith students, ranging from first-year students 
taking their first college courses to seniors writing 
honors essays. The Jacobson Center also offers 
workshops in time management and study skills. 
It maintains a library of resources on improving 
teaching skills for faculty members and, in con- 
junction with the dean for academic development, 
sponsors for faculty an extensive program of col- 
loquia on teaching issues. 

Full information on the Jacobson Center 
is available on its Web site, www.smith.edu/ 
jacobsoncenter/index.html. 

Athletic Facility Complex 

Just as Alumnae Gymnasium was the "state of the 
art" gymnasium back in 1892 when women's 
basketball was first introduced, today's four-build- 
ing athletic complex is equally impressive. Scott 
Gymnasium is home to a dance studio, gymnasium, 
training room and the Human Performance Labo- 
ratory. Ainsworth Gymnasium provides a swimming 
pool with one- and three-meter diving boards, five 
newly renovated international-sized squash courts, 
a fitness studio with a 24-foot-high climbing wall 
and an intercollegiate gymnasium. The indoor 
track and tennis building, the site of three national 
NCAA track meets, includes four tennis courts and 
a 200-meter track resurfaced in February 2004. 
The new 6,500-plus square foot Olin Fitness 
Center features 40 pieces of aerobic machines, 
each with individual TV screens as well as 50-plus 
weight-lifting stations. The facilities of the sports 
complex are augmented by 30 acres of athletic 
fields. Soccer, lacrosse, field hockey, rugby and 
Softball fields are encircled by a 3/4-mile cinder 



The Campus and Campus Life 



1\ 



jogging track. For the serious runner, there is a 
400-meter all-weather track, and for those who 
enjoy the peaceful solitude of a run through the 
woods, there is a 5,000-meter cross-country 
course. Equestrians can enjoy the indoor riding 
ring while the avid tennis competitor will find 
the 12 lighted outdoor courts a pleasure. The 
boathouse on Paradise Pond is home to the Smith 
Outdoors Program and is open for novice rowers 
or canoe paddlers. 

Ainsworth/Scott Gymnasium, Olin Fitness 
Center, and Indoor Track and Tennis Facility 

Monday-Thursday 6 a.m-10 p.m. 
Friday 6 a.m.-6 p.m. 

Saturday-Sunday 9 a.m-5 p.m. 

Campus Center 

The Campus Center is the community center of 
the college, providing services, programs and 
conveniences for all members of the Smith College 
community. The center provides space for informal 
socializing, reading and relaxing, and is a lively 
and dynamic atmosphere for activities and enter- 
tainment. Informal and formal meetings spaces, 
recreation and dining spaces, lounges, work space 
for student organizations, the college bookstore, 
student mailboxes and a cafe are all housed in the 
center. 



Campus Center Hours 

Monday-Thursday 
Friday 
Saturday 
Sunday 



7 a.m.-midnight 
7 a.m.-2 a.m. 
9 a.m.-2 a.m. 
9 a.m.-midnight 



Student Residence Houses 

Smith is a residential college, and students are ex- 
pected to reside on campus during their academic 
studies at Smith. Students live in 36 residence 
buildings with capacities of 12 to 102 students. The 
houses range in architectural style from modern 
to Gothic to classic revival. Each house has a com- 
fortable living room, a study or library, and laundry 
facilities. Many houses have a dining room where 
students eat meals prepared by the house kitchen 
staff or they share a dining room with other houses 
within the same geographic area. Students at all 



levels, from first-years to seniors, live together in 
each house, advising, supporting and sharing in- 
terests with one another. A variety of specialty living 
options are also available for students: two coop- 
erative houses and apartments for Ada Comstock 
Scholars and returning students provide alternative 
living arrangements. A small cooperative house 
and an apartment complex for a limited number of 
juniors and seniors offer additional alternative living 
arrangements to students. 

Intercollegiate Athletics, 
Intramurals and Club Sports 

A three-tier system of intercollegiate athletics, 
recreational activities and club sports provides 
satisfying and successful experiences that will de- 
velop in the Smith student a desire to participate in 
activity regularly throughout life. Our broad-based 
athletic program invites students to participate on 
one of 14 intercollegiate teams. Recreational activi- 
ties provide fitness opportunities as well as special 
events, while our club sports introduce training 
in several sports. These experiences provide op- 
portunities to compete as well as to cooperate with 
others in striving to achieve common goals. 

Smith Outdoors 

Smith Outdoors is the outdoor adventure program 
offered through Smith's athletics department. 
Based out of the Paradise Pond boathouse. Smith 
Outdoors offers a variety of clinics, presentations 
and off-campus trips throughout the year. The focus 
is on providing an outdoor setting for recreation, 
socialization, self-empowerment and education. 
Activities vary from foliage hikes and ice-skating to 
more adventurous trips like rock climbing, back- 
packing and Whitewater rafting. .Also included are 
open hours for recreational paddling on Paradise 
Pond and rock climbing at the indoor climbing wall 
located in Ainsworth Gym. For more information, 
send e-mail to smithoutdoors@smith.edu or visit 
the Web site at http://www.smith.edu/atliletics/ 
clubsports/smithoutdoors. html 

Career Development 

The Career Development Office provides assistance 
to students, alumnae. Smith staff and faculty and 
their families in preparing for changing career envi- 



22 



The Campus and Campus Life 



ronments and climates. We work with Smith women 
to help them develop global and personal foresight 
so that they can direct the change in their lives. 

Our professional staff offers counseling, both 
individually and in groups, and our services are 
available 52 weeks a year. We hold seminars, 
workshops and panel discussions that cover intern- 
ships, career choice and decision making, resume 
writing, interviewing and job search techniques, 
alumnae networking, career presentations, applying 
to graduate and professional schools and summer 
jobs. We teach people of all ages how to assess their 
individual interests, strengths and weaknesses; how 
to establish priorities and make decisions; how to 
present themselves effectively; and how to do all of 
this successfully at different stages of their lives. Our 
extensive career resource library supports students 
in their research. 

We encourage all members of the Smith com- 
munity to participate in their own career devel- 
opment. We are a network that allows students 
to translate their academic and extra-curricular 
pursuits and their hopes and expectations into fruit- 
ful plans for the future. We also support alumnae 
as they undertake their plans and ask them to sup- 
port the students yet to come by participating as 
informal advisers in the Alumnae Career Advising 
Service. Alumnae and families of staff and faculty 
are charged a small fee for individual counseling 
appointments and various publications and self-as- 
sessment materials, but there is no charge for the 
use of print and nonprint materials or for short 
drop-in advising sessions. Smith employees pay no 
fee for individual counseling. We see the Career 
Development Office as one of the most important 
implementers of the Smith "lifetime guarantee." 
Students, staff and alumnae are encouraged to visit 
the CDO home page at http://www.smith.edu/cdo 
for updated calendar and career resource con- 
nections. Students and alumnae can access jobs, 
internships and alumnae contacts through E-access, 
the CDO's on-line service. 

Praxis Summer Internship Funding 
Program 

"Praxis: The Liberal Arts at Work," administered 
through the Career Development Office, funds 
students to work at substantive, unpaid summer 
internships related to their academic and/or career 



interests. By offering financial support, the col- 
lege acknowledges the importance of internships 
in helping students explore careers, observe the 
practical applications of their academic studies, 
and gain work experience that enhances their 
marketability to employers and graduate schools. 
Since the majority (about 70 percent) of intern- 
ships are unpaid, Praxis stipends are intended to 
make it financially possible for students to work at 
substantive summer internships. Praxis funding is 
a one-time opportunity. A student may use a Praxis 
stipend for an approved internship in the summer 
following her sophomore or junior year. CDO staff 
and resources offer guidance and assistance to stu- 
dents in locating opportunities that meet their indi- 
vidual interests. Proposed internships are reviewed 
by a member of the faculty and by CDO staff. Each 
year approximately five hundred students work at 
summer internships funded through "Praxis: The 
Liberal Arts at Work." 



Health Services 



www.smit h. edu/health 

Health Services provides medical and psychological 
services and health education for all Smith stu- 
dents. Through outpatient services located in the 
Elizabeth Mason Infirmary, students see physicians, 
nurse practitioners and nurses for medical prob- 
lems and questions, just as they would see their 
own providers at home. For psychological issues, 
students see social workers, psychologists and 
graduate social work interns. A psychiatrist is also 
available. Health education is provided on relevant 
topics. 

Health Service 

The same standards of confidentiality apply to the 
doctor-patient relationship at Smith as to all other 
medical practitioners. We offer a full range of out- 
patient services to our patient population, including 
gynecological exams and testing; nutrition coun- 
seling; routine physicals for summer employment 
and graduate school; immunizations for travel, flu 
and allergies; and on-site laboratory services. 

Students who are ill and need some medical su- 
pervision but do not require an acute care hospital 
may be admitted to our intermediate health care 
facility by one of the college providers. There is a 
charge for this care for those students not electing 



The Campus and Campus Life 



23 



to enroll in one of the Smith College insurance 
plans. In case of unusual or serious illness, spe- 
cialists in the Northampton and Springfield areas 
are available for consultation. 

Counseling Service 

The Counseling Service provides consultation, 
individual and group psychotherapy and psychi- 
atric evaluation and medication. These services 
are strictly confidential. The Counseling Service is 
available to all students, free of charge. It is staffed 
by licensed mental health professionals and super- 
vised graduate interns. 

College Health Insurance 

The college offers its own insurance policy, 
underwritten by an insurance company, that cov- 
ers a student in the special circumstances of a 
residential college. It extends coverage for in- and 
outpatient services not covered by many other 
insurance plans. However, this policy does have 
some distinct limitations. Therefore, we strongly 
urge that students having a pre-existing or re- 
curring medical or psychiatric condition continue 
their precollege health insurance. A student elect- 
ing to waive the college insurance plan must do so 
before the beginning of the first semester and must 
give her membership number and the name and 
address of the insurance carrier to the treasurer's 
office. Failure to do so will result in automatic en- 
rollment in the college health plan. 

We maintain certain regulations in the interest 
of community health as outlined in the college 
handbook and expect all students to comply. Before 
arriving at the college, each student must complete 
her Health Pre-Admission Information Form and 
send it to the Health Services. It is important to note 
that Massachusetts law now mandates that students 
must get the required immunizations before regis- 
tration. Students accepted for a Junior Year Abroad 
Program or who plan to participate in intercollegiate 
sports or certain exercise and sport programs may 
be required to have a physical exam by a college 
practitioner first. 

Religious Expression 

The dean of religious life encourages and develops 
the many expressions of spirituality, religious faith, 
and ethical reflection that characterize a pluralistic 
community like Smith's. .Assisting the dean are 



the chaplains to the college and the director of 
voluntary services. The chaplains are dedicated to 
promoting a spirit of mutual respect and interfaith 
collaboration. They organize weekly gatherings 
in the Jewish. Muslim. Protestant, Buddhist, and 
Catholic traditions and act as liaisons and advisers 
to other religious groups on campus. They work to 
facilitate the activities of student religious organiza- 
tions on campus including: Om, the Hindu student 
organization; Al-Iman, the Muslim smdent orga- 
nization; the Newman Association; the Protestant 
Ecumenical Christian Church; several meditation 
groups; Inter- Varsity Christian Fellowship; Keystone 
Campus Crusade for Christ; the Baha'i Fellowship; 
the Korean Christian Church; the Episcopal-Luther- 
an Fellowship; the Eastern Orthodox student group; 
the Unitarian smdent group and the Association of 
Smith Pagans. 

The chapel is also home to a robust musical 
program as well. The College Choirs, the Handbell 
Choir, the College Glee Club, and many visiting 
musical groups as well as faculty and staff musi- 
cians offer concerts and occasionally perform at 
worship services. The college organist uses the 
chapel's Aolian- Skinner organ for teaching as well 
as performances. 

A co-op kitchen in Dawes house provides a 
weekly kosher meal for students who observe 
Jewish dietary laws. A halal meal is offered in the 
Chase Duckett special dining room once a week for 
students who observe Muslim dietary laws. 

The director of voluntary services and Service 
Organizations of Smith (S.O.S.) provide long- and 
short-term community service opportunities and 
internships with local agencies. 

College policy states that any student who is 
unable because of religious observances to attend 
classes or to participate in an examination, study 
or work on a particular day will be excused from 
such activities without prejudice and will be given 
an opportunity to make them up, provided such 
make-up examinations or work does not create an 
unreasonable burden on the college. No fees will 
be charged for rescheduling an examination. 



24 



The Student Body 

Summary of Enrollment, 2003-04 



UNDERGRADUATE STUDENTS 





Class of i 
2004 


Class of 
2005 


Class of Class of 
2006 2007 


Ada 
Comstock 
Scholars Totals 


Northampton area 1 
Not in residence 3 


663 

25 


450 
226 


694 646 

7 


148 2,601 
3 261 


Five College course enrollments at Smith: 
First semester 712 
Second semester 665 








GRADUATE STUDENTS 


Full-time 
degree candidates 




Part-time 
degree candidates 


Special students 



In residence 66 22 



1. Guest students are included in the above counts. 

2. This includes 76 Ada Comstock Scholars. 

3. Smith students studying in off-campus programs and students on leave from the college are included in 
the above totals of students "not in residence." In the Smith Junior Year Abroad Programs, there are 27 
Smith students in Paris; four Smith students and three guest students in Hamburg; seven Smith students 
and five guest students in Geneva; and 16 Smith students in Florence. 

In accordance with the Student Right-To-Know and Campus Security Act, the graduation rate for students 
who entered Smith College as first-year students in September 1997 was 86 percent by May 2003. (The 
period covered is equal to 150 percent of the normal time for graduation.) 



The Student Body 










25 


Geographical Distribution of Students by Residence, 2003-04 




UNITED STATES 




West Virginia 


4 


Singapore 


3 


Alabama 


9 


Wisconsin 


25 


Slovakia 


2 


Alaska 


6 


Wyoming 


1 


South Africa 


2 


Arizona 


29 






Sri Lanka 


1 


Arkansas 


2 


FOREIGN COUNTRIES 




Swaziland 


1 


California 


209 


Bangladesh 


6 


Sweden 


2 


Colorado 


31 


Bolivia 


2 


Taiwan 


6 


Connecticut 


156 


Bosnia-Herzegovina 


1 


Thailand 


1 


Delaware 


11 


Bulgaria 


5 


Trinidad and Tobago 


3 


District of Columbia 


12 


Canada 


16 


Turkey 


2 


Florida 


69 


Cayman Islands 


1 


Turkmenistan 


1 


Georgia 


20 


Denmark 


1 


Uganda 


2 


Hawaii 


5 


Ecuador 


2 


Ukraine 


1 


Idaho 


4 


Ethiopia 


2 


United Kingdom 


2 


Illinois 


42 


Fiji 


1 


United Republic of Tanzania 


1 


Indiana 


29 


France 


3 


Venezuela 


1 


Iowa 


6 


Germany 


10 


Vietnam 


4 


Kansas 


14 


Ghana 


4 


Zambia 


1 


Kentucky 


10 


Greece 


2 


Zimbabwe 


2 


Louisiana 


8 


Guatemala 


2 






Maine 


73 


Honduras 


1 






Maryland 


44 


India 


13 






Massachusetts* 


649 


Israel 


1 






Michigan 


31 


Italy 


2 






Minnesota 


36 


Jamaica 


3 






Mississippi 


2 


Japan 


13 






Missouri 


15 


Kenya 


2 






Montana 


8 


Latvia 








Nebraska 


4 


Lithuania 








Nevada 


2 


Macedonia 








New Hampshire 


67 


Malaysia 








New Jersey 


121 


Myanmar 








New Mexico 


7 


Namibia 








New York 


287 


Nepal 








North Carolina 


19 


Netherlands 








North Dakota 


1 


Netherlands Antilles 








Ohio 


49 


Nicaragua 








Oklahoma 


13 


Nigeria 








Oregon 


27 


Norway 








Pennsylvania 


107 


Oman 








Rhode Island 


28 


Pakistan 


6 






South Carolina 


6 
12 


People's Republic of China 
Philippines 








Tennessee 


* This includes Ada Comstock 


Texas 


59 


Poland 




Scholars and Graduate 




Utah 


8 


Republic of Korea (South) 


38 


students who move to 




Vermont 


84 


Romania 


4 


Northampton for the pur- 




Virginia 


39 


Saudi Arabia 


2 


pose of their education. 




Washington 


55 


Senegal 


1 







26 



The Student Body 



Majors 



Class of 2004 Class of Ada Comstock 

(Seniors) (Honors) 2005 Scholars 



Totals 



Government 


78 


3 


73 


8 


162 


Psychology 


64 





79 


11 


154 


Art 












Art: Architecture & Urbanism 


15 


1 


7 


1 


24 


Art: History 


26 


5 


12 


2 


45 


Art: Studio 


26 


1 


23 


2 


52 


Economics 


62 


6 


44 


3 


115 


English Language & Literature 


42 


5 


41 


1 


89 


Biological Sciences 


34 


3 


34 


4 


75 


American Studies 


33 


2 


23 


11 


69 


Sociology 


33 


4 


24 


2 


63 


History 


19 


1 


28 


4 


52 


Education & Child Study 


26 





17 


3 


46 


Engineering Science 


16 


4 


25 


1 


46 


Anthropology 


18 


1 


22 


2 


43 


Neuroscience 


10 


2 


25 


1 


38 


Mathematics 


16 


1 


18 


1 


36 


Women's Studies 


18 


1 


13 


1 


33 


Spanish & Portuguese 












Portuguese-Brazilian Studies 


2 





3 





5 


Spanish 


15 





11 





26 


Theatre 


14 


1 


15 


1 


31 


Computer Science 


16 





13 





29 


French Studies 


15 


1 


13 





29 


Chemistry 


12 


5 


10 


1 


28 


Geology 


13 





10 


2 


25 


Biochemistry 


12 


2 


9 


1 


24 


Philosophy 


6 


5 


11 


1 


23 


Comparative Literature 


9 


1 


10 





20 


Religion & Biblical Literature 


7 


2 


10 





19 


Italian Language & Literature 


9 


3 


5 





17 


Latin American Studies 


3 





9 


1 


13 


Afro-American Studies 


6 


2 


2 


1 


11 


Classics 












Classical Studies 


1 





3 





4 


Classics 


1 





5 





6 


East Asian Languages & Cultures 


7 





3 





10 


German Studies 


6 


1 


3 





10 


Music 


6 


1 


2 


1 


10 


Physics 


4 


1 


4 





9 


Sociology & Anthropology 


3 





4 


2 


9 


Dance 


1 





5 


2 


8 


Russian Language & Literature 












Russian Civilization 


1 


1 


2 





4 


Russian Literature 


1 





3 





4 


East Asian Studies 


4 





3 





7 


Medieval Studies 


2 





2 


1 


5 


Astronomy 








4 





4 


Linguistics 


1 


1 


2 





4 


Exercise Science 








2 





2 


Logic 


1 


1 








2 


Biogeochemistry 





1 








1 


Cognitive Science 





1 








1 


Digital Media 








1 





1 


Environmental Science & Development 


1 











1 


Film 








1 





1 


History of Science 








1 





1 


Luso-Brazilian Studies 


1 











1 



27 



Recognition for 
Academic Achievement 



Academic Achievements 

Each year approximately 25 percent of the graduat- 
ing class is awarded the bachelor of arts degree 
with Latin Honors and/or departmental honors. 

Latin Honors 

Latin Honors are awarded to eligible graduat- 
ing seniors on the basis of the cumulative grade 
point average for a minimum of 48 graded credits 
earned during the sophomore, junior and senior 
years. Only grades from Smith College courses 
and courses taken on the Five College Interchange 
are counted; Smith Junior Year Abroad grades are 
considered Smith grades. No grades from exchange 
programs in tins country or abroad are counted. 
Pluses and minuses are taken into account; grades 
of P/F (Pass or Fail) or S/L" (Satisfactory or Unsat- 
isfactory) do not enter into the calculations. 

If a student spends one of her sophomore 
through senior years away from Smith (with the 
exception of the Smith Junior Year Abroad Pro- 
gram), the grades from the remaining two years 
will be used. Grades from the first year are never 
counted. The minimum grade point average for 
Latin Honors varies each year depending on the 
overall grade distribution in the senior class and is 
not published. The degree may be awarded cum 
laude, magna cum laude or summa cum laude 
on the basis of meeting eligibility requirements and 
of a very high level of academic achievement. 

Students who wish to become eligible for Latin 
Honors at graduation must elect at least one course 
(normally four credits) in each of the seven major 
fields of knowledge listed on pp. 7-8 (applies to 
those students who began at Smith in September 
1994 or later and who graduate in 1998 or later). 
Course listings in this catalogue indicate in curly 
brackets which area(s) of knowledge a given 
course covers (see p. 68 for a listing of the desig- 
nations used for the major fields of knowledge). 



Please note that one year of an introductory 
language course or one course at a higher level 
satisfies the foreign language Latin Honors require- 
ment. Students who are non-native speakers of 
English may, with the permission of a class dean, 
offer any two courses in the English department 
at the 100 level (or one course at a higher level) 
to satisfy the '"foreign language" part of the Latin 
Honors requirement. The class dean will notify the 
registrar that such an arrangement has been ap- 
proved. Any appeals should be sent to the dean of 
the faculty. Non-native speakers of English are con- 
sidered to be those who indicated on their advising 
form that English was not their first language, have 
had several years of education in a school where 
the language of instruction was other than English, 
and can read, write and speak this language. 

Departmental Honors 

A departmental honors program allows a student 
with a strong academic background to do indepen- 
dent and original work in her major. The program 
provides recognition for students who do work of 
high quality in the preparation of a thesis and in 
courses and seminars. See page 12. Departmental 
honors students must also fulfill all college and 
departmental requirements. 

Successful completion of work in the honors 
program (an honors thesis and at least one honors 
examination) leads to the awarding of the bachelor 
of arts degree with the added notation "'Honors," 
"'High Honors" or "Highest Honors" in the stu- 
dent's major subject. 

First Group Scholars 

Students whose records for the previous year in- 
clude at least 28 credits graded A- or better and 
who have no grades below B- are named First 
Group Scholars. Those named generally represent 
the top 10 percent of the class. 



28 



Recognition for Academic Achievement 



The Dean's list 

The Dean's List for each year names those students 
whose total records for the previous academic year 
average 3333 or above and include at least 24 
credits for traditional-aged undergraduates or 16 
credits for Ada Comstock Scholars. Students must 
be enrolled at Smith for the full year to be named 
to the Deans List. 

Society of the Sigma Xi 

In 1935 Smith College became the first women's 
college to be granted a charter for the establish- 
ment of a chapter of the Society of the Sigma Xi. 
Each year the Smith College Chapter elects to mem- 
bership promising graduate students and seniors 
who excel in science. 

Phi Beta Kappa 

The Zeta of Massachusetts Chapter of the Phi Beta 
Kappa Society was established at Smith College 
in 1905. Rules of eligibility are established by the 
chapter in accordance with the regulations of the 
national society. Selection is made on the basis of 
overall academic achievement. 

Elections are held twice a year. In the autumn, 
a few seniors are elected on the basis of their 
academic records from the sophomore and junior 
years. Sixty-four credits must be in the calculation 
of the GPA. Only Smith, Five College and Smith 
Junior Year Abroad grades count. At the end of the 
spring semester, more seniors are elected, these on 
the basis of the records from their final three years. 

Candidates for election in the autumn of the 
senior year must have completed at least one four- 
credit semester course in each of the three divi- 
sions; candidates at the end of the senior year must 
have completed at least two such courses in each 
division. Non-Smith courses may qualify- in this 
distribution requirement. 

For students who enter Smith College in Sep- 
tember 1994 or later, and who graduate in 1998 
or later, the distribution requirements for Phi Beta 
Kappa will be precisely the same as the college's 
requirements for Latin Honors. Candidates for 
election in the autumn of the senior year will have 
to have completed the identical distribution re- 
quirements by the end of the junior year. Students 
and faculty may consult with the president or the 
secretary of the chapter for more information. 



PsiChi 

The Smith College Chapter of Psi Chi was estab- 
lished in 1975. Students majoring or minoring in 
psychology who demonstrate academic excellence 
in both that field and their overall program of study 
are inducted into this national honor society. Ac- 
cording to the charter, those honored are enjoined 
to develop programs that enhance student opportu- 
nity to explore the field of psychology 7 . 

Prizes and Awards 

The following prizes are awarded at the Last Chapel 
Awards Convocation on Ivy Day. 

The Academy of American Poets Poetry Prize 

for the best poem or group of poems submitted by 
an undergraduate 

An award from the Connecticut Valley Section 
of the American Chemical Society to a student 
who has done outstanding work in chemistry 

The American Chemical Society Award to a 

junior chemistry major who has excelled in analyti- 
cal chemistry 

The American Chemical Society/Polymer 
Education Division Undergraduate Award for 

Achievement in Organic Chemistry to a student 
majoring in chemistry who has done outstanding 
work in the organic chemistry sequence 

An award from The American Institute of 
Chemists/Massachusetts Division to an 

outstanding chemist or chemical engineer in the 
graduating class 

The Newton Arvin Prize in American Studies for 
the best long paper in the introductory course on 
the study of American Society 7 and Culture 

The Anita Luria Ascher Memorial Prize to a 

senior non-major who started German at Smith 
and has made exceptional progress; to a senior 
major who started German at Smith, has taken it 
for four years and made unusual progress; and to a 
smdent who knew some German when she arrived 
at Smith and whose progress in four years has been 
considerable 

The Elizabeth Babcock Poetry Prize for the best 
group of poems 



Recognition for Academic Achievement 



29 



The Sidney Balman Prize for outstanding work in 
the Jewish Studies Program 

The Harriet Dey Barnum Memorial Prize for 

outstanding work in music to the best all-around 
snident of music in the senior class 

The Gladys Lampert '28 and Edward Been- 
stock Prize for the best honors thesis in American 
studies or American history 

The Suzan Rose Benedict Prize to a sophomore 
for excellence in mathematics 

The Samuel Bowles Prize for the best paper on 
an anthropological subject 

The Samuel Bowles Prize for the best paper in 
economics 

The Samuel Bowles Prize for the best paper on a 
sociological subject 

The Kathleen Bostwick Boyden Prize awarded to 
a member of the Service Organizations of Smith who 
has demonstrated the best initiative in her volunteer 
contributions to the Smith College community 

The John Everett Brady Prize for excellence in 
the translation of Latin at sight; and for the best 
performance in the beginning Latin course 

The Margaret Wemple Brigham Prize to a se- 
nior for excellence in the study of microbiology or 
immunology 

The Amey Randall Brown Prize awarded for the 
best essay on a botanical subject 

The Vera Lee Brown Prize for excellence in histo- 
ry to a senior majoring in history in regular course 

The Yvonne Sarah Bernhardt Buerger Prize to 

the students who have made the most notable con- 
tribution to the dramatic activities of the college 

The David Burres Memorial Law Prize to a se- 
nior or an alumna accepted at law school intending 
to practice law in the public interest 

The C. Pauline Burt Prize to a senior majoring 
in chemistry or biochemistry who has an excellent 
record and who has shown high potential for fur- 
ther study in science 

The James Gardner Buttrick Prize for the best 
essay in the field of religion and biblical literature 

The Marilyn Knapp Campbell Prize to the stu- 
dent excelling in stage management 



The Michele Cantarella Memorial "Dante 

Prize" to a Smith College senior for the best essav 
in Italian on any aspect of The Divine Comedy 

The Carlile Prize for the best original composi- 
tion for carillon; and for the best transcription for 
carillon 

The Esther Carpenter Biology Prize in general 
biology to a first-year woman graduate student 

The Julia Harwood Caverno Prize for the best 
performance in the beginning Greek course 

The Eleanor Cederstrom Prize for the best poem 
by an undergraduate written in traditional verse form 

The Cesaire Prize for excellence in an essay or 
other project in French by a junior or senior on 
campus 

The Sidney S. Cohen Prize for outstanding work 
in the field of economics 

The Ethel Olin Corbin Prize to an undergradu- 
ate for the best original poem or informal essay in 
English 

The CRC Press Introductory Chemistry 
Achievement Award in introductory chemistry 

The Merle Curti Prize for the best piece of writing 
on any aspect of American civilization 

The Dawes Prize for the best undergraduate work 
in political science 

The Alice Hubbard Derby Prize to a member 
of the junior or senior class for excellence in the 
translation of Greek at sight; and to a member of 
the junior or senior class for excellence in the 
study of Greek literamre in the year in which the 
award is made 

The George E. Dimock Prize for the best essay 
on a classical subject submitted by a Smith College 
undergraduate 

The Elizabeth Drew Prize in the Department of 
English Language and Literature for the best fiction 
writing; for the best honors thesis; for the best first- 
year student essay on a literary subject; and for the 
best classroom essay 

The Hazel L. Edgerly Prize to a senior honors 
history student for distinguished work in thai 
subject 



30 



Recognition for Academic Achievement 



The Constance Kambour Edwards Prize to the 

student who has shown the most progress during 
the year in organ 

The Ruth Forbes Eliot Poetry Prize for the best 
poem submitted by a first-year or sophomore 

The Samuel A. Eliot Jr./Julia Heflin Award for 

distinguished directing in the theatre 

The Settie Lehman Fatman Prize for the best 
composition in music, in large form; and in small 
form 

The Heidi Fiore Prize to a senior student of 
singing 

The Eleanor Flexner Prize for the best piece of 
work by a Smith undergraduate using the Sophia 
Smith Collection and the Smith College Archives 

The Harriet R. Foote Memorial Prize for out- 
standing work in botany based on a paper, course 
work, or other contribution to the plant sciences 
at Smith 

The Henry Lewis Foote Memorial Prize for ex- 
cellence in course work in biblical courses 

The Clara French Prize to a senior who has ad- 
vanced furthest in the study of English language 
and literature 

The Helen Kate Furness Prize for the best essay 
on a Shakespearean theme 

The Nancy Boyd Gardner Prize for an outstand- 
ing paper or other project in American studies by a 
Smithsonian intern or American studies major 

The Ida Deck Haigh Memorial Prize to a student 
of piano for distinguished achievement in perfor- 
mance and related musical disciplines 

The Sarah H. Hamilton Memorial Prize awarded 
for an essay on music 

The Arthur Ellis Hamm Prize awarded on the 
basis of the best first-year record 

The Vernon Harward Prize awarded annually to 
the best student scholar of Chaucer 

The James T. and Ellen M. Hatfield Memorial 
Prize for the best short story by a senior majoring 
in English 

The Hause-Scheffer Memorial Prize for the se- 
nior chemistry major with the best record in that 
subject 



The Ettie Chin Hong '36 Prize to a senior ma- 
joring or minoring in East Asian Languages and 
Literatures who has demonstrated leadership and 
academic achievement and who intends to pursue 
a career in education or service to immigrant and 
needy communities 

The Denis Johnston Playwriting Award for the 

best play or musical written by an undergraduate at 
Amherst, Hampshire, Mount Holyoke, or Smith col- 
leges, or the University of Massachusetts 

The Megan Hart Jones Studio Art Prize for 

judged work in drawing, painting, sculpture, pho- 
tography, graphic arts or architecture 

The Barbara Jordan Award to an African-Ameri- 
can senior or alumna undertaking a career in law 
or public policy, after the example of Texas Con- 
gresswoman Barbara Jordan (1936-1996) 

The Mary Augusta Jordan Prize, an Alumnae 
Association Award, to a senior for the most original 
piece of literary work in prose or verse composed 
during her undergraduate course 

The Peggy Clark Kelley Award in theatre for a 
student demonstrating exceptional achievement in 
lighting, costume or set design 

The Martha Keilig Prize for the best still life or 
landscape in oils on canvas 

The John and Edith Knowles Memorial Award 

to a student of outstanding merit who has elected 
to pursue a medical career and who has displayed 
qualities that might lead her to become a thought- 
ful and humane critic of her chosen profession 

The Florence Corliss Lamont Prize, a medal 
awarded for work in philosophy 

The Norma M. Leas, Class of 1930, Memorial 
Prize to a graduating English major for excellence 
in written English 

The Phyllis Williams Lehmann Travel Award 

to a graduating senior majoring in art, with prefer- 
ence given to students interested in studying art 
history, especially classical art, at the graduate level 

The Ruth Alpern Leipziger Award to an outstand- 
ing French major participating in the Junior Year 
Abroad Program in Paris 

The Barbara Ann Liskin-Bonagura M.D. Prize 

to a senior who plans to enter the field of mental 
health 



Recognition for Academic Achievement 



31 



The Jill Cummins MacLean Prize to a drama 
major for outstanding dramatic achievement with a 
comic touch in writing, acting or dance 

The Emogene Mahony Memorial Prize for the 

best essay on a literary subject written by a first-year 
student; and the best honors thesis submitted to the 
Department of English Language and Literature 

The Emogene Mahony Memorial Prize for profi- 
ciency at the organ 

The Jeanne McFarland Prize for excellent work 
in women's studies 

The John S. Mekeel Memorial Prize to a senior 
for outstanding work in philosophy 

The Bert Mendelson Prize to a sophomore for 
excellence in computer science; and to a senior 
majoring in computer science for excellence in 
that subject 

The Thomas Corwin Mendenhall Prize for an 

essay evolving from any history course, excluding 
special studies, seminars and honors long papers 

The Samuel Michelman Memorial Prize, 

given in his memory by his wife, to a senior from 
Northampton or Hatfield who has maintained a 
distinguished academic record and contributed to 
the life of the college 

The Mineralogical Society of America Under- 
graduate Award for excellence in the field of 
mineralogy 7 

The Elizabeth Montagu Prize for the best essay 
on a literary 7 subject concerning women 

The Juliet Evans Nelson Award to graduating 
seniors for their contributions to the Smith commu- 
nity and demonstrated commitment to campus life 

The Newman Association Prize for outstanding 
leadership, dedication and service to the Newman 
Association at Smith College 

The Josephine Ott Prize, established in 1992 by 
former students and friends, to a Smith junior in 
Paris or Geneva for her commitment to the French 
language and European civilization 

The Adelaide Wilcox Bull Paganelli '30 Prize 
awarded by the physics department to honor the 
contribution of Adelaide Paganelli '30, to a senior 
majoring in physics with a distinguished academic 
record 



The Arthur Shattuck Parsons Memorial Prize to 

the student with the outstanding paper in sociologi- 
cal theory or its application 

The Adeline Devor Penberthy Memorial Prize, 

established in 2002 by the Penberthy family, to an 
undergraduate engineering major for her academic 
excellence in engineering and outstanding contri- 
butions toward building a community of learners 
within the Picker Engineering Program 

The Ann Kirsten Pokora Prize to a senior with a 
distinguished academic record in mathematics 

The Sarah Winter Pokora Prize to a senior who 
has excelled in athletics and academics 

The Judith Raskin Memorial Prize for the out- 
standing senior voice student 

The Elizabeth Killian Roberts Prize for the best 
drawing by an undergraduate 

The Mollie Rogers/Newman Association Prize 

to a student who has demonstrated a dedication 
to humanity and a clear vision for translating that 
dedication into service that fosters peace and jus- 
tice among people of diverse cultures 

The Eleanor B. Rothman Prize to a graduating 
Ada Comstock Scholar who will pursue a graduate 
degree and who has shown an interest in the Ada 
Comstock Scholars Program and in Smith College 

The Department of Russian Prize for the best 
essay on Russian literature by a senior majoring in 
Russian 

The Victoria Louise Schrager Prize to a senior 
who has maintained a distinguished academic 
record and has also taken an important part in 
student activities 

The Larry C. Selgelid Memorial Prize for out- 
standing work in the field of economics by a Smith 
senior 

The Donald H. Sheehan Memorial Prize for out- 
standing work in American smdies 

The Rita Singler Prize for outstanding achieve- 
ment in technical theatre 

The Andrew C. Slater Prize for excellence in 
debate; and for most improved debater 

The Denton M. Snyder Acting Prize to a Smith 
senior who has demonstrated distinguished acting 
in the theatre 



51 



Recognition for Academic Achievement 



The Deborah Sosland-Edelman Prize to a senior 
for outstanding leadership in the Jewish community 
at Smith and valuable contribution to Smith College 
campus life 

The Department of Spanish and Portuguese 
Prize for distinguished work by a Spanish major 

The Gertrude Posner Spencer Prize for excel- 
lence in writing nonfiction prose; and for excel- 
lence in writing fiction 

The Nancy Cook Steeper '59 Prize to a gradu- 
ating senior who, through involvement with the 
Alumnae Association, has made a significant con- 
tribution to building connections between Smith 
alumnae and current students 

The Valeria Dean Burgess Stevens Prize for 

excellent work in women's studies 

The Mary Ellen Szmkowiak Prize awarded on 
the basis of merit to a premedical student enrolling 
in medical school 

The William Sentman Taylor Prize for significant 
work in human values, a quest for truth, beauty 
and goodness in the arts and sciences 

The Rosemary Thomas Poetry Prize for the best 
group of poems; and for the best individual poem 

The Tryon Prize to a Smith or Five College under- 
graduate for the best piece of writing on a work or 
works of art at the Smith College Museum of Art 

The Ruth Dietrich Turtle Prize to encourage fur- 
ther study, travel or research in the areas of inter- 
national relations, race relations or peace studies 

The Unity Award of the Office of Multicultural 
Affairs to the student who has made an outstanding 
contribution toward promoting diversity and multi- 
culturalism in the Smith College community 

The Anacleta C. Vezzetti Prize to a senior for the 
best piece of writing in Italian on any aspect of the 
culture of Italy 

The Voltaire Prize to a sophomore at Smith Col- 
lege for an essay or other project in French that 
shows originality and engagement with her subject 

The Karel Fierman Wahrsager Award in Sociol- 
ogy to a student who has demonstrated a high level 
of scholarship, intellectual promise and leadership 

The Ernst Wallfisch Prize to a student of music 
for outstanding talent, commitment and diligence 



The Louise M. Walton Prize to an Ada Comstock 
Scholar studying art history or studio art whose 
dedication to the field is notable 

The Frank A. Waterman Prize to a senior who 
has done excellent work in physics 

The Wayne and Sally White Prize for excellent 
work by a student majoring in education and child 
study 

The Jochanan H. A. Wijnhoven Prize for the best 
essay on a subject in the area of Jewish religious 
thought written for a course in the Department of 
Religion and Biblical Literature or in the Program 
for Jewish Studies 

The Enid Silver Winslow '54 Prize in art history 
for the best student paper written in an art history 
course taught at Smith 

Fellowships 

Major International and Domestic 
Fellowships 

Students with high academic achievement and 
strong community service or leadership experi- 
ence are encouraged to apply for international 
and domestic fellowships through the college. The 
Fellowships Program administers a support service 
for students applying for more than 15 different 
fellowships. 

There are at least eight graduate fellowships that 
the college supports. Six are for university study: 
Rhodes (Oxford), Marshall (Britain), Mellon (U.S. 
and Canada), Gates (Cambridge), Mitchell (Ireland 
and Northern Ireland) and DAAD (Germany). The 
Fulbright is for yearlong projects to one of 140 
countries and the Luce for a year interning in Asia. 
There are two further prestigious graduate fel- 
lowships for which students must apply in earlier 
undergraduate years: the Truman and the Beinecke. 

For undergraduates, the college facilitates in- 
ternational opportunities through the Boren, DAAD 
and Killam fellowships in conjunction with its Study 
Abroad Program. Another undergraduate fellow- 
ship for which Smith offers sponsorship is the Udall 
for those interested in preserving the environment. 

Fellowship information and application assis- 
tance for eligible candidates is available from the 
coordinator for fellowships and grants at the Office 
for International Studv. 



33 



Fees, Expenses and Financial Aid 



A Smith College education is a lifetime investment. 
It is also a financial challenge for many families. 
At Smith, we encourage all qualified students to 
apply for admission, regardless of family financial 
resources. Our students come from a variety of 
socioeconomic backgrounds. The Office of Student 
Financial Services has an experienced staff to assist 
students and parents in both the individual finan- 
cial aid application process and the educational 
financing process in general. We work with fami- 
lies to help them manage the financial challenge in 
a variety of ways, through financial aid, loans and 
payment plan options. 

Main Smith students receive financial assis- 
tance to pay for college expenses. Smith College 
participates in all the major federal and state 
student aid programs while funding a substantial 
institutional grant and scholarship program from 
its endowment 

We realize that financing a college education is 
a complex process, and we encourage applicants 
and their families to communicate directly with us. 
Our experienced educational financing staff in the 
Office of Student Financial Services is available to 
work with you. Inquiries may be made by calling 
413-585-2530 between 8:30 a.m. and 4 p.m. week- 
days; 10 a.m. to 4 p.m. on Wednesdays (Eastern 
time). Send e-mail communications to SFS@smith. 
edu or visit their Web site at wvvvv.simth.edu/finaid. 

Your Student Account 

Smith College considers the student to be re- 
sponsible for ensuring that payments — whether 
from loans, grants, parents, or third parties — are 
received in a timely manner. All student accounts 
are managed by the Office of Student Financial 
Services. Initial statements detailing semester fees 
are mailed on or about July 15 and December 15. 
Monthly statements will be mailed to the student's 
permanent mailing address on or about the 15 th of 
each month. 

The college's comprehensive fees associated 
with the beginning of the semester are due and 
payable in full by specific deadline dates, well in 
advance of the beginning of classes. The payment 



deadline for fall 2004 is August 10. 2004. For 
spring 2005. the payment deadline is January 10. 
2005. Payment must be made by these dates to 
avoid late payment fees being assessed. Checks 
should be made payable to Smith College and 
include the student's name and ID number on the 
front. 

Beginning on the next business day after any 
payment is due, monthly late payment fees, which 
are based on the outstanding balance remaining 
after any payment due date, will be assessed at the 
rate of Si. 25 on even- S100 (1.25%) that remains 
unpaid until the payment is received in full, on or 
before the next billing month in which the student 
is invoiced. If you have questions regarding any 
charges or credits on your bill, contact the Office 
of Student Financial Services. 

In cases where students default on financial ob- 
ligations, the student is responsible for paving the 
outstanding balance including all late pavment fees, 
collection costs and any legal fees incurred by the 
college during the collection process. Transcripts 
and other academic records will not be released 
until all financial obligations to the College have 
been met. 

IMPORTANT NOTE: Payments for each month's 
bill must be received by the Office of Student Fi- 
nancial Services by the payment due date. If paying 
by mail, please allow at least 5 to ^ business days 
for mail and processing time. If paying in person, 
pavment should be made before 4 p.m. on the pay- 
ment due date. 

The college expects the student to fulfill her 
financial responsibility and reserves the right to 
place limitations on the student for failure to do so. 
The consequences of nonpayment include being 
prevented from participating in the house decision/ 
room lottery process, registering for future semes- 
ter courses, receiving academic transcripts and 
receiving a diploma at commencement or approval 
for a leave of absence. The college also reserves 
the right to have the student administratively with- 
draw n and may refer such account for collection 
in her name. Students and parents are welcome to 
contact the Office of Smdent Financial Services for 
assistance in meeting pavment responsibilities. 



34 



Fees, Expenses and Financial Aid 



Most credit balance refunds are issued directly 
by check in the student's name; those that result 
from a PLUS or MEFA loan are issued to the parent 



borrower. With the student's written release, credit 
balance refunds may be issued to the parent or the 
designee of the student. 



Fees 

2004-05 Comprehensive Fee (required institutional fees) 



Fall Semester 


Spring Semester 


Total 


Tuition 

Room and Board* 

Student activities fee 


$14,465 

4,865 

113 


$14,465 

4,865 

113 


$28,930 

9,730 

226 


Comprehensive fee 


$19,443 


$19,443 


$38,886 



* Room and board will be billed as a combined charge. 

As part of her expenses, a student should be prepared to spend a minimum of $600 per year on books 
and academic supplies. In addition, a student will incur additional expenses during the academic year that 
will vary according to her standard of living, personal needs, recreational activities and number of trips 
home. 



FEE FOR NONMATRICULATED STUDENT 

Per course for credit $3,620 

FEES FOR ADA COMSTOCK SCHOLARS 

Application fee $60 

Transient Housing (per semester) 

Room only (weekday nights) $320 

Room and full meal plan 

(weekday nights) $690 

Tuition per semester 

1-7 credits $905 per credit 

8-11 credits $7,240 

12-15 credits $10,860 

16 or more credits $14,465 

STUDENT ACTIVITIES FEE 

The $226 student activities fee is split between 
the two semesters and is used to fund chartered 
student organizations on campus. The Student 
Government Association allocates the monies each 
year. Each spring, the Senate Finance Committee of 
the SGA proposes a budget that is voted on by the 
student body 



2004-05 Optional Fees 

STUDENT MEDICAL INSURANCE— $1,610 

The $1,610 Student Medical Insurance fee is split 
between the two semesters and covers the student 
from August 15 through the following August 14. 
Massachusetts law requires that each student have 
comprehensive health insurance; Smith College 
offers a medical insurance plan through Koster 
Insurance (www.kosterweb.com) for those stu- 
dents not otherwise insured. Details about the 
insurance are mailed during the summer. Students 
are automatically billed for this insurance un- 
less they follow the waiver process outlined in 
the insurance mailing. Students must waive the 
insurance coverage by August 10 in order to avoid 
purchasing the annual Smith Plan. If a student is on 
leave on a Smith-approved program that is billed at 
home-school fees, a reduced charge may apply. For 
students who are admitted for spring semester, the 
charge will be $1,030 for 2004-05. 



Fees, Expenses and Financial Aid 



35 



MASSPIRG— $12 

The $ 12 MassPIRG fee is approved by a vote of the 
student body. It funds the Massachusetts Public 
Interest Research Group, a nonprofit environmen- 
tal and consumer organization. A student has the 
option to have the fee canceled by completing a 
waiver card at the beginning of the spring semester. 

Other Fees and Charges 

APPLICATION FOR ADMISSION— $60 

The application fee. which helps defray the cost 
of handling all the paperwork and administrative 
review involved with all applicants, must accom- 
pany the application form. An applicant must send 
the fee and form to the Office of Admission prior 
to January 15. An applicant to the Ada Comstock 
Scholars Program must submit the fee and Part A 
of the Application for Admission to the Ada Com- 
stock office prior to February 1 . 

ENROLLMENT DEPOSIT— $300 

Upon admittance, a new student pays an enroll- 
ment deposit which serves to reserve her place 
in class and a room if she will reside in campus 
housing. $100 representing a general deposit com- 
ponent is held until six months after the student 
graduates from the college. The $100 is refunded 
only after deducting any unpaid fees or fines and is 
not refunded to a student who withdraws (includ- 
ing an admitted student who does not attend); 
$200 representing a room deposit component 
is credited $ 100 in July toward her fall semester 
charges; and $ 100 in December toward her spring 
semester charges. 

FEE FOR MUSICAL INSTRUCTION— $600 PER 
SEMESTER (ONE-HOUR LESSON PER WEEK) 

Practice rooms are available to Smith College stu- 
dents with first preference given to those registered 
for music instruction. Other Five College students 
may apply to the chair of the music department 
for permission to use the facilities. Practice rooms 
may be available for use by other individuals in last 
order of preference upon successful application to 
the chair of the music department. 

There is no charge for Five College students, 
faculty and staff for use of the practice rooms. For 
other individuals, the following schedule of fees 
will apply 



Use of a practice room, one hour daily 

$25 peryear 

Use of a practice room, one hour daily, 

and of a college instrument $50 per year 

Use of organ, one hour daily SI 00 per year 

FEE FOR RIDING CLASSES PER SEMESTER 

Adjacent to the Smith campus is Fox Meadow Farm, 
where riding lessons are available to all students 
at the college. Fox Meadow Farm will also board 
horses for students, at a cost of $450 per month. 
Inquiries about boarding should be addressed to 
Sue Payne, c/o Smith College Riding Stables. The 
Smith intercollegiate riding team uses their facili- 
ties for practice and for horse shows. The fees list- 
ed below are per semester and are payable directly 
to Fox Meadow Farm when a student registers for 
lessons each semester. 

Two lessons per week $445 

STUDIO ART COURSES PER SEMESTER 

Certain materials and supplies are required for 
studio art courses and will be provided to each 
student. Students may require additional supplies 
as well and will be responsible for purchasing 
them directly. The expenses will vary from course 
to course and from student to student. 

Required materials $20-$150 

Additional supplies $15-$100 

CHEMISTRY LABORATORY COURSE PER SEMESTER 

$(>-$25 plus breakage 

CONTINUATION FEE 

$55 per semester 

Students on leave of absence or attending other 
institutions on exchange or junior year abroad 
programs will be assessed a continuation fee to 
maintain enrollment status at the college. 

LATE PAYMENT FEE 

Any payment made after August 10 for fall or 
January 10 for spring will be considered late. Late 
payments may be assessed a late fee at the rate of 
$1.25 on every $100 (1.25%). 

EARLY ARRIVAL FEE— $30 PER DAY 
LATE CENTRAL CHECK-IN FEE— $55 

Returning students who do not participate in Cen- 
tral Check-In will be assessed a fee. 



36 



Fees, Expenses and Financial Aid 



LATE REGISTRATION FEE— $30 

Students who make registration changes after the 
registration period will be assessed a fee for each 
change. 

BED REMOVAL FEE— $100 

Students who remove their beds from their campus 
rooms will be charged a bed removal fee. 

HEALTH/FIRE/SAFETY VIOLATION— $5 PER ITEM 

A minimum fine of $5 per item will be charged for 
items left in public areas such as corridors, stair- 
ways or entrances. These items create a hazard and 
violate compliance with the Americans with Dis- 
abilities Act, as well as city and state building, fire, 
and safety codes. 

Institutional Refund Policy 

A refund must be calculated if a student has with- 
drawn on or after the first day of classes, but before 
the point when the college is considered to have 
earned all the tuition, room, board and mandatory' 
fees (hereinafter called institutional charges) for 
which the student was charged. A withdrawal fee 
of $100 will be charged in addition to any refund 
calculation made. Credit balances remaining on 
any account will be refunded to the appropriate 
person or agency. 

ADJUSTMENT OF INSTITUTIONAL CHARGES AND 
INSTITUTIONAL AID 

Any student who withdraws prior to the first day 
of classes will receive a 100 percent adjustment of 
institutional charges, insurance and MassPIRG. All 
disbursed Title IV aid, institutional aid, state and 
other aid will be returned to the appropriate ac- 
count by the college. 

A student who withdraws after the first day of 
classes, but before the time when she will have 
completed 60 percent of the period of enrollment, 
will have her institutional charges and institutional 
aid adjusted based on the percent of attendance. 

If a student should withdraw from a Junior Year 
Abroad Program during the course of the year, it 
is college policy not to grant credit for less than a 
full year's work and to refund only those payments 
for room and board which may be recovered by 
the college. Tuition charges for the year are not 



refundable. Normally, students who withdraw from 
a Junior Year Abroad Program are withdrawn from 
Smith and may not return to the college the follow- 
ing semester. 

STUDENTS RECEIVING TITLE IV FEDERAL AID 

Per federal regulations, a student earns her aid 
based on the period of time she remains enrolled. 
Unearned Title IV funds, other than Federal Work 
Study, must be returned to the appropriate federal 
agency. During the first 60 percent of the enroll- 
ment period, a student earns Title IV funds in direct 
proportion to the length of time she remains en- 
rolled. A student who remains enrolled beyond the 
60 percent point earns all the aid for the payment 
period. For example, if the period of enrollment is 
100 days and the student completes 25 days, then 
she has earned 25 percent of her aid. The remain- 
der of the aid must be returned to the appropriate 
federal agency 

OTHER CHARGES 

If a student has not waived the medical insurance 
and withdraws from the College during the first 
31 days of the period for which coverage is pur- 
chased, she shall not be covered under the Plan 
and a full refund of the premium will be made. 
Insured students withdrawing after 31 days will re- 
main covered under the Plan for the full period for 
which the premium has been paid and no refund 
will be made available. 
Other charges, such as library fines, parking 
fines, and infirmary charges are not adjusted upon 
the student's withdrawal. 

Contractual Limitations 

If Smith College's performance of its educational 
objectives, support services, or lodging and food 
services is hampered or restrained on account of 
strikes, fire, shipping delays, acts of God, prohibi- 
tion or restraint of governmental authority, or other 
similar causes beyond Smith College's control, 
Smith College shall not be liable to anyone, except 
to the extent of allowing in such cases a pro-rata 
reduction in fees or charges already paid to Smith 
College. 



Fees, Expenses and Financial Aid 



37 



Payment Plans and Loan 
Options 

Smith offers a variety of payment plan and loan 
options to assist you in successfully planning for 
timely payment of your college bill. 

Smith's payment plans allow you to distribute 
payments over a specific period. 

• the Semester Plan 

• the TuitionPay Monthly Plan (administered by 

Academic Management Services) 

• Prepaid Stabilization Plan 

Smith also offers some parent loan options. 

Details on loan options and payment plans can 
be found in Financing Your Smith Education, which 
is available from the Office of Student Financial 
Services. 

This information is also available on the World 
Wide Web at www. smith.edu/finaid. 



Financial Aid 



We welcome women from all economic back- 
grounds. No woman should hesitate to apply to 
Smith because of an inability to pay the entire cost 
of her education. We make even' effort to fully 
meet the documented financial need of all admit- 
ted undergraduates who have met the published 
admission and financial aid deadlines. Awards are 
offered to applicants on the basis of need, and 
calculated according to established college and 
federal policies. An award is usually a combination 
of a grant, a loan, and a campus job. 

Smith College is committed to a financial aid 
policy that guarantees to meet the full financial 
need, as calculated by the college, of all admitted 
students who meet published deadlines. The col- 
lege does operate under a need-sensitive admission 
policy that typically affects less than 8 percent of 
our applicant pool. Each applicant for admission 
is evaluated on the basis of her academic and per- 
sonal qualities. However, the college may choose 
to consider a student's level of financial need when 
making the final admission decision. Applicants are 
advised to complete the financial aid process if they 
will need financial help to enroll at Smith. Entering 
first-year students who fail to apply for financial 
aid before the admission decision is issued will be 



ineligible to receive college-funded assistance until 
they have completed 64 credits earned at Smith. 
Transfer students and Ada Comstock Scholars who 
do not apply for financial aid at the time of admis- 
sion are eligible to apply after completing 32 cred- 
its earned at Smith. Note that institutional financial 
aid may not be available to students who do not 
meet the published deadlines. 

To enable the college to determine a student's 
need, a family completes both the Free Application 
for Federal Student Aid (FAFSA) and the College 
Scholarship Service PROFILE form, requesting that 
data be sent to Smith. Both forms may be com- 
pleted on-line. The FAFSA can be accessed at www. 
fafsa.ed.gov (Smith College code is 002209) and 
the PROFILE can be accessed at www.collegeboard. 
com (Smith College code is 3762). 

We also require a signed copy of the family's 
most recent federal tax returns, including all 
schedules and W-2's. Once we receive the appli- 
cant's completed FAFSA and PROFILE, we review 
each student's file individually. We take into consid- 
eration the number of dependents, the number of 
family members in college, divorced parents and 
other special circumstances. We require signed 
copies of parents' and students' most recent fed- 
eral income tax returns to verify all the financial 
information before we credit awards to a students 
account. International students should complete 
the Smith College Financial Aid Application for 
Students Living Abroad, and an official government 
statement or income tax return will be required to 
verify income. 

The college makes the final decision on the 
level of need and awards. Financial aid decisions 
to entering students are announced simultaneously 
with admission notifications. College policy limits 
the awards of Smith funds to the level of billed fees. 

A student who is awarded aid at entrance will 
have it renewed each year she attends according to 
her need, as calculated by the college, if she is in 
good academic standing. She and her family apply 
for aid annually with Smith College forms, FAFSA 
and PROFILE forms, and tax returns. The amount 
of aid may van from year to year depending on 
changes in college fees and in the family's financial 
circumstances. The balance of loan and grant also 
changes, based on federal loan limits. Instructions 
for renewing aid are made available to all students 



38 



Fees, Expenses and Financial Aid 



in early December. Students are expected to com- 
plete their undergraduate studies in eight semes- 
ters, and grant aid is limited to that period, except 
for special programs. 

Ada Comstock Scholars receiving financial aid 
are required to make satisfactory progress toward 
the degree in order to continue receiving aid — that 
is, completion of at least 75 percent of all credits 
attempted in any academic year. Students not meet- 
ing this criterion are put on financial aid probation 
and may become ineligible for aid if the probation- 
ary period exceeds one year. 

Unless the administrative board decides that 
mitigating circumstances warrant an exception, 
no federal student aid may be made available to 
a student who is not making satisfactory progress 
toward the degree (see p. 52). 

First-Year Applicants 

Any student who needs help in financing her 
education should apply for financial aid at the 
time she applies for admission. The financial aid 
application requirements are sent to all applicants 
for admission. Students must not wait until they 
have been accepted for admission to apply for 
aid. Each student's file is carefully reviewed to 
determine eligibility for need-based aid. Since this 
is a detailed process, the college expects students 
to follow published application guidelines and 
to meet the appropriate application deadlines. 
Students and parents are encouraged to contact 
Student Financial Services via email at sfs@smith. 
edu or by phone (413-585-2530) with questions. 
Detailed information on the application process 
and deadlines is available on our Web site at www. 
smith.edu/finaid. 

The consequences of not applying for aid prior 
to being accepted for admission include a 64- 
credit waiting period before becoming eligible to 
receive college grant aid. This means that only fed- 
eral, state and private assistance would be available 
for the first two years of undergraduate enrollment 
at Smith. The college will consider exceptions to 
this policy only if you experience and can docu- 
ment an unexpected family emergency. Please note 
that this policy does not pertain to students who, 
at the time of admission to Smith, applied for but 
were not granted need-based financial aid. 



If an entering student applied for but did not 
qualify for need-based aid in her first year, that 
student may reapply for aid in subsequent years. 
This is particularly important for families that 
experience changes in family circumstances such 
as a sibling entering college, reductions in parent 
income or unanticipated medical expenses. Re- 
mrning students who want to apply for federal aid 
only have a modified application process. If there 
are major changes to the financial resources of the 
family, Student Financial Services will consider a 
new request for aid or a review of a previous denial 
at any time. 

The college cannot assume responsibility for 
family unwillingness to contribute to college ex- 
penses. There are limited circumstances that qual- 
ify a student for consideration as an independent 
aid applicant. Women over the age of 24, orphans 
and wards of the court are always considered self- 
supporting for federal financial aid purposes. 

Transfer Students 

Transfer students should follow the same applica- 
tion procedures detailed on their specific financial 
aid applications. Transfer students who do not 
apply for aid at the time of admission cannot apply 
for college aid until they reach junior standing and 
complete at least 32 credits at Smith. 

Ada Comstock Scholars 

Women of nontraditional college age can apply to 
the Ada Comstock Scholars Program. Applicants 
for aid should complete a Free Application for Fed- 
eral Student Aid (FAFSA), a Smith Application for 
Financial Aid, and send us a signed copy of their 
most recent federal tax return, complete with all 
schedules and W-2's. 

An Ada Comstock Scholar who does not ap- 
ply for aid at the time of admission cannot apply 
for institutional grant aid until she has completed 
32 credits at Smith, although she may qualify for 
federal and state grants and loans before she has 
completed 32 credits. This policy does not apply to 
women who applied for, but were not granted, aid 
at the time of admission. 



Fees, Expenses and Financial Aid 



39 



International Applicants and Non- 
U.S. Citizens 

Smith College awards need-based aid to non-U.S. 
citizens, both first-year and transfer applicants. 
There is a great deal of competition for these funds, 
and the level of support provided from the college 
range widely, depending on particular family cir- 
cumstances. Aid is determined based on the infor- 
mation provided by the family on the Smith College 
Financial Aid Application for Non-U.S. Citizens, 
along with translated tax or income statements. 

The application deadline is the same as the 
application deadline for admission: February 1. 

A non-U.S. citizen eligible for aid is offered a 
grant award in the first year that will remain at the 
same level each year she is at Smith. (Loan and 
campus job amounts, which are part of the total 
aid package, may increase each year to partially 
offset increases in billed expenses.) Cost increases 
not covered by aid increases are the responsibility 
of the student and her family. 

For application deadlines and details, please 
check http ://www smith . edu/finaid . 

NON-U.S. CITIZENS LIVING IN THE U.S. 

If you are a non-U.S. citizen whose parents are 
earning income and paving taxes in the United 
States, you will need to complete a CSS PROFILE 
form as well as the Smith Financial Aid Application 
for Non-U.S. Citizens and provide a complete and 
signed U.S. federal income tax return. 

U.S. CITIZENS LIVING OUTSIDE THE U.S. 

Fill out the Smith Application for First-Year Finan- 
cial Aid and follow procedures for applicants resid- 
ing in the United States. However, if your parents 
are living and earning income outside the United 
States and do not file U.S. tax returns, you should 
also fill out the Smith Financial Aid Application for 
Non-U.S. Citizens so that we can consider the actual 
expenses incurred by your family. 

U.S. citizens and permanent residents must 
reapply for aid each year. 

Financial Aid Awards 

Smith's resources for financial aid include loans, 
campus jobs and grants; a student's financial aid 
package will include one or more of these. A loan 



and job, both considered self-help, are usually the 
first components of an aid package, with any re- 
maining need being met with grant aid. 

LOANS 

Most students borrow through the Federal Direct 
Ford Loan Program. Federal Perkins Loans are 
offered to students to the extent of available federal 
funding. Most parents are eligible to borrow under 
the Federal Parent Loan Program and/or may make 
use of one of the plans described in Financing Your 
Smith Education. Students who receive aid of any 
sort from federal funds are subject to the statutes 
governing such aid. 

CAMPUS JOBS 

Student Financial Services administers campus 
jobs. All students may apply, but priority is given 
to those students (about one-half of our student 
body) who received campus job offers as part of 
their aid packages. First-year students work an 
average of eight hours a week for 32 weeks, usu- 
ally for Dining Services. Students in other classes 
hold regular jobs averaging ten hours a week for 
32 weeks. These monies are paid directly to each 
student as she earns them. They are intended 
primarily to cover personal expenses, but some 
students use part of their earnings toward required 
fees. Short-term jobs are open to all students. Ad- 
ditionally, a term-time internship program is ad- 
ministered by the Career Development Office. The 
college participates in the federally funded College 
Work-Study Program, which funds a portion of 
the earnings of eligible students, some of them in 
nonprofit, community service positions and in the 
America Reads tutorial program. 

GRANTS 

Grants are funds given to students with no require- 
ment of repayment or work time in exchange. Most 
Smith College grants come from funds given for 
this purpose by alumnae and friends of the college 
and by foundations and corporations. The federal 
and state governments also provide assistance 
through need-based grants such as the Federal Pell 
Grant and state scholarships. Smith receives an 
allocation each year for Federal Supplemental Edu- 
cational Opportunity Grants and for state-funded 
Gilbert Grants for Massachusetts residents. 



40 



Fees, Expenses and Financial Aid 



Outside Aid 

If you receive any assistance from an organization 
outside of the college, this aid must be taken into 
consideration in calculating your financial aid 
award. For this reason, you are required to report 
such aid. 

Most outside scholarships are given to rec- 
ognize particular achievement on the part of the 
recipient. These awards are allowed to reduce the 
suggested loan, job or institutional family contribu- 
tion. However, in no case will the family contribu- 
tion be reduced below the federally calculated 
family contribution. When outside awards have 
replaced the suggested loan and job, and the fam- 
ily contribution has been reduced to the federally 
calculated level, Smith grant aid will be reduced 
dollar for dollar. 

Entitlement awards from state or federal 
sources as well as tuition subsidies based on par- 
ents' employment are not covered by the policy and 
reduce Smith grant dollar for dollar. 

Benefits from rehabilitation agencies are 
treated in a slightly different manner. Rehabilitation 
assistance for books goes directly to the student 
and does not affect the aid package. One-half of 
other rehabilitation benefits will be used to replace 
the suggested loan and one-half will replace the 
Smith grant. 

Student Financial Services must be notified of 
all outside awards. If you notify us by July 1, the 
aid will be reflected in your official award and on 
your first bill. If you notify us after September 1, the 
outside aid may be used to reduce the Smith grant 
dollar for dollar. 



Scholarships for Northampton and 
Hatfield Residents — The Trustee 
Grant 

At the discretion of the trustees, partial tuition 
grants may be awarded to accepted applicants who 
have been residents of Northampton or Hatfield 
with their parents for at least five years directly 
preceding the date of their admission to college. 
Such grants are continued through the four college 
years if the student maintains diploma grade, con- 
forms to the regulations of the college, and con- 
tinues to be a resident of Northampton or Hatfield. 
The Trustee Grant may only be used for study at the 
Northampton campus. 



Music Grants 

Each year the college awards grants equal to $ 125 
per semester for the cost of lessons in practical 
music to students who have financial need and who 
are accepted by the Department of Music. 

Ernst Wallfisch Scholarship in Music 

A full-year music performance scholarship (vocal 
or instrumental), based on merit and commit- 
ment, may be granted by the Music Department to 
a Smith student (first-year, sophomore or junior) 
enrolled in a performance course at Smith College. 



41 



Admission 



From the college's beginning, students at 
Smith have been challenged by rigorous 
academic standards and supported by 
rich resources and facilities to develop 
to their fullest potential and define their 
own terms of success. Admitting students who will 
thrive in the Smith environment remains the goal 
of our admission efforts. We seek students who will 
be productive members of the Smith community, 
who will be challenged by all that is offered here, 
and who will challenge their faculty members and 
peers to sharpen their ideas and perspectives of 
the world. 

Each year we enroll a first-year class of ap- 
proximately 640 able, motivated, diverse students 
whose records show academic achievement, 
intellectual curiosity and potential for growth. 
Because our students come from virtually every 
state and more than 50 countries, their educational 
and personal experiences and opportunities vary 
tremendously. In selecting a class, the Board of 
Admission, which is made up of faculty members 
as well as members of the admission and adminis- 
trative staffs, considers each student in the light of 
the opportunities available to her. Included in the 
board*s review are her secondary school record, 
the recommendations from her school, her College 
Board SAT I scores, or ACT and any other available 
information. Of critical importance is the direct 
communication we have with each student through 
her writing on the application. 

Smith College makes every effort to meet fully 
the documented financial need, as calculated by 
the college, of all admitted students. Two-thirds 
of our students receive some form of financial as- 
sistance through grants, loans and/or campus jobs. 
Further information about financial planning for a 
Smith education and about financial aid is available 
in the section on Fees, Expenses and Financial Aid. 
pages 33— i0. 



Secondary School 
Preparation 

There is no typical applicant to Smith and no typi- 
cal academic program, but we strongly recom- 
mend that a student prepare for Smith by taking 
the strongest courses offered by her high school. 
Specifically tins should include the following, 
where possible: 

• four years of English composition and 
literature 

• three years of a foreign language (or two years 
in each of two languages) 

• three years of mathematics 

• three years of science 

• two years of history 

Beyond meeting the normal minimum require- 
ments, we expect each candidate to pursue in 
greater depth academic interests of special impor- 
tance to her. Candidates who are interested in our 
engineering major should pursue coursevvork in 
calculus, biology; chemistry and physics. 

Smith College will accept college-level work 
completed prior to matriculation as a degree 
student, provided that the relevant courses were 
completed at an accredited college or university 
and were not applied to the requirements for high 
school graduation. We also give credit for excellent 
performance in Advanced Placement, International 
Baccalaureate and equivalent foreign examinations. 
Please refer to the Academic Rules and Procedures 
section for further information regarding eligibility 
for and use of such credit. 



Entrance Tests 

We require each applicant to take the Scholastic 
Assessment Test (SAT I) or the American College 
Test (ACT) . SAT II: Subject Tests, especially the 
one in Writing, are strongly recommended but not 
required. She should select two others in fields 
where she has particular interests and strong prep- 
aration. Vie recommend that a candidate take the 
examinations in her junior year to keep open the 



42 



Admission 



possibility of Early Decision and to help her coun- 
selors advise her appropriately about college. All 
examinations taken through January 7 of the senior 
year are acceptable. The results of examinations 
taken after January arrive too late for us to include 
them in the decision-making process. 

A candidate can apply to take the SAT I and 
SAT II tests by visiting the College Board Web site 
at www.collegeboard.com. Special-needs students 
should write to the College Board for information 
about special testing arrangements. Applications 
and fees should reach the proper office at least one 
month before the date on which the tests are to be 
taken. It is the student's responsibility, in consulta- 
tion with her school, to decide which tests and test 
dates are appropriate in the light of her program. 
It is also her responsibility to ask the College En- 
trance Examination Board to send to Smith College 
the results of all tests taken. The College Board 
code number for Smith College is 3762. 

Students applying to take the ACT should visit 
the American College Testing Program Web site at 
www.act.org. 

Applying for Admission 

A student interested in Smith has three options for 
applying — Fall Early Decision, Winter Early Deci- 
sion and Regular Decision. 

Early Decision 

Fall and Winter Early Decision Plans are designed 
for students with strong qualifications who have 
selected Smith as their first choice. The plans dif- 
fer from each other only in application deadline, 
recognizing that students may decide on their col- 
lege preference at different times. In making an 
application to her first-choice college, a candidate 
eliminates much of the anxiety, effort and cost of 
preparing several college applications. Candidates 
under this plan may initiate applications to other 
colleges, but may make an Early Decision applica- 
tion to one college only. It is important to note that 
if accepted under Early Decision, a candidate must 
withdraw all other college applications and may 
not make any further applications. 



A student applying for Early Decision should 
take her SAT I and, if possible, three SAT II tests 
before her senior year. The ACT may be substituted 
for the SAT I. Supporting materials must include 
mid-semester senior grades. 

Applicants deferred in either Early Decision 
plan will be reconsidered in the spring, together 
with applicants in the Regular Decision Plan. Of- 
fers of admission are made with the understanding 
that the high school record continues to be of high 
quality through the senior year. Candidates are 
notified of financial aid decisions at the same time 
as the admission decision. 

Regular Decision 

The Regular Decision Plan is designed for students 
who wish to keep open several college options 
during the application process. Candidates may 
submit applications anytime before the January 15 
deadline. 

A student interested in Smith should request an 
application from the Office of Admission. Included 
with the application are all the forms she will need, 
and instructions for completing each part of the 
application. She may use the Common Application 
form obtainable at her school. 

We realize that applying to college involves a lot 
of time-consuming paperwork for the applicant. 
It is work that we review carefully and thoroughly, 
and we suggest that applicants do not leave it to the 
last moment. 



Advanced Placement 

Smith College participates in the Advanced Place- 
ment Program administered by the College 
Entrance Examination Board. Please refer to the 
Academic Rules and Procedures section (p. 50) 
for information governing eligibility for and use of 
Advanced Placement credit. 



International Baccalaureate 

The amount of credit will be determined as soon as 
an official copy of results has been sent to the reg- 
istrar's office. Guidelines for use are comparable to 
those for Advanced Placement. 



Admission 






43 


First-Year Students' Admission Deadline Dates 




Fall Early 
Decision 


Winter Early 
Decision 


Regular 
Decision 


Submit preliminary application 
and fee or fee waiver by: 


November 15 


January 1 


January 15 


Submit all other parts of 
the application by: 


November 15 


January 1 


February 1 


Come for an interview by: 


November 15 


January 1 


January 31 


Testing completed by: 


October 


November 


January 



File the appropriate financial 
aid forms with the Smith 
Office of Student Financial 
Services by: 



November 15 



January 1 



February 1 



Ask your counselor to send 
senior grades by: 



November 15 

(first-term 

grades) 



January 1 
(first-term 
grades) 



February 1 

(midyear 

grades) 



We notify each candidate by: 



December 15 late January 

(Deferred applicants for Fall or Winter Early 
Decision are automatically reconsidered with 
Regular Decision applicants in the spring.) 



April 1 



Submit the nonrefundable 

enrollment deposit to 

hold a space in the class by: 



January 15 



late February 



Mayl 



Interview 

We recommend an interview for all candidates. 
For those who live or attend school within 200 
miles of the college an on-campus interview is 
encouraged. Others should call or write requesting 
information about an alumnae or alumna interview 
in their area. The interview allows each candidate 
to become better acquainted with Smith and to 
exchange information with a member of the staff of 
the Office of Admission or a trained alumna volun- 
teer. See the chart of admission deadline dates for 
times of interviews, and remember that we cannot 
interview after February 1 . as we are busy reading 
applications. Interviews for juniors and informa- 
tion sessions for students and their families begin 
in mid- March. (Interviews for transfer candidates 
are offered year-round.) 



Deferred Entrance 

An admitted first-year or transfer applicant who has 
accepted Smith's offer and paid the required de- 
posit may defer her entrance for one year to work, 
travel or pursue a special interest if she makes this 
request in writing to the director of admission by 
June 1. 



Deferred Entrance for 
Medical Reasons 

An admitted first-year or transfer applicant who 
has accepted Smith's offer and paid the required 
deposit may request to postpone her entrance due 
to medical reasons if she makes this request in 
writing, explaining the nature of the medical prob- 
lem, to the director of admission by August 30. At 
that time, the college will outline expectations for 



44 



Admission 



progress over the course of the year. A Board of 
Admission subcommittee will meet the following 
March to review the student's case. Readmission is 
not guaranteed. 

Transfer Admission 

A student may apply for transfer to Smith College 
in January or September after the completion of 
one or more semesters at another institution. When 
she requests the application form she should send 
a detailed statement of her academic background 
and of her reasons for wishing to transfer. 

For January entrance, she must submit her 
application and send all credentials by November 
15. Decisions will be mailed by mid-December. 
The suggested filing date for September entrance 
is February 1, especially for students applying for 
financial aid. Candidates whose applications are 
complete by March 1 will receive admission deci- 
sions by the first week in April. Students whose 
applications are complete by May 15 will receive 
decisions by the end of May. Letters from the fi- 
nancial aid office are mailed at the same time as 
admission letters. 

We expect a transfer student to have a strong 
academic record and to be in good standing at the 
institution she is attending. We look particularly for 
evidence of achievement in college, although we 
also consider her secondary school record. Her 
program should correlate with the general Smith 
College requirements given on pages 41-42 of this 
catalogue. 

We require a candidate for the degree of bach- 
elor of arts to spend at least two years in residence 
at Smith College in Northampton, during which 
time she normally completes 64 credits. A student 
may not transfer to the junior class and spend any 
part of the junior or senior year studying in off- 
campus programs. 

International Students 

We welcome applications from qualified inter- 
national students and advise applicants to com- 
municate with the director of admission at least 



one year in advance of their proposed entrance. 
The initial letter should include information about 
the student's complete academic background. If 
financial aid is needed, this fact should be made 
clear in the initial correspondence. 

Visiting Year Programs 

Smith College welcomes a number of guest stu- 
dents for a semester or a year of study. In the Visit- 
ing Student Program, students enrolled in accred- 
ited, four-year liberal arts colleges or universities in 
the United States may apply to spend all or part of 
their sophomore, junior or senior year at Smith. 

International students may apply to spend a 
year at Smith under the International Visiting Pro- 
gram. (Exceptions may be made if a student wishes 
to visit for only one semester.) Applicants must be 
in their final year of studies leading to university 
entrance in their own country or currently enrolled 
in a university program abroad. If accepted, can- 
didates will be expected to present examination 
results — Baccalaureate, Abitur or GCSE, for exam- 
ple — before enrolling. Evidence of English fluency 
will be required of applicants whose first language 
is not English. 

Applicants to the visiting programs must furnish 
a transcript of their college work (or secondary 
school work, where applicable) to date, faculty 
recommendations and a completed application. 
Applications must be completed by July 1 for Sep- 
tember entrance and by December 15 for January 
entrance. We regret that financial aid is not avail- 
able for these programs. 

Information and application material may be 
obtained by writing to Visiting Year Programs, 
Office of Admission, Smith College, Northamp- 
ton, Massachusetts 01063 or sending e-mail to 
admission@smith.edu. 



Readmission 



See Withdrawal and Readmission, page 54. 



Admission 45 

Ada Comstock Scholars 
Program 

The admission process for Ada Comstock Scholars 
places particular emphasis on an autobiographi- 
cal essay and an exchange of information in an 
interview. A candidate should schedule her inter- 
Mew appointment before submitting Part I of her 
application prior to the deadline, February 1 . It 
is recommended that an applicant submit college 
transcripts before scheduling her interview ap- 
pointment. 

Ada Comstock Scholars are expected to have 
completed a minimum of M transferable liberal 
arts credit before matriculation at Smith. The aver- 
age number of transfer credits for an admitted 
student is 50. Those students who offer little or no 
college-level work normally are ad.ised to enroll 
elsewhere to fulfill this requirement before initiat- 
ing the application process. 

For a candidate to be considered for September 
entrance, Part I of the application must be in the 
admission office by February 1, and Part II with all 
supporting material by February 10. 

A candidate*s status as an Ada Comstock 
Scholar must be designated at the time of applica- 
tion. Normally, an applicant admitted as a student 
of traditional age will not be permitted to change 
her class status to Ada Comstock Scholar until five 
years after she withdraws as a student of traditional 
age. A woman who meets the transfer credit guide- 
line must apply as an Ada Comstock Scholar if she 
also meets the federal government s guidelines 
defining independent students: 

• at least 2 4 years old 

• a veteran 

• responsible for dependent (s) other than a 
spouse 

A brief description of the program can be found 
on page 1 1 . Information about expenses and pro- 
cedures for applying for financial aid can be found 
in the section entitled Fees, Expenses and Financial 
Aid. Inquiries in writing, by phone or by e-mail 
mav be addressed to the Office of Admission. 



46 



Academic Rules and Procedures 



Requirements for the Degree 

The requirements for the degree from Smith Col- 
lege are completion of 128 credits of academic 
work and satisfactory completion of a major. For 
graduation the minimum standard of performance 
is a cumulative average of 2.0 in all academic work 
and a minimum average of 2.0 in the senior year. 
For those entering as first-year students, satisfac- 
tory completion of a writing intensive course in the 
first year is required. 

Students earning a bachelor of arts degree must 
complete at least 64 credits outside the department 
or program of the major. The requirements for 
the bachelor of science degree in engineering are 
listed in the courses of study section under Engi- 
neering. 

Candidates for the degree must complete at 
least four semesters of academic work, a minimum 
of 64 credits, in academic residence at Smith Col- 
lege in Northampton; two of these semesters must 
be completed during the junior or senior year. (For 
accelerated programs, see p. 1 1.) A student on a 
Smith Junior Year Abroad Program, the Jean Picker 
Semester-in-Washington Program or the Internship 
Program at the Smithsonian Institution is not in 
academic residence in Northampton. 

Each student is responsible for knowing all 
regulations governing the curriculum and course 
registration and is responsible for planning a 
course of study in accordance with those regula- 
tions and the requirements for the degree. 

Course Program 

The normal course program for traditional-aged 
undergraduates consists of 16 credits taken in each 
of eight semesters at Smith. Only with the approval 
of the administrative board may a student complete 
her degree requirements in fewer or more than 
eight semesters. The minimum course program for 
a traditional-aged undergraduate in any semester 
is 12 credits. A traditional-aged student who is 
enrolled in fewer than 12 credits in any semester 
is required to withdraw at the end of that semester. 



The student must remain away from the college for 
at least one semester and then may apply for read- 
mission for the following semester. 

Approved summer-school or interterm credit 
may be used to supplement a minimum 12 -credit 
program or to make up a shortage of credits. Smith 
students may accrue a maximum of 12 summer- 
school credits and 12 interterm credits at Smith or 
elsewhere toward their Smith degree. An overall 
maximum of 32 credits of combined summer, 
interterm, AP and pre-matriculation credits may be 
applied toward the degree. See Academic Credit, 
pages 49-51. 

A student enters her senior year after complet- 
ing a maximum of six semesters and attaining at 
least 96 Smith College or approved transfer credits. 
A student may not enter the senior year with a 
shortage of credits: exceptions require a petition 
to the Administrative Board prior to the student's 
return to campus for her final two semesters. A 
student in residence may carry no more than 24 
credits per semester unless approved by the Ad- 
ministrative Board. 

Admission to Courses 

Instructors are not required to hold spaces for 
students who do not attend the first class meeting 
and may refuse admittance to students seeking to 
add courses who have not attended the first class 
meetings. 

PERMISSIONS 

Some courses require written permission of the in- 
structor and/or chair of the department concerned 
before the course is elected. 

A student who does not have the prerequisites 
for a course may elect it only with the permission 
of the instructor and the chair of the department in 
which the course is offered. 

A student must petition the administrative board 
for permission to enter or drop a year-long course 
with credit at midyear. The petition must be signed 
by the instructor of the course, the student's adviser 
and the chair of the department concerned before 
it is submitted to the class dean. 



Academic Rules and Procedures 



47 



SEMINARS 

Seminars are limited to 12 students and are open. 
by permission of the instructor, to juniors, seniors 
and graduate students only. At the discretion of the 
instructor and with the approval of the department 
chair or the program director, 1 5 students may 
enroll. If enrollment exceeds this number, the in- 
structor will select the best-qualified candidates. 

SPECIAL STUDIES 

Permission of the instructor, the department chair 
and in some cases the department is required for 
the election of Special Studies. Special Studies 
are open only to qualified juniors and seniors. A 
maximum of 16 credits of special studies may be 
counted toward the degree. 

INDEPENDENT STUDY 

Independent study for credit may be proposed 
by qualified juniors and seniors. Approval of the 
appropriate department (s) and the Committee 
on Academic Priorities is required. Time spent 
on independent study off campus cannot be used 
to fulfill the residence requirement. The deadline 
for submission of proposals is November 30 for a 
second-semester program and April 30 for a first- 
semester program. 

INTERNSHIPS 

An internship for credit, supervised by a Smith 
faculty member, may be proposed by qualified 
sophomores, juniors and seniors. Approval of the 
appropriate department(s) and the Committee 
on Academic Priorities is required. The deadline 
for submission of proposals is November 30 for a 
second-semester program and April 30 for a first- 
semester program. 

AUDITING 

A degree student at Smith or at the Five Colleges 
may audit a course on a regular basis if space is 
available and the permission of the instructor is ob- 
tained. An audit is not recorded on the transcript. 

AUDITING BY NONMATRICULATED STUDENTS 

A nonmatriculated student who has earned a high 
school diploma and who wishes to audit a course 
may do so with the permission of the instructor 
and the registrar. An auditor must submit a com- 
pleted registration form to the registrar's office 
by the end of the second week of classes. A fee 
will be charged and is determined by the type of 



course. Studio classes may not be audited except 
by permission of the art faculty following a written 
request to the department Records of audits are 
not maintained. 

Changes in Course Registration 

ADDING AND DROPPING COURSES 

During the first 10 class days, a student may enter 
or drop a course with the approval of the adviser 
and after consultation with the instructor. From the 
1 1th through the 15th day of class, a student may 
enter a course with the permission of the instruc- 
tor, the adviser and the class dean. 

After the 10th day of classes a student may drop 
a course up to the end of the fifth week of the se- 
mester: 

1 . after discussion with the instructor; 

2. with the approval of the adviser and the class 
dean; and 

3. if, after dropping the course, she is enrolled 
in at least 12 credits for regular letter grades. 
(This provision does not apply to Ada Comstock 
Scholars.) 

After the end of the fifth week of the semester a 
student may not drop a course. However, on two 
and only two occasions during her years at the col- 
lege — once during her first year; once during any 
subsequent year — a student may drop a course at 
any time up to the end of the ninth week of classes, 
for any reason, without penalty. The drop form 
requires the signatures of the instructor, adviser 
and class dean. 

A student who wishes to drop a seminar or 
course with limited enrollment should do so at 
the earliest possible time so that another student 
may take advantage of the opening. Because the 
organization and operation of such courses are 
often critically dependent on the students enrolled, 
the instructor may refuse permission to drop the 
course after the first 10 class days. 

A student registers for an Interterm course 
in November, with the approval of her adviser. In 
January, a smdent may drop or enter an Interterm 
course within the first three days with a class dean's 
signature. Otherwise, the smdent who registers but 
does not attend will receive a "IT (unsatisfactory) 
for the course. 

Regulations governing changes in enrollment 
for courses in one of the other four colleges may 



48 



Academic Rules and Procedures 



be more restrictive than the above. Instructions and 
deadlines for registration in Five College courses 
are published online by the registrar's office. 

Fine for Late Registration 

A student who has not registered for courses by the 
end of the first 10 days of classes will be fined $25, 
payable at the time of registration. In addition, a 
fine of $25 will be assessed for each approved peti- 
tion to add or drop a course after the deadline. If a 
student has not completed registration by the end 
of the first four weeks of the semester, she will be 
administratively withdrawn. 

Class Attendance and Assignments 

Students are expected to attend all their scheduled 
classes. Any student who is unable, because of her 
religious beliefs, to attend classes or to participate 
in any examination, study or work requirement on 
a particular day shall be excused from such activi- 
ties without prejudice and shall be given an oppor- 
tunity to make them up. 

Students are expected to spend at least two 
hours per week in preparation for even 7 class hour. 

Students are asked to introduce guests to the 
instructor of a class before the beginning of the 
class if there is an opportunity and at the end if 
there is not. 

Absence does not relieve the student from 
responsibility for work required while she was 
absent. The instructor may require her to give 
evidence that she has done the work assigned. In 
courses in which the written examinations can test 
only a part of the work, the instructor may rule that 
a student who does not attend class with reason- 
able regularity has not presented evidence that she 
has done the work. 

The due date for final papers in each semester 
can be no later than the end of the examination 
period. Instructors must specify the acceptable for- 
mat, exact deadline and place of delivery for final 
papers. If a paper or other course work is mailed 
to an instructor, it must be sent by certified mail, 
return receipt requested, and the student must 
keep a paper copy. It is the student's responsibility 
to check that work submitted by e-mail or fax has 
been received by the professor. 



Deadlines and Extensions 

Only the class dean may authorize an extension for 
any reason beyond the end of the final examination 
period. Such extensions, granted for reasons of 
illness, emergency or extenuating personal circum- 
stances, will always be confirmed in writing with 
the faculty member, the registrar and the student. 
An individual faculty member, without authoriza- 
tion by the class dean, may grant extensions on 
work due during the semester through the last day 
of final exams. 

Pre-examination Period 

The pre-examination study period, between the end 
of classes and the beginning of final examinations, 
is set aside for students to prepare for examina- 
tions. Therefore, the college does not schedule 
social, academic or cultural activities during this 
time. Deadlines for papers, take-home exams or 
other course work cannot be during the pre-ex- 
amination study period. 

Final Examinations 

Most final exams at Smith are self-scheduled and 
administered by the registrar during predeter- 
mined periods. A student may elect in which period 
she wants to take each exam. Exams are picked 
up at distribution centers after showing a picture 
ID and must be returned to the same center no 
more than two hours and 20 minutes from the 
time they are received by the student. Extra time 
taken to write an exam is considered a violation 
of the Academic Honor Code and will be reported 
to the Academic Honor Board. A student who is 
late for an exam may write for the remaining time 
in the examination period but may not have ad- 
ditional time. Exams which involve slides, dictation 
or listening comprehension are scheduled by the 
registrar. Such examinations may be taken only at 
the scheduled time. 

For information regarding illness during the 
examination period, call Health Services at exten- 
sion 2800 for instructions. 

Further details of the Academic Honor Code 
as they apply to examinations and class work are 
given in the Smith College Handbook and Aca- 
demic Planner. Regulations of the faculty and the 



Academic Rules and Procedures 



49 



registrar regarding final examination procedures 
are published online at the registrar's office Web 
site prior to the final examination period. 

No scheduled or self-scheduled examination 
may be taken outside the regular examination 
period without prior permission of the administra- 
tive board. Written requests must be made to the 
administrative board through the class dean (not to 
individual faculty members) . Requests to take final 
examinations early will not be considered; there- 
fore, travel plans must be made accordingly. 

Five College Course Enrollments 

Application forms to elect a course at one of the 
other four institutions may be obtained from the 
Office of the Registrar. Application forms should be 
submitted during the period for advising and elec- 
tion of courses for the coming semester. Current 
catalogues of the other institutions are available 
in Neilson Library and in the registrar's office. 
Information is also available through the Five Col- 
lege on-line catalogue. Free bus transportation to 
and from the institution is available for Five College 
students. Students in good standing are eligible 
to take a course at one of the other institutions: 
first-semester first-year students must obtain the 
permission of the class dean. A student must: a) 
enroll in a minimum of eight credits at Smith in 
any semester, or b) take no more than half of her 
course program off campus. A student must regis- 
ter for an approved course at one of the other four 
institutions by the end of the interchange deadline 
(the first two weeks of the semester) . Students 
must adhere to the registration procedures and 
deadlines of their home institution. 

Five College courses are those taught by special 
Five College faculty appointees. These courses 
are listed on pages 388-395 in this catalogue. 
Cooperative courses are taught jointly by faculty 
members from several institutions and are usually 
approved and listed in the catalogues of the par- 
ticipating institutions. The same application forms 
and approvals apply to Five College courses and 
cooperative courses. A list of Five College courses 
approved for Smith College degree credit is avail- 
able at the registrar's office. Requests for approval 
of courses not on the list may be submitted to the 
registrar's office for review; however, Smith College 
does not accept all Five College courses for credit 



toward the Smith degree. Courses offered through 
the UMASS Continuing Education Department are 
not part of the Five College Interchange. Students 
may not receive transfer credit for Continuing 
Education courses completed while in residence 
at Smith College, but may receive credit for those 
offered during Interterm and summer. 

Students taking a course at one of the other 
institutions are, in that course, subject to the aca- 
demic regulations, including the calendar, dead- 
lines and academic honor system, of the host in- 
stitution. It is the responsibility of the student to be 
familiar with the pertinent regulations of the host 
institution, including those for attendance, aca- 
demic honesty, grading options and deadlines for 
completing coursework and taking examinations. 
Students follow the registration add/drop deadlines 
of their home instimtion. Regulations governing 
changes in enrollment in Five College courses are 
published online at the beginning of each semester 
at the registrar's office Web site. 

Academic Credit 

Grading System 

Grades are recorded by the registrar at the end of 

each semester. Grade reports are made available 

online through BannerWeb at that time. 

Grades at Smith indicate the following: 

A (4.0) C- (1.7) 

A- (3.7) D+ (1.3) 

B+ (3.3) D (1.0) 

B (3.0) D- (0.7) 

B- (2.7) E (0.0) 

C+ (2.3) S: satisfactory (C- or better) 

C (2.0) U: unsatisfactory 

X: official extension authorized by 
the class dean 

M: unreported grade calculated as 
a failure 

Grades earned in Five College courses are re- 
corded as submitted by the host institution. A Five 
College incomplete grade is equivalent to a failing 
grade and is calculated as such until a final grade is 
submitted. An incomplete grade will be converted 
to a failing grade on the student's official record 
if coursework is not completed by the end of the 
following semester. 



50 



Academic Rules and Procedures 



SATISFACTORY/UNSATISFACTORY OPTION 

Coursework in any one semester may be taken for 
a satisfactory (C- or better)/unsatisfactory grade, 
providing that: 

1) the instructor approves the option; 

2) the student declares the grading option for 
Smith courses by the end of the ninth week of 
classes. The fall deadline also applies to year- 
long courses. Students enrolled in Five College 
courses must declare the option at the host 
campus and follow the deadlines of that institu- 
tion. 

Within the 128 credits required for the de- 
gree, a maximum of 16 credits (Smith or other 
Five College) may be taken for the satisfactory/ 
unsatisfactory grading option, regardless of how 
many graded credits students are enrolled in per 
semester. Some departments will not approve 
the satisfactory/unsatisfactory grading option for 
courses counting toward the major. 

Satisfactory/unsatisfactory grades do not count 
in the grade point average. 

An Ada Comstock Scholar or a transfer student 
may elect the satisfactory/unsatisfactory grading 
option for four credits out of every 32 that she 
takes at Smith College. 

Repeating Courses 

Normally, courses may not be repeated for credit. 
In a few courses, the content of which varies from 
year to year, exceptions to this rule may be made 
by the instructor and the chair of the department. 
A student who has failed a course may repeat it 
with the original grade remaining on the record. 
The second grade is also recorded. A student who 
wants to repeat a course she has not failed may do 
so for no credit. The second grade is recorded but 
does not count in the grade point average. 

Performance Credits 

Students are allowed to count a limited number 
of performance credits toward the Smith degree. 
The maximum number allowed is indicated in 
the Courses of Study section under the appropri- 
ate departments. Excess performance credits are 
included on the transcript but do not count toward 
the degree. 



Shortage of Credits 

A shortage of credits incurred by failing or drop- 
ping a course may be made up by an equivalent 
amount of work carried above the normal 16- 
credit program, or with approved summer-school 
or Interterm courses accepted for credit toward 
the Smith College degree. In the case of failure in a 
course or dropping a course for reasons of health, 
a shortage may be filled with a student's available 
Advanced Placement or other pre-matriculation 
credits. Any student with more than a two-credit 
shortage may be required to complete the shortage 
before returning for classes in September. 

A student may not enter her senior year with 
fewer than % credits of Smith College or approved 
transfer credit; exceptions require a petition to the 
Administrative Board prior to the student's return 
to campus for her final two semesters. A student 
may not participate in a Smith-sponsored or affili- 
ated Junior Year Abroad or exchange program with 
a shortage of credit. 

Transfer Credit 

A student who attends another accredited college 
or university and requests credit toward a Smith 
College degree for the work done there: 

a) should make her plans in accordance with the 
regulations concerning off-campus study and, 
in the case of seniors, in accordance with the 
regulations concerning academic residence; 

b) should obtain, from the class dean's office, the 
guidelines for transferring credit. Official tran- 
scripts should be sent directly to the registrar 
from the other institution; 

c) must, if approved to study abroad, have her 
program approved in advance by the Committee 
on Study Abroad. 

Final evaluation of credit is made after receipt of 
the official transcript showing satisfactory comple- 
tion of the program. 

A student may not receive credit for work com- 
pleted at another institution while in residence at 
Smith College, except for Interterm courses and 
courses taken on the Five College interchange. 
Credit is not granted for online courses. 



Academic Rules and Procedures 



51 



Summer-School Credit 

Students may accrue a maximum of 1 2 approved 
summer-school credits toward their Smith degree 
with an overall maximum of 32 credits of com- 
bined summer, interterm, AP and pre-matriculation 
credits. With the prior approval of the class dean, 
summer credit may be used to allow students to 
make up a shortage of credits or to undertake an 
accelerated course program. For transfer students 
and Ada Comstock Scholars, summer school cred- 
its completed prior to enrollment at Smith College 
are included in the 12-credit maximum. 

Interterm Credit 

The college may offer courses for credit during the 
interterm period. Such courses will carry one to 
four credits and will count toward the degree. The 
college will consider for-credit academic interterm 
courses taken at other institutions. The number of 
credits accepted for each interterm course (nor- 
mally up to 3) will be determined by the registrar 
upon review of the credits assigned by the host 
institution. Any interterm course designated as 4 
credits by a host institution must be reviewed by the 
class deans and the registrar to determine whether 
it merits an exception to the 3-credit limit. Students 
may accrue a maximum of 12 approved interterm 
credits at Smith or elsewhere toward their Smith 
degree with an overall maximum of 32 credits of 
combined summer, interterm, AP and pre-ma- 
triculation credits. Students may not take more 
than 4 credits during any one interterm at Smith or 
elsewhere. For transfer students, interterm credits 
completed prior to enrollment at Smith College are 
included in the 12-credit maximum. 

The interterm may also be a period of reading, 
research or concentrated study for both students 
and faculty. Faculty, students or staff may offer 
noncredit instruction or experimental projects in 
this period. Special conferences may be scheduled 
and field trips may be arranged at the discretion 
of individual members of the faculty. Libraries, 
the Center for Foreign Languages and Cultures, 
practice rooms and physical education facilities 
will remain open at the discretion of the depart- 
ments concerned. This period also provides time 
for work in libraries, museums and laboratories at 
locations other than Smith College. 



College Credit Earned Before 
Matriculation 

Smith College will accept college credit with a 
grade of B- or better earned at an accredited 
college or university before matriculation as a 
first-year student. Such credit must be approved 
according to Smith College guidelines for transfer 
credit and submitted on an official college or uni- 
versity transcript. Such credits must be taken on 
the college or university campus with matriculated 
degree students and must be taught by a college or 
university professor. The course may not be fisted 
on the high school transcript as counting toward 
high school graduation. Note that the restriction of 
32 credits holds for any combination of AP and/or 
college credit earned before matriculation. Credits 
earned before matriculation may be used in the 
same manner as AP credits toward the Smith de- 
gree and may not be used to fulfill the distribution 
requirements for Latin Honors. Summer credits 
earned before matriculation will be counted in the 
12-credit limit of summer credit applicable to the 
Smith degree. 

Advanced Placement 

Smith College participates in the Advanced Place- 
ment Program administered by the College En- 
trance Examination Board. Advanced Placement 
credit may be used with the approval of the Admin- 
istrative Board only ( 1 ) to make up a shortage of 
credits incurred through failure; (2) to make up a 
shortage of credit incurred as a result of dropping 
a course for reasons of health; or (3) to undertake 
an accelerated course program. 

Credits are recorded for scores of 4 or 5 on 
most Advanced Placement examinations. The cred- 
its to be recorded for each examination are deter- 
mined by the individual department. A maximum 
of one year (32 credits) of Advanced Placement 
credit may be counted toward the degree. Students 
entering with 24 or more Advanced Placement 
credits may apply for advanced standing after 
completion of the first semester's work. 

Students who complete courses that cover 
substantially the same material as those for which 
Advanced Placement credit is recorded may not 
then apply that Advanced Placement credit toward 
the degree requirements. The individual depart- 



52 



Academic Rules and Procedures 



ments will determine what courses cover the same 
material. 

The individual departments will determine 
placement in or exemption from Smith courses and 
the use of Advanced Placement credit to fulfill ma- 
jor requirements. No more than eight credits will 
be granted toward the major in any one depart- 
ment. 

Advanced Placement credit may be used to 
count toward the 64 credits outside the major de- 
partment or program but may not be used to fulfill 
the distribution requirements for Latin Honors. 

International Baccalaureate and 
Other Diploma Programs 

Credit may be awarded for the International Bac- 
calaureate and 13th year programs outside the 
United States. The amount of credit is determined 
by the registrar upon review of the final results. 
Such credits may be used toward the Smith degree 
in the same manner as AP credits and may not be 
used to fulfill the distribution requirements for 
Latin Honors. 



Academic Standing 

A student is in good academic standing as long as 
she is matriculated at Smith and is considered by 
the administrative board to be making satisfactory 
progress toward the degree. The academic stand- 
ing of all students is reviewed at the end of each 
semester. 

Academic Probation 

A student whose academic record is below 2.0, 
either cumulatively or in a given semester, will be 
placed on academic probation for the subsequent 
semester. Probationary status is a warning. Notifi- 
cation of probationary status is made in writing to 
the student, her family and her academic adviser. 
Instructors of a student on probation may be asked 
to make academic reports to the class deans' of- 
fices during the period of probation. The adminis- 
trative board will review a student's record at the 
end of the following semester to determine what 
action is appropriate. The administrative board 
may require such a student to change her course 



program, to complete summer study or to with- 
draw from the college. 

In general, a student on probation is advised to 
take no more than 16 credits. She may not enroll in 
courses through the Five College interchange, and 
may not run for or hold elected or selected office, 
either campuswide or within her house. Students 
whose grade point average is below 2.0 may not 
compete in intercollegiate athletics or club sports. 

Standards for Satisfactory Progress 

A student is not making satisfactory progress 
toward the degree if she remains on academic pro- 
bation for more than two consecutive semesters. 
In addition: (1) For students of traditional age, 
the record cannot have more than an eight-credit 
shortage for more than two consecutive semesters. 
(2) For Ada Comstock Scholars, at least 75 percent 
of all credits attempted in any academic year must 
be completed satisfactorily. Students not meeting 
this criterion may be placed on academic proba- 
tion; if students are receiving financial aid, they 
will be placed on financial aid probation and may 
become ineligible for financial aid if the probation- 
ary period exceeds one year. Further information is 
available from the Dean of Ada Comstock Scholars 
and the Office of Student Financial Services.. 

Absence from Classes 

A student who is absent from classes for more than 
four weeks in any semester will not receive credit 
for the work of that semester and will be adminis- 
tratively withdrawn from the college. 

Separation from the College 

A student whose college work or conduct is 
deemed unsatisfactory is subject to separation from 
the college by action of the administrative board, 
the honor board, the college judicial board or the 
dean of the college. There will be no refund for 
tuition or room fees. 

Administrative Board 

The administrative board administers the academic 
requirements defined by faculty legislation. In 
general, academic matters affecting students are 
referred to this board for action or recommenda- 



Academic Rules and Procedures 



S3 



tion. The board consists of the dean of the col- 
lege (chair), the class deans, the dean of the Ada 
Comstock Scholars, the registrar and three faculty 
members appointed by the president. 

Petitions for exceptions to academic regulations 
are submitted in writing to the administrative board 
through the class dean, with appropriate faculty ap- 
provals. The administrative board will reconsider a 
decision only if new information is presented. 

The board has the authority to take action with 
respect to the academic performance of individual 
students, including the requirement that a student 
must leave the college. 

Student Academic Grievances 

The Smith College community has always been 
dedicated to the advancement of learning and 
the pursuit of truth under conditions of freedom, 
trust, mutual respect and individual integrity. The 
learning experience at Smith is rooted in the free 
exchange of ideas and concerns between faculty 
members and students. Students have the right to 
expect fair treatment and to be protected against 
any inappropriate exercise of faculty authority. 
Similarly, instructors have the right to expect that 
their rights and judgments will be respected by 
students and other faculty members. 

When differences of opinion or misunderstand- 
ing about what constitutes fairness in requirements 
or procedures leads to conflict, it is hoped that 
these differences will be resolved directly by the 
individuals involved. When disputes cannot be 
resolved informally by the parties involved, pro- 
cedures have been established to achieve formal 
resolution. These procedures are explained in de- 
tail in the Smith College Handbook and Academic 
Planner. 



The Age of Majority 

Under Massachusetts law, the age of majority is 18 
and carries full adult rights and responsibilities. 
The college normally communicates directly with 
students in matters concerning grades, academic 
credit and standing. 

However, the regulations of the federal Family 
Educational Rights and Privacy Act of 1974 make 



clear that information from the educational re- 
cords of students who are dependents of their par- 
ents for Internal Revenue Service purposes, may 
be disclosed to the parents without the student's 
prior consent. It is the policy of the college to notify 
both the student and her parents in writing of pro- 
bationary status, dismissal and certain academic 
warnings. Any student who is not a dependent of 
her parents, as defined by the Internal Revenue 
Code, must notify the registrar of the college in 
writing, with supporting evidence satisfactory to the 
college, by October 1 of each academic year. 

In communications with parents concerning 
other matters, it is normally college policy to re- 
spect the privacy of the student and not to disclose 
information from student educational records with- 
out the prior consent of the student. At the request 
of the student, such information will be provided to 
parents and guardians. 

Leaves, Withdrawal and 
Readmission 

Off-Campus Study or Personal Leaves 

A student who wishes to be away from the college 
for a semester or academic year must submit a 
request for approved off-campus study or personal 
leave. The request must be filed with the students 
class dean by May 1 for a fall semester or academic 
year absence; by December 1 for a second semes- 
ter absence. No requests will be approved after 
May 1 for the following fall semester or academic 
year and December 1 for the spring semester; the 
student must withdraw from the college. 

A student going on a Smith College Junior Year 
Abroad program or other approved study abroad 
program must file a request for approved off-cam- 
pus study by the appropriate deadline. 

A student who wishes to complete part or all of 
her senior year away from campus on a Smith or 
non-Smith program or at another undergraduate 
institution must petition the administrative board. 
The petition must include a plan for the satisfactory 
completion of the major and degree requirements, 
and must have the approval of the department of 
the major. The petition must be filed in the Office of 



54 



Academic Rules and Procedures 



the Class Deans by the deadline to request approval 
of off-campus study. 

A student who expects to attend another col- 
lege and request transfer credit on her return 
must abide by published guidelines (available in 
the class dean's office) for transferring credit. A 
student may request provisional approval of trans- 
fer credit through the class deans' office. For final 
evaluation of credit, an official transcript must be 
sent directly from the other institution to the regis- 
trar at Smith College. 

A student who wants to be away from the col- 
lege for more than one year must withdraw 

A student on approved off-campus study or 
personal leave is expected to adhere to the policies 
regarding such absences (available in the class 
dean's office) . A student's account must be in good 
standing or the request will not be approved. 

Medical Leave 

If a student leaves the college on the advice of the 
health services, confirmation will be sent to her 
and her family by the registrar. A student is consid- 
ered withdrawn and must apply for readmission 
through the registrar. A full report from her health 
care provider must be sent to the director of health 
services (or the associate director when speci- 
fied). The student's health will be evaluated and a 
personal interview and documentation of improved 
functioning may be required before an application 
for readmission is considered by the administrative 
board. Clearance by the health services does not 
automatically guarantee readmission. The admin- 
istrative board, which makes the final decision on 
readmission, will also take into consideration the 
student's college record. 

Short-Term Medical Leave 

A student who is away from campus for an extend- 
ed period of time (i.e., a week or more) for medi- 
cal reasons may be placed on a short-term medical 
leave by Health Services. Instructors will be notified 
of the student's status by the class deans' office. 

Any student who is placed on short-term medi- 
cal leave, whether by Health Services or through 
her class dean, must receive clearance from Health 



Services before returning to campus. Health Ser- 
vices may require documentation from her health 
care provider before the student can return. The 
student must notify her class dean of her intention 
to return to classes. 

Mandatory Medical Leave 

The college physician or the director of the coun- 
seling service may require the withdrawal of a 
student who has any illness or condition that might 
endanger or be damaging to the health or welfare 
of herself or any member of the college community, 
or whose illness or condition is such that it cannot 
be effectively treated or managed while the student 
is a member of the college community. 

Withdrawal and Readmission 

A student who plans to withdraw from the col- 
lege should notify her class dean. When notice of 
withdrawal for the coming semester is given before 
June 30 or December 1, the student's general 
deposit ($100) is refunded. Official confirmation 
of the withdrawal will be sent to the student by the 
registrar. 

A withdrawn student must apply to the registrar 
for readmission. Application for readmission in 
September must be sent to the registrar before 
March 1; for readmission in January; before No- 
vember 1 . The administrative board acts upon all 
requests for readmission and may require that 
applicants meet with the class dean or director of 
Health Services before considering the request. 
Normally, students who have withdrawn from the 
college must be withdrawn for at least one full se- 
mester. 

A student who was formerly enrolled as a tradi- 
tional student may not return as an Ada Comstock 
Scholar unless she has been away from the college 
for at least five years. Any student who has been 
away from Smith College for five or more years 
should make an appointment to speak with the 
dean of Ada Comstock Scholars before applying for 
readmission. 



>:> 



Graduate Study 



Smith College offers men and women 
graduate work leading to the degrees of 
master of ails, master of arts in teaching. 
master of fine arts, master of education. 
master of education of the deaf, master 
of science in exercise and sport smdies and master 
and Ph.D. in social work. As well, the college has 
a limited program leading to the degree of doctor 
of philosophy. In special one-year programs, in- 
ternational students may qualify for a certificate of 
graduate smdies or a diploma in American smdies. 
Each year more than 100 men and women pur- 
sue such advanced work. Individuals may also en- 
roll as nondegree students by registering for one or 
more courses. Smith College is noted for its superb 
facilities, bucolic setting and distinguished faculty 
who are recognized for their scholarship and inter- 
est in teaching. Moreover, graduate students can 
expect to participate in small classes and receive 
personalized attention from instructors. 

Most graduate courses, which are designated 
as 500-level courses in the course listings, are 
planned for graduate students who are degree 
candidates. The departments offering this work 
present a limited number of graduate seminars, 
advanced experimental work or special studies 
designed for graduate students. Graduate students 
may take advanced undergraduate courses, subject 
to the availability and according to the provisions 
stated in the paragraphs describing the require- 
ments for the graduate degrees. Departmental 
graduate advisers help graduate smdents individu- 
ally to devise appropriate programs of study. 



Admission 

To enter a graduate degree program, a student 
must have a bachelor s degree or its equivalent, 



an undergraduate record of high caliber and 
acceptance by the department concerned. .All do- 
mestic applicants who wish to be considered for 
financial aid must submit all required application 
materials before January 1 5 of the proposed year 
of entry into the program, and all financial aid 
forms before February 15 (refer to Financial Aid, 
page 61 ) . All international applications for a mas- 
ter's degree or for the Diploma in .American Smdies 
Program must be received on or before January 
1 5 of the proposed year of entry into the program. 
The deadline for admission without financial aid to 
most graduate programs is April 1 of the proposed 
year of entry for the first semester, and November 
1 for the second semester. Exceptions to this dead- 
line are as follows: Master of Arts in Italian, January 
1 5 ; Master of Fine Arts in Dance, January 1 5 . 

Applicants must submit the following: the for- 
mal application, the application fee ($60), an offi- 
cial transcript of the undergraduate record, letters 
of recommendation from instructors at the under- 
graduate institution and scores from the Graduate 
Record Examination (GRE) . For the Master of 
Education (Ed.M.) and the Master of Education of 
the Deaf (M.E.D.) only, the Miller Analogies Test 
is an acceptable alternative to the GRE. Applicants 
from non-English-speaking countries must submit 
official results of the Test of English as a Foreign 
Language (TOEFL) . Applicants from English-speak- 
ing countries must submit the Graduate Record 
Examination. Candidates must also submit a paper 
written in an advanced undergraduate course, 
except for ME\ playwriting candidates, who must 
also submit one or more full-length scripts or their 
equivalent. Address correspondence and questions 
to the address below 

Smith College is committed to maintaining a 
diverse community in an atmosphere of munial 
respect and appreciation of differences. 



GRADUATE PROGRAMS 

COLLEGE HALL 27 

SMITH COLLEGE, NORTHAMPTON. MA 01063 

TELEPHONE: (413) 585-3000 

E-MAIL: GRADSTDY@SMITH.EDU 



56 



Graduate Study 



Residence Requirements 

Students who are registered for a graduate degree 
program at Smith College are considered to be 
in residence. A full-time graduate student takes 
a minimum course program of 12 credits per 
semester. A half-time student takes a minimum 
course program of eight credits per semester. With 
the approval of his or her academic adviser and 
the director of graduate programs, a student may 
take a maximum of 12 credits for degree credit at 
Amherst, Hampshire or Mount Holyoke colleges or 
the University of Massachusetts. No more than two 
courses (eight credits) will be accepted in trans- 
fer from outside of the Five Colleges. We strongly 
recommend that work for advanced degrees be 
continuous; if it is interrupted or undertaken on a 
part-time basis, an extended period is permitted, 
but all work for a master's degree normally must 
be completed within a period of four years. Excep- 
tions to this policy will be considered by petition 
to the Administrative Board. During this period a 
continuation fee of $50 will be charged for each 
semester during which a student is not enrolled at 
Smith College in course work toward the degree. 

Leaves of Absence 

A student who wishes to be away from the college 
for a semester or academic year for personal rea- 
sons may request a leave of absence. The request 
must be filed with the director of graduate pro- 
grams by May 1 for a fall semester or academic- 
year leave; by December 1 for a second-semester 
leave. No leaves of absence will be approved after 
May 1 for the following fall semester or academic 
year and December 1 for the spring semester, and 
the student must withdraw from the college. 

A leave of absence may not be extended beyond 
one full academic year, and a student who wants to 
be away from the college for more than one year 
must withdraw. 

A student on a leave of absence is expected 
to adhere to the policies regarding such leaves. A 
student's tuition account must be in good standing 
or the leave of absence will be canceled. 



Degree Programs 

Master of Arts 

The master of arts degree is offered by the fol- 
lowing departments: biological sciences, Italian, 
music, philosophy and religion. The departments 
of history and music occasionally accept M.A. can- 
didates under special circumstances. 

Applicants to the master of arts program are 
normally expected to have majored in the depart- 
ment concerned, although most departments 
will consider an applicant who has had some 
undergraduate work in the field and has majored 
in a related one. All such cases fall under the ju- 
risdiction of the department. Prospective students 
who are in this category should address questions 
about specific details to the departmental graduate 
adviser or the director of graduate programs. With 
departmental approval, a student whose under- 
graduate preparation is deemed inadequate may 
make up any deficiency at Smith College. 

Candidates for this degree must also offer evi- 
dence, satisfactory 7 to the department concerned, 
of a reading knowledge of at least one foreign lan- 
guage commonly used in the field of study. 

Applicants are required to complete a mini- 
mum of 32 credits of work, of which at least 16, 
including those in preparation for the thesis, must 
be at the graduate level. The remaining 16 may 
be undergraduate courses (of intermediate or 
advanced level) , but no more than eight credits at 
the intermediate (200) level are permitted. With 
the approval of the department, no more than three 
undergraduate seminars may be substituted for 
graduate-level courses. To be counted toward the 
degree, all work, including the thesis, must receive 
a grade of at least B-, but the degree will not be 
awarded to a student who has no grade above this 
minimum. Courses for graduate credit may not 
be taken on a satisfactory/unsatisfactory basis. 
The requirements described in this paragraph are 
minimal. Any department may set additional or 
special requirements and thereby increase the total 
number of courses involved. 

A thesis is also required of each candidate for 
this degree. It may be limited in scope but must 
demonstrate scholarly competence; it is equivalent 
to a one-semester, four-credit course or a two- 
semester, eight-credit course. Two copies must 



Graduate Study 



57 



be presented to the committee for deposit in the 
library. The thesis may be completed in absentia 
only by special permission of the department and 
of the director of graduate programs. 

Although the requirements for this degree may 
be fulfilled in one academic year by well-prepared, 
full-time students, most candidates find it necessary 
to spend three or four semesters in residence. 

Particular features of the various departmental 
programs are given below. 

BIOLOGICAL SCIENCES 

The master of arts degree in biological sciences 
emphasizes independent research along with 
advanced course work. Candidates for admission 
should demonstrate a strong background in biolo- 
gy and a dedication to pursue laboratory research. 
We offer opportunities to focus in a wide variety 
of areas of biology, including molecular biology, 
microbiology, biochemistry, genetics, evolutionary 
biology; animal behavior, developmental biology, 
neurobiology, ecology, marine biology, plant and 
animal physiology, and environmental sciences. 
Programs for the master's degree are designed to 
meet individual needs and ordinarily include the 
equivalent of eight credits of thesis research. An 
oral presentation of the thesis is required. 

ITALIAN 

Candidates should have had an undergraduate 
major in Italian language and literature, another 
Romance language, English literature or a subject 
related to Italian studies, such as art, history or 
music; exceptions will be made in individual cases. 
All candidates should have an excellent knowledge 
of both written and spoken Italian and should 
submit a paper in Italian at the time of their appli- 
cation. Candidates must spend one academic year 
taking courses at the University of Florence as par- 
ticipants in the Smith College Program in Florence, 
Italy, and must complete a thesis and the equivalent 
of 32 credits at the graduate level. 

MUSIC 

The master of arts program in music, usually com- 
pleted in two academic years, requires 48 credits, 
normally distributed as follows: a minimum of 24 
credits at the 300-level or above (eight of which 
will be in preparation of the thesis) and a maxi- 
mum of 24 credits at the intermediate (200) level. 



PHILOSOPHY 

A candidate should have at least six courses in phi- 
losophy (including thesis credit) and three courses 
in closely related fields. A thesis is required and 
an oral examination on the completed thesis is 
expected. Candidates for the master of arts degree 
in philosophy will be admitted in order to focus 
on certain specialties covered by various faculty 
members. Because the department is not large, ap- 
plicants should ascertain before applying that their 
area of focus can be covered during the year they 
plan to be in residence. 

RELIGION 

Admission will normally be limited to well-qualified 
applicants whose personal circumstances (family, 
job or the like) require them to reside within com- 
muting distance of Smith College. 

A candidate must have completed under- 
graduate studies in religion and in related fields 
to demonstrate to the department that he or she 
has competence and sufficient preparation for 
graduate work in religion (see, as an approximate 
guide, requirements for the undergraduate major 
in religion elsewhere in this catalogue) . In addi- 
tion to the 32 credits required by the college for 
the master's degree, the department may require 
a course or courses to make up for deficiencies it 
finds in the general background of a candidate it 
accepts. Candidates must demonstrate a working 
knowledge of at least one of the languages (other 
than English) used by the primary sources in their 
field. Credits taken to acquire such proficiency will 
be in addition to the 32 required for the degree. 
An oral examination on the completed thesis is 
expected. 

Master of Arts in Teaching 

The departments of biological sciences, chemistry, 
English, French, geology, history, mathematics, 
physics and Spanish actively cooperate with the 
education and child study department in adminis- 
tering the M.A.T. program. 

The degree of master of arts in teacliing is 
designed for prospective teachers in secondary 
schools. The M.A.T. program combines study in the 
field of the student's academic interest (the teach- 
ing field) with experience in teacliing and the study 
of American education. Prospective candidates 



58 



Graduate Study 



should have a superior undergraduate record, in- 
cluding an appropriate concentration — normally, 
a major — in the subject of the teaching field, and 
should present evidence of personal qualifications 
for effective teaching. Applicants are asked to sub- 
mit scores for the Graduate Record Examination. 
Candidates earn the degree in one academic 
year and one six-week summer session. Admission 
prerequisites and course requirements vary among 
cooperating departments; more detailed informa- 
tion may be obtained from the director of graduate 
programs. To qualify for a degree the candidate 
must obtain a grade of B- or better in all courses 
or seminars, although a grade of C in one four- 
credit course may be permitted on departmental 
recommendation. Courses for graduate credit may 
not be taken on a satisfactory/unsatisfactory 7 basis. 

Master of Education 

The program leading to the degree of master of ed- 
ucation is designed for students who are planning 
to teach in elementary schools and those wishing to 
do advanced study in the field of elementary educa- 
tion. The Department of Education and Child Study 
uses the facilities of a laboratory school operated 
by the college. The public schools of Northampton 
and vicinity, as well as several private schools, also 
cooperate in offering opportunities for observation 
and practice teaching. Students who follow the 
master of education program will, in the course 
of a six-week summer session and a full-time aca- 
demic year, ordinarily complete the state-approved 
program in teacher education enabling them to 
meet requirements for licensure in various states. 
Candidates for the degree of master of educa- 
tion are selected on the basis of academic aptitude 
and general fitness for teaching. They should sup- 
ply scores for either the Graduate Record Exami- 
nation or the Miller Analogies Test. All applicants 
should submit a paper or other piece of work that 
is illustrative of their writing. Applicants with teach- 
ing experience should submit a recommendation 
concerning their teaching. 

Master of Education of the Deaf 

The Clarke School for the Deaf, in Northampton, 
and Smith College offer a cooperative program 
of study (one academic year and one summer) 
leading to the degree of Master of Education of 



the Deaf. Rolling admissions for this program for 
entry in summer 2005 will begin after December 
1, although applications will be accepted as late 
as April 1 of that year. Further information can be 
found at www.clarkeschool.org/graduate.html. 

Master of Fine Arts in Dance 

The Department of Dance offers a two-year pro- 
gram of specialized training for candidates who 
demonstrate interest and unusual ability in dance. 
Choreography, performance, production, and his- 
tory and literature of dance are stressed. To count 
toward the degree, all work must earn a grade of at 
least B-, but the degree will not be awarded to 
a student who has no grade above this minimum. 
Courses for graduate credit may not be taken on a 
satisfactory/unsatisfactory basis. The thesis requires 
a presentation of original choreography with pro- 
duction designs and written supportive materials. 
Interested students may consult the graduate 
adviser, Amy Dowling, Department of Dance, Be- 
renson Studio, Smith College, Northampton, Mas- 
sachusetts 01063; e-mail: adowling@smith.edu. 

Master of Fine Arts in Playwriting 

This program, offered by the Department of The- 
atre, provides specialized training to candidates 
who have given evidence of professional promise 
in playwriting. The Department of Theatre places 
great emphasis on collaborative work among 
designers, performers, directors and writers, thus 
offering a unique opportunity for playwrights to 
have their work nurtured and supported by others 
who work with it at various levels. 

Sixty-four credit hours, including a thesis, and 
two years of residence are required. In a two-year 
sequence a student would have eight required 
courses in directing, advanced playwriting and 
dramatic literature and a total of eight electives at 
the 300 level or above, with the recommendation 
that half be in dramatic literature. Electives may 
be chosen from acting, directing and design/tech 
courses and from courses outside the department 
and within the Five Colleges. To count toward the 
degree, all work must receive a grade of at least 
B-, but the degree will not be awarded to a student 
who has no grade above this minimum. 

Interested students may consult the graduate 
adviser, Leonard Berkman, Department of Theatre, 



Graduate Study 



59 



Smith College, Northampton, MA 01063; (-H3) 
585-3206; e-mail: lberkmaii@smith.edu 

Master of Science in Exercise and 
Sport Studies 

The graduate program in exercise and spoil stud- 
ies focuses on preparing coaches for women's in- 
tercollegiate teams. The curriculum blends theory 
courses in exercise and spoil studies with hands- 
on coaching experience at the college level. By 
design, the program is a small one, with only 12 to 
16 candidates in residence. This makes it possible 
for students to work independently with faculty- and 
coaches. Smith has a history of excellence in aca- 
demics and a wide-ranging intercollegiate program 
composed of 14 varsity sports. Entrance into the 
two-year program requires a strong undergraduate 
record and playing and/or coaching experience in 
the sport in which a student will be coaching. In- 
dividuals who do not have undergraduate courses 
in exercise physiology and kinesiology should 
anticipate work beyond the normal 5 1 credits. For 
more information contact Michelle Finley, Depart- 
ment of Exercise and Sport Studies, Smith College, 
Northampton, MA 01063, (413) 585-3971; 
e-mail: mfinley@smith.edu; World Wide Web: http: 
//www. science . smith . edu/exer_sci/ess/ 

Doctor of Philosophy 

Smith College does not normally award the degree 
of doctor of philosophy, but under special circum- 
stances may consider an application. 

One year of graduate smdy, proficiency in two 
appropriate foreign languages and departmental 
approval are required for admission to candidacy 
for the degree of doctor of philosophy. Applicants 
to the Ph.D. program should hold a master's de- 
gree or its equivalent. The degree requires a mini- 
mum of three years' study beyond the bachelor's 
degree, including two years in residence at Smith 
College. A major requirement for the degree is a 
dissertation of publishable caliber based on origi- 
nal and independent research. A cumulative grade 
average of B in course work must be maintained. 

Each doctoral program is planned individually 
and supervised by a guidance committee composed 
of the dissertation director and two other members 
of the facultv. 



The degree of doctor of philosophy is occasion- 
ally granted in the Department of Biological Sci- 
ences. Admission to candidacy in this department 
is achieved after passing written and oral examina- 
tions that are taken upon the completion of the 
student's course work. The dissertation must be 
defended at an oral examination. The department. 
however, strongly recommends that candidates for 
the Ph.D. degree enter the Five College Cooperative 
Ph.D. Program shared by Amherst, Hampshire, 
Mount Holyoke and Smith colleges and the Univer- 
sity of Massachusetts. The Five College program is 
under the jurisdiction of the dean of the graduate 
school, University of Massachusetts, Amherst, Mas- 
sachusetts 01003, (413) 545-0721. Although the 
University of Massachusetts grants the degree, the 
major part of the work may be taken within the 
biological sciences department at one of the par- 
ticipating institutions. 

Cooperative Ph.D. Program 

A cooperative doctoral program is offered by 
Amherst, Hampshire, Mount Holyoke and Smith 
colleges and the University of Massachusetts in the 
fields of astronomy, biological sciences, chemistry, 
geology, history and physics. The degree is awarded 
by the university in cooperation with the institution 
in which the student has done the research for the 
dissertation. Students interested in this program 
should write to the dean of the graduate school, 
University of Massachusetts, Amherst, Massachu- 
setts 01003. 

Master/Ph.D. of Social Work 

The School for Social Work offers a master of 
social work (M.S.W) degree, which focuses on 
clinical social work and puts a heavy emphasis on 
direct field work practice. The program stresses 
the integration of clinical theory and practice with 
an understanding of the social contexts in winch 
people live. It also emphasizes an understanding 
of the social policies and organizational structure 
which influence our service delivery system. In ad- 
dition, the school offers a Ph.D. program designed 
to prepare MSWs for leadership positions in clini- 
cal research education and practice. It also has 
extensive postgraduate offerings through its Con- 
tinuing Education Program. For more information 
on admission or program detail, call the School 



60 



Graduate Study 



for Social Work Office of Admission at (413) 585- 
7960 or e-mail at sswadmis@smith.edu. Informa- 
tion can also be found at the school's Web site at 
www.smith.edu/ssw. 

Nondegree Studies 

Certificate of Graduate Studies 

Under special circumstances we may award the 
Certificate of Graduate Studies to international stu- 
dents who have received undergraduate training in 
an institution of recognized standing and who have 
satisfactorily completed a year's program of study 
under the direction of a committee on graduate 
study. This program must include at least 28 credits 
completed with a grade of C or better. At least five 
of these courses should be above the intermediate 
level. 

Diploma in American Studies 

This is a highly competitive one-year program 
open only to international students of advanced 
undergraduate or graduate standing. It is designed 
primarily, although not exclusively, for those who 
are teaching or who plan to teach some aspect 
of American culture and institutions. Candidates 
should have a bachelor's degree or at least four 
years of university-level work or the equivalent in 
an approved foreign institution of higher learning, 
and must furnish satisfactory evidence of mastery 
of spoken and written English. The closing date for 
application is January 15. 

The program consists of a minimum of 24 
credits: American Studies 555 and 556 (special 
seminars for diploma students only), 16 other 
credits in American studies or in one or more of 
the cooperating disciplines, including the required 
American Studies 570, the diploma thesis. A cumu- 
lative grade average of B in course work must be 
maintained. 

Nondegree Students 

Well-qualified students who wish to take courses 
are required to file a nondegree student applica- 
tion along with an official undergraduate transcript 



showing their degree and date awarded. Applica- 
tions can be obtained from the director of graduate 
programs. The application deadline is August 1 for 
the fall semester and December 1 for the spring se- 
mester. The permission of each course instructor is 
necessary at the time of registration, during the first 
week of classes each semester. Nondegree students 
are admitted and registered for only one semester 
and are not eligible for financial aid. Those wish- 
ing to take courses in subsequent semesters must 
reactivate their application each semester by the 
above deadlines. 

Students who later wish to change their status 
to that of a part-time or full-time student working 
for a degree must apply for admission as a degree 
candidate. Credit for Smith course work taken as 
a nondegree student may count toward the degree 
with the approval of the department concerned. 

Housing and Health Services 

Housing 

A very limited amount of graduate student housing 
is available on campus. Smith offers a coopera- 
tive graduate house with single bedrooms, large 
kitchen and no private bathrooms. Included is a 
room furnished with a bed, chest of drawers, mir- 
ror, desk and easy chair. Students provide their 
own board. For further details, send e-mail to 
gradstdy@smith.edu. 

For individuals wishing to check the local rental 
market, go to http://www.gazettenet.com/classi- 
fieds/ to find "Real Estate for Rent." It is advisable 
to begin looking for housing as soon as you have 
decided to enroll. 

Health Services 

Graduate students, both full-time and part-time, 
are eligible to use Smith's health services and to 
participate in the Smith College health insurance 
program (see p. 23 for complete information). 



Graduate Study 



61 



Finances 

Tuition and Other Fees 

Application fee $60 

Full tuition, for the year* $28,930 

16 credits or more per semester 
Part-time tuition 

Fee per credit $905 

Summer Intern Teaching Program tuition for 

degree candidates $2,500 

Continuation fee, per semester $55 

Room only for the academic year $4,890 

Health insurance estimate 

(if coverage will begin August 15) $1,610 

(if coverage will begin June 15) $1,804 

For additional information concerning fees for 
practical music and studio art see p. 35. 

Statements for semester fees are mailed in July 
and December from the Office of Student Financial 
Services. Payment of charges for the first semester 
is due in early August and for the second semester 
in early January. 

Deposit 

A general deposit of S 100 is required from each 
student upon admittance. This is a one-time 
deposit that will be refunded in October, or ap- 
proximately six months following the student's 
last date of attendance, after deducting any unpaid 
charges or fees, provided that the graduate direc- 
tor has been notified in writing before July 1 that a 
student will withdraw for first semester or before 
1 December 1 for second semester. The deposit is 
not refunded if the student is separated from the 
college for work or conduct deemed unsatisfactory. 
It is not refunded for new students in the case of 
withdrawal before entrance. 

Refunds 

Please refer to page 36 for full information on 
refunds. 



Financial Assistance 

Financial assistance for graduate students at Smith 
College consists of fellowships, tuition scholar- 
ships, and federal loans. Students interested in ap- 
plying for any type of financial aid should read this 
section careful!) in its entirety; required materials 
and deadlines for application vary with the type of 
financial assistance requested. 

All applicants for financial assistance must 1 ) 
complete their application for admission by Janu- 
ary 15 (new applicants), 2)complete an applica- 
tion for financial assistance by February 15, includ- 
ing all supplementary materials (required of both 
returning students and new applicants) indicating 
the types of financial assistance for which they will 
apply. 

Fellowships 

Teaching Fellowships: Teaching fellowships are 
available in the departments of biological sciences, 
education and child study, exercise and sport stud- 
ies and dance. For the academic year 2004-05, 
the stipend is $ 10.435 for a first-year fellow and 
$10,915 for a second-year fellow. Teaching fellows 
also receive assistance to reduce or eliminate tu- 
ition expenses. 

Research Fellowships: Research fellowships are 
granted for work in various science departments 
as funds become available; stipends van- in ac- 
cordance with the nature and length of the appoint- 
ment. 

During the academic year the research fellow 
usually carries a half-time graduate program. The 
teaching and research fellowships are of particular 
value to students who are interested in further 
study or research, since they combine fellowship 
aid with practical experience and an opportunity 
to gain competence in a special field of study. In 
accepting one of these appointments, the student 
agrees to remain for its duration. 

Applicants applying only for fellowships must 
check the appropriate box on the application for 
admission and complete the admission file by Janu- 
ary 15. No further supplementary materials are 



, 



This entitles students to use Smith's health services. 



62 



Graduate Study 



necessary to support the application. However, the 
number of fellowships is limited, and all applicants 
are strongly urged also to apply for tuition scholar- 
ships and loans, as described below. 

Scholarships 

The college offers a number of tuition scholarships 
for graduate study. Amounts vary according to 
circumstances and funds available. Applicants for 
scholarships must meet the January 15 deadline for 
submitting all materials for the admission applica- 
tion. In addition, the application for financial as- 
sistance, with all materials described on that form, 
is due by February 15 for both new applicants and 
remrning students. 

Several scholarships are available for inter- 
national students. Candidates should write to the 
director of graduate programs as early as possible 
for application forms and details about required 
credentials; completed applications must be re- 
ceived by January 15. 

Loans 

Loans are administered by the Student Financial 
Services. Federal William D. Ford Direct Loans may 
be included in aid offered to graduate students 
on admission. Applicants for loans must meet all 
federal guidelines and must agree to begin monthly 
payments on loans soon after completion of their 
work at Smith College. 

In an effort to encourage liberal arts graduates 
to enter the teaching professions, Smith College 
has instituted a forgivable loan program for M.A.T. 
candidates in the field of mathematics. Under this 
program, prospective students can apply for loans 
to meet tuition expenses not covered by scholar- 
ships. For each of the graduate's first three years of 
teaching, the college will forgive a portion of that 
loan up to a total of 65 percent. 

Applications for loans received by February 15 
will be given top priority. The processing of later 
applications will be delayed. 



Changes in Course 
Registration 

During the first 10 class days (September in the 
first semester and February in the second semes- 
ter) a student may drop or enter a course with the 
approval of the adviser. 

From the 1 1th through the 15th day of class, 
a student may enter a course with the permission 
of the instructor, the adviser and the director of 
graduate programs. 

After the 10th day of classes a student may drop 
a course up to the end of the fifth week of the se- 
mester (October in the first semester and February 
in the second semester): 

1) after consultation with the instructor; and 

2) with the approval of the adviser and the direc- 
tor of graduate programs. 

Instructions and deadlines for registration in 
Five College courses are distributed by the director 
of graduate programs. 

Policy Regarding Completion 
of Required Course Work 

A graduate student who is unable to complete 
required course work on time must submit to the 
director of graduate programs a written request for 
an extension before the end of the semester in which 
the grade is due. The request should include the 
reason die extension is needed and a specific date by 
which the student proposes to complete the work. 
The instructor of the course should also submit a 
statement in support of the extension. If the exten- 
sion is granted, the work must be completed by the 
date agreed on by the director, instructor and stu- 
dent. No extensions may exceed one calendar year 
from the time of initial enrollment in the course. The 
initiative in arranging for the completion of course 
work rests with the student. 



63 




64 



Courses of Study, 2004-05 



Interdepartmental Minor in African Studies 
Major and Minor in the Department of Afro- American Studies 
Interdepartmental Major in American Studies 
Interdepartmental Minor in Ancient Studies 
Majors and Minor in Anthropology 
Interdepartmental Minor in Archaeology 
Majors and Minors in the Department of Art 
Minors: Architecture and Urbanism 
Art History 
Graphic Art 
Studio Art 
Major and Minor in the Five College Department of Astronomy 
Interdepartmental Minor in Astrophysics 
Interdepartmental Major in Biochemistry 
Major and Minor in the Department of Biological Sciences 
Major and Minor in the Department of Chemistry 
Majors and Minors in the Department of Classical Languages 
and Literatures 
Major: Classical Studies 

Majors and Minors: Greek 
Latin 
Classics 
Interdepartmental Major in Comparative Literature 
Major and Minors in the Department of Computer Science 
Minors: Digital Art 

Systems Analysis 

Computer Science and Language 
Mathematical Foundations of Computer Science 
Major and Minor in the Five College Dance Department 
Major and Minor in the Department of East Asian Languages and 
Literatures* 
Major: East Asian Languages and Cultures 
Minor: East Asian Languages and Literatures 
Interdepartmental Major and Minor in East Asian Studies 
Major and Minor in the Department of Economics 
Major and Minor in the Department of Education and Child Study 
Major and Minor in the Department of Engineering 





Academic 


Designation 


Division 


AFS 


I/II 


AAS 


I 


AMS 


II 


ANS 


I/II 


ANT 


II 


ARC 


I/II 


ART 


I 


ARU 


I 


ARH 


I 


ARG 


I 


ARS 


I 


AST 


III 


APH 


III 


BCH 


III 


BIO 


III 


CHM 


III 


CLS 


I 


CST 


I 


GRK 


I 


LAT 


I 


CLS 


I 


CLT 


I 


CSC 


III 


CDA 


III 


CSA 


III 


CSL 


III 


CSF 


III 


DAN 


I 


EAL 


I 


EAC 




EAS 


I/II 


ECO 


II 


EDC 


II 


EGR 


III 



Key: Division I The Humanities 

Division II The Social Sciences and History 
Division III The Natural Sciences 

^Currently includes Chinese (CHI) , Japanese (JPN) and Korean (KOR) 



Courses of Studv 65 



Major and Minor in the Department of English Language and 

Literature 
Interdepartmental Minor in Environmental Science and Policy 
Interdepartmental Minor in Ethics 
Minor in the Department of Exercise and Sport Studies 
Interdepartmental Minor in Film Studies 
Major in the Department of French Studies 
First-Year Seminars 

Major and Minor in the Department of Geology 
Major and Minor in the Department of German Studies 
Major and Minor in the Department of Government 
Major and Minor in the Department of History 
Interdepartmental Minor in History of Science and Technology 
Interdepartmental Minor in International Relations 
Major and Minor in the Department of Italian Language and 

Literature 

Major: Italian Studies 
Interdepartmental Minor in Jewish Studies 
Interdepartmental Major and Minor in Latin American 

and Latino/a Studies 

Major: Latino/a Studies 
Interdepartmental Minor in Logic 
Interdepartmental Minor in Marine Sciences 
Major and Minor in the Department of Mathematics 
Interdepartmental Major and Minor in Medieval Studies 
Major and Minor in the Department of Music 
Interdepartmental Major and Minor in Neuroscience 
Major and Minor in the Department of Philosophy 
Major and Minor in the Department of Physics 
Interdepartmental Minor in Political Economy 
Major and Minor in the Department of Psychology 
Interdepartmental Minor in Public Policy 
Major and Minor in the Department of Religion and Biblical 

Literature 
Majors in the Department of Russian Language and Literature 

Majors: Russian Literature 
Russian Civilization 
Major and Minor in the Department of Sociology 
Majors and Minors in the Department of Spanish and 

Portuguese* 

Majors: Spanish 

Portuguese-Brazilian Studies 

Minors: Spanish 

Portuguese-Brazilian Studies 
Major and Minor in the Department of Theatre 
Interdepartmental Minor in Third World Development Studies 
Interdepartmental Minor in Urban Studies 
Interdepartmental Major and Minor in Women's Studies 



ENG 


I 


EVS 


III 


ETH 


I/II/III 


ESS 


III 


FLS 


I/II 


FRN 


I 


FYS 


I/II/III 


GEO 


III 


GER 


I 


GOV 


11 


HST 


II 


HSC 


I/II/III 


IRL 


II 


ITL 


I 


ITS 


I 


JUD 


I/II 


LAS 


I/II 


LATS 


I/II 


LOG 


I/III 


MSC 


III 


MTH 


III 


MED 


I/II 


MUS 


I 


NSC 


m 


PHI 


i 


PHY 


in 


PEC 


ii 


PSY 


m 


PPL 


ii/iii 


REL 


i 


RUS 


i 


RUL 


i 


RUC 


i 


SOC 


ii 


SPP 


i 


SPN 


i 


SPB 


i 


SPN 


i 


SPB 


i 


THE 


i 


1AM) 


i/ii 


IRS 


i/n 


WST 


i/ii/iii 



*Portuguese language courses are designated POR. 



66 



Courses of Study 



Extradepartmental Course in Accounting 

Interdepartmental Course in General Literature 
Interdepartmental Courses in Philosophy and Psychology 

Other Extradepartmental Courses 
Other Interdepartmental Courses 

Five College Course Offerings by Five College Faculty 
Five College Certificate in African Studies 
Five College Asian/Pacific/American Certificate Program 
Five College Certificate in Coastal and Marine Sciences 
Five College Certificate in Culture, Health and Science 
Five College Certificate in International Relations 
Five College Certificate in Latin American Studies 
Five College Certificate in Middle East Studies 
Five College Self-Instructional Language Program 

Foreign Language Literature Courses in Translation 
Interterm Courses Offered for Credit 
Science Courses for Beginning Students 

Deciphering Course Listings 

COURSE NUMBERING 



Courses are classified in six grades indicated by 
the first digit of the course number. In some cases, 
subcategories are indicated by the second and 
third digits. 

100 level Introductory courses (open to all 

students) 
200 level Intermediate courses (may have 

prerequisites) 
300 level Advanced courses (have prerequisites) 
400 level Independent work — the last digit 
(with the exception of honors) 
represents the amount of credit 
assigned. Departments specify the 
number of credits customarily 
assigned for Special Studies. 
400 Special Studies (variable credit, 

as assigned) 
408d (full year, eight credits) 
410 Internships (credits as assigned) 
420 Independent Study (credits as assigned) 
430d Honors Thesis (full year, eight credits) 
431 Honors Thesis (first semester only, eight 

credits) 
432d Honors Thesis (full year, 12 credits) 
500 level Graduate courses — for departments 
that offer graduate work, independent 



ACC 

GLT 
PPY 

EDP 
DP 



AFC 

APA 

MSCC 

CHS 

IRC 

LAC 

MEC 

SIL 



I/III 



work is numbered as follows: 
580 Special Studies 

590 Thesis 
900 level Reserved for courses (e.g., music 

performance) that are identifiably 

distinct from the other offerings of a 

department. 

A "j" after the course number indicates a 
course offered for credit during Interterm, and a 
"d" or "y" indicates a full-year course in which 
credit is granted after two consecutive semesters. 
In "d" courses, the final grade assigned upon 
completion of the second semester is cumulative 
for the year. 

A course in which the spring semester is a 
continuation of the fall semester is given the next 
consecutive number and listed separately with the 
prerequisite indicated. 

Full-year courses are offered when it is not 
permissible for a student to receive credit for one 
semester only. 

Language courses are numbered to provide 
consistency among departments. 



Courses of Stuck 



67 



• The introductory elementary course in each 
language is numbered 100. 

• The intensive course in each language is num- 
bered 1 10 or 1 1 1 and normally is a full-year 
course. 

• Intermediate language courses are numbered 
120 for low intermediate and 220 for high in- 
termediate. 

Introductory science courses are numbered to 
provide consistency among departments. 

• The introductory courses that serve as the basis 
for the major are numbered 1 1 1 (and 1 12 if 
they continue into a second semester). "Fast 
track" courses are numbered 115 (and 116 
when appropriate) . 

• Courses at the introductory or intermediate 
level that do not count toward the major are 
numbered 100-109 and 200-209- 

• Courses approved for listing in multiple depart- 
ments and programs are identified by the three- 
letter designation of the home department and 
are described fully in that department's course 
listings. 

COURSES WITH LIMITED ENROLLMENT 

Seminars are limited to 12 students and are open 
only to juniors, seniors and graduate students, by 
permission of the instructor. At the discretion of the 
instructor and with the approval of the department 
chair or the program director, 15 students may 
enroll. The designation that a course is a seminar 
appears in the title unless all seminars appear as 
a separate and clearly designated group in the de- 
partment's course listing. The current topic, if appli- 
cable, immediately follows the title of the seminar. 

Colloquia, primarily reading and discussion 
courses with an enrollment limit of 20, are also 
clearly designated. 

Proseminars are directed courses of study 
conducted in the manner of a graduate seminar but 
open to undergraduate students. 

INSTRUCTORS 

The following symbols before an instructor's name 



in the list of members of a department have the 

indicated meaning: 

* 1 absent fall semester 2004-05 

*2 absent fall semester 2005-06 

** 1 absent spring semester 2004-05 

**2 absent spring semester 2005-06 

f 1 absent academic year 2004-05 

f2 absent academic year 2005-06 

§ 1 director of a Junior Year Abroad Program, 
academic year 2004-05 

§ 2 director of a Junior Year Abroad Program, 
academic year 2005-06 

Visiting faculty and some lecturers are generally 
appointed for a limited term. The phrase "to be 
announced" refers to the instructor's name. 

MEETING TIMES 

Course meeting times are listed in the "Schedule 
of Classes" distributed by the registrar before 
each semester. Students may not elect more than 
one course in a time block (see chart inside back 
cover), except in rare cases that involve no conflict. 
Where scheduled hours are not given, the times of 
meeting are arranged by the instructor. 

OTHER SYMBOLS AND ABBREVIATIONS 

dem.: demonstration course 

lab.: laboratory 

Lee: lecture 

sec: section 

dis.: discussion 

( ) : A department or college name in parenthe- 
ses following the name of an instructor in a 
course listing indicates the instructor's usual 
affiliation. 

(E) : An "E" in parentheses at the end of a course 
description designates an experimental 



68 



Courses of Study 



course approved by the Committee on Aca- 
demic Priorities to be offered not more than 
twice. 

(C) : The history department uses a U C" in paren- 
theses after the course number to designate 
colloquia that are primarily reading and 
discussion courses limited to 20 students. 

(L) : The history department uses an "L" in 
parentheses after the course number to 
designate lectures that are unrestricted in 
size. Lectures and colloquia are open to all 
students unless otherwise indicated. 

(MI): The anthropology department uses "MI" 
in parentheses after the course number to 
designate a course that is method intensive. 

(TI) : The anthropology 7 department uses "TI" 
in parentheses after the course number to 
designate a course that is theory intensive. 

L: The dance and theatre departments use an 
"L" to designate that enrollment is limited. 

P: The dance and theatre departments use 
a "P" to designate that permission of the 
instructor is required. 

AP: Advanced Placement. See p. 51. 

S/U: Satisfactory/unsatisfactory. See p. 50. 

[ ] Courses in brackets will not be offered 
during the current year. 

{ } Course listings in this catalogue indicate in 
curly brackets which area(s) of knowledge 



M 



Wl 



a given course covers (see pp. 7-8 for a 
fuller explanation). Please note that certain 
courses do not indicate any designation 
as decided by the department, program 
or instructor involved, e.g., English 101. 
Students who wish to become eligible for 
Latin Honors at graduation must elect at 
least one course (normally four credits) 
in each of the seven major fields of 
knowledge; see page 7. (If a course is less 
than four credits but designated for Latin 
Honors, this will be indicated. This applies 
to those students who begin at Smith in 
September 1994 or later and who graduate 
in 1998 or later.) Following is a listing of 
the major fields of knowledge as described 
on pages 7-8; multiple designations are 
separated by a slash, e.g., {L/H/F}: 

Literature 

Historical studies 

Social science 

Natural science 

Mathematics and analytic philosophy 

The arts 

A foreign language 

The letters Wl in boldface indicate a course 
is writing intensive. Each first-year student 
is required, during her first or second 
semester at Smith, to complete at least one 
writing-intensive course. 



The course listings on pp. 69-408 are maintained by the Office of the Provost/Dean of the 
Faculty. For current information on courses offered at Smith, visit www.smith.edu/catalogue. 



69 



African Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisers and Members of the African Studies Catharine New bun. Professor of Government 



Committee: 

,J Elliott Fratkin, Professor of Anthropology, 

Director 
**' Elizabeth Hopkins, Professor of Anthropology 
Albert Mosley, Professor of Philosophy 
Katwiwa Mule, .Assistant Professor of Comparative 

Literature 



David Newbury, Professor of African Studies and of 

History 
Gregory White, .Associate Professor of Government 
Louis Wilson, Professor of Afro-American Studies 



The African Studies Minor 

The African studies minor at Smith allows students 
to complement their major with a program that 
provides a systematic introduction to the complex 
historical, political and social issues of the .African 
continent. The minor is structured to give the stu- 
dent interdisciplinary training within key fields of 
knowledge: literature and the arts, social science, 
and historical studies. 

Requirements: Srx semester courses on Africa are 
required. One course must be drawn from each of 
the following three fields: 

.Arts and Literature 

Historical Studies 

Social Sciences 

No more than two courses from a student's major 
may be counted toward the minor. At the discretion 
of the adviser, equivalent courses at other colleges 
may be substituted for Five College courses. 

Language. Students interested in .African studies 
are encouraged to study French or Portuguese. In 
addition, a student who has achieved intermediate- 
level competence in an .African language may peti- 
tion for this to count as one of the required courses 
in the field of .Arts. Literature, and Humanities. 



Study Abroad. Students are encouraged to spend a 
semester or more in Africa. Information on current 
programs may be obtained from the .African studies 
director and should be discussed with the minor 
adviser. 



Courses 



Arts, Literature and Humanities 

ARH 130 Introduction to .Art History: .Africa, 

Oceania, and Indigenous .Americas 
ARH 260 Colloquium: .Art Historical Studies: 

Exhibiting Africa 
CLT 205 Twentieth-Century Literatures of .Africa 
CLT 240 Childhood in the Literature of .Africa and 

the .African Diaspora 
CLT 26 7 African Women's Drama 
CLT 2 "8 Gender and Madness in .African and 

Caribbean Prose 
CLT 3 1 5 Seminar: The Feminist Novel in .Africa 
FRN 230 Women Writers of Africa and the 

Caribbean 
FRN 244 French Cinema: Cities of Light: Urban 

Spaces in Francophone Film 
PHI 254 .African Philosophy 



70 African Studies 

Historical Studies 

AAS287 History of Africa to 1900 
AAS 370 Seminar: Modern Southern Africa 
HST 256 Introduction to West African History 
HST 257 East Africa in the 19th and 20th 

Cenmries 
HST 2 58 History of Central Africa 
HST 298 Decolonization of Africa 
HST 299 Ecology and History 7 in Africa 
FYS 1 26 Biography in African History 

Social Sciences 

ANT 230 Africa: Population, Health and 

Environment Issues 
ANT 2 3 1 Postcolonial Africa: Contemporary 

Priorities and Challenges 
ANT 232 Third World Politics: Anthropological 

Perspectives 
ANT 340 Seminar: Postcolonial Politics: Identity, 

Power and Conflict in the Developing 

World 
ANT 348 Seminar: Health in Africa 
GOV 233 Problems in Political Development 
GOV 242 International Political Economy 
GOV 32 1 Seminar: The Rwanda Genocide in 

Comparative Perpsective 
GOV 347 Seminar: Algeria in the International 

System 



-1 



Afro-American Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Paula J. Giddings, B.A. 

Andrea Hairston, M.A. (Theatre and Afro-American 

Studies) 
Louis E. Wilson, Ph.D. 

Associate Professor 

*"' Ann Arnett Ferguson, Ph.D. (Afro-American 
Studies and Women's Studies), Chair 



Adjunct Associate Professor 
Carolyn Jacobs, Ph.D. 

Assistant Professors 
- Kevin E. Quashie, Ph.D. 
Daphne Lamothe, Ph.D. 



Beginning with the class of 2005, students major- 
ing in Afro-American smdies must take 111,112 
and 1 1 7 as basis courses. 

111 Introduction to Black Culture 

An introduction to some of the major perspectives, 
themes and issues in the field of African American 
studies. Our focus will be on the economic, social 
and political aspects of cultural production, and 
how these inform what it means to read, write 
about, view and listen to Black Culture. {S} 4 credits 
Kevin Quashie 
Offered Fall 2004 

112 Methods of Inquiry 

This course is designed to introduce students to the 
many methods of inquiry used for research in in- 
terdisciplinary fields such as Afro-American studies. 
Guided by a general research topic or theme, stu- 
dents will be exposed to different methods for ask- 
ing questions and gathering evidence. {S} 4 credits 
To be announced 
Offered Spring 2005 

113/ENG 184 Survey of Afro-American 
Literature: 1746 to 1900 

.An introduction to the themes, issues, and ques- 
tions that shaped the literature of African Ameri- 
cans during its period of origin. Texts will include 
poetry, prose and works of fiction. Writers include 



Harriet Jacobs, Frances Harper. Charles Chesnutt, 

Frederick Douglass and Phillis Wheatley {L} 4 

credits 

Daphne Lamothe 

Offered Fall 2004 

117 History of Afro-American People to 1960 

An examination of the broad contours of the his- 
tory' of the Afro-American in the United States from 
ca. 1600-1960. Particular emphasis will be given 
to how Africans influenced virtually every aspect 
of U.S. society; slavery, constitutional changes after 
1865; the philosophies of W.E.B. DuBois, Booker T. 
Washington, Marcus Garvey and the rise and fall of 
racial segregation in the U.S. to 1954. {H} -t credits 
Louis Wilson 
Offered Spring 2005 

209 Feminism, Race and Resistance: History 
of Black Women in America 

This class will explore the historical and theoretical 
perspectives of African American women from the 
time of slavery to the post-civil rights era. A central 
concern of the course will be how Black women 
shaped, and were shaped, the intersectionality of 
race, gender, and sexuality that made them unique 
agents of change and resistance. We will relate tins 
concern to concepmal and methodological per- 
spectives on individual and collective conscious- 
ness, strategies of resistance, cultural expression. 



72 



Afro-American Studies 



work patterns, family life and organizational activi- 
ties at specific historical moments. Weekly topics 
will draw upon an interdisciplinary array of read- 
ings — history, sociology and literary studies. 
(E){H} 4 credits 
Paula Giddings 
Offered Fall 2004 

211 Black Cultural Theory 

This class will explore the tensions and affinities 
between canonical schools of contemporary cultur- 
al theory and Black cultural criticism and produc- 
tion. Enrollment limited to 40. {L/H} 4 credits 
Kevin Quashie 
Offered Fall 2004 

219 South African Studies 

This is a team-taught, intensive course on South 
Africa for seven students from Smith College and 
seven students from Wellesley College, taught on lo- 
cation at the University of Cape Town, South Africa. 
It is a multidisciplinary examination of the histori- 
cal, social, political, economic, cultural and physi- 
cal environment of South Africa with particular 
focus on Cape Town and the Western Cape. There 
will be day visits to key sites of historic/social/sci- 
entific significance after preparation with readings 
and lectures. Enrollment limited to 7. Permission 
of the instructors required. (E) 2 credits 
Peter de Villiers 
Summer Course 

220 Women of the African Diaspora 

The course will focus on issues and themes cen- 
tral to the lives of women of the African diaspora 
through a close reading of coming of age texts 
by and about women from Africa, the Anglo- and 
Francophone Caribbean, and the United States. 
We examine a wide range of personal accounts of 
being and becoming female in a world structured 
by race, class, colonial and neo-colonial relations. 
We will explore concepts such as home and exile, 
the traditional and the modern, authenticity and 
hybridity as we follow the thread of young women's 
lives through time and across space in a series of 
journeys. {S} 4 credits 
To be announced 
Offered Spring 2005 



237/ENG 236 20th-century Afro-American 
Literature 

A survey of the evolution of African-American lit- 
erature during the twentieth century. This class will 
build on the foundations established in AAS 113, 
Survey of Afro-American Literature. Writers include 
Langston Hughes, Richard Wright, James Baldwin, 
Toni Morrison and Paule Marshall. {L} 4 credits 
To be announced 
Offered Spring 2005 

243 Afro-American Autobiography 

From the publication of "slave narratives" in the 
18th century to the present, African Americans 
have used first-person narratives to tell their per- 
sonal stories and to testify about the structures of 
social, political and economic inequality faced by 
black people. These autobiographical accounts 
provide rich portraits of individual experience at 
a specific time and place as well as insights into 
the larger sociohistorical context in which the au- 
thors lived. In addition to analyzing texts and their 
contexts, we will reflect on and document how our 
own life history is shaped by race. {L} 4 credits 
Ann Arnett Ferguson 
Offered Fall 2004 

245/ENG 282 The Harlem Renaissance 

A study of one of the first cohesive cultural move- 
ments in African American history. This class will 
focus on developments in politics, and civil rights 
(NAACP, Urban League, UNIA), creative arts (po- 
etry, prose, painting, sculpture) and urban sociol- 
ogy (modernity, the rise of cities) . Writers and 
subjects will include Zora Neale Hurston, David 
Levering Lewis, Gloria Hull, Langston Hughes, and 
Nella Larsen among others. Enrollment limited to 
40. {S} 4 credits 
Daphne lamothe 
Offered Fall 2004 

278 The '60s: A History of Afro-Americans in 
the United States from 1954 to 1970 

An interdisciplinary study of Afro-American history 
from the Brown Decision in 1954. Particular at- 
tention will be given to the factors that contributed 
to the formative years of "Civil Rights Movements," 
Black films and music of the era, the rise of "Black 
Nationalism," and the importance of Afro-Ameri- 
cans in the Vietnam War. Recommended back- 



Afro-American Studies 



73 



ground: survey course in Afro-American history, 

American history, or Afro-American literature. Not 
open to first-year students. Prerequisite: 117 and/ 
or 270, or permission of the instructor. Enrollment 
limited to 4(). {H} 4 credits 
Louis Wilson 
Offered Fall 2004 

287 History of Africa to 1900 

This course will survey the history of Africa from 
earliest times to the era of European imperialism 
that leads to conquest and colonial rule in Africa 
by 1900. Themes that will receive our attention 
include Western perceptions of Africa, the origin of 
human society, ancient Egypt of the Pharaohs, the 
medieval states of West Africa, Swahili civilization 
in East Africa, the trans-Atiantic slave trade, and 
European imperialism in late nineteenth-century 
Africa. {H} 4 credits 
Louis Wilson 
Offered Fall 2004 



tun Black culture: James Baldwin, Marlon Riggs 
and Essex Hemphill. All three men used creative 
arts to support aesthetics of activism (notably 
including feminism), and in so doing, charted 
trajectories of thought that grapple with and com- 
plicate our understood discourses of race, gender 
and sexuality. Each man is, for his own time and 
beyond, a significant subject in the arc of Black 
public intellectualism. This seminar serves as the 
capstone course for majors and minors. 
Kevin Quashie 
Offered Spring 2005 

370 Seminar: Modern Southern Africa 

In 1994 South Africa underwent a "peaceful revo- 
lution" with the election of Nelson Mandela. This 
course is designed to study the historical events 
that led to this dramatic development in South Af- 
rica. {H/S} 4 credits 
Louis Wilson 
Offered Spring 2005 



350 Seminar: Race and Representation: Afro- 
Americans in Film 

Tins course will examine the representation of 
African Americans in U.S. cinema from two per- 
spectives. The first views the images of African 
Americans in Hollywood film and the social his- 
torical context in which these representations are 
produced. The continuity of images as well as their 
transformation will be a central theme of investiga- 
tion. The second perspective explores the develop- 
ment of a Black film aesthetic through the works 
of directors Oscar Micheaux, Julie Dash, Spike 
Lee, Matty Rich and Isaac Julien. We will attend to 
their representations of blackness, and the broader 
social and political community in which they are 
located. Prerequisite: 1 1 1, 1 13, 1 17 or the equiva- 
lent. {S} 4 credits 
Ann Arnett Ferguson 
Offered Fall 2004 

366 Seminar: Contemporary Topics in Afro- 
American Studies 

{S} 4 credits 

Black Gay Intellectuals: James Baldwin, Marlon 
Ri^s, Essex Hemphill 

This seminar will explore the intellectual relation- 
ship between three major figures in twentieth cen- 



400 Special Studies 

By permission of the department, for junior and 

senior majors. 1-4 credits 

Offered both semesters each year 

Additional Courses Related 
to Afro-American Studies 

AMS 102 Thinking Through Race 

DAN 375 The Anthropology of Dance 

ECO 230 Urban Economics 

GOV 3 1 1 Seminar in Urban Politics 

HST266 The Age of the American Civil War 

HST 267 The United States Since 1890 

HST273 Contemporary America 

HST 275 Intellectual History of the United States 

MUS 206 Improvising History: The Development 

of Jazz* 

PHI 2 1 Issues in Recent and Contemporary 

Philosophy* 

PSY 267 Psychology of the Black Experience* 

SOC 2 1 3 Ethnic Minorities in America* 

SOC218 Urban Politics* 

THE 214 Black Theatre* 

♦Courses that are cross-listed with Afro-American 
studies 



74 



Afro-American Studies 



Requirements for the major beginning with the 
Class of 2005 

Eleven four-credit courses as follows: 

1. Three basis courses: 111, 112 and 117. 

2. General concentration: four 100- and 200-level 
courses at least one of which must have a pri- 
mary focus on the African diaspora. Courses at 
the 300-level may also be used when appropri- 
ate. 

3. Advanced concentration: three courses orga- 
nized thematically or by discipline at least one 
of which must be at the 300-level. At least one of 
the courses in the advanced concentration must 
have a primary focus on the African diaspora. 

4. The designated capstone seminar in the junior 
or senior year. The course is required of all 
majors including honors thesis students. 



The Minor 



Requirements for the minor beginning with the 
Class of 2005 

Basis: two of the following: 1 1 1, 1 12 or 1 17. 

Requirements: In addition to the basis, four elec- 
tive courses are required at least one of which must 
be a seminar or a 300-level course and at least one 
of which must have a primary focus on the African 
diaspora. The elective courses chosen with the as- 
sistance and approval of the adviser for the minor, 
may be arranged thematically or by discipline. 

Adviser for Study Abroad: Louis Wilson. 



Honors 



Director: Ann Arnett Ferguson 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 
Offered each Fall 



Requirements: the same as those for the major, 
including the required capstone course, and a 
thesis, normally pursued in the first semester of or 
throughout the senior year, which substitutes for 
one or two of the courses in the major require- 
ments listed above. 



African Diaspora Studies 

African Diaspora Studies is an essential aspect 
of the Afro-American Studies curriculum. Two 
courses on the African Diaspora are required for 
the major and students may choose African Dias- 
pora Studies as an area of concentration within 
Afro-American studies. Interested students are also 
encouraged to consider the minor in African stud- 
ies or the Five-College Certificate in African Studies 
as a supplement to their major. Below is a list of 
some of the relevant courses. 

Historical Studies 

AAS 2 1 8 History of Southern Africa 
AAS219 South African Studies 
AAS 370 Seminar: Modern South Africa 
HST 257 East Africa in the 19th and 20th 

Centuries 
HST 258 History of Central Africa 
HST 293 Introduction to West African History 
HST 299 Ecology and History in Africa 
HST 259 Aspects of African History: 

Decolonization in Africa 
HST 259 Aspects of African History: Christianity in 

Africa 

Social Science 

AAS 220 Women of the African Diaspora 
ANT 230 Africa: Population, Health and 

Environmental Issues 
ANT 23 1 Africa: Continent in Crisis 
ANT 232 Third World Politics: Anthropological 

Perspectives 
ANT 348 Development in Africa 
ARH 130 Introduction to the Art History of Africa, 

Oceania, and the Indigenous Americas 
ARH 260 African Art: History and Modernity 
ECO 2 1 4 Economies of Middle East and North 

Africa 
GOV 227 Contemporary African Politics 



Afro- American Studies "5 

GOV 252 Women and Politics in Africa 

GOV 242 International Political Economy 

GOV 254 Politics of the Global Environment 

GOV 321 Genocide in Rwanda 

GOV 524 Elections in Southern .Africa 

GOV 545 Algeria and the International System 

GOV 345 South Africa in Globalized Context 

Arts, Literature and Humanities 

CLT 205 20th-century Literatures of Africa 

CLT 26" African women's Drama 

CLT 305 Studies in the Novel: The Making of the 

.African Novel 
CLT 3 1 5 The Feminist Novel in Africa 
FRN 244 French Cinema: Africa and Europe on 

Screen 
PHI 254 .African Philosophy 
THE 3 1 5 Colloquium: African and Caribbean 

Theatre 

Additional Courses Related to the African 

Diaspora 

DAN 1-42 Comparative Caribbean Dance I 

DAN 243 Comparative Caribbean Dance H 

DAN n Dance and Culture 



76 



American Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



1 Daniel Horowitz, Ph.D., Professor of American 

Studies and of History 
1 Helen Lefkowitz Horowitz, Ph.D., Professor of 

American Studies and of History 
t2 Richard Millington, Professor of English 

Language and Literature, Director 
Rosetta Marantz Cohen, Professor of Education 

and Child Study 
Dana Leibsohn, Associate Professor of Art 
Ginetta Candelario, Assistant Professor of Sociology 

and Latin American Studies 
' 2 Alexandra Keller, Assistant Professor of Film 

Studies 
t2 Kevin Quashie, Assistant Professor of 

Afro-American Studies 
t2 Kevin Rozario, Ph.D., Assistant Professor of 

American Studies 
1 Steve Waksman, Ph.D., Assistant Professor of 

Music 
Jessica Neuwirth, Adjunct Assistant Professor 
Jim Hicks, Lecturer 

Jennifer Guglielmo, Instructor in History 
Sherry Marker, M.A., Lecturer 
Joyce Follett, Ph.D., Lecturer 
Richard T. Chu, Lecturer 
George Colt, Lecturer 
Cathy Schlund-Vials, Lecturer 
Laura Katzman, Ph.D., Lecturer 
Francis G. Couvares, Lecturer 
Robert Weinberg, Lecturer 

Five College Asian/Pacific/ American Studies 
Professor 

Nitasha T. Sharma 



American Studies Committee 

Rosetta Marantz Cohen, Professor of Education 

and Child Study 
n John Davis, Professor of Art 

1 Daniel Horowitz, Professor of American Studies 

and of History 
n Helen Lefkowitz Horowitz, Professor of 

American Studies and of History 
' 2 Richard Millington, Professor of English 

Language and Literature 
Donald Leonard Robinson, Professor of 

Government 

2 Susan R. Van Dyne, Professor of Women's 

Studies and of English Language and Literature 
Louis Wilson, Professor of Afro-American Studies 
' ' Alice Hearst, J.D., Associate Professor of 

Government 
Christine Shelton, Associate Professor of Exercise 

and Sport Studies 
Marc Steinberg, Associate Professor of Sociology 

1 Michael Thurston, Associate Professor of English 

Language and Literature 

2 Floyd Cheung, Assistant Professor of English 

Language and Literature 
t2 Alexandra Keller, Ph.D., Assistant Professor 

of Film Studies 
fl Nancy Marie Mithlo, Assistant Professor of 

Anthropology 
t2 Kevin Rozario, Ph.D., Assistant Professor of 

American Studies 
*' Steve Waksman, Ph.D., Assistant Professor of 

Music 
Sherrill Redmon, Director of the Sophia Smith 

Collection 



100 Ideas in American Studies 

A mosaic of American studies ideas presented by 
members of the Smith College faculty and, on occa- 
sion, selected outside speakers. Can be taken more 



than once when topics vary. Graded satisfactory/un- 
satisfactory only. 1 credit 
To be announced 
Offered Fall 2005 



American Studies 



77 



102 Thinking Through Race 
This course offers an interdisciplinary and compar- 
ative examination of race in the Americas from the 
discovery/conquest of the New World to the pres- 
ent. Although race is no longer held by scientists to 
have any biological reality it has obviously played a 
central role in the formation of legal codes (from 
segregation to affirmative action), economics 
(slavery and labor patterns), culture and identi- 
ties across the Americas. Where did the concept 
of race come from? How has it changed over time 
and across space? What pressures does it continue 
to exert on our lives? By bringing together faculty 
from a variety of programs and disciplines, and by 
looking at a range of cultural texts, visual images 
and historical events where racial distinctions and 
identities have been deployed, constructed and 
contested, we hope to give students a much richer 
understanding of how race matters. This course 
will meet for the first seven weeks of the semester. 
(E) {H/L/S} 1 credit 

Kevin Rozario, Director (American Studies) 
Ginetta Candelario (Sociology, Latin American 
Studies), Floyd Cheung (English, American Stud- 
ies) , Jennifer Guglielmo (History), Alexandra 
Keller (Film Studies), DanaLiebsohn (Art), 
Kevin Quashie (Afro-American Studies), 
Offered Fall 2004 

120 Scribbling Women 

With the help of the Sophia Smith Collection and 
the Smith College Archives, this writing intensive 
course looks at a number of 19th- and 20th-cen- 
tury American women writers. All wrestled with 
specific issues that confronted them as women; 
each wrote about important issues in American 
society. Enrollment limited to 15. Priority given to 
first-year students. {L/H} Wl 4 credits 
Sherry Marker 
Offered Spring 2005, Spring 2006 

201 Introduction to the Study of American 
Society and Culture 

An introduction to the methods and concerns 
of American studies through the examination of 
a critical period of cultural transformation: the 
1890s. We will draw on literature, painting, archi- 
tecture, landscape design, social and cultural criti- 
cism, and popular culture to explore such topics as 
responses to economic change, ideas of nature and 



culture, America's relation to Europe, the question 
of race, the roles of women, family structure, social 
class and urban experience. Open to all first- and 
second-year students, as well as to junior and se- 
nior majors. {L/H} 4 credits 
Floyd Cheung Kevin Rozario, Rosetta Cohen, 
Robert Weinberg 
Offered Spring 2005, Spring 2006 

202 Methods in American Studies 

A multidisciplinary exploration of different re- 
search methods and theoretical perspectives 
(Marxist, feminist, myth-symbol, cultural studies) 
in American studies. Prerequisite: AMS 201 or 
permission of the instructor. Enrollment limited to 
American studies majors. {H/S} 4 credits 
Kevin Rozario, Fall 2004 
Steve Waksman, Spring 2005 
Offered both semesters each year 

220 Colloquium 

Enrollment limited to 20. Admission by permission 
of the instructor. 4 credits 

Popular Culture 

An analytical history of American popular culture 
since 1865. We start from the premise that popular 
culture, far from being merely a frivolous or de- 
based alternative to high culture, is an important 
site of popular expression, social instruction and 
cultural conflict. We examine theoretical texts that 
help us to "read" popular culture, even as we study 
specific artifacts from television shows to Hol- 
lywood movies, the pornography industry to spec- 
tator sports, and popular music to theme parks. 
We pay special attention to questions of desire 
and to the ways popular culture has mediated and 
produced pleasure, disgust, fear and satisfaction. 
Alternating lecture/discussion format. {H/S} 
Kevin Rozario, Fall 2004 
Offered Fall 2004, Fall 2006 

Asian Americans in Film and Video 

This course introduces students to films made by 
and about Asian Americans. Using a chronological 
and thematic approach, various genres — including 
narrative dramas, documentaries, and experimen- 
tal films — will be analyzed within the context of 
Asian American history and issues concerning the 
development of Asian American identities. Some 



78 



American Studies 



of the issues we will cover include stereotypes of 
Asians in Hollywood; the re/creation of history and 
memory; the intersection of race, class, gender, 
and sexuality in Asian American films; Asian/Black 
relations on film. Students will be expected to apply 
theoretical insights to their analysis of a number of 
key Asian American films. These theories include 
contemporary theories of race and ethnicity, cur- 
rent debates about identity and representation, and 
film theory. {L/H} 
Nitasha T Sharma 
Offered Fall 2004 

221 Colloquium 

Enrollment limited to 20. Admission by permission 
of the instructor. 4 credits 

Women 's History Through Documentary 
The course surveys U.S. women's history from 
the colonial period to the present as depicted in 
documentaries. The class proceeds along two lines 
of inquiry: content and form. Through screenings 
of historical documentaries supplemented by lec- 
tures, readings and discussion, the course moves 
chronologically through an examination of major 
themes in women's experience: family, community, 
work, sexuality and politics. At the same time, the 
class develops a critical assessment of documen- 
tary as a form, with attention to its effectiveness in 
portraying the past as historical sources and tech- 
nical methods change, its importance as means of 
transmitting history to the general public, and the 
funding and political constraints on its production, 
broadcast and distribution. {H/S} 
Joyce Follet, Spring 2005 
Offered Spring 2005, Spring 2006 

Pacific Empires of the 1 9th and 20th Centuries: 
The Race to World Dominance 
Subject to the approval of the Committee on Aca- 
demic Priorities. 

How does a study of "empire" help us understand 
the history of migration? Tins course seeks to 
examine this question by focusing on the Pacific 
empires of the 19th and 20th centuries in order 
to help us better understand the diasporic move- 
ment of Asian-Pacific Islanders to the United States. 
This course will therefore focus on the Chinese, 
Japanese, Spanish, American and British empires 
in the Asia-Pacific region and will include a general 



overview of the A/P/A communities affected by their 
imperial projects. Themes to be discussed include 
imperialism, racism, gender, colonialism, neo-co- 
lonialism, globalization and migration. {H} 
Richard TChu 
Offered Spring 2005 

230 Colloquium: The Asian American 
Experience 

Topic: Asian Women Living in the Americas. 
The 1960s and 70s marked a watershed moment 
for many people in the United States, particularly 
those involved in such movements as Third World 
Liberation, Women's Rights, Queer Rights and Civil 
Rights. Being Asian American during these times 
signaled a change in the way Asian Americans 
were perceived by U.S. mainstream society and 
how they saw themselves. Women of Asian descent 
were significantly affected. After the 1965 Immigra- 
tion Act, Asian American demographics shifted 
in unprecedented ways. No longer restricted by 
Exclusion Acts which obstructed most women in 
Asia from emigrating to the United States, Asian 
American women were now visible, strengthened 
by their growing numbers, and they insisted upon 
voicing their histories and experiences, which had 
been silenced by a system of classism, sexism and 
racism. This course will thematically trace the lives 
of women of Asian descent living in the Ameri- 
cas — primarily in the United States — from their 
earliest arrival to the present. For example, we will 
be looking at Asian American women in relation 
to the labor movement, to war, to U.S. foreign and 
domestic policy, to globalization and transnation- 
alism, to popular culture, and to issues relating 
to their families and their multiple communities. 
Readings will include such literary texts as Bone, 
Out on Main Street and Comfort Woman, as well 
as theoretical, sociological and historical works 
such as Sweatshop Warriors, Dislocating Cultures 
and Immigrant Acts. {L} 4 credits 
Cathy Schlund-Vials, Spring 2005 
To be announced, Spring 2006 
Offered Spring 2005, Spring 2006 

302 Seminar: The Material Culture of New 
England, 1630-1860 

Using the collections of Historic Deerfield, Inc., 
and the environment of Deerfield, Massachusetts, 
students explore the relationship of a wide variety 7 



American Studies 



79 



of objects (architecture, furniture, ceramics and 
textiles) to New England's history. Classes are held 
in Old Deerfield, MA. Admission by permission of 
the instructor. Enrollment limited. {H/A} 4 credits 
Jessica Neuwirth 
Offered Spring 2005, Spring 2006 

340 Symposium in American Studies 

Limited to senior majors; contact the American 
studies office for details. Topics listed below: 

Culture Wars 

This seminar will explore the rise of the first 
"Christian coalition" in the 1870s. It will then trace 
through the 20th century a series of campaigns — 
against alcohol, drugs, immigration, "obscenity," 
"evolution" and other issues — that pitted Ameri- 
cans against one another on the basis especially of 
religion, but also of class, gender, race and ethnic- 
it}'. {H} 4 credits 
Francis G Con cares. Fall 2004 
Offered Fall 2004, Fall 2005 

341 Symposium in American Studies 

Limited to senior majors; contact the American 
studies office for details. Topic listed below: 

Mass Culture, Media and Morality 
Manufactured images are everywhere: on movie, 
television and computer screens, on billboards and 
buses. These images are designed to grab our at- 
tention, to motivate us to acts of consumption, but 
also to educate and instruct us. Who owns these 
images? How exactly do they work on our emotions 
and psyches? How have they shaped the organiza- 
tion of American political and economic life? Why 
is the media saturated with images of violence, and 
what is the relationship between mass culture, the- 
ories of spectacle, Hollywood blockbusters, news 
broadcasts, advertisements, Oxfam letters, graffiti 
and cartoons. {H/S} 4 credits 
Kevin Rozario 
Offered Spring 2005 

Science, Technology and American Culture 
In the 1990s Donna Haraway said that she'd "rath- 
er be a Cyborg than a Goddess." Are these the only 
choices available? Does your destiny he in your 
genes or your culture or your personal history or 



will technology make these distinctions irrelevant? 
In a future filled with botox, hormone-induced 
ovulation, genetic manipulation and electronic 
identities, can the lives of our grandmothers be of 
any use in making our own choices? The science 
and technology of the past 200 years have brought 
forth a host of new questions, new ethical and value 
decisions, new lifestyles, new priorities. Whatever 
we may think of the changes, the questions demand 
to be answered. This course will attempt to explore 
the history, nature and extent of these changes, 
reactions to them both real and imaginative, and 
their effects on the people and place called .Ameri- 
ca. Along the way we will explore some of the skills 
essential to survival in the modern world: how to 
make enough clean electricity to run a city, how to 
build an atomic bomb (and how the two are con- 
nected) , and how to research a topic in contempo- 
rary science and technology. {L/H/N} 4 credits 
Robert Weinberg 
Offered Spring 2005 

351/ENG 384 Seminar: Writing About 
American Society 

An examination of contemporary American issues 
through the works of such literary journalists as 
Jamaica Kincaid, John McPhee, Tom Wolfe, Joan 
Didion and Jessica Mitford; and intensive practice 
in expository writing to develop the student's own 
skills in analyzing complex social issues and ex- 
pressing herself artfully in this form. May be re- 
peated with a different instructor and with the per- 
mission of the director of the program. Enrollment 
limited. Admission by permission of the instructor. 
{L/S} 4 credits 
George Colt, Spring 2005 
To be announced, Spring 2006 
Offered Spring 2005, Spring 2006 

400 Special Studies 

Admission by permission of the instructor and the 

director. 1 to 4 credits 

Offered both semesters each year 

408d Special Studies 

Admission by permission of the instructor and the 

director. 8 credits 

Full-year course; Offered each year 



80 



American Studies 



Internship at the 
Smithsonian Institution 

To enable qualified students to examine, under the 
tutelage of outstanding scholars, some of the finest 
collections of materials relating to the develop- 
ment of culture in America, the American Studies 
Program offers a one-semester internship at the 
Smithsonian Institution in Washington, D.C. The 
academic program consists of a seminar taught by 
a scholar at the Smithsonian, a tutorial on research 
methods, and a research project under the supervi- 
sion of a Smithsonian staff member. The project 
is worth eight credits. Research projects have 
dealt with such topics as the northward migration 
of blacks, women in various sports, a history of 
Western Union, Charles Willson Peak's letters, the 
rise of modernism in American art, and the use of 
infant baby formula in the antebellum South. 

Interns pay tuition and fees to Smith College but 
pay for their own room and board in Washington. 
Financial aid, if any, continues as if the student 
were resident in Northampton. 

The program takes place during the fall semes- 
ter. It is not limited to American studies majors. 
Students majoring in art, history, sociology, an- 
thropology, religion, and economics are especially 
encouraged to apply. Those in project-related 
disciplines (e.g., art history) may consult their 
advisers about the possibility of earning credit 
toward the major for work done on the internship. 
Applications will be available at the beginning of 
the second semester. 

410 Tutorial on Research Methods at the 
Smithsonian 

Individual supervision by a Smithsonian staff mem- 
ber. Given in Washington, D.C. {H/S} 4 credits 
Donald Robinson, Director 
Offered Fall 2004, Fall 2005 

411 Seminar: American Culture: Conventions 
and Contexts 

This course is designed to give students a broad but 
intense exposure to analysis of a variety of Ameri- 
can cultural forms and expressions. The course 
will have a dual focus: working on analysis — view- 
ing, reflecting upon and debating specific cultural 



forms such as movies, music, or material culture; 
emphasizing historical context through a variety of 
case studies each employing different methods and 
styles. Students will become familiar with different 
approaches to understanding cultural artifacts and 
the worlds that produced them. Open only to mem- 
bers of the Smithsonian Internship Program. Given 
in Washington, D.C. {H} 4 credits 
Laura Katzman 
Offered Fall 2004, Fall 2005 

412 Research Project at the Smithsonian 
Institution 

Tutorial supervision by Smithsonian staff members. 
Given in Washington, D.C. {H/S} 8 credits 
Donald Robinson, Director 
Offered Fall 2004, Fall 2005 

Requirements for the 
American Studies Major 

Advisers: Floyd Cheung, Rosetta Cohen, John Da- 
vis, Alice Hearst, Daniel Horowitz, Helen Horowitz, 
Alexandra Keller, Richard Millington, Nancy Marie 
Mithlo, Donald L. Robinson, Kevin Rozario, Chris- 
tine Shelton, Marc Steinberg, Michael Thurston, 
Susan Van Dyne, Steve Waksman, Louis Wilson. 

Because of the wide-ranging interests and 
methods included within the interdisciplinary 
American Studies Program, careful consultation 
between a student and her adviser is crucial to the 
planning of the major. 

In order to structure their studies of Ameri- 
can society and culture, majors will select a fo- 
cus — such as an era (e.g. antebellum America, the 
twentieth century) or a topical concentration (e.g. 
ethnicity and race, urban life, social policy, mate- 
rial culture, the family, industrialization, the arts, 
the media, popular culture, comparative American 
cultures) — which they will explore in at least four 
courses. It is expected that several courses in the 
major will explore issues outside the theme. 

Because American studies courses are located 
primarily in two divisions, humanities and social 
sciences, students are to balance their studies with 
courses in each. Courses taken S/U may not be 
counted toward the major. 



American Studies 



81 



Requirements: 12 semester courses, as follows: 

1. 201 and 202; 

2. Eight courses in the American field. At least 
four must be focused on a theme defined by 
the student. At least two courses must be in the 
Humanities and two in the Social Sciences. At 
least two must be devoted primarily to the years 
before the twentieth century. At least one must 
be a seminar, ideally in the theme selected. Stu- 
dents writing honors theses are exempt from the 
seminar requirement; 

3. One course that will enable explicit compari- 
sons between the United States and another 
society, culture or region; 

4. 340 or 341. 

Adviser for Study Abroad: Marc W. Steinberg. 

Honors 

Director: Kevin Rozario 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 

Offered Fall 2004, Fall 2005 

Requirements: the same as those for the major, 
except that a thesis (431) will be substituted for 
two of the eight courses in the American field. The 
thesis will be followed by a public presentation and 
an oral honors examination in the spring semester. 



Diploma in American 
Studies 

Director: Jim Hicks 

A one-year program for foreign students of ad- 
vanced undergraduate or graduate standing. 

Requirements: special seminar for Diploma stu- 
dents only), three other courses in American Stud- 
ies or in one or more of the related disciplines, 
and American Studies 570, Diploma Thesis (see 
note below) . 

555 Seminar: American Society and Culture 

Topic: Social Political and Cultural Issues to 
1880. For Diploma students only. 4 credits 
To be announced 
Offered Fall 2004, Fall 2005 

556 Seminar: American Society and Culture 

For Diploma students only. 4 credits 

To be announced 

Offered Spring 2005, Spring 2006 

570 Diploma Thesis 

4 credits 

To be announced 

Offered Spring 2005, Spring 2006 



82 



Ancient Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisers 

fl Scott Bradbury, Professor of Classical 

Languages and Literatures 
' l Patrick Coby, Professor of Government 
Karl Donfried, Professor of Religion and Biblical 

Literature 



Barbara Kellum, Professor of Art 

Susan Levin, Associate Professor of Philosophy, 

Director 
Richard Lim, Associate Professor of History 



The minor in ancient studies provides students with 
the opportunity to consolidate a program of study 
on the ancient Mediterranean and Near Eastern 
worlds based on a variety of disciplinary perspec- 
tives. Courses in history, art, religion, classics, gov- 
ernment, philosophy and archaeology make up the 
minor. Students shape their own programs, in con- 
sultation with their advisers, and may concentrate 
on a particular civilization or elect a cross-civiliza- 
tional approach. No languages are required. 



The Minor 



Requirements: Six courses, in no fewer than 
three departments, selected from the list of related 
courses below. 

Related Courses 

ARC 2 1 1 Introduction to Archaeology 

ARH208 The Art of Greece 

ARH 212 Ancient Cities and Sanctuaries 

ARH216 The Art of the Roman World 

ARH 228 Islamic Art and Architecture 

ARH 315 Studies in Roman Art 

CLS190 The Trojan War 

CLS 227 Classical Mythology 

CLS 230 The Historical Imagination 

CLS 230 Images of the Other in Ancient Greece 

CLS 232 Paganism in the Greco-Roman World 

CLS 233 Constructions of Gender and Sexuality in 
Greco-Roman Culture 



CLS 236 Cleopatra: Histories, Fictions, Fantasies 
GOV 261 Ancient and Medieval Political Theory 
HST202 Ancient Greece 
HST 203 Alexander the Great and the Hellenistic 

World 
HST 204 The Roman Republic 
HST 205 The Roman Empire 
HST 206 Aspects of Ancient History 
HST 207 Islamic Civilization to the 15th Century 
HST 296 The Making of Late Antiquity 
HST 302 Topics in Ancient History 
JUD 285 Jews and World Civilization: 300 B.C.E.- 

1492 C.E. 
PHI 1 24 History of Ancient and Medieval 

Philosophy 
PHI 324 Seminar in Ancient Philosophy 
REL 2 10 Introduction to the Bible I 
REL 2 1 5 Introduction to the Bible U 
REL 2 1 7 Colloquium: The Dead Sea Scrolls, 

Judaism and Christianity 
REL 2 19 Christian Origins: Archaeological and 

Socio-Historical Perspectives 
REL 252 The Making of Muhammad 

Students are to check departmental entries in the 
catalogue to find out the year and semester when 
particular courses are being offered. 



83 



Anthropology 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

m] Elizabeth Erickson Hopkins, Ph.D. 
Frederique Apffel-Marglin, Ph.D. 
- Donald Joralemon, Ph.D. , 
'-Elliot Fratkin, Ph.D. 

Associate Professor 
Ravina Agganval, Ph.D., Chair 

Assistant Professors 

Suzanne Zhang-Gottschang, Ph.D. 
' ' Nancy Marie Mithlo, Ph.D. 



Lecturers 

Marta Carlson 
Chaia Heller 
Abraham Zablocki 

Associated Faculty 

Michael Sugerman (Rehgion) 

Mendenhall Fellow 

Keisha-Kahn Yemaine Perry 



Students are strongly encouraged to complete ANT 
130 or ANT 131 before enrolling in intermediate 
courses. First-year students must have the permis- 
sion of the instructor for courses above the intro- 
ductory level. 

130 Introduction to Cultural Anthropology 

The exploration of similarities and differences in 
the cultural patterning of human experience. The 
comparative analysis of economic, political, reli- 
gious, and family structures, with examples from 
Africa, the Americas, Asia, and Oceania. The impact 
of the modern world on traditional societies. Sev- 
eral ethnographic films are viewed in coordination 
with descriptive case studies. Total enrollment of 
each section limited to 25. {S} 4 credits 
Elliot Fratkin, Donald Joralemon, Suzanne 
Zhang-Gottschang, Fall 2004, Fall 2005 
Ravina Agganval, Chaia Heller Spring 2005 
Ravina Agganval, Nancy Marie Mithlo, Spring 
2006 
Offered both semesters each year 

131 Perspectives on Human Behavior and 
Evolution 

The physiological, social and ecological premises 



of human behavior and their basis in primate so- 
cial and communication systems. Our biological 
development as hominids and its behavioral cor- 
relates. The uniqueness of language and technology 
as human adaptations. Contemporary political 
implications of the agricultural revolution and the 
rise of the early city and early state. Will our cur- 
rent dependency on modem technology and global 
communication prove to be a vision or a trap? 
{S/N} 4 credits 
Elizabeth Hopkins 
Offered Spring 2006 

230 Africa: Population, Health, and 
Environment Issues 

Tins course looks at peoples and cultures of Africa 
with a focus on population and environmental 
change on the African continent. The course 
discusses the origin and growth of human popula- 
tions, distribution and spread of language and 
ethnic groups, the variety in food production sys- 
tems (foraging, fishing, pastoralism, agriculture, 
industrialism), demographic and environmental 
consequences of slavery, colonialism, and eco- 
nomic globalization, rural and urban migration, 
health and nutritional change, and contemporary 



84 



Anthropology 



problems of drought and famine, and AIDS in Af- 
rica. {S/N} 4 credits 
Elliot Fratkin 
Offered Spring 2005 

231 Postcolonial Africa: Contemporary 
Priorities and Challenges 

Africa in the postcolonial period has become 
emblematic of the challenges that currently face 
all developing nations. The course will examine 
the social, political, and economic ramifications 
of such issues as urbanization, changing gender 
relations, ethnicity, sectarianism, elite politics, con- 
flict, dependency and AIDS. We will explore their 
genesis in the values and expectations of traditional 
African societies, in the claims of the colonial pe- 
riod, and in the intensifying global pressures of the 
contemporary world. {H/S} 4 credits 
Elizabeth Hopkins 
Offered Fall 2004, Fall 2005 

232 Third World Politics: Anthropological 
Perspectives 

The dynamics of nonwestern politics. How en- 
during are traditional political priorities and the 
colonial experience in the postcolonial world? The 
impact of urbanization, population dislocations 
and the global economy on contemporary politics 
and national identity Topics include: the nature of 
political behavior and the political process; chang- 
ing expectations and options for women; ethnicity 
and privilege in the national arena; Christianity and 
Islam as strategies of secular resistance; the logic 
of genocide and armed conflict. {H/S} 4 credits 
Elizabeth Hopkins 
Offered Fall 2004, Spring 2006 

236 Economy, Ecology, and Society 

This course introduces theoretical approaches to 
the study of economy, ecology, and cultural evolu- 
tion in anthropology. As a theory-intensive course, 
it will examine varying materialist approaches to 
the study of society including those of Marxists, 
formalists, cultural relativists, and sociobiolo- 
gists. Topics include production, exchange, and 
consumption in non-Western societies; cultural 
evolution and historical change including examples 
of domination and conflict between tribal societies, 
early states, mercantilist, and capitalist polities; 
and issues of human ecology and adaptation from 



evolutionary; cultural, and historical perspectives. 
Students will engage readings by Karl Marx, Marvin 
Harris, Eric Wolf, Marshall Sahlins, E.O. Wilson 
and others. While there are no prerequisites, back- 
ground courses in anthropology; archeology, or 
history are recommended. (TI) {S} 4 credits 
Elliot Fratkin 
Offered Fall 2004, Fall 2005 

240 Anthropology of Museums 

This course critically analyzes how museums oper- 
ate as social agents in both reflecting and inform- 
ing public culture. Who is represented in museum 
exhibits? What messages are conveyed and for 
whom? The relationship between the development 
of anthropology as a discipline and the collection 
of material culture from indigenous populations 
in an effort to document "vanishing races" will be 
discussed and contemporary practices of self-rep- 
resentation analyzed. Topics include the art/artifact 
debate, corporate sponsorship, the construction of 
identity, indigenous curation methods, legislative 
acts such as repatriation, and contested ideas about 
authenticity and authority. (TI) {S/H} 4 credits 
Nancy Marie Mithlo 
Offered Fall 2005 

241 Anthropology of Development 

The Anthropology of Development compares 
three explanatory models — modernization theory; 
dependency theory; and indigenous or alterna- 
tive development — to understand social change 
in the 20th century 7 . Who sponsors development 
programs and why? How are power, ethnicity, and 
gender relations affected? How do anthropologists 
contribute to and critique programs of social and 
economic development? The course will discuss is- 
sues of gender, health care, population growth, and 
economic empowerment with readings from Africa, 
Asia, Oceania and Latin America. {S} 4 credits 
Elliot Fratkin 
Offered Spring 2005, Spring 2006 

243 Indigenous Traditions and Ecology 

The course focuses on indigenous cultures and 
their basic assumptions about the nature of the 
world and of reality. One important issue we will 
focus on at the beginning of the course is the dif- 
ference between an oral consciousness and an 
alphabetic consciousness. The course will try to 



Anthropology 



85 



understand the epistemological assumptions of 
modernity that contribute to our global environ- 
ment crisis and how these differ from the assump- 
tions about the world that characterize different 
indigenous collectivities. An optional fieldwork lab 
is offered for this joint Smith/l'Mass course in the 
Peruvian High Amazon during January, adminis- 
tered by the International Program Office (IPO) at 
UMass. See their Web site (vvAVAv.umass.edu/ipo) 
and click on Peru for deadline and procedures for 
application, costs, and other relevant information. 
For Smith anthropology majors who attend the 
optional fieldwork lab in Peru, this course qualifies 
as Methods Intensive (MI). {S} 4 credits 
Frederique Appfel-Marglin and Brooke Thomas 
(Anthropology. I Mass) 

244 Colloquium: Gender, Science, and Culture 

Science will be looked at both historically as well 
as ethnographically. The scientific revolution in 
16th and Pth century 'Western Europe was an 
exclusively male enterprise which deliberately ex- 
cluded women. This course will focus on the ori- 
gins, meaning and manifestations of this exclusion 
and try to understand how it has shaped the nature 
of scientific inquiry The course will range from 
women's explicit exclusion from the beginnings of 
science in 16th and l"th century Western Europe 
to contemporary practices of in vitro fertilization 
and germ-line engineering. Limited enrollment. 
(MI) {S} 4 credits 
Frederique Apjfel-Marglin 
Offered Fall 2004, Fall 2005 

248 Medical Anthropology 

i The cultural construction of illness through an 
examination of systems of diagnosis, classification, 
and therapy in both non-Western and Western 
societies. Special attention given to the role of the 
traditional healer The anthropological contribution 
to international health care and to the training of 
physicians in the United States. Enrollment limited 
to 30. {S/N} 4 credits 
Donald Joralemon 
Offered Fall 2004, Fall 2005 

249 Visual Anthropology 

The process of translating culture by visual repre- 
sentation often infers notions of authority, objec- 
tive and fixed realitv. Contextual and revisionist 



strategies in visual anthropology challenge these 
earlier interpretative models by incorporating 
multiple perspectives and making theoretical aims 
explicit. This course addresses the use of visual 
recording in anthropology both as a documentary 
research method and as an exploration of unique 
visual worlds. Works analyzed include the visual 
ails. film, photography, museum exhibits and mate- 
rial culture. Global concerns such as appropria- 
tion, commercialization and representation will be 
discussed in case study analyses. {S} 4 credits 
Nancy Marie Mithlo 
Offered Spring 2006 

250 Native American Representations 

This course offers an overview of the historic and 
contemporary experiences of Native people in 
North America through an examination of oral 
history, biography, art. ethnographic texts, film 
and scholarly analysis. The impact of government 
policies including boarding schools, adoption and 
relocation, will be discussed as well as tribal self- 
determination efforts such as cultural resource 
management, language retention and enrollment 
policies. The articulation of indigenous knowledge 
systems in understanding environmental, health 
and educational issues will be highlighted as well 
as varying ideas of gender and power. Native Amer- 
ican women's life histories and perspectives will be 
emphasized. {S} 4 credits 
Mart a Carlson 
Offered Spring 2005 

251 Women and Modernity in East Asia 

This course explores the roles, representations 
and experiences of women in 20th-century China, 
Korea, Vietnam and Japan in the context of the 
modernization projects of these countries. Through 
ethnographic and historical readings, film and 
discussion this course examines how issues per- 
taining to women and gender relations have been 
highlighted in political, economic and cultural in- 
stitutions. The course compares the ways that Asian 
women have experienced these processes through 
three major topics: war and revolution, gendered 
aspects of work, and women in relation to the fam- 
ily This course is co-sponsored by, and cross-listed 
in. the East Asian Studies Program. {S} 4 credits 
Suzanne Zbang-Gottscbang 
Offered Spring 2005. Spring 2006 



Anthropology 



252 The City and the Countryside in China 

With more than 80 percent of its population based 
in rural areas, China is usually viewed as a primar- 
ily agrarian society. However, economic reforms in 
the last twenty years have brought about dramatic 
growth in China's urban areas. This course exam- 
ines the conceptualization of urban and rural China 
in terms of political and economic processes and 
social relations from the Communist revolution in 
1949 to the present day. Against this background, 
the course explores how broader social theoretical 
concerns with concepts such as tradition/moder- 
nity and state/society have been taken up in the 
anthropology of China. {S} 4 credits 
Suzanne Zhang-Gottschang 
Offered Fall 2004 

253 Introduction to East Asian Societies and 
Cultures 

This course provides a survey of the anthropol- 
ogy of contemporary East Asian societies. We will 
examine the effects of modernization and develop- 
ment on the cultures of China, Japan and Korea. 
Such topics as the individual, household and fam- 
ily; marriage and reproduction; religion and ritual; 
and political economic systems are introduced 
through ethnographic accounts of these cultures. 
The goal of this course is to provide students with 
sufficient information to understand important 
social and cultural aspects of modern East Asia. 
{S} 4 credits 

Suzanne Zhang-Gottschang 
Offered Fall 2005 

254 Gender, Media and Culture in India 

This course starts by examining the representations 
of Indian women in colonial and postcolonial me- 
dia. Informed by ethnographic studies and sources 
drawn from radio, television, documentaries, Hol- 
lywood films, the advertisement industry; and print 
journalism, students learn to assess gender roles 
and feminist interventions in debates surrounding 
nationalism, violence, religion, caste, sexuality, 
family and political economy. {S} 4 credits 
Ravina Agganval 
Offered Spring 2005 

255 Dying and Death 

Death, the "supreme and final crisis of life" (Ma- 
linowski), calls for collective understandings and 



communal responses. What care is due the dying? 
What indicates that death has occurred? How is 
the corpse to be handled? The course uses eth- 
nographic and historical sources to indicate how 
human communities have answered these ques- 
tions, and to determine just how unusual are the 
circumstances surrounding dying in the contem- 
porary Western world. Enrollment limited to 20. 
Prerequisite: 130 or permission of the instructor. 
{H/S} Wl 4 credits 
Donald Joralemon 
Offered Spring 2005 

258 Performing Culture 

This course analyzes cultural performances as sites 
for the expression and formation of social identity. 
Students study various performance genres such 
as rituals, festivals, theater, music, dance, parades 
and functions. Topics include expressive culture 
as resistance; debates around authenticity; the 
performance of gender, race, and class identities; 
nationalism and ethnicity; the effects of globaliza- 
tion on indigenous performances; and the transfor- 
mation of folk performances in the wake of radio, 
film, and television. Enrollment limited to 30. (MI) 
{L/H/S} 4 credits 
Ravina Aggarwal 
Offered Spring 2006 

262 Religious Fundamentalism 

Subject to the approval of the Committee on Aca- 
demic Priorities. 

This course investigates the nature of religious 
fundamentalism in the world today. We seek to 
understand how specific forms of fundamentalist 
practice, ideology; and institutions have emerged 
from particular historical encounters, especially 
with modernity, science, liberalism and colonial- 
ism. At the same time, we will explore the ideal of 
fundamentalism as a general category of religion 
with validity across cultural contexts, in order to 
examine, and interrogate the tension between the 
study of particular cultures and the generation of 
cross-cultural categories of knowledge arising out 
of those particulars. Case studies will be drawn 
from contemporary studies of Jewish, Christian, 
Muslin, Buddhist and Hindu fundamentalists. (E) 
{S} 4 credits 
Abraham Zablocki 
Offered Fall 2004 



Anthropology 



87 



Seminars 



340 Seminar: Postcolonial Politics: Identity, 
Power and Conflict in the Developing World 
NXliat common features define national political 
interests, privilege and personal security in the 
developing world? The seminar will explore the 
contemporary logic that sustains individual strate- 
gies for survival, the power of the elites and the 
prominence of armed conflict as a national and 
regional agenda. Topics include ethnicity and sec- 
tarianism as political identity; Islam and Christianity 
as ideologies of engagement and resistance; and 
the unprecedented human cost of postcolonial 
conflicts: refugees, child soldiers and ethnic geno- 
cide. {H/S} 4 credits 
Elizabeth Hopkins 
Offered Fall 2005 

342 Seminar: Topics in Anthropology 

4 credits 

Topic: The Anthropology of Food 
This seminar employs anthropological approaches 
to understand the role of food in social and cul- 
tural life. Using ethnographic case studies from 
East Asia, Latin America, Africa and the United 
States, the course will examine topics such as bio- 
cultural dimensions of food and nutrition; food 
and nationalism; symbolic value of food; food and 
identity; food taboos and restrictions; etiquette 
and manners in eating; body image and eating; 
transnationalism and global food industries; famine 
and food policy. Through the investigation of these 
topics, students will also gain an understanding of 
major theoretical trends and debates in anthro- 
pology. Students will conduct small field-based 
research projects as a part of their participation in 
the seminar. {S} 4 credits 
Suzanne Zhang-Gottschang 
Offered Spring 2005 

Topic: Motherhood 

Motherhood integrates economic, political, bio- 
logical and social processes. The study of mother- 
hood in the early days of anthropology frequently 
focused on how it functioned in terms of kinship 
and reproduction. With the developments in femi- 
nist theory within and outside of anthropology. 



however, we have come to understand that mother- 
hood may provide insights into structures of power, 
dynamics of gender relations, identity politics as 
well as economic relations. This research has de- 
stabilized a naturalized understanding of mother- 
ing. As a result, motherhood as an institution and 
experience is understood to van' across time and 
space, history, society and culture. Motherhood will 
be treated here as a cluster of practices, ideas and 
experiences that are linked to issues of sexuality, 
reproduction, power and authority, personhood, 
consumption, morality and social order and disor- 
der. Our purpose in this seminar is to review some 
of the major works on motherhood produced by 
anthropologists in recent years and contextualize 
them in light of feminist theory. {S} 4 credits 
Suzanne Zhang-Gottschang 
Offered Spring 2006 

343 Seminar: Travel, Tourism and Culture 

Tins course examines travel as a way of know- 
ing the world using ethnographies, travelogues, 
films, tourist brochures and guidebooks. Topics 
include the transforming role that travel plays in 
the representation of other places and peoples, the 
emergence and organization of mass tourism, its 
impact on identity; family, race and class statuses of 
both hosts and guests, global economic pressures 
and sites of resistance to tourism, possible ways to 
ensure alternative and responsible travel. Prerequi- 
site: permission of the instructor. {S} 4 credits 
Ravina Aggarwal 
Offered Fall 2005 

344 Seminar: Topics in Medical Anthropology 

Topic: Theory in the Social Sciences of Medicine. 
A selective review of social science theory applied 
to sickness and healing, drawing material from an- 
thropology and sociology. Key themes include the 
concept of the "sick role," the impact of class and 
ethnicity on disease patterns, the social structure 
of medical systems, medical ecology, and world 
systems models applied to health and disease. Pre- 
requisite: ANT 248 or permission of the instructor 
(TI){S} 4 credits 
Donald Joralemon 
Offered Spring 2005 



Anthropology 



347 Seminar: Topics in Anthropology 

Topic: Ethnographic Film Studies. This course 
considers the history and development of eth- 
nographic and transcultural filmmaking. It is an 
in-depth exploration of important anthropological 
films in terms of content, methodology and tech- 
niques. The multiple and sometimes conflicting 
motivations of filmmakers, subjects, sponsors and 
audience will be examined with a consideration 
given to the challenges of new anthropological 
paradigms and indigenous media productions. 
Issues of gender, authorship and power are dis- 
cussed through screenings, lecture, ethnographies, 
theoretical readings and classroom discussions. 
Students will develop a critical perspective for view- 
ing films, videos and representations. This course 
requires additional weekly film screenings outside 
of class. {H/S} 4 credits 
Nancy Marie Mithlo 
Offered Fall 2005 

348 Seminar: Topics in Development 
Anthropology 

Topic: Health in Africa. This seminar focuses on 
issues of demography, health, nutrition, and dis- 
ease on the African continent, contextualized in the 
social, economic and political activities of human 
populations. The course discusses the distribution 
and food production systems of human groups in 
particular environments, the incidence and preva- 
lence of infectious diseases including malaria, tu- 
berculosis, river blindness, measles, and HIV/AIDS, 
and varying approaches to health care including 
traditional medicine and the availability of Western 
treatment. Background in African studies or medi- 
cal anthropology preferred. {S} 4 credits 
Elliot Fratkin 
Offered Spring 2006 

350 Seminar: Writing Lives, Representing 
Culture 

This course focuses on the use of life history and 
life story methods by anthropologists to understand 
and portray cultural worlds. Students learn to work 
on their own projects after reading from classic 
and controversial works and by engaging with vari- 
ous topics such as selection of subjects, identifying 
archives, questions of style and genre, the ethics of 
representation, problems of translation and con- 
sumption, biography as cultural history, writing as 



witnessing and political action. (MI) {S} 4 credits 
Ravina Aggarwal 
Offered Fall 2004 

Cross-listed and 
Interdepartmental Courses 

REL 110 Archaeology of Israel and Palestine 

4 credits 

Michael Sugerman 
Offered Spring 2005 

General Courses 

400 Special Studies 

By permission of the department, for junior and 
senior majors. 2 to 4 credits 
Offered both semesters each year 

408d Special Studies 

8 credits 

Full-year course; Offered each year 

The Major in Anthropology 

Advisers: Ravina Aggarwal, Frederique Apffel- 
Marglin, Elliot Fratkin, Elizabeth Hopkins, Donald 
Joralemon, Nancy Marie Mithlo, Suzanne Zhang- 
Gottschang. 

Adviser for Study Abroad: Elliot Fratkin 

Requirements: Eight (8) courses in anthropol- 
ogy and three (3) that may be in anthropology or 
in related fields. Majors must take "Introduction 
to Cultural Anthropology" (130), one course des- 
ignated or approved as "theory intensive" (TI), 
one course designated or approved as "methods 
intensive" (MI) and a Smith anthropology seminar. 
In addition, students are strongly encouraged to 
study a language spoken in the geographic region 
of her interest. 

Students majoring in anthropology are encouraged 
to consider an academic program abroad during 
their junior year. In the past, majors have spent a 



Anthropology 



89 



term or year in India, Kenya, Senegal, South Africa, 
Scotland, Ecuador, Mexico, Costa Rica and Nepal. 
Students planning to spend the junior year abroad 
should take at least one but preferably two courses 
in anthropology during the sophomore year. Stu- 
dents should discuss their study abroad plans with 
advisers, particularly if they wish to do a special 
studies or senior thesis upon their return. 

Majors interested in archaeology or physical 
anthropology may take advantage of the excellent 
resources in these two areas at the University of 
Massachusetts or enroll in a fieldwork program at 
a training university during their junior year. 



Requirements: 

1. A total of eight courses above the basis, includ- 
ing all the requirements for the major. 

2. A thesis (430, 432) written during two se- 
mesters, or a thesis (43 1 ) written during one 
semester. 

3. An oral examination on the thesis. 



The Minor in Anthropology 

Advisers: Ravina Aggarwal, Frederique Apffel- 
Marglin, Elliot Fratkin, Elizabeth Hopkins, Donald 
Joralemon, Nancy Marie Mithlo, Suzanne Zhang- 
Gottschang 

Requirements: Six (6) courses in anthropology; 
including 130 or 131, and a Smith anthropology 
seminar. Minors are encouraged to include either a 
theory or methods intensive course. 

Honors 

Director: Frederique Apffel-Marglin 

Basis: 130 or 131 for the anthropology major, ANT 
130 or ANT 131 and SOC 101 for the sociology and 
anthropology 7 major. 



430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 
8 credits 
Offered each Fall 



432d Thesis 

12 credits 

Full-year course; Offered each year 



90 



Archaeology 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisory Committee 

H. Allen Curran, Professor of Geology 

Karl Donfried, Professor of Religion and Biblical 

Literature 
**' Elizabeth Hopkins, Professor of Anthropology 7 
Caroline Houser, Professor of Art 
■ 2 Joel Kaminsky, Associate Professor of Religion 

and Biblical Literature 
Barbara Kellum, Professor of Art 
Dana Leibsohn, Associate Professor of Art 
Richard Lim, Associate Professor of History, 

Director 



Christopher Loring, Director of Libraries 
f l Nana' Mithlo, Assistant Professor of 

Anthropology 
Thalia Pandiri, Professor of Classical Languages 

and Literatures and of Comparative Literature 
Neal Salisbury, Professor of History 
Marjorie Senechal, Professor of Mathematics 

Lecturer 

Susan Allen, Ph.D. 



The interdepartmental minor in archaeology 7 is a 
complement to any one of several departmental 
majors. Archaeological methods and evidence can 
be used to illuminate various disciplines and will 
aid the student in the analysis of information and 
data provided by field research. 

211 Introduction to Archaeology 

An introduction to interdisciplinary archaeological 
inquiry. The goals of archaeology; concepts of time 
and space; excavation techniques; ways of ordering 
and studying pottery, skeletal remains, stone and 
metal objects, and organic materials. Archaeologi- 
cal theory and method and how each affects the 
reconstruction of the past. Illustrative material, 
both prehistorical and historical, will be drawn 
primarily but not exclusively from the culture of the 
Mediterranean Bronze Age and the time of Homer. 
Enrollment limited to 30. {H/S} 4 credits 
Susan Allen 
Offered Fall 2004 

400 Special Studies 

By permission of the Archaeology Advisory Com- 
mittee, for junior or senior minors. 2 or 4 credits 
Offered both semesters each year 



The Minor 

Requirements: 
1. ARC211. 



2. A project in which the student works outside of 
a conventional classroom but under appropri- 
ate supervision on an archaeological question 
approved in advance by the Advisory Committee. 
The project may be done in a variety of ways and 
places; for example, it may be excavation (field 
work) , or work in another aspect of archaeol- 
ogy in a museum or laboratory, or in an area 
closely related to archaeology 7 such as geology 
or computer science. Students are encouraged 
to propose projects related to their special in- 
terests. 

This project may be, but does not need to be, 
one for which the student receives academic 
credit. If the project is an extensive one for 
which academic credit is approved by the Regis- 
trar and the Advisory Committee, it may count as 
one of the six courses required for this minor. 

3. Four additional courses (if the archaeological 
project carries academic credit) or five (if the 
archaeological project does not cam academic 
credit) are to be chosen, in consultation with 
the student's adviser for the minor, from the 
various departments represented on the Adviso- 
ry Committee (above) or from suitable courses 
offered elsewhere in the Five Colleges. A list of 
possible courses is available from the advisers. 

No more than two courses counting toward the 
student's major program may be counted toward 
the archaeology 7 minor. Only four credits of a lan- 
guage course may be counted toward the minor. 



91 



Art 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

'' Marylin Martin Rhie, Ph.D. (Art and East Asian 

Studies) 
Chester J. Michalik, M.F.A. 
Dwight Pogue, M.F.A. 

Gary L. Niswonger, M.Ed., M.F.A., Associate Chair 
*- Craig Felton, Ph.D. 
Caroline Houser, Ph.D. 
*' Susan Heideman, M.F.A. 
-John Davis, Ph.D., Chair 
Barbara A. Kellum, Ph.D. 
-' A. Lee Burns, M.S., M.F.A. 

Professor-in-Residence 
Barry Moser, B.S. 

Associate Professors 

Brigitte Buettner, Ph.D. 
John Moore, Ph.D. 
Dana Leibsohn, Ph.D. 

Harnish Visiting Artist 

Meridel Rubenstein, M.A., M.F.A. 



Assistant Professors 
Roger Boyce, M.F.A. 
Frazer Ward, Ph.D. 
Lynne Yamamoto, M.A. 

Lecturers 

Carl Caivano, M.F.A. 

Katherine Schneider, M.F.A. 

Suzannah Fabing, A.M. 

Martin Antonetti, M.S.L.S. 

John Gibson, M.F.A. 

Gretchen Schneider, M. Arch. 

Barbara Lattanzi, M.A. 

Karen Koehler, Ph.D. 

Nina James. Ph.D. (Art and Landscape Studies) 

Susan Kart, MA, M.Phil. 

Elizabeth Meyersohn, M.F.A. 

Valija Evalds, M.Phil. 

Lucretia Knapp, M.F.A. (Art and Film Studies) 

Jane Lund 

Assistant in Architecture 

Kirin Joya Makker, MA, M.Arch. 



The Department of Art believes that visual literacy 
is crucial to negotiations of the contemporary 
world. Consequendy, equal weight is given to studio 
practice and historical analysis. Courses focus on 
images and the built environment and seek to fos- 
ter an understanding of visual culture and human 
expression in a given time and place. 

Students planning to major or to do honors 
work in art will find courses in literature, phi- 
losophy, religion, and history taken in the first two 
years valuable. A reading knowledge of foreign lan- 
guages is useful for historical courses. Each of the 
historical courses may require one or more trips to 
Boston, New York or other places in the vicinity for 
the study of original works of art. 

Courses in the history of art are prefixed ARH; 
courses in studio art are prefixed ARS. 



A. The History of Art 



INTRODUCTORY COURSES 

Courses at the 100 level are open to all students; 
there are no prerequisites. 

ARH 101 Approaches to Visual 
Representation (C) 

Emphasizing discussion and short written as- 
signments, these colloquia have as their goal the 
development of art historical skills of description, 
analysis, and interpretation. Each section is limited 
to 20 students. 



92 



Art 



Advertising and Visual Culture 
By analyzing advertisements — from ancient Pom- 
peian shop signs and graffiti to contemporary 
multimedia appropriations — this course will seek 
to understand how images function in a wide ar- 
ray of different cultures. In developing a historical 
sense of visual literacy, we'll also explore the shift- 
ing parameters of "high" art and "low" art, the 
significance of advertising in contemporary art, and 
the structuring principles of visual communication. 
{H/A} 4 credits 
Barbara Kellum 
Offered Fall 2004 

The Home as a Work of Art 
Using examples of domestic design throughout the 
world and the ages, we will examine in detail vari- 
ous facets of the setting and the building, its spatial 
organization, materials and accoutrements, and the 
way it serves and represents ideas about gender, 
the family as a social and productive unit, and 
moral and aesthetic values. {H/A} Wl 4 credits 
Valija Evalds 
Offered Fall 2004, Spring 2005 

Realism: The Desire to Record the World 
Throughout history, artists have sought to re-create 
the natural world; indeed "Realism" has been a 
driving force behind representation from the earli- 
est human-made images to the invention of pho- 
tography to computer-generated pictures. In some 
cases, this Realist intention has meant designing 
the built environment to human scale; in others it 
has meant trying to record seasonal changes and 
simple human activities; in others still Realism has 
been used to suggest the presence of the divine 
in everyday objects. Whether accurately or sym- 
bolically, through the blatant use of materials or 
through virtuoso trickery, artists have consistently 
tried to transfer scenes from the "real world" onto 
other surfaces or sites. This course will explore the 
artistic motivation of Realism formally, thematically 
and contextually from ancient times to the present. 
{H/A} Wl 4 credits 
Karen Koehler 
Offered Fall 2004 

Art and Death 

Through an examination of key architectural, 

sculpted and painted monuments from a variety of 



different cultures we will study funerary beliefs and 
rituals, asking how art has been mobilized across 
the ages to frame the disruptive experience of 
death. {H/A} 4 credits 
Brigitte Buettner 
Offered Spring 2005 

Writing Art/Art Writing 

This class will introduce students to a wide range 
of art objects and ways of writing about them, 
considering both art and writing from various his- 
torical periods, and including different cultural and 
disciplinary perspectives. The class will consider 
writing — always together with the objects it seeks 
to understand — from within art history, as well as 
artists' writing fiction, popular media, and texts 
from disciplines including anthropology, sociology 
and philosophy Topics may include indigenous 
critiques of anthropological writing about Austra- 
lian aboriginal art, and the reception of aboriginal 
art within contemporary art; artists' writings in 
relation to criticism of their works and in relation 
to biographical and fictional accounts of their lives; 
the ways in which scholarship appropriates frag- 
mentary ancient material; poetry that takes visual 
art as its starting point; visual art that is primarily 
textual. Students will learn to assess what is at stake 
in different ways of writing about art, in relation to 
the contexts in which both the art and the writing 
appear. Wl {A/H} 4 credits 
Frazer Ward 
Offered Fall 2004 

Designing, Depicting, and Destroying Land- 
scapes 

Landscapes cover the globe. How have humans 
dealt with their landscapes through the ages and 
around the world? This course will examine how 
and why places have been conquered, designed, 
painted, printed, sculpted, filmed, woven, recycled, 
forgotten or destroyed. Balancing the real and the 
representational, specific topics will include land 
art, memorials, public parks, historic preservation, 
gardens of paradise, Chinese scrolls, medieval tap- 
estries and Impressionism. {H/A} 4 credits 
Ninajames 
Offered Spring 2005 

Scenes of Sacrifice 

This class focuses on sacrifice and its ties to vi- 



Art 



93 



sual representation. Our primary concern: how 
and why sacrificial acts, images and objects have 
been — and continue to be — invested with mean- 
ing in different contexts. Along with specific sacri- 
ficial scenes and rites, we will address issues and 
methods of analysis in the visual arts. Examples 
will be drawn from Europe, Africa, Asia, and the 
Americas, and from antiquity to the present. {H/A} 
Wl 4 credits 
Dana Leibsohn 
Offered Fall 2004 

ARH 120 Introduction to Art History: Asia 

Tins course presents a survey of the art of Asia by 
exploring the major periods, themes, monuments 
of architecture, painting and sculpture and the 
philosophical and religious underpinnings from 
the earliest times to the 18th century. Study will 
be centered on the art of India, China and Japan 
with some attention given to Central Asia, Tibet, Sri 
Lanka, Indonesia and Korea. Enrollment limited to 
40. {H/A} 4 credits 
Marylin Rhie 
Offered Spring 2005 

ARH 130 Introduction to Art History: Africa, 
Oceania, and Indigenous Americas 

This course examines how images and objects 
made by Africans, Pacific Islanders and Native 
Americans create meaning — in both their original 
historical settings and those of Euro-American mu- 
seums, galleries and tourist sites. Among the ma- 
terials we examine: Inca architecture from South 
America, sculpture and photography from West 
Africa and contemporary paintings from Australia. 
Over the semester we will study specific cultural 
traditions at particular historical monuments, visit 
museums and galleries, and become familiar with 
academic and popular vocabularies and theories 
for discussing African, Oceanic and indigenous 
American arts. Enrollment limited to 40. {H/A} 
4 credits 
Susan Kart 
Offered Fall 2004 

ARH 140 Introduction to Art History: Western 
Traditions 

This course examines a selection of key buildings, 
images, and objects created from the prehistoric 
era, the ancient Mediterranean and medieval times, 



to European and American art of the last 500 years. 
Over the semester we w ill study specific visual and 
cultural traditions at particular historical moments, 
and become familiar with basic terminology; 
modes of analysis and methodologies in art history. 
Enrollment limited to 40. {H/A} 4 credits 
Craig I'elt on John Moore 
Offered both semesters 

LECTURES AND COLLOQUIA 
Group I 

ARH 204 Ancient America: Art, Architecture, 
and Archaeology (L) 

Pre-Hispanic visual culture will be the focus of 
this class. We will cross both Mesoamerica and 
the Andes, giving particular attention to the Aztecs, 
Inca and Maya. Along with architecture, textiles, 
sculpted works and book arts, we will consider 
current debates in art history and archaeology. 
Among the themes we will discuss: collecting and 
questions of cultural patrimony; tourism and its ties 
to archaeology 7 ; relationships between art histori- 
cal and anthropological modes of interpretation. 
{H/A} 4 credits 
Dana Leibsohn 
Offered Spring 2005 

ARH 212 Ancient Cities and Sanctuaries (L) 

Exploration of civic and religious centers in se- 
lected sites of the ancient Mediterranean world 
and areas related to it in countries known today by 
their modern names of Greece, Turkey, Italy. Egypt 
and Ethiopia. We will examine spatial plans, ar- 
chitecture and other artistic forms that range from 
sculpture and painting to public ceremonies. Using 
archaeological, literary and historical evidence, 
we will consider ways that social, political and 
religious factors shape cities and sanctuaries and 
will make comparisons with a variety of other sites 
such as medieval Iceland and modern America. 
{H/A} 4 credits 
Barbara Kellum 
Offered Spring 2005 

ARH 285 Great Cities (L) 

Topic: Pompeii. A consideration of the ancient 
city: architecture, painting, sculpture and objects of 



94 



Art 



everyday life. Women and freedpeople as patrons 
of the arts will be emphasized. The impact of the 
rediscovery of Pompeii and its role as a source of 
inspiration in 18th-. 19th- and 20th-century art will 
also be discussed. No prerequisite. {H/A} 4 credits 
Barbara Kellum 
Offered Fall 2004 

Group II 

ARH 228 Islamic Art and Architecture (L) 

This course surveys the architecture, landscape, 
book arts and luxury objects produced in Islamic 
contexts from Spain to India, and from the 7th 
through the 20th centuries. Attention will be 
focused upon the relationships between Islamic 
visual idioms and localized religious, political, 
and socioeconomic circumstances. In particular, 
lectures and readings will examine the vital roles 
played by theology; royal patronage, ceremonial, 
gift exchange, trade and workshop practices in the 
formulation of visual traditions.Prerequisite: One 
100-level course in art history or permission of the 
instructor. {H/A} 4 credits 
To be announced 
Offered Spring 2005 

ARH 232 Romanesque Art (L) 

A study of a selected range of monuments-built, 
sculpted and painted-embedded in the larger 
historical and cultural context of the "feudal age." 
Special emphasis on cross-disciplinary perspec- 
tives as a way to understand the Romanesque 
visual landscape in relation to competing religious 
claims; local identities; relics and pilgrimages; sto- 
ries of marvels and monsters; and the significance 
of images of women, both sublime and abject, in a 
world dominated by monks and knights. {H/A} 
4 credits 

Brigitte Buettner 
Offered Fall 2004 

Group III 

ARH 240 Art Historical Studies (C) 

The Arts in England, 1485-1714 
Constitutional limits on monarchical power, the 
embrace of Protestantism, religious intolerance 
and fanaticism, regicide and revolution, and a 



much-vaunted (when not exaggerated and mislead- 
ing) insularity set the stage in England for patterns 
of patronage and a relationship to the visual arts 
both similar to and significantly different from 
modes established in Continental absolutist courts. 
While critically examining the perennial notion of 
"the Englishness of English art," we shall study the 
careers of the painters, printmakers, sculptors, 
architects, and landscape designers whose collec- 
tive efforts made English art, at long last, one to be 
reckoned with. {H/A} 4 credits 
John Moore 
Offered Fall 2004 

History of the Decorative Arts, 1400-1800 
In European royal and aristocratic courts (to say 
nothing of bourgeois households), the money, raw 
materials and workmanship expended to acquire 
(among other things) cameos and engraved gems, 
ceramics, clothing, embroideries, enamel, furni- 
ture, ivory, jewelry; manuscripts, medals, metal- 
work, printed books and tapestries far outstripped 
all outlays for paintings and sculptures. This course 
will examine these "minor" arts with an eye toward 
reconstructing both original contexts of patronage 
and use, changing patterns of protocol, permanent 
and ephemeral architectural frameworks, and mar- 
keting; considered as well are their status as highly 
prized collectors' objects, their role in the conduct 
of diplomacy and statecraft, and their exceptionally 
rich cultural and symbolic charge. No prerequisite. 
{H/A} 4 credits 
John Moore 
Offered Spring 2005 

ARH 252 Art of the Spanish Habsburgs (L) 

From Charles V, Holy Roman Emperor (Charles I 
of Spain) in the mid-sixteenth century, to Charles 
II, last of the Habsburg line at the end of the sev- 
enteenth century, this survey will investigate the 
purposes to which painting is used to satisfy reli- 
gious and political needs in what is called Spain's 
"Golden Age." The Venetian paintings, especially 
those of Titian — highly prized by Charles V and 
his son and successor Philip II — will be examined 
within the context of royal patronage and against 
the backdrop of global political power. The great 
age of Philip IV and the gradual diminution of 
Spain's influence — culminating in a rapid decline 
under Charles II — will also be considered through 



Art 



95 



artistic production, especially that of Velazquez and 
others at the court of the Spanish monarchy under 
the direction of the powerful prime minister, the 
Count-Duke Olivares. Works by painters, especially 
El Greco, Ribera. Velazquez, Zurbaran, Murillo and 
Coello will be the primary focus of this course. No 
prerequisite. {H/A} 4 credits 
Craig Felton 
Offered Spring 2005 

ARH 254 Baroque Art (L) 

During this age of the consolidation of power — 
that of Roman Catholicism and European national 
states — explorations around the globe, investiga- 
tions in science and innovations in the concepts of 
artistic design led to an explosion of styles, innova- 
tive and often revolutionary, in art. Post Counter- 
Reformation Italy and the reconsideration of art 
theory and design at the Academy of the Carracci 
in Bologna beginning about 1580, the emergence 
of a new artistic interpretation brought about by 
Caravaggio and his followers — first in Rome and 
then across Europe, and the subsequent change in 
styles to meet various political and regional needs 
will be examined. The class will explore painting 
and sculpture in Italy: with such artists as Annibale 
and Ludovico Carracci, Caravaggio, Gian Lorenzo 
Bernini, Pietro da Cortona, Guido Reni; France: 
Simon Vouet, Poussin, Claude, and Georges de La 
Tour; and Spain: El Greco, Ribera, Velazquez and 
Zurbaran. Recommended background: ARH 101 
or 1 40. {H/A} -t credits 
Craig Felton 
Offered Fall 2004 

ARH 258 European Art of the Eighteenth- 
Century (L) 

Painting, sculpture, architecture, urban and land- 
scape design, small-scale arts and printmaking, 
with examples drawn from France, Great Britain, 
Spain, Italian states, German-speaking principali- 
ties, Sweden and Russia. Recurring themes include 
artists' training; academies, aesthetics, and art the- 
ory; art criticism and the viewing public; collecting 
and display; patronage; encyclopedism and exoti- 
cism; antiquity; artistic production and statecraft 
(porcelain, illustrated books, ephemeral design); 
relationship of art to religion, politics, travel, litera- 
ture and science. {H/A} 4 credits 
John Moore 
Offered Spring 2005 



Group IV 

ARH 260 Art Historical Studies (C) 

4 credits 

Exhibiting Africa 

This class focuses upon recent debates in the 
exhibition of African art. Discussions will explore 
constructions of the category "primitive art," the 
cultural politics of museum exhibitions and the his- 
tory of collecting and displaying .African objects in 
the West. Working with the Smith College Museum 
of Art, students will have the opportunity to curate 
their own exhibition. The primary goal of tins 
course is to allow students to become well-versed 
in the complexities involved in collecting, owning 
and exhibiting African art. Prerequisite: ARH 130 
or permission of the instructor. {A/H} 
Dana Leibsohn 
Offered Fall 2004 

Twentieth-Century Islamic Art and Architecture 
This course will address not only how Islam is rep- 
resented in 20th-century religious art and archi- 
tecture, but also how Islam influences the work of 
contemporary artists working for a secular market. 
We will look at how Islamic traditions interrelate 
with local artistic modes of representation, fueling 
our discussion of how the human figure, tradition- 
ally perceived as absent from Islamic art, makes 
its appearance via these vehicles of local exchange. 
Prerequisite: one 100-level art history class or 
permission of the instructor. {H/A} 4 credits 
Susan Kart 
Offered Fall 2004 

Exhibiting Globalism 

This course traces the development of the con- 
temporary "globalism'" of art and its institutions, 
primarily through a history of key exhibitions, 
including "Primitivism,"' "Magiciens de la terre," 
"Global Conceptualism," "The Short Century," "The 
American Century" and "Documenta 11." We will 
work closely with the catalogues of these exhibi- 
tions and with texts detailing their reception, so 
as to develop an account of "the art world" and 
the culmre of international survey exhibitions. In 
conjunction with this, we will read theoretical texts 
examining the phenomenon of globalism from 
various disciplinary perspectives. Prerequisite: 



96 



Art 



one 100-level art history 7 class or permission of the 
instructor. {H/A} 4 credits 
Frazer Ward 
Offered Spring 2005 

Arts of the African Diaspora 
Despite a long history of interaction between Afri- 
can and European nations, the African diasporic 
situation arguably begins with the forced exodus 
of African peoples across the ocean as part of the 
trans-Atlantic slave trade in the mid- 19th century. 
The influx of African peoples into Europe, the 
United States, South America and the Caribbean 
sparked a cultural transformation in these areas 
that endures to the present day. Beginning with the 
arts of the Antebellum South in the United States, 
we will then proceed to examine the African tradi- 
tions present in the religious arts of Haiti and Cuba. 
The melding of African and Brazilian music and 
dance forms, such as the Mambo and Capoera, will 
provide an opportunity to explore diasporic tradi- 
tions beyond the realm of the visual arts. Finally, we 
will study works by African-American artists and 
contemporary African artists who have immigrated 
to European and American cities in pursuit of their 
art. Prerequisite: one 100-level art history course 
or permission of the instructor. {H/A} 4 credits 
Susan Kart 
Offered Spring 2005 

ARH 264 Arts in North America: Colonial 
Period to Civil War (L) 

Art and architecture of the English colonies, the 
early U.S. republic and the antebellum period. Em- 
phasis on the cultural significance of portraiture, 
the development of national and regional schools 
of genre and landscape painting, and the changing 
stylistic modalities in architecture. Prerequisite: 
one 100-level art history course or permission of 
the instructor. {H/A} 4 credits 
John Davis 
Offered Fall 2004 

ARH 276 European Art and Architecture, 
1900-1945 (L) 

An investigation of major artistic tendencies in 
20th-century art: Cubism, Futurism, Expressionist 
trends, Dada and Surrealism, among others. Con- 
sidered is the advent of abstraction, the reexamina- 
tion of artistic categories, and the importance for 



the arts of scientific and technological advances 
and of popular culture. Prerequisite: one 100-level 
art history course or permission of the instructor. 
{H/A} 4 credits 
Karen Koehler 
Offered Spring 2005 

ARH 281 Modernism and the Neo-Avant- 
Gardes, 1945-68 (L) 

This course surveys major developments in inter- 
national art framed by the end of World War II, the 
emergence of postcolonial states in the post-war 
period, and the social movements of the 1960s. 
Movements in art from abstract expressionism to 
the art of institutional critique are considered in 
relation to their international reception and adap- 
tation, their rhetorical, cultural, social and political 
contexts and in terms of transformations in ideas of 
modernism and the avant-garde. Not open to stu- 
dents who have taken ARH 279- Prerequisite: one 
100-level art history course or permission of the 
instructor. {H/A} 4 credits 
Frazer Ward 
Offered Fall 2004 

ARH 285 Great Cities (C) 

Topic: New York City. Architecture and planning 
from the 17th-century colony of New Amsterdam 
to the 21st-century metropolis. Special topics will 
include housing and urban reform, the develop- 
ment of the skyscraper, the beaux-arts movement, 
public sculpture, lower Manhattan in the wake of 
9/11, and the image of the city in paintings, prints 
and photographs. There will be three required day- 
long field trips to Manhattan. Prerequisites: one 
100-level and one 200-level course in art history, 
or permission of the instructor. {H/A} 4 credits 
John Davis 
Offered Spring 2005 

ARH 293 The Artist's Book in the 20th 
Century 

A survey of the genre from its beginnings in the 
political and artistic avant-garde movements of 
Europe at the turn of the 20th century through 
contemporary American conceptual bookworks. 
In particular, the course will examine the varieties 
of form and expression used by book artists and 
the relationships between these artists and the 
socio-cultural, literary and graphic environments 



Art 



97 



from which they emerged. In addition to extensive 
hands-on archival work in the library's Mortimer 
Rare Book Room and the museum's Selma Erving 
Collection of Litres d Artistes, students will read 
extensively in the literature of artistic manifestos 
and of semiotics, focusing of those critics who have 
explored the complex relationship of word and im- 
age. Prerequisite: one 100-level art history course 
or permission of the instructor. Enrollment limited 
to 12. {H/ A} 4 credits 
Martin Antonetti 
Offered Fall 2004 



OTHER 200-LEVEL COURSES 

ARH 294 Art Historical Methods (C) 

An examination of the work of the major theorists 
who have structured the discipline of art history. 
Recommended for junior and senior majors. 
Prerequisites: One 100-level and one 200-level 
art history course, or permission of the instructor. 
{H/A} 4 credits 
Brigitte Buettner 
Offered Fall 2004 

SEMINARS 

Seminars require both an oral presentation and a 
research paper. 

ARH 315 Studies in Roman Art 

Topic: At Home in Pompeii. The houses of ancient 
Pompeii — with their juxtapositions of wall-paint- 
ings, gardens and objects of display — will serve as 
the focus for an analysis of domestic spaces and 
what they can reveal about family patterns and the 
theatrics of social interaction in everyday life in 
another time and place. {H/A} 4 credits 
Barbara Kelliim 
Offered Spring 2005 

ARH 321 Studies in Medieval Art 

Topic: Representing the Other. Living at the edges 
of the known world (both real and imagined), the 
"fabulous races" were one of the major medieval 
literary and visual paradigm to represent the Other. 
We will examine how images have represented or 
misrepresented ethnic and cultural alterity, espe- 
cially from the 12th to the 15th centuries. Reading 



will range from Pliny the Elders' Natural History, 
medieval encyclopedias on natural history, travel 
accounts (Marco Polo), and epics {Romance of 
Alexander the Great), the "Renaissance'' treatise 
of Ambroise Pare, On Monsters and Marvels, 
down to contemporary theoretical models for 
discussing identity, diversity, hybridity and colonial- 
ism. {H/A} 4 credits 
Brigitte Buettner 
Offered Spring 2005 

ARH 340 Studies in Renaissance Art 

Topic. El Greco: Mannerist. Mystic. Modernist 
The career of El Greco — as the painter Dome- 
nikos Theotokopoulos was known in Spain — in 
its four locations (Crete, Venice, Rome, Spain) will 
be explored through his paintings. These works 
demonstrate his rapid absorption and incorpora- 
tion of artistic ideas of the period in which he lived 
as well as his personal and creative responses to 
the works of his contemporaries and of the artists 
of the earlier years of the 16th century- Artistic 
technique — composition, color, brushwork, ap- 
plication of paint — as well as artistic intent will be 
examined against the backdrop of art and politics 
in the late 16th century in Italy and Spain. {H/A} 
4 credits 
Craig Felton 
Offered Fall 2004 

ARH 374 Studies in 20th-century Art 

Topic: Performance, Video, New Media. Begin- 
ning with the emergence of performance and 
video in the 1960s and 1970s, this seminar will 
examine the art practices, issues and ideas that 
have driven the development of new media into the 
21st century. Key topics include duration, forms of 
presence, relations to technology, and questions 
of audience address and community formation. 
{H/A} 4 credits 
Frazer Ward 
Offered Spring 2005 

CROSS-LISTED AND 
INTERDEPARTMENTAL COURSES 

Although the following courses are listed in other 
departments, student may receive credit for them 
toward the Art major and minor. 



Art 



AMS 302 The Material Culture of New 
England 1630-1860 

Not for seminar credit. 

ARC 211 Introduction to Archaeology 

HST 218 Thought and Art in China 

LSS 105 Introduction to Landscape Studies 



SPECIAL STUDIES 

ARH 400 Special Studies 

1 to 4 credits 

Offered both semesters each year 

ARH 408d Special Studies 

8 credits 

Full year course; Offered each year 



B. Studio Courses 

A fee for basic class materials is charged in all stu- 
dio courses. The individual student is responsible 
for the purchase of any additional supplies she may 
require. The department reserves the right to retain 
examples of work done in studio courses. 

All studio courses require extensive work be- 
yond the six scheduled class hours. 

Please note that all studio art courses have lim- 
ited enrollments. 



INTRODUCTORY COURSES 

Studio courses at the 100 level are designed to 
accept all interested students with or without previ- 
ous art experience. Enrollment is limited to 18 per 
section, unless otherwise indicated. Two 100-level 
courses are generally considered the prerequisites 
for 200 and 300-level courses, unless otherwise 
indicated in the course description. However, the 
second 100-level course may be taken during the 
same semester as an upper-level course, with the 
permission of the instructor. Priority will be given 
to entering students and plan B and C majors. 



ARS 161 Design Workshop I 

An introduction to visual experience through a 
study of the basic principles of design. {A} 
4 credits 

A. Lee Burns, Chester Michalik, CarlCaivano 
Offered both semesters 

ARS 162 Introduction to Digital Media 

An introduction to visual experience through a 
study of basic principles of design. All course work 
will be developed and completed using the func- 
tions of a computer graphics work station. Enroll- 
ment limited to 14. Permission of the instructor 
required. {A} 4 credits 

Barbara Lattanzi, Lynne Yamamoto, Lucretia 
Knapp 
Offered both semesters 

ARS 163 Drawing I 

An introduction to visual experience through a 

study of the basic elements of drawing. {A} 4 

credits 

Roger Boy ce, Dwight Pogue, Gary Niswonger, 

Carl Caivano, Elizabeth Meyersohn, Jane Lund 

Offered both semesters 

ARS 164 Three-Dimensional Design 

An introduction to design principles as applied to 
three-dimensional form. {A} 4 credits 
A. Lee Burns, Lynne Yamamoto 
Offered both semesters 



INTERMEDIATE COURSES 

Intermediate courses are generally open to stu- 
dents who have completed two 100-level courses, 
unless otherwise stated. Priority will be given to 
plan B and C majors. Students will be allowed to 
repeat courses numbered 200 or above provided 
they work with a different instructor. 

ARS 263 Intermediate Digital Media 

This course will build working knowledge of mul- 
timedia digital work through experience of web 
design and delivery sound and animation software. 
Prerequisite: ARS 162. {A} 4 credits 
Barbara Lattanzi 
Offered Fall 2004 



Art 



99 



ARS 266 Painting I 

Various spatial and pictorial concepts are investi- 
gated through the oil medium. Prerequisite: 163 or 
permission of the instructor. Enrollment limited to 
15. {A} 4 credits 
Roger Boy ce, John Gibson 
Offered both semesters 

ARS 269 Offset Printmaking I 
Introduction to the printmaking technique of hand 
drawn lithography, photographic halftone lithog- 
raphy through Adobe Photoshop and linocut. May 
be repeated once for credit. Prerequisites: 161, or 
permission of the instructor. Enrollment limited to 
12. {A} 4 credits 
D wight Pogue 
Offered Fall 2004 

ARS 270 Offset Monoprinting 

Printmaking using the flat-bed offset press with 
emphasis on color monoprinting. Prerequisites: 
161 or permission of the instructor. Enrollment 
limited to 15. {A} 4 credits 
D wight Pogue 
Offered Spring 2005 

ARS 272 Intaglio Techniques 

An introduction to intaglio techniques, particularly 
collagraph, drypoint, etching and engraving. Pre- 
requisites: 161, or 162, or 163, or permission of 
the instructor. Enrollment limited to 15. {A} 
i 4 credits 
Gary Mswonger 
Offered Fall 2004 

ARS 273 Sculpture I 

The human figure and other natural forms. Work 
in modeling and plaster casting. Prerequisites: l6l 
and 163, or permission of the instructor. Enroll- 
ment limited to 16. {A} 4 credits 
A. Lee Bums 
Offered Fall 2004 

ARS 274 Projects in Installation I 

This course is an investigation of strategies de- 
ployed in the creation of work that exists in space. 
The thematic focus will be on physical and social 
sites, including site-specific practices and models 
referencing archives, museums, period rooms and 
sites of commerce, among others. Course work 



includes a series of projects, critiques and class 
discussion of readings, and short papers. Prereq- 
uisites: ARS 1()1 . ARS 164 or permission of the 
instructor. Enrollment limited to 15. {A} 4 credits 
Lynne Yamamoto 
Offered Spring 2005 

ARS 275 The Book: Theory and Practice I 

Investigates (1) the structure and history of the 
Latin alphabet, augmenting those studies with an 
emphasis on the practice of calligraphy, (2) a study 
of typography that includes the setting of type by 
hand and learning the rudiments of printing type, 
and (3) the study of digital typography. Enrollment 
limited to 12. Admission by permission of the in- 
structor. {A} 4 credits 
Barry Moser 
Offered Fall 2004 

ARS 282 Photography I 

An introduction to visual experience through a 
study of the basic elements of photography as an 
expressive medium. Recommended: 161, or 163, 
or permission of the instructor. Enrollment limited 
to 20 per section. {A} 4 credits 
Chester Michalik Meridel Rubenstein 
Offered both semesters 

ARS 283 Introduction to Architecture: Site 
and Space 

How are decisions about the built environment 
made? What might the future be? This hands-on 
course introduces students to architectural design. 
Broad discussions include landscape, urban and 
architectural contexts, while small-scale projects 
lead students through a full design process, from 
site observation and analysis to design develop- 
ment and presentation. At least one project will be 
designed, constructed and experienced full scale, 
in its intended site. Prerequisite: one art history- 
course at the 100 level. Enrollment limited to 24. 
{A} 4 credits 
Gretchen Schneider 
Offered Fall 2004 

ARS 285 Introduction to Architecture: 
Language and Craft 

What are the languages of arcliitecture? In what 
visual ways do landscape architects, designers and 
urban planners speak? This hands-on course in- 



100 



Art 



troduces students to the craft of architecture, using 
the techniques of the studio as means for discovery, 
analysis and investigation. Using both 2-D and 3-D 
representations, students will work by hand and by 
computer using various techniques and media to 
explore and develop skills of architectural commu- 
nication. Prerequisite: one art history course at the 
100 level. Enrollment limited to 24. {A} 4 credits 
Gretchen Schneider 
Offered Spring 2005 



ADVANCED COURSES 

Advanced courses are generally open to students 
who have completed one intermediate course, un- 
less stated otherwise. 
Priority is given to Plan B and C majors. 

ARS 361 Interactive Digital Multimedia 

This art studio course emphasizes individual 
projects and one collaborative project in computer- 
based interactive multimedia production. Partici- 
pants will extend their individual experimentation 
with time-based processes and development of 
media production skills (3D animation, video and 
audio production) — developed in the context of 
interactive multimedia production for performance, 
installation, CD-ROM or Internet. Critical examina- 
tion and discussion of contemporary examples 
of new media art will augment this studio course. 
Prerequisites: ARS 162 and permission of the in- 
structor. Enrollment limited to 14. {A} 4 credits 
Barbara Lattanzi 
Offered Spring 2005 

ARS 362 Painting II 

Painting from models, still-life and landscape us- 
ing varied techniques and conceptual frameworks. 
Prerequisites: 266 and permission of the instructor. 
Enrollment limited to 15. {A} 4 credits 
Roger Boy ce 
Offered Spring 2005 

ARS 364 Drawing III 

Advanced problems in drawing, including em- 
phasis on technique and conceptualization. The 
focus of this course will shift annually to reflect the 
technical and ideational perspective of the faculty 
member teaching it. Prerequisites: ARS 163 and 



ARS 264. Enrollment limited to 15. {A} 4 credits 
Roger Boyce 
Offered Spring 2005 

ARS 369 Offset Printmaking II 
Advanced study in printmaking. Emphasis on color 
printing in lithography, block printing and photo- 
printmaking. Prerequisite: 269 or permission of 
the instructor. Enrollment limited to 12. {A} 
4 credits 
Dwight Pogue 
Offered Spring 2005 

ARS 372 Advanced Printmaking 

Advanced study in printmaking, with emphasis on 
etching. Prerequisite: 272, or permission of the 
instructor. Enrollment limited to 15. {A} 4 credits 
Gary Niswonger 
Offered Spring 2005 

ARS 374 Sculpture II 

Advanced problems in sculpture using bronze 
casting, welding, and various media. Prerequisites: 
273 and permission of the instructor. Enrollment 
limited to 12. {A} 4 credits 
A. Lee Burns 
Offered Spring 2005 

ARS 375 The Book: Theory and Practice II 

An opportunity for a student already familiar with 
the basic principles of the book arts and the struc- 
ture of the book to pursue a manuscript or printed 
book based on the skills learned in The Book: 
Theory and Practice I or commensurate studies 
elsewhere. All studies will be thoroughly augment- 
ed with study of original historical materials from 
the Mortimer Rare Book Room. 
Prerequisite ARS 275 and/or permission of the 
instructor. Enrollment limited to 12. {A} 4 credits 
Barry Moser 
Offered Spring 2005 

ARS 383 Photography II 

Advanced exploration of photographic techniques 
and visual ideas. Examination of the work of con- 
temporary artists and traditional masters within the 
medium. Prerequisites: 282 and permission of the 
instructor. Enrollment limited to 15. {A} 4 credits 
Meridel Rubenstein 
Offered both semesters 



Art 



101 



ARS 384 Advanced Studies in Photography 

Advanced exploration of photography as a means 
of visual expression. Lectures, assignments and 
self-generated projects will provide a basis for 
critiques. Prerequisites: 282 and permission of the 
instructor. Enrollment limited to 15. {A} 4 credits 
Meridel Rubenstein 
Offered Spring 2005 

ARS 385 Seminar in Visual Studies 

An intensive examination of this theme in studio 
work. Students will work within the medium of 
their area of concentration. Each class will include 
students working in different media. Group discus- 
sion of readings, short papers and oral presenta- 
tions will be expected. The course will culminate 
in a group exhibition. Enrollment limited to 15 
upper-level studio majors. Prerequisites: Two or 
more courses in the students chosen sequence of 
concentration and permission of the instructor. 
Fall Topic: Fire Racing Under Skin: on the body, 
memory and agency. 

Spring Topic: Studio Practice and Strategies for 
Working Independently. 
{A} 4 credits 

Lynne Yamamotojohn Gibson 
Offered both semesters 

ARS 386 Topics in Architecture 

This course uses the methods of the architecture 
studio to explore particular themes in the built 
environment, with a strong emphasis on interdisci- 
plinary work. 

Topic for 2004: Stitches and Seams: the Archi- 
tecture of Edges and Connections. This advanced 
architecture studio will focus on public spaces 
of the contemporary built environment, with 
particular emphasis on how they connect to their 
surrounding cities and neighborhoods. Through 
readings, drawings, models, discussions and site 
visits we will examine existing and propose new- 
designs for public spaces of our everyday world. 
Consideration will include not only parks and cam- 
pus lawns but also sidewalks and sprawl. What is 
"designed" public space today? What do we drive, 
bike, or walk through, but don't notice? Why? How 
might these places be better? 



Prerequisites: ARS 163. 283, 285, and two art 
history courses, or permission of the instructor. 
This course may be repeated for credit with a dif- 
ferent topic. Enrollment limited to 12. {A} 4 credits 
Gretchen Schneider 
Offered Fall 2004 

ARS 388 Advanced Architecture: Complex 
Places, Multiple Spaces 

This upper-level architecture studio leads students 
through a comprehensive design process. A semes- 
ter-long project will address the full range of archi- 
tectural considerations, including site, program, 
urban and cultural contexts, materials and struc- 
ture, and human experience. Students will develop 
a project across scales and through various medias 
as they synthesize and develop their ideas into a 
complete design proposal. Prerequisites: ARS 163, 
283, 285, and two art history courses, or permis- 
sion of the instructor. Enrollment limited to 12. {A} 
4 credits 

Gretchen Schneider 
Offered Spring 2005 

ARS 390 Five College Drawing Seminar 

The Five College Drawing Seminar will be offered 
under another number at another institution. In- 
terested students should discuss enrollment with 
studio instructors or adviser. Enrollment is by se- 
lection of home institution art faculty. 
Offered Fall 2004 

ARS 398 Senior Exhibition Workshop 
Development 

This is a two-semester (see also ARS 399) capstone 
course for senior Plan B majors. Its purpose is 
to help students develop the skills necessary for 
presenting a cohesive exhibition of their work in 
the second semester of their senior year, as re- 
quired by the Plan B major. Its primary focus will 
be development of the critical judgment necessary 
for evaluating the art work they have produced 
to date in their selected smdio sequence, and the 
culling and augmentation of this work as necessary. 
Course material will include installation or distri- 
bution techniques for different media, curation of 
small exhibitions of each others' work, and devel- 
opment of critical discourse skills through reading, 
writing and speaking assignments. In addition to 
studio facultv. Smith museum staff mav occasion- 



102 



Art 



iilly present topics of conceptual and/or practical 
interest. Prerequisites. ARS 163, ARS l6l or ARS 
L62 or ARS h^. ARS 385; two 100-level art his- 
tory courses; and at least two courses in selected 
area of concentration. Both courses (ARS 398 and 
VRS 399 1 required to graduate. Students should 
plan on one earlv evening meeting per week, to be 
arranged Graded satisfactory/ unsatisfactory 
only {A} 1 credit 

• ment 
Offered Fall 2004 



ARS 430d Thesis 

S credits 

Full-year course; Offered each year 

Requirements: ARH 294 is recommended for art 
history majors. Honors candidates undertake a 
year-long project or thesis (450$ for 8 credits. 

Presentation: The candidate will present her 
work to her Honors Committee in an oral critique 

or defense during April or May. 



ARS 399 Senior Exhibition Workshop , . 

The second course of the two-semester sequence 1 lit? Mel] 01 
required to complete the Plan B Major. See 
description of ARS 398. Prerequisite; ARS 398 
Both courses \RS 398 and ARS 399) required 
to graduate. Students should plan on one early 
evening meeting per week, to be arranged Graded 
satisfactory unsatisfactory only. {A} 1 credit 

tment 
Offered Spring 2005 



Advisers: Roger Bovce. Brigitte Buertner. Lee 
Bums. John Davis, Craig Felton. John Gibson. 
Susan Heideman. Barbara Kellum. Dana Leibsohn. 
Chester Michalik. John Moore. Gary Niswonger. 
Dwighl Pogue. Marvlin Rlue. Gretchen Schneider, 
Frazer Ward, Lvnne Yamamoto 



ARS 400 Special Studies 
Normally for junior and senior majors. 
1 to 4 credits 
Offered both semesters each year 

ARS 408d Special Studies 

; JltS 

Full-year course; Offered each year 

Cross-listed and 
Interdepartmental Courses 

FLS 280 Introduction to Video Production 

Honors 

Co-directors of the Honors Committee: 
Art History: Dana Leibsohn; Studio Art dan 
Niswonger 



Art History Adviser for Study Abroad: John 

Moore 

Art Studio Adviser for Study Abroad: Roger 
Boyce 

There is one art major, which may be taken in one 
oi three variations: Plan A (history of an) . Plan B 
(studio art) or Plan C (architecture). 

AREAS OF STUDY 

Courses in the history of art are divided into areas 

that reflect various general time periods. These 
divisions are 

Group 1: 200. 202, 204, 206, 208, 210. 212. 214, 
21o 

Croup 11: 220. 111. 224, 11(.\ US. 1?0. 232, 234 

Group 111: 240, 242. 244. 240. 250, 252, 254, 255, 
258, 1^1 



ARH 430d Thesis 

aits 
Full-year course: Offered each year 



Group IV: 260, 261, 263, 264, 265, 1'0. 272, 274, 
276,278,280,281,282,283,293 



Art 



W 



No course counting toward the major may be taken 
for an S/T grade except ARS 398 and ARS 399- 

Students entering Smith College in the Fall 2004 
semester (or after) are subject to the following re- 
quirements. All others have the option of following 
this set of requirements, or the one in effect when 
they arrived at the College or declared their major. 

PLAN A, THE HISTORY OF ART 

Requirements: eleven courses, which will include: 

1. Two 100-level courses selected from two of the 
following categories: 

a: colloquia (ARH 101) 

b: non-Western survey (ARH 120 or 130) 

c: Western survey (ARH 140) 

2. one course in studio art 

3. seven additional history of art courses. Smdents 
must take at least one course in each of four 
areas of study (Groups I— IV) . Normally, five of 
the history of art courses counted toward the 
major must be taken at Smith. No more than 
three of these seven may be in a single distribu- 
tion group. 

4. one seminar in history 7 of art (to be taken at 
Smith). Seminars do not count toward the distri- 
bution requirement. 

PLAN B, STUDIO ART 

Requirements: fourteen courses, which will in- 
clude: 

1. ARS 163 

2. One of the following introductory design cours- 
es: 

ARS 161 or ARS 162 or ARS 164 

3. Tvvo 100-level art history courses selected from 
two of the following categories: 

a: colloquia (ARH 101) 

b: non-Western survey (ARH 120 or 130) 

c: Western survey (ARH 140) 

4. Two additional art history courses, at least one 
of winch should be in Group I, II or III. 

5. Five additional studio an courses, which must 
normally include the full sequence of courses 
available (usually three) in one of the following 
five areas of concentration: 



a: electronic media 

b. graphic arts 

c. painting 

d. photography 

e. sculpture 

6. ARS 385 

7. ARS 398 and ARS 399 

In addition, in their senior year studio art majors 
will be required to install an exhibition during the 
last half of the spring semester, or the fall semester 
for J-term graduates. 

Declaring the Plan B major 

A student may declare a Plan B major anytime after 
she has completed the introductory (100 level) 
studio art requirements and one additional studio 
art course. She must submit a portfolio of work 
to the Portfolio Review Committee. Portfolios will 
be reviewed twice each semester, once just before 
the advising period, and once near the end of the 
semester. Smdents who receive a negative evalua- 
tion will be encouraged to take an additional studio 
course or courses, and resubmit their portfolio at 
a subsequent review time. Smdents who receive a 
negative evaluation may resubmit their portfolios 
in subsequent reviews up to and including the last 
portfolio review available during their sophomore 
year. These smdents will be offered suggestions for 
strengthening their portfolios through additional 
studio coursework in the same or other media 
represented in the portfolio. The additional studio 
courses will count toward fulfilling the major re- 
quirements. 

Mapping the Plan B major 

Upon receiving a positive portfolio evaluation, a 
student should select and meet with a Plan B ad- 
viser. Together they will discuss her interests and 
review her studio work to date, and select an area 
of studio in which she will concentrate. In excep- 
tional cases the student and her adviser may design 
a sequence of studio courses that draws from sev- 
eral areas of concentration. 



104 



Art 



PLAN C, ARCHITECTURE 

Requirements: twelve courses, which will include: 

1 . Two 100-level courses selected from two of the 
following categories: 

a: colloquia (ARH 101) 

b: non-Western survey (ARH 120 or 130) 

c: Western survey (ARH 140) 

2. ARS 163, 283, 285, and 388 

3. One other upper-level course in three-dimen- 
sional architectural design: ARS 386, or the 
equivalent at other Five College institutions. 

4. One studio course in another medium. 

5. Three 200-level courses in history of art that 
focus on architectural monuments, urban envi- 
ronments or spatial experience. Students must 
take one course in at least two areas of study 
(Groups I-IV). 

6. One seminar in the history of art, with the re- 
search paper written on an architectural topic. 

Students who contemplate attending a graduate 
program in architecture should take one year of 
physics and at least one semester of calculus. 



The Minors 

PLAN 1, HISTORY OF ART 

Designed for students who, although major in 
another department, wish to focus some of their 
attention on the history of art. With the assistance 
of their advisers, students may construct a minor as 
specific or comprehensive as they desire within the 
skeletal strucmre of the requirements. 

Advisers: Members of the history of art faculty. 

Requirements: six courses, which will include 
two 100-level courses, three additional courses in 
history 7 of art (two of which must be in different 
areas of study [Groups I-IVl ); and one seminar 
(to be taken at Smith) . 



PLAN 2, STUDIO ART 

Designed for students who wish to focus some of 
their attention on studio art although they are ma- 
jors in another department. With the assistance of 
her adviser, a student may construct a minor with 
primary emphasis on one area of studio art, or she 
may design a more general minor which encom- 
passes several areas of studio art. 

Advisers: Members of the studio art faculty 

Requirements: 163 and five additional courses 
in studio art, of which at least three must be at the 
200 level and at least one must be at the 300 level. 

PLAN 3, ARCHITECTURE 

Designed for students who wish to focus some at- 
tention on architecture although they are majors in 
another department. Seeks to introduce students to 
the history, design and representation of the built 
environment. 

Advisers: Brigitte Buettner, John Davis, Barbara 
Kellum, Dana Leibsohn, John Moore, Gretchen 
Schneider, Frazer Ward 

Requirements: 

1. One 100-level art history course 

2. ARS 163, 283, and 285 

3. two art history courses above the 100-level that 
focus on architectural monuments, urban envi- 
ronments, or spatial experience: ARH 202, 204, 
206, 208, 212, 214, 216, 222, 224, 226, 228, 
232, 234, 246, 250, 264, 265, 270, 272, 274, 
276, 283, 285, 288, 359- 

PLAN 4, GRAPHIC ARTS 
Advisers: Gary Niswonger, Dwight Pogue 

Graphic Arts: seeks to draw together the depart- 
ment's studio and history 7 offerings in graphic arts 
into a cohesive unit. The requirements are: (1) 
ARS 163 (basis); (2) ARH 292 or 293; and (3) any 
four ARS from: 270, 272, 275, 369, 372, 375 of 
which one should be at the 300 level or a continua- 
tion of one medium. 



105 



Astronomy 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professor 

*' Suzan Edwards, Ph.D, Chair 

Assistant Professor 

** J James Lowenthal, Ph.D. 

Laboratory Instructor 

Meg Thacher, M.S. 

Visiting Assistant Professor 

Salman Hameed, Ph.D. 

Five College Faculty 

Tom R. Dennis, Ph.D. (Professor, Mount Holyoke 

College) 
M. Darby Dyar, Ph.D. (Professor, Mount Holyoke 

College) 
George S. Greenstein, Ph.D. (Professor, Amherst 

College) 
William Michael Irvine, Ph.D. (Professor, University 

of Massachusetts) 



Neal Katz (Assistant Professor. University of 

Massachusetts) 
John Kwan, Ph.D. (Professor, University of 

Massachusetts) 
F. Peter Schloerb, Ph.D. (Professor, University of 

Massachusetts) 
Stephen E. Schneider, Ph.D. (Professor, University 

of Massachusetts) 
Ronald L. Snell, Ph.D. (Professor, University of 

Massachusetts) 
Daniel Wang, Ph.D. (Professor, University of 

Massachusetts) 
Grant Wilson, Ph.D. (Assistant Professor, University 

of Massachusetts) 
Martin D. Weinberg, Ph.D. (Professor, University 

of Massachusetts) 
Judith S. Young, Ph.D. (Professor, University of 

Massachusetts) 
Min Yun, Ph.D. (Professor, University of 

Massachusetts) 



Students who are considering a major in astronomy 
should complete PHY 1 15 and 1 16 and the math- 
ematics sequence up to Calculus II (MTH 1 12) at 
their first opportunity. 

Good choices for first-year astronomy courses 
for science majors are AST 1 1 1 and AST 1 13. 
Courses designed for non-science majors who 
would like to know something about the universe 
are AST 100, AST 102, AST 103, AST 215, AST 220. 

The astronomy department is a collaborative 
Five College department. Courses designated FC 
(Five College) are taught jointly with Amherst Col- 
lege, Hampshire College, Mount Holyoke College, 
and the University of Massachusetts. Because of 
differences among the academic calendars of 
each school, courses designated "PC" may begin 
earlier or later than other Smith courses. Stu- 
dents enrolled in any of these courses are advised 
to consult the Five College astronomy office (545- 
0789) for the time of the first class meeting. 



100 A Survey of the Universe 

Discover how the forces of nature shape our 
understanding of the cosmos. Explore the origin, 
structure and evolution of the earth, moons and 
planets, comets and asteroids, the sun and other 
stars, star clusters, the Milky Way and other gal- 
axies, clusters of galaxies, and the universe as a 
whole. Designed for non-science majors. {N} 4 
credits 

Salman Hameed 
Offered Fall 2004 

102 Sky I: Time 

Explore the concept of time, with emphasis on the 
astronomical roots of clocks and calendars. Ob- 
serve and measure the cyclical motions of the sun. 
the moon and the stars and understand phases of 
the moon, lunar and solar eclipses, seasons. De- 
signed for non-science majors. Enrollment limited 



106 



Astronomy 



to 25 per section. {N} 3 credits 

Meg Thacher, Salman Hameed, Suzan Edwards 

Offered both semesters each year 

103 Sky II: Telescopes 

View the sky with the telescopes of the McConnell 
Rooftop Observatory, including the moon, the sun, 
the planets, nebulae and galaxies. Learn to use a 
telescope on your own, and find out about celestial 
coordinates and time-keeping systems. Designed 
for non-science majors. Enrollment limited to 20 
students per section. {N} 2 credits 
James Lowenthal, Meg Thacher 
Offered Fall 2004 

111 Introduction to Astronomy 

A comprehensive introduction to the study of 
modern astronomy, covering planets — their ori- 
gins, orbits, interiors, surfaces and atmospheres; 
stars — their formation, structure and evolution; 
and the universe — its origin, large-scale structure 
and ultimate destiny. This introductory course is 
designed for students who are comfortable with 
mathematics. Prerequisite: MTH 102 or the equiva- 
lent. {N} 4 credits 
James lowenthal 
Offered Fall 2004 

113 Telescopes and Techniques 

A beginning class in observational astronomy for 
students who have taken or are currently taking a 
physical science class or the equivalent. Become 
proficient using the telescopes of the McConnell 
Rooftop observatory to observe celestial objects, 
including the moon, the sun, the planets, stars, 
nebulae and galaxies. Learn celestial coordinate 
and time-keeping systems. Find out how telescopes 
and digital cameras work. Take digital images of 
celestial objects and learn basic techniques of 
digital image processing. Become familiar with 
measuring and classification techniques in ob- 
servational astronomy. Enrollment limited to 20 
students. {N} 3 credits 
James lowenthal 
Offered Spring 2005 

215 FC15b History of Astronomy 

Examination of revolutionary ideas in science, with 
an emphasis on astronomy. How do observations, 
culture, politics, religion and personalities influ- 



ence scientific debates? How have new theories, 
such as a heliocentric universe, a steady state 
universe, physical and biological evolution, chal- 
lenged accepted scientific ideas? Explore current 
unresolved issues, such as dinosaur extinctions 
and evidence for life in Martian meteorites. Non- 
technical. {H/N} 4 credits 
Salman Hameed 
Offered Fall 2004 

223 FC23 Planetary Science 

An introductory course for physical science ma- 
jors. Topics include: planetary orbits, rotation and 
precession; gravitational and tidal interactions; 
interiors and atmospheres of the Jovian and terres- 
trial planets; surfaces of the terrestrial planets and 
satellites; asteroids, comets and planetary rings; 
origin and evolution of the planets. Prerequisites: 
one semester of calculus and one semester of a 
physical science. {N} 4 credits 
Darby Dyar at Amherst 
Offered Fall 2004 

225 FC25 Galactic and Extragalactic 
Astronomy 

The role of gravity in determining the mass of the 
universe will be explored in an interactive format 
making extensive use of computer simulations and 
independent projects. Offered in alternate years 
with 224. Prerequisites: PHY 115, MTH 111, plus 
one astronomy class. {N} 4 credits 
Suzan Edwards 
Offered Spring 2005 

226 FC26 Cosmology 

Cosmological models and the relationship between 
models and observable parameters. Topics in 
current astronomy that bear upon cosmological 
problems, including background electromagnetic 
radiation, nucleosynthesis, dating methods, deter- 
minations of the mean density of the universe and 
the Hubble constant and tests of gravitational theo- 
ries. Discussion of the foundations of cosmology 
and its future as a science. Prerequisites: MTH 1 1 1 
and one physical science course. {N} 4 credits 
George Greenstein at Hampshire 
Offered Fall 2004 

330 FC30a Seminar: Topics in Astrophysics 

Spectroscopy of the Planets. Interactive lab course 



Astronomy 



107 



developing understanding of acquisition and analy- 
sis of spectroscopic data for solar system bodies, 
including asteroids, Mars, Jupiter. Prerequisites: 
PHY 1 16, one 200-level astronomy course. {N} 
4 credits 

Darby Dyai\ at Mount Holyoke 
Offered Spring 2005 



and the presence of dark matter in the universe; 
spiral density waves. Quasars and active galactic 
nuclei; synchroton radiation; accretion disks; 
supermassive black holes. Prerequisites: two 200- 
level physics classes. {N} 4 credits 
James Lowenthal 
Offered Spring 2005 



335 FC35 Introduction to Astrophysics 

How do astronomers determine the nature and 
extent of the universe? Following the theme of the 
"Cosmic Distance Ladder," we explore how our 
understanding of astrophysics allows us to evaluate 
the size of the observable universe. We begin with 
direct distance determinations in the solar system 
and nearby stars. We then move on to spectroscop- 
ic distances of stars; star counts and the strucmre 
of our galaxy; Cepheid variables and the distances 
of galaxies; the Hubble Law and large scale struc- 
mre in the universe; quasars and the Lyman-alpha 
forest. Prerequisites: at least one physics course 
and one astronomy course at the 200-level or 
above. {N} 4 credits 
Grant Wilson at UMass 
Offered Fall 2004 

337 FC37 Observational Techniques in Optical 
and Infrared Astronomy 

An introduction to the techniques of gathering and 
analyzing astronomical data, with an emphasis 
on observations related to determining the size 
scale of the universe. Telescope design and optics. 

i Instrumentation for imaging, photometry, and 
spectroscopy. Astronomical detectors. Computer 

I graphics and image processing. Error analysis and 

: curve fitting. Prerequisites: one astronomy and one 
physics course at the 200-level. Taught in alternate 

j years with 338. {N} 4 credits 
Rose Finn at UMass 
Offered Spring 2005 

352 FC52 Astrophysics II: Galaxies 

The application of physics to the understanding of 
astrophysical phenomena. Physical processes in 
the gaseous interstellar medium: photoionization in 
HI1 regions and planetary nebulae; shocks in su- 
pernova remnants and stellar jets; energy balance 
in molecular clouds. Dynamics of stellar systems: 
star clusters and the viral theorem; galaxy rotation 



400 Special Studies 

Admission by permission of the department. Op- 
portunities for theoretical and observational work 
are available in cosmology, cosmogony, radio 
astronomy; planetary atmospheres, relativistic 
astrophysics, laboratory astrophysics, gravitational 
theory, infrared balloon astronomy, stellar astro- 
physics, spectroscopy and exobiology. 
1 to 4 credits 
Offered both semesters each year 



The Major 



Advisers: Suzan Edwards, James Lowenthal 

The astronomy major is designed to provide a good 
foundation in modern science with a focus on as- 
tronomy. Taken alone, it is suited for students who 
wish to apply scientific training in a broad general 
context. If coupled with a major in physics, the 
astronomy major or minor provides the foundation 
to pursue a career as a professional astronomer. 
Advanced courses in mathematics and a facility in 
computer programming are strongly encouraged. 

Requirements: 44 credits, including 1 1 1 or the 
equivalent; 113; three astronomy courses at the 
200 level, including 224 or 225; one astronomy- 
course at the 300 level; PHY 115 and 1 16. In con- 
sultation with her adviser, a student may select the 
remaining credits from 200 or higher-level courses 
in astronomy or from intermediate level courses in 
related fields such as mathematics, physics, engi- 
neering, geology; computer science or the history 
or philosophy of science. 

The Minor 

Advisers: Suzan Edwards, James Lowenthal 



108 



Astronomy 



The minor is designed to provide a practical intro- 
duction to modern astronomy. If combined with a 
major in another science or mathematics-related 
field, such as geology, chemistry or computer 
science, it can provide a versatile scientific back- 
ground, which would prepare a student for future 
work as a scientist or technical specialist. Alterna- 
tively, the minor may be combined with a major in 
a nonscientific field, such as history, philosophy or 
education, for students who wish to apply their as- 
tronomical backgrounds in a broader context, that 
could include history of science, scientific writing 
or editing, or science education. 

Requirements: 24 credits, including 111 or the 
equivalent; 224 or 225; and PHY 1 15. The remain- 
ing courses may be selected from any astronomy or 
physics offerings. 



Honors 



Director: Suzan Edwards 

430d Thesis 

8 credits 

Full-year course; Offered each year 

432d Thesis 

12 credits 

Full-year course; Offered each year 

Requirements: Same as for the major and 8 or 12 
thesis credits in the senior year. 



Minor in Astrophysics 

Advisers: Suzan Edwards, James Lowenthal 

The astrophysics minor is designed for a student 
who is considering a career as a professional 
astronomer. Central to this approach is a strong 
physics background, coupled with an exposure 
to topics in modern astrophysics. Students are 
advised to acquire a facility in computer program- 
ming. Especially well-prepared students may enroll 
in graduate courses in the Five College Astronomy 
Department. 



Requirements: completion of physics major plus 
any 3 astronomy classes. 



109 



Biochemistry 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Styiianos P. Scordilis, Ph.D. (Biological Sciences), Assistant Professor 

Director ~ ] Elizabeth Jamieson (Chemistry) 



Professor 

Steven Williams, Ph.D. (Biological Sciences) 



Senior Lecturer 

LaleAkaBurk, Ph.D. 



Associate Professor Other Participating Faculty 

David Bickar, Ph.D. (Chemistry) Adam Hall, Ph.D. (Biological Sciences) 

Christine White-Ziegler, Ph.D. (Biological Sciences) "' Borjana Mikic, Ph.D. (Engineering) 

"' Cristina Suarez, Ph.D. (Chemistry) 



Exemption from required introductory courses 
may be obtained on the basis of Advanced Place- 
ment or departmental examinations. 

Students are advised to complete all introductory- 
courses (BIO 111, 112, CHM 111 or 118, 222, 
223) as well as BIO 230, 231 and CHM 224 before 
the junior year. 

252 Biochemistry I: Biochemical Structure 
and Function 

Structure and function of biological macromol- 
ecules: proteins and nucleic acids. Mechanisms of 
conformational change and cooperative activity; 
bioenergetics, enzymes, and regulation. Prereq- 
uisites: BIO 230/231 and CHM 223. Laboratory 
(253) must be taken concurrently by biochemistry 
majors; optional for others. {N} 3 credits 
Styiianos P. Scordilis 
Offered Spring 2005 

253 Biochemistry I Laboratory 

Techniques of modern biochemistry: ultraviolet 
spectrophotometry and spectrofluorimetry, SDS 
polyacrylamide gel electrophoresis, Scatchard 
analysis, and a project lab on linked enzyme kinet- 
ics. Prerequisite: BIO 231. BCH 252 is a prerequi- 
site or must be taken concurrently. {N} 2 credits 
To be announced 
Offered Spring 2005 



352 Biochemistry II: Biochemical Dynamics 

Chemical dynamics in living systems. Enzyme 
mechanisms, metabolism and its regulation, energy 
production and utilization. Prerequisites: BCH 252 
and CHM 224. Laboratory (353) must be taken 
concurrently by biochemistry majors; optional for 
others. {N} 3 credits 
David Bickar 
Offered Fall 2004 

353 Biochemistry II Laboratory 

Investigations of biochemical systems using ex- 
perimental techniques in current biochemical re- 
search. Emphasis is on independent experimental 
design and execution. BCH 352 is a prerequisite or 
must be taken concurrently. {N} 2 credits 
To be announced 
Offered Fall 2004 

380 Seminar: Topics in Biochemistry 
Topic: Biochemical Bases of Neurological Disor- 
ders. Following the decade of the brain there has 
been a surge in understanding of the biochemical 
and molecular bases of neurological disorders. 
This seminar will explore the underlying mecha- 
nisms of a number of neuronal diseases, such as 
Mad Cow disease, Lou Gehrig's disease and brain 
tumors. Prerequisite: BIO 230 or permission of the 
instructor. {N} 3 credits 
Styiianos Scordilis. Adam Hall 
Offered Fall 2004 



110 



Biochemistry 7 



400 Special Studies 

Variable credit (1 to 5) as assigned 
Offered both semesters each year 

400d Special Studies 

Variable credit (2 to 10) as assigned 
Full year course; Offered each year 

Other required courses: 

BIO 111 Molecules, Cells and Systems 

This course is an introduction to the study of life 
at the level of cells and organs with a particular 
emphasis on humans. Specific topics include: 
cell, organelle and membrane structure and func- 
tion, biomolecules, metabolism, the molecular 
basis of inheritance and information transfer; a 
significant portion of the course is devoted to the 
structure and function of select organ systems such 
as reproductive, endocrine, immune and nervous 
systems. Investigative laboratory exercises explore 
basic concepts through observation, self-designed 
experiments, and data collection and analysis. {N} 
4 credits 

Betty McGuire (Director), Esteban Monserrate, 
Judith Wopereis 
Offered Fall 2004 

BIO 112 Exploring Biological Diversity 

The course examines the genetic, ecological and 
evolutionary processes that generate biodiversity. 
Specific topics include the origin of life, organismal 
diversity, transmission genetics, human evolution, 
mass extinctions and ecosystem stability. Investiga- 
tive laboratory exercises explore biodiversity and 
require students to design and test hypothesis in 
areas related to lecture topics. {N} 4 credits 
Laura Katz (Director), Robert Dorit, Esteban 
Monserrate, Judith Wopereis 
Offered Spring 2005 

BIO 230 Cell Biology 

The structure and function of eukaryotic cells. This 
course will examine contemporary topics in cellu- 
lar biology 7 : cellular structures, organelle function, 
membrane and endomembrane systems, cellular 
regulation, signaling mechanisms, motility, bioelec- 
tricity, communication and cellular energetics. This 
course is a prerequisite for Biochemistry I. Prereq- 



uisites: BIO 111, CHM 222. Laboratory (231) is 
optional. {N} 4 credits 
Stylianos Scordilis 
Offered Fall 2004 

BIO 231 Cell Biology Laboratory 

Inquiry-based laboratory using techniques such as 
spectrophotometry, enzyme kinetics, bright field, 
phase contrast and fluorescence light microscopy 
and scanning electron microscopy. There will be 
an emphasis on student-designed projects. Ad- 
ditional prerequisite: BIO 230, which should be 
taken concurrently. {N} 1 credit 
Graham Kent 
Offered Fall 2004 

BIO 234 Genes and Genomes 

An exploration of genes and genomes that stresses 
the connections between molecular biology, genet- 
ics, cell biology and evolution. Topics will include: 
DNA and RNA structure, recombinant DNA analysis, 
gene cloning, gene organization, gene expression, 
RNA processing, mobile genetic elements, gene 
expression and development, the molecular biol- 
ogy of cancer, the comparative analysis of whole 
genomes and the origin and evolution of genome 
structure and content. Prerequisites: BIO 111, BIO 
112. 

Laboratory 235 is optional. {N} 4 credits 
Steven Williams, Robert Dorit 
Offered Spring 2005 

BIO 235 Genes and Genomes Laboratory 

A laboratory designed to complement the lecture 
material in 234. Laboratory and computer projects 
will investigate methods in molecular biology in- 
cluding recombinant DNA, gene cloning and DNA 
sequencing as well as contemporary bioinformat- 
ics, data mining and the display and analysis of 
complex genome databases. Prerequisite: BIO 234 
winch should be taken concurrently. {N} 1 credit 
To be announced 
Offered Spring 2005 

CHM 111 Chemistry I: General Chemistry 

An introductory course dealing with atomic and 
molecular structure and properties, and with 
chemical reactions. The laboratory includes tech- 
niques of chemical synthesis and analysis. Enroll- 



Biochemistry 



111 



ment limited to 60 per lecture section, 16 per lab 

section. {N} 5 credits 

gate Queeney, Heather Sbafer, Fall 2004 

Kate Queeney, Kevin Shea, Shizuka Hsieb, Fall 

2005 

Offered Fall 2004, Fall 2005 

CHM 222 Chemistry II: Organic Chemistry 

An introduction to the theory -and practice of 
organic chemistry. Structure, nomenclature, and 
physical and chemical properties of organic com- 
pounds with an emphasis on alkanes, alkyl halides, 
alkenes, alkynes, cycloalkanes and carbonyl com- 
pounds. Spectroscopic methods of analysis focus- 
ing on infrared and nuclear magnetic resonance 
spectroscopy. Prerequisite: 111 or 118. Enrollment 
limited to 16 per lab section. {N} 5 credits 
Kerin Shea, Robert Li nek LaleBurk, 
Offered Spring 2005, Spring 2006 

CHM 223 Chemistry III: Organic Chemistry 

The chemistry of alcohols, ethers, amines, alde- 
hydes, ketones, carboxylic acids and functional de- 
rivatives of carboxylic acids, aromatic compounds 
and multifunctional compounds. Introduction to 
retrosynthetic analysis and multistep synthetic plan- 
ning. Prerequisite: 222 and successful completion 
of the 222 lab. Enrollment limited to 16 per lab 
section. {N} 5 credits 
Maureen Pagan, LaleBurk, Fall 2004 
Kerin Shea, LaleBurk, Fall 2005 
Offered Fall 2004, Fall 2005 

CHM 224 Chemistry IV: Bonding, Structure 
and Energetics 

An introduction to electronic structure, chemical 
kinetics and mechanisms, and thermodynam- 
ics. Introductory quantum mechanics opens the 
way to molecular orbital theory and coordination 
chemistry of transition metals. Topics in chemical 
thermodynamics include equilibria for acids and 
bases, analyses of entropy and free energy, and 
electrochemistry. Prerequisite: 223 or permission 
of the instructor. Enrollment limited to 18 per lab 
section. {N} 5 credits 

Heather Shafer. Virginia White, Spring 2005 
Kate Queeney, Virginia White, Spring 2006 
Offered Spring 2005, Spring 2006 



CHM 332 Physical Chemistry II 

Thermodynamics and kinetics: will the contents 
of this flask react, and if so, how fast? Properties 
that govern the chemical and physical behavior of 
macroscopic collections of atoms and molecules 
(gases, liquids, solids and mixtures of the above). 
Prerequisite: 331. {N} 5 credits 
Kate Queeney, Maria Bickar 
Offered Spring 2005, Spring 2006 

CHM 335 Physical Chemistry of Biochemical 
Systems 

A course emphasizing physical chemistry of biolog- 
ical systems. Topics covered include chemical ther- 
modynamics, solution equilibria, enzyme kinetics 
and biochemical transport processes. The labora- 
tory focuses on experimental applications of physi- 
cal-chemical principles to systems of biochemical 
importance. Prerequisites: 224 or permission of 
the instructor, and MTH 112. {N} 4 credits 
CristinaSuarez, Fall 2004 
David Bickar Robert Linck, Fall 2005 
Offered Fall 2004, Fall 2005 

One elective from: 

BIO 342 Molecular Biology of Eukaryotes 

The molecular biology of eukaryotes and their vi- 
ruses. Topics will include eukaryotic chromosome 
structure and organization, regulation of gene ex- 
pression, RNA processing, retroviruses, transpos- 
able elements, gene rearrangement, methods for 
studying human genes, genome projects and whole 
genome analysis. Reading assignments will be from 
a textbook and the primary literature. Each student 
will present an in-class presentation and write a 
term paper on a topic selected in consultation with 
the instructor. Enrollment limited to 16. Additional 
prerequisite: BIO 25-1. Laboratory (5+5) is op- 
tional. {N} 4 credits 
Steien Williams 
Offered Fall 2004 

BIO 344 Immunology 

An introduction to the immune system covering the 
molecular, cellular and genetic bases of immunity 
to infectious agents. Special topics include im- 
munodeficiencies, transplantation, allergies, im- 
munopathologv and immunotherapies. Additional 
prerequisite: BIO 230 or 236. Recommended: BIO 



112 



Biochemistry 



232 or 234 and 254/255. Laboratory (345) is op- 
tional. {N} 4 credits 
Christine White-Ziegler 
Offered Fall 2004 

BIO 348 Molecular Physiology 

A study of cellular regulation at the molecular 
level, with emphasis on single molecule physiology, 
signaling cascades, their logic and cellular integra- 
tion, membrane domains and transport mecha- 
nisms, and the application of molecular science to 
modern medicine. Additional prerequisites: BIO 
230 and CHM 223. Offered in alternate years. {N} 
4 credits 

Stylianos Scordilis 
Offered Fall 2005 

CHM 328 Bio-Organic Chemistry 

This course deals with the function, biosynthesis, 
structure elucidation and total synthesis of the 
smaller molecules of nature. Emphasis will be on 
the constituents of plant essential oils, steroids 
including cholesterol and the sex hormones, alka- 
loids and nature's defense chemicals, molecular 
messengers and chemical communication. The 
objectives of the course can be summarized as 
follows: To appreciate the richness, diversity and 
significance of the smaller molecules of nature, to 
investigate methodologies used to study and synthe- 
size these substances, and to become acquainted 
with the current literature in the field. Prerequisite: 
223. Offered in alternate years. {N} 3 credits 
Ldle Bark 
Offered Spring 2005 

CHM 338 Molecular Spectroscopy 

This course is designed to provide an understand- 
ing of mathematical formulations, electronic ele- 
ments and experimentally determined parameters 
related to the study of molecular systems. We will 
focus on Nuclear Magnetic Resonance as the spec- 
troscopic technique of choice in chemistry and 
biology. Prerequisites: A knowledge of NMR spec- 
troscopy at the basic level covered in CHM 222 and 
223. Offered in alternate years. {N} 4 credits 
Cristina Suarez 
Offered Fall 2005 

CHM 347 Instrumental Methods of Analysis 

A laboratory-oriented course involving spectro- 



scopic, chromatographic and electrochemical 
methods for the quantitation, identification and 
separation of species. Critical evaluation of data 
and error analysis. Prerequisite: 224 or permission 
of the instructor. {N/M} 5 credits 
Robert Linck, Fall 2004 
KateQueeney, Kevin Shea, Fall 2005 
Offered Fall 2004, Fall 2005 

CHM 357 Selected Topics in Biochemistry 

Topic: Pharmacology and Drug Design. An in- 
troduction to the principles and methodology of 
pharmacology, toxicology and drug design. The 
pharmacology of several drugs will be examined in 
detail, and computational software used to examine 
drug binding and to assist in designing a new or 
modified drug. Some of the ethical and legal fac- 
tors relating to drug design, manufacture and use 
will also be considered. Prerequisite: BCH 352, or 
permission of the instructor. Offered in alternate 
years. {N} 3 credits 
David Bickar 
Offered Fall 2004 

CHM 369 Bioinorganic Chemistry 

This course will provide an introduction to the field 
of bioinorganic chemistry. Students will learn about 
the role of metals in biology as well as about the 
use of inorganic compounds as probes and drugs 
in biological systems. Prerequisites: CHM 223 and 
224. Offered in alternate years. {N} 4 credits 
Elizabeth Jamieson 
Offered Fall 2005 



The Major 



Requirements: BCH 252 and 253, 352 and 353; 
BIO 11 1,1 12, 230 and 231, 234 and 235; CHM 
111, 222 and 223, 224, or 118, 222 and 223, and 
either 332 or 335. 

One elective from: BCH 380; BIO 342, 344, 348; 

CHM 328, 338, 347, 357, 369. 

Students planning graduate study in biochemistry 
are advised to include a year of calculus and a year 
of physics in their program of study. 



Biochemistry 1 1 3 

The S/L' grading option is not allowed for courses 
counting toward the biochemistry major. 

Exemption from required introductory courses 
may be obtained on the basis of Advanced Place- 
ment or departmental examinations. 

Smdents are advised to complete all introductory 
courses (BIO 111, 112, CHM 111 or 118, 222, 
223) as well as BIO 230, 231 and CHM 224 before 
the junior year. 

Honors 

Director: David Bickar 

430d Thesis 

8 credits 

Full-year course; Offered each year 

432d Thesis 

12 credits 

Full-year course; Offered each year 

Requirements: same as for the major, with the 
addition of a research project in the senior year, an 
examination in biochemistry, and an oral presenta- 
tion of the honors research. 



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Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

CarlJohnBurk,Ph.D 
** 2 Stephen G. Tilley, Ph.D., Chair 
* 2 Robert B. Merritt, Ph.D. 
Margaret E. Anderson, Ph.D. 
Richard F. Olivo, Ph.D. 
Stylianos P. Scordilis, Ph.D. 
Steven A. Williams, Ph.D. 
** 2 Paulette Peckol, Ph.D. 
1 Richard 1 Briggs, Ph.D. 
** 2 Virginia Hayssen, Ph.D. 
Michael Marcotrigiano, Ph.D. 

Associate Professors 

Robert Dorit, Ph.D. 
t2 Laura A. Katz, Ph.D. 
Christine White-Ziegler, Ph.D. 
L. David Smith, Ph.D. 

Adjunct Associate Professors 

Thomas S. Litwin, Ph.D. 
Leslie R.Jaffe,M.D. 



Assistant Professors 

Adam Hall, Ph.D. 
'Carolyn Wetzel, Ph.D. 
Michael Barresi, Ph.D. 

Adjunct Assistant Professor 

Gail E. Scordilis, Ph.D. 

Lecturers 

Betty A. McGuire, Ph.D. 
Esteban Monserrate, Ph.D. 

Senior Laboratory Instructor 

Graham R. Kent, M.Sc. 

Laboratory Instructors 

Esteban Monserrate, Ph.D. 
Mary McKitrick, Ph.D. 
Gabrielle Immerman, B.A. 
Judith Wopereis, M.Sc. 

Research Associate 

Paul Wetzel, Ph.D. 



The following six courses are designed primarily 
for students not majoring in the biological scienc- 
es. For exceptions see requirements for the major. 



readings and in-class discussions. {N} 4 credits 
Steven Williams 
Offered Spring 2005 



101 Modern Biology for the Concerned Citizen 

A course dealing with current issues in biology that 
are important in understanding today's modern 
world. Many of these issues present important 
choices that must be made by individuals and by 
governments. Topics will include cloning of plants 
and animals; human cloning; stem cell research; 
genetically modified foods; bioterrorism; emerging 
infectious diseases such as Ebola, SARS and West 
Nile; gene therapy; DNA diagnostics and forensics; 
genome projects; human origins and human diver- 
sity. The course will include guest lectures, outside 



102 Human Genetics 

A study of human genetics at the level of molecules, 
cells, individuals and populations. Topics covered 
will include sex determination, genetic diseases, 
genetic counseling and screening, inheritance of 
complex characters and inbreeding. Laboratory 
sections will provide students with the opportunity 
to study their own genes and chromosomes. Labo- 
ratories will meet in alternate weeks. {N} 4 credits 
Robert Merritt 
Offered Spring 2005 



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US 



104 Human Biology 

A study of select systems of the human body. For 
each system, we consider structure, function and 
development, and then apply this information to 
everyday issues related to health, disease and soci- 
ety. {N} 4 credits 
Betty McGuire 
Offered Fall 2005 

202 Landscape Plants and Issues 

Survey of the plant materials used in the landscape 
including interior, annual, perennial, woody plants 
and turf. Identification, natural biology; culture 
and use. Introduction to landscape maintenance 
and design, regional planning and garden history. 
Lab and presentation, field trips, BIO 203 must be 
taken concurrently. Enrollment limited to 40. {IM} 
3 credits 

Michael Marcotrigiano 
Offered Fall 2004 

203 Landscape Plants and Issues Laboratory 

Identification, morphology and use of landscape 
plants including annuals, biennials, perennials, 
tropicals, woody shrubs and trees, vines, and 
aquatics. Bulb planting, pollinations. Design and 
planning labs and presentations. BIO 202 must be 
taken concurrently. Enrollment limited to 40. {N} 
1 credit 

Gabrielle Im merman 
Offered Fall 2004 



111 Molecules, Cells and Systems* 

This course is an introduction to the study of life 
at the level of cells and organs with a particular 
emphasis on humans. Specific topics include cell, 
organelle and membrane structure and function. 
biomolecules, metabolism, the molecular basis of 
inheritance and information transfer; a significant 
portion of the course is devoted to the structure 
and function of select organ systems such as the 
reproductive, endocrine, immune and nervous 
systems. Investigative laboratory exercises explore 
basic concepts through observation, self-designed 
experiments, and data collection and analysis. {N} 
4 credits 

Betty McGuire (Director), Graham Kent, Esteban 
Monserrate, Judith Wopereis 
Offered Fall 2004 

112 Exploring Biological Diversity* 

The course examines the genetic, ecological and 
evolutionary processes that generate biodiversity. 
Specific topics include the origin of life, organismal 
diversity; transmission genetics, human evolution, 
mass extinctions and ecosystem stability. Investiga- 
tive laboratory 7 exercises explore biodiversity and 
require students to design and test hypothesis in 
areas related to lecture topics. {N} 4 credits 
Laura Katz (Director) 
Robert Dorit, Esteban Monserrate, Judith 
Wopereis 
Offered Spring 2005 



258 Conservation Biology Colloquium 

The application of ecological, genetic and evolu- 
tionary knowledge to the global crisis of biodiver- 
sity loss and environmental degradation. Topics 
include threats to biodiversity; the value of biodi- 
versity; and how populations, communities, and 
ecosystems can be managed sustainably. Case stud- 
ies will integrate biology; management and policy. 
(E) {N} 4 credits 
L Dav id Smith 
Offered Spring 2005 



204 Horticulture 

An overview 7 of the field of horticuluire. Students 
learn about plant structure, growth and function. 
Methods for growing plants, identification and 
management of plant pests, plant propagation, 
plant nutrition, garden soils, and plant biotechnol- 
ogy. Class presentation. BIO 205 must be taken 
concurrently. Enrollment limited to 40. {N} 
3 credits. 

Michael Marcotrigiano 
Offered Spring 2005 



*Students who hare attained scores of 4 or 5 on the Advanced Placement examination in biology 
may apply that credit toward either 111 and/or 112. Students without AP credit but with a strong 
background should discuss their options with a departmental representative. The distribution re- 
quirements for the major vary depending on whether students have taken III and/or 112 (see The 
Major section following the department course listings). 



116 



Biological Sciences 



205 Horticulture Laboratory 

Practical lab experiences including an analysis of 
plant parts, seed sowing, identification of diseases 
and insect pests, plant propagation by cuttings and 
air layering, transplanting and soil testing. BIO 204 
must be taken concurrently. Enrollment limited to 
40. {N} 1 credit 
Gabrielle Immerman 
Offered Spring 2005 

230 Cell Biology 

The structure and function of eukaryotic cells. This 
course will examine contemporary 7 topics in cellu- 
lar biology: cellular structures, organelle function, 
membrane and endomembrane systems, cellular 
regulation, signaling mechanisms, motility, bioelec- 
tricity, communication and cellular energetics. This 
course is a prerequisite for Biochemistry I. Prereq- 
uisites: BIO 111, CHM 222. Laboratory (231) is 
optional. {N} 4 credits 
Stylianos Scordilis 
Offered Fall 2004 

231 Cell Biology Laboratory 

Inquiry-based laboratory using techniques such as 
spectrophotometry, enzyme kinetics, bright field 
and fluorescence light microscopy and scanning 
electron microscopy. There will be an emphasis on 
student-designed projects. Additional prerequisite: 
BIO 230, which should be taken concurrently. {N} 
1 credit 
Graham Kent 
Offered Fall 2004 

232 An Introduction to Genetics and 
Molecular Biology 

This course explores central concepts in transmis- 
sion, molecular and population genetics. Topics 
covered will include nuclear and cytoplasmic 
inheritance; gene structure, DNA replication and 
gene expression; manipulation and analysis of 
nucleic acids; dynamics of genes in populations, 
mutation, natural selection and inbreeding. Discus- 
sion sections will focus on analysis of complex 
problems in inheritance, molecular biology and 
gene dynamics. Prerequisites: BIO 111, BIO 112. 
Laboratory (233) is optional. {N} 4 credits 
Robert Merritt 
Offered Fall 2004 



233 Genetics and Molecular Biology 
Laboratory 

A laboratory course designed to complement the 
lecture material in 232. Investigations include 
an extended, independent analysis of mutations 
in Drosphila, and several labs devoted to human 
genetics. Prerequisite: BIO 232, which should be 
taken concurrently. {N} 1 credit 
Robert Merritt 
Offered Fall 2004 

234 Genes and Genomes 

An exploration of genes and genomes that stresses 
the connections between molecular biology, genet- 
ics, cell biology and evolution. Topics will include: 
DNA and RNA structure, recombinant DNA analysis, 
gene cloning, gene organization, gene expression, 
RNA processing, mobile genetic elements, gene 
expression and development, the molecular biol- 
ogy of infectious diseases, the comparative analysis 
of whole genomes and the origin and evolution of 
genome structure and content. Prerequisites: BIO 
1 1 1, BIO 1 12. Laboratory 235 is optional. {N} 4 
credits 

Steven Williams, Robert Dorit 
Offered Spring 2005 

235 Genes and Genomes Laboratory 

A laboratory designed to complement the lecture 
material in 234. Laboratory and computer projects 
will investigate methods in molecular biology in- 
cluding recombinant DNA, gene cloning and DNA 
sequencing as well as contemporary bioinformat- 
ics, data mining and the display and analysis of 
complex genome databases. Prerequisite: BIO 234 
which should be taken concurrendy. {N} 1 credit 
Mary McKitrick 
Offered Spring 2005 

236 Cell Physiology 

Survey of fundamental cell processes. Topics are 
presented in the context of cell evolution, which 
include cellular diversity, structure and function of 
cellular compartments and components, and regu- 
lation of cellular processes such as energy genera- 
tion, information transfer (transcription and trans- 
lation), protein trafficking, cell signaling, and cell 
movement. Prerequisite: BIO 1 1 1 and CHM 1 1 1 
or CHM 118. Tins course does not serve as a pre- 
requisite for BCH 252. Laboratory (237) is highly 



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117 



recommended but not required. {N} 4 credits 
Michael Barresi 
Offered Spring 2006 

237 Cell Physiology Laboratory 

This lab provides the opportunity to observe and 
manipulate cells so as to better understand the 
processes covered in lecture. To that end, students 
will become facile with many tvpes of light micros- 
copy. During the first half of the semester students 
will be introduced to a variety of cell types and 
microscopy techniques; the latter half is devoted 
to student designed observations of single-celled 
organisms. Techniques include: bright field, dark- 
field, phase contrast, epifluorescence, confocal and 
electron microscopy, video and time-lapse video 
microscopy, and digital photography. Additional 
prerequisite: BIO 236 which should be taken con- 
currently. {N} 1 credit 
Michael Batresi 
Offered Spring 2006 

240 Plant Biology 

Plants are a significant presence on the planet and 
contribute to our biological existence as well as 
our enjoyment of life. This course is an exploration 
of the diversity and evolution of plants, including 
comparative morphology, reproduction, physiology, 
and development. Plants will be examined at the 
cell, organismal, and community levels. Prerequi- 
sites: BIO 111 and 112. Laboratory (241) optional 
but highly recommended. {N} 4 credits 
To be announced 
Offered Fall 2004 

241 Plant Biology Laboratory 

Hands-on examination of plant anatomy, morphol- 
ogy, development and diversity using living and pre- 
served plants. An emphasis on structure/function 
relationships, life cycles, plant interactions with the 
environment (abiotic and biotic), and use of model 
plant systems for experimentation. Prerequisite: 
BIO 240, which should be taken concurrently. {N} 
1 credit 

Carolyn Wetzel 
Offered Fall 2005 

242 Invertebrate Diversity 

Invertebrate animals account for the vast ma- 
jority of species on earth. Although sometimes 
inconspicuous, invertebrates are vital members 



of ecological communities. They provide protein, 
important ecosystem sen ices, biomedical and 
biotechnological products, and aesthetic value to 
humans. Today, many invertebrate populations 
are threatened by human activities. To protect and 
manage invertebrate diversity, we must understand 
its nature and scope. This course is designed to 
survey the extraordinary diversity of invertebrates, 
emphasizing their form and function in ecological 
and evolutionary contexts. Prerequisite: BIO 112 or 
permission of the instructor. Enrollment limited to 
20. Laboratory (243) must be taken concurrently 
{N} 3 credits 
L. David Smith 
Offered Fall 2004 

243 Invertebrate Diversity Laboratory 

Examination of a wide variety of five invertebrates 
with emphasis on the relationship between form 
and function. Observations on aspects of inver- 
tebrate structure, locomotion, feeding and other 
behaviors. BIO 242 must be taken concurrenuy. 
One required weekend field trip to the New Eng- 
land coast. {N} 2 credit 
I. David Smith 
Offered Fall 2004 

244 Vertebrate Biology 

A review of the evolutionary origins, adaptations 
and trends in the biology of vertebrates. Laboratory 
(245) is optional. {N} 4 credits 
Virginia Hayssen 
Offered Spring 2005 

245 Vertebrate Biology Laboratory 

A largely anatomical exploration of the evolutionary 
origins, adaptations, and trends in the biology of 
vertebrates. {N} 1 credit 
Betty McGuire 
Offered Spring 2005 

250 Plant Physiology 

Plants as members of our ecosystem; water 
economy; photosynthesis and metabolism; growth 
and development as influenced by external and 
internal factors, survey of some pertinent basic and 
applied research. Prerequisites: BIO 111. BIO 112 
andCHM 111 orCHM 118. Laboratory (251) is 
optional. {N} 4 credits 
Carolyn Wetzel 
Offered Spring 2005 



118 



Biological Sciences 



251 Plant Physiology Laboratory 

Processes that are studied include plant molecular 
biology, photosynthesis, growth, uptake of nutri- 
ents, water balance and transport, and the effects of 
hormones. Additional prerequisite: BIO 250, which 
should be taken concurrently. {N} 1 credit 
To be announced 
Offered Spring 2005 

254 Microbiology: Bacteria and Viruses 

This course examines bacterial morphology, 
growth, biochemistry, genetics and methods of 
controlling bacterial activities. Emphasis is on 
bacterial physiology and the role of the prokaryotes 
in their natural habitats. The course also covers 
viral life cycles and diseases caused by viruses. 
Prerequisites: BIO 1 1 1 and CHM 1 1 1 or CHM 1 18. 
Laboratory (255) must be taken concurrently. {N} 

3 credits 

Christine White-Ziegler 
Offered Spring 2005 

255 Microbiology: Bacteria and Viruses 
Laboratory 

Experiments in this course explore the morphol- 
ogy, physiology, biochemistry, and genetics of bac- 
teria using a variety of bacterial genera. Methods 
of aseptic technique; isolation, identification, and 
growth of bacteria are learned. An individual proj- 
ect is completed at the end of the term. BIO 254 
must be taken concurrently. {N} 2 credits 
Esteban Monserrate 
Offered Spring 2005 

256 Animal Physiology 

Functions of animals, including humans, required 
for survival (movement, respiration, circulation, 
etc.); neural and hormonal regulation of these 
functions; and the adjustments made to challenges 
presented by specific environments. Prerequisites: 
BIO 1 1 1 and CHM 1 1 1 or CHM 1 18. Laboratory 
(257) is optional but strongly recommended. {N} 

4 credits 

Margaret Anderson 
Offered Fall 2004 

257 Animal Physiology Laboratory 

Experiments will demonstrate concepts presented 
in BIO 256 and illustrate techniques and data 
analysis used in the study of physiology. Additional 



prerequisite: BIO 256, which must be taken con- 
currently. {N} 1 credit 
Margaret Anderson 
Offered Fall 2004 

260 Principles of Ecology 

Theories and principles pertaining to population 
growth and regulation, interspecific competition, 
predation, the nature and organization of com- 
munities, and the dynamics of ecosystems. Prereq- 
uisite: BIO 112. Laboratory (261) is optional. A 
weekend field trip will be included. {N} 4 credits 
Stephen Tilley 
Offered Fall 2004 

261 Principles of Ecology Laboratory 

Introduction to ecological communities of south- 
ern New England, and to the investigation of 
ecological problems via field work and statistical 
analysis. Additional prerequisite: BIO 260, which 
should be taken concurrently. {N} 1 credit 
Stephen Tilley 
Offered Fall 2004 

262 Evolutionary Biology I: The Mechanisms 
of Evolutionary Change 

The processes of organic evolution are central to 
understanding the attributes and diversity of living 
things. This course deals with the mechanisms 
underlying change through time in the genetic 
structures of populations change, the phenomenon 
of adaptation, the formation of species, and the 
reconstruction of evolutionary relationships. Topics 
include basic population genetics and molecular 
evolution, the mechanics of natural selection, 
phylogenetic reconstruction, and human evolu- 
tion, Prerequisite: BIO 112. The course assumes 
familiarity with the basic principles of genetics. 
Alternates with BIO 270. {N} 4 credits 
Stephen Tilley 
Offered Spring 2005 

264 Marine Ecology 

This course will initially focus on selected marine 
systems (e.g., shores, coral reefs, deep sea) to 
explore various natural factors that affect marine 
biodiversity. Our focus then will shift to the role 
of human disturbances and their effects of these 
systems. Finally, we will briefly discuss some 
of the successful management strategies being 



Biological Sciences 



119 



implemented using various case studies. One of 
our goals is to familiarize you with some of the 
scientific concepts studied by marine ecology as 
a discipline. In addition, and as important, is our 
goal to help you develop vital skills such as effective 
oral and written communication, critical thinking 
and problem solving. We also emphasize graphical 
representations and quantitative skills. First-year 
students must have permission of the instructor. 
Prerequisite: BIO 1 1 1 or GEO 108 or permission of 
the instructor. Enrollment limited to 28. Laboratory 
(265) must be taken concurrently. {N} 3 credits 
Paillette Peckol Esteban Monserrate 
Offered Fall 2004 

265 Marine Ecology Laboratory 

The laboratory applies concepts discussed in 
lecture, focusing on class and individual research 
projects in both the field and laboratory. Additional 
prerequisite: BIO 264, which should be taken con- 
currently. Two required weekend field trips to the 
New England coast. {N} 2 credits 
Paillette Peckol Esteban Monserrate 
Offered Fall 2004 

266 Plant Systematics 

Classical and modern approaches to the taxonomy 
of higher plants, with emphasis on evolutionary 
trends and processes and principles of classifica- 
tion. Laboratory (267) must be taken concurrently. 
{N} 3 credits 
John Burk 
Offered Spring 2005 

267 Plant Systematics Laboratory 

Field and laboratory studies of the identification 

and classification of higher plants, with emphasis 

on the New England flora. BIO 266 must be taken 

concurrently. {N} 1 credit 

John Burk 

Offered Spring 2005 

268 Microbiology: Eukaryotes 

Eukaryotes, cells with nuclei, have lived on the 
earth for at least two billion years. This course 
focuses on the bizarre and diverse world of mi- 
crobial eukaryotes (protists). Emphasis is on the 
origin and diversification of eukaryotes, and on 
the numerous diseases caused by these microor- 
ganisms. Evaluation is based on a combination of 



tests, discussions and a research paper on a topic 
chosen by each student. Prerequisite: BIO 1 12. {N} 
4 credits 
Laura Katz 
Offered Fall 2004 

269 Microbiology: Eukaryotes Laboratory 
The laboratory assignments allow students to ob- 
serve microbial eukaryotes and use microscopy 
and molecular techniques for experimentation 
with these organisms. Emphasis is on completion 
of an independent project. A one-day field trip is 
scheduled. BIO 268 must be taken concurrently. 
{N} 1 credit 

Laura Katz 
Offered Fall 2004 

270 Evolutionary Biology II: Biodiversity 

Our planet is inhabited by at least two million kinds 
of organisms and coming to intellectual grips with 
this fact is one of the greatest challenges of biology. 
This course deals with the patterns, origins, history, 
description and preservation of biodiversity. Topics 
include discovering and naming species; species 
concepts and origins; major patterns in the paleon- 
tological record; geographic patterns; measuring, 
comparing and explaining levels of diversity; and 
conserving biodiversity. The course includes a 
Saturday trip to the American Museum of Natural 
History in New York City; Prerequisite: BIO 112. 
Familiarity with basic genetic and evolutionary 
concepts is assumed. Alternates with BIO 262. {N} 
4 credits. 
To be announced 
Offered Spring 2006 

320 Colloquium on Molecular Medicine 

A study of cells and their diseased states in humans. 
The cellular, molecular, metabolic and physiologi- 
cal bases of selected diseases will be analyzed. 
Topics will include gross and cellular pathology, 
inflammation, metabolic, musculoskeletal and 
neurological disorders, as well as the clinical 
symptomology and therapeutic possibilities. Sev- 
eral topics will be given by pathologists at Baystate 
Medical Center. Prerequisites: BIO 230 and 251 
{N} 4 credits 
Stylianos Scordilis 
Offered Fall 2005 



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325 Cellular and Molecular Neuroscience 

Molecular level structure-function relationships in 
the nervous system. Topics include development 
of neurons, neuron-specific gene expression, 
mechanisms of neuronal plasticity in learning and 
memory, synaptic release, molecular biology of 
neurological disorders and molecular neurophar- 
macology. Prerequisites: BIO 230, BIO 234, or BIO 
236, or permission of the instructor. Laboratory 
(326) must be taken concurrently. Enrollment 
limited to 20. (E) {N} 4 credits 
Adam C. Hall 
Offered Spring 2005 

326 Cellular and Molecular Neuroscience 
Laboratory 

This laboratory initially uses tissue culture tech- 
niques to study the development of primary 
neurons in culture (e.g. extension of neurites and 
growth cones) . This is followed by an introduction 
to DNA microarray technology for studying gene 
expression in the brain. The rest of the laboratory 
uses the Xenopus oocyte expression system to 
study molecular structure-function. Oocytes (frog 
eggs) are injected with DNA encoding for a variety 
of ion channels. The second half of the semester 
involves a lab project using the expression system 
to investigate channel characteristics or pharma- 
cology. BIO 325 must be taken concurrently. En- 
rollment limited to 20 (E) {N} 1 credit 
Adam C. Hall 
Offered Spring 2005 

330 Neurophysiology 

The function of nervous systems. Topics include 
electrical signals in neurons, synapses, the neural 
basis of form and color perception, and the gen- 
eration of behavioral patterns. Prerequisites: BIO 
230, 236 or 256. Laboratory (331) must be taken 
concurrently. {N} 4 credits 
Richard Olivo 
Offered Spring 2005 

331 Neurophysiology Laboratory 

Electrophysiological recording of signals from 
neurons, including an independent project in the 
second half of the semester. BIO 330 must be taken 
concurrently. {N} 1 credit 
Richard Olivo 
Offered Spring 2005 



332 Histology 

A study of the microscopic structure of animal tis- 
sues, including their cellular composition, origin, 
differentiation, function and arrangement into 
organs. Additional prerequisite: BIO 230 or 236. 
Laboratory (333) is optional, but strongly recom- 
mended. Offered in alternate years. {N} 4 credits 
Richard Briggs 
Offered Fall 2005 

333 Histology Laboratory 

An introduction to microtechnique: the preparation 
of tissue and organs for light microscopic examina- 
tion, including fixation, embedding and sectioning 
as well as a number of different staining techniques 
and cytochemistry. Also includes the study of pre- 
pared material. Minimum enrollment: 6 students. 
Additional prerequisite: BIO 332, which should be 
taken concurrently. Offered in alternate years. {N} 
1 credit 

Richard Briggs 
Offered Fall 2005 

336 Introduction to Biological Fine Structure 

Introduction to the theory of electron microscopy 
and associated techniques, including electron 
optics, instrument design and operational pa- 
rameters, and specimen preparation; discussion 
of eukaryotic cell structure (supramolecular 
organization), and analysis and interpretation of 
micrographs. Admission by permission of the in- 
structor. Additional prerequisite: BIO 230 or 236. 
Laboratory (337) must be taken concurrently. 
Enrollment limited to 6. Offered in alternate years. 
{N} 3 credits 
Richard Briggs 
Offered Spring 2006 

337 Introduction to Biological Fine Structure 
Laboratory 

Emphasis will be on the practice of basic tech- 
niques for electron microscopy, including diverse 
preparative procedures for biological material, the 
operation of the scanning and transmission of elec- 
tron microscopes, and associated photographic 
processes. Independent projects are emphasized. 
BIO 336 must be taken concurrently. Offered in 
alternate years. {N} 2 credits 
Richard Briggs 
Offered Spring 2006 



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121 



338 Algae and Fungi 

Evolutionary origins, physiology and ecology of 
algae and fungi. Emphasis placed on the role of 
algae and fungi in research, as well as their envi- 
ronmental and medical importance. Each student 
is responsible for two in-class presentations and 
associated research papers. Prerequisite: a 200- 
level course in botany or permission of the instruc- 
tor. Laboratory (339) must be taken concurrently. 
Enrollment limited to 12. {N} 3 credits 
Paulctte Peckol 
Offered Spring 2005 

339 Algae and Fungi Laboratory 

The laboratory will focus on concepts discussed in 
lecture and will include an independent project. 
A weekend field trip is included. BIO 338 must be 
taken concurrently. {N} 2 credits 
Paulette Peckol 
Offered Spring 2005 

340 Molecular Evolution 

This course will focus on methods and approaches 
in the emerging field of molecular evolution. 
Topics will include quantitative reconstruction of 
selective and populational events shaping standing 
genetic variation; molecular mechanisms underly- 
ing mutation, recombination and gene conversion; 
comparative analysis of whole genome data sets; 
comparative genomics and bioinformatics; ap- 
plications of molecular evolution in the fields of 
molecular medicine, drug design, and disease and 
the use of molecular data for systematic, conserva- 
tion and population biology. Prerequisite: BIO 232, 
or 234, or 262 or permission of the instructor. {N} 
4 credits 
Robert Dorit 
Offered Fall 2004 

342 Molecular Biology of Eukaryotes 
Advanced molecular biology of eukaryotes and 
their viruses. Topics will include genomics, bioin- 
formatics, eukaryotic gene organization, regulation 
of gene expression, RNA processing, retroviruses, 
transposable elements, gene rearrangement, meth- 
ods for studying human genes and genetic diseases, 
molecular biology- of infectious diseases, genome 
projects and whole genome analysis. Reading as- 
signments will be from a textbook and the primary 
literature. Each student will present an in-class pre- 



sentation and write a paper on a topic selected in 
consultation with the instructor. Enrollment limited 
to 16. Additional prerequisite: BIO 234. Laboratory 
(343) is optional. {N} 4 credits 
Steven Williams 
Offered Fall 2004 

343 Molecular Biology of Eukaryotes 
Laboratory 

A laboratory course designed to complement the 
lecture material in 342. Advanced techniques 
used to study the molecular biology- of eukaryotes 
will be learned in the context of a semester-long 
project. These methods will include techniques for 
studying genomics and gene expression, including 
cDNA library construction, DNA sequence analysis, 
Northern blot analysis, RT-PCR and bioinformatics. 
Enrollment limited to 16. Additional prerequisite: 
BIO 235 and 342, which should be taken concur- 
rently. {N} 1 credit 
Steven Williams 
Offered Fall 2004 

344 Immunology 

An introduction to the immune system covering the 
molecular, cellular and genetic bases of immunity 
to infectious agents. Special topics include im- 
munodeficiencies, transplantation, allergies, im- 
munopathology and immunotherapies. Additional 
prerequisite: BIO 230 or 236. Recommended: BIO 
232 or 234 and 254/255. Laboratory (345) is op- 
tional. {N} 4 credits 
Christine White-Ziegler 
Offered Fall 2004 

345 Immunology Laboratory 

Immunological techniques used in diagnosis and 
as research tools. Experimental exercises include 
immune cell population analysis, immunofluores- 
ence, Western blotting, ELISA, and agglutination 
reactions. An independent project is completed at 
the end of the term. BIO 344 is a prerequisite or 
must be taken concurrently. Enrollment limited to 
16 students. {N} 1 credit 
Christine Wlrite-Ziegler 
Offered Fall 2004 

346 Developmental Biology 

Developmental biology- is the study of the amaz- 
ing processes by winch a fertilized egg becomes a 



122 



Biological Sciences 



multicellular organism with thousands of different 
cell types. Observations of these remarkable phe- 
nomena are presented in concert with the experi- 
ments underlying our current understanding of the 
control of these events. Emphasis is also placed 
on learning to design experiments to answer ques- 
tions about cause and effect in biological systems, 
developing or otherwise. Prerequisite: a course 
in molecular genetics or cell. Laboratory (347) is 
optional, but recommended. {N} 4 credits 
Michael Barresi 
Offered Spring 2005 

347 Developmental Biology Laboratory 

Observation, analysis, and manipulation of various 
phenomena in the development of various organ- 
isms using both classic and modern techniques. 
During the second half of the semester, students 
will design and carry out their own experiments. 
Lecture 346 must be taken concurrently {N} 
1 credit 

Michael Barresi 
Offered Spring 2005 

348 Molecular Physiology 

A study of cellular regulation at the molecular 
level, with emphasis on single molecule physiology 
signaling cascades, their logic and cellular integra- 
tion, membrane domains and transport mecha- 
nisms, and the application of molecular science to 
modem medicine. Additional prerequisites: BIO 
230 and CHM 223. Offered in alternate years. {N} 
4 credits 

Stylianos Scordilis 
Offered Fall 2006 

352 Animal Behavior 

Examination of the many approaches to the study 
of animal behavior. Topics include history of the 
field, physiological bases of behavior, and behav- 
ioral ecology and evolution. Additional prerequi- 
site: one of the following: BIO 242, 244, a statistics 
course or permission of the instructor. Concurrent 
enrollment in laboratory (353) is required. {N} 
3 credits 

Virginia Hayssen 
Offered Fall 2004 

353 Animal Behavior Laboratory 

Research design and methodology for field and 
laboratory studies of animal behavior. Additional 
prerequisite, one of the following: BIO 242, 244, 



a statistics course or permission of the instructor. 
Concurrent enrollment in BIO 352 is required. 
Enrollment limited to 15 students. {N} 2 credits 
Virginia Hayssen 
Offered Fall 2004 

356 Plant Ecology 

A study of plant communities and the relationships 
between plants and their environment. Additional 
prerequisite: a course in ecology 7 or environmental 
science, or permission of the instructor. Laboratory 
(357) must be taken concurrently. {N} 3 credits 
To be announced 
Offered Fall 2004 

357 Plant Ecology Laboratory 

Field and laboratory 7 investigations of the ecology 7 of 
higher plants, with emphasis on New England plant 
communities and review of current literature. BIO 
356 must be taken concurrently. {N} 1 credit 
To be announced 
Offered Fall 2004 

359 Ecological Analysis Laboratory 

Exploration of ecological phenomena via computer 
stimulation and field investigation. Topics include 
density-dependent and random effects in popula- 
tion growth, competition, predator-prey interac- 
tions, age-structure analysis, ecological succession, 
and capture-recapture estimation of population 
size. The course assumes familiarity with ecological 
principles, basic statistics, and use of Excel and 
Minitab software. Prerequisites: MTH 245 and a 
course in distribution area D. Alternates with BIO 
361, Evolutionary 7 Analysis Laboratory. {N} 2 credits 
Stephen Tilley 
Offered Spring 2006 

361 Evolutionary Analysis Laboratory 

The analysis and application of evolutionary princi- 
ples using computer modeling, phyiogenetic analy- 
sis software, and field investigation. Topics include 
the quantitative analysis of generic drift and natural 
selection, phyiogenetic relationships,and genetic 
variation in natural populations. The course as- 
sumes an understanding of evolutionary principles 
and mechanisms, basic statistics, and use of Excel 
and Minitab software. Prerequisites: a course in 
distribution area E and MTH 245. Alternates with 
BIO 359. {N} 2 credits 
Stephen G. Tilley 
Offered Spring 2005 



Biological Sciences 



123 



400 Special Studies 

Variable credit (1 to 5) as assigned 

Offered both semesters each year 



instructor. {N} 3 credits 
Stylianos /'. Scordilis 
Offered Spring 2005 



Seminars 



360 Topics in Molecular Biology 

Topic: Emerging Infectious Diseases 
Tins course will examine the impact of infectious 
diseases on our society. New pathogens have 
recently been identified, while existing pathogens 
have warranted increased investigation for multiple 
reasons, including as causative agents of chronic 
disease and cancer and as agents of bioterrorism. 
Specific emphasis on the molecular basis of viru- 
lence in a variety of organisms will be addressed 
along with the diseases they cause and the public 
health measures taken to address these pathogens. 
Prerequisite: BIO 234 or BIO 254. Recommended: 
BIO 344 {N} 3 credits 
Christine H hite-Ziegler 
Offered Spring 2005 



364 Topics in Environmental Biology 

Topic: Biology and Geology of Coral Reefs — Past, 
Present, and Future. Coral reefs occupy a rela- 
tively small portion of the earth's surface, but their 
importance to the marine ecosystem is great. This 
seminar will examine coral reefs in terms of their 
geologic importance, both past and present, and 
their ecological interactions. Emphasis will be 
placed on the status of modern coral reefs world- 
wide, with a focus on effects of environmental and 
anthropogenic disturbances (e.g., sedimentation, 
entrophication, overfishing). Prerequisite: permis- [\\Q M3J0r 
sion of the instructor. {N} 3 credits ' 

Paulette Peckol 
Offered Spring 2007 



368 Topics in Evolutionary Biology 
Topic Genome Evolution. The past decade has 
seen a dramatic increase in data on genome 
sequences and structures. The seminar explores 
these emerging data from an evolutionary perspec- 
tive, with the aim of understanding the evolution- 
ary forces that drive genome evolution. We will 
examine genome data from microbial organisms, 
including many disease-causing micorobes. as wel 
als from plants, animals and fungi. Technologies 
for generating and annotating genome data will 
also be discussed. {N} 3 credits 
Laura Katz 
Offered Spring 2005 

370 Topics in Microbiology 

Biofilms: Ecosystems and Engineering. An explo- 
ration of biofilms as microbial ecosystems and as 
engineering microcosms. Emphasis will be placed 
on a detailed understanding of the interactions 
between chemical, physical and biological phe- 
nomena in biofilms. The course will also examine 
biofilms in a variety of applied settings, including 
biotechnology, wastewater treatment, manufacture 
as well as in natural environments (deep sea vents, 
human gut and lungs, etc.). Permission of the in- 
structor required {N} -t credits 
Robert Dor it. Domenico Grasso (Engineering) 
Offered Fall 2004 



366 Topics in Cellular Biology 

Topic: Cancer: Cells Out of Control. Known since 
the ancient Egyptians, cancers may be considered a 
set of normal cellular processes gone awry in vari- 
ous cell types. This seminar will consider chemical 
and radiation carcinogenesis, oncogenesis, growth 
factor signaling pathways and the role of hormones 
in cancers, as well as the pathologies of the dis- 
eases. Prerequisite: Bio 230 or permission of the 



Advisers: Students should choose their advisers, 
according to their interests, from the department 
faculty, with the exception that the chair of the 
Board of Pre-Health Advisers does not serve as a 
major adviser. 

Advisers for Study Abroad: Fall 2004. Paulette 
Peckol; Spring 2005. John Burk 

The major in biological sciences is designed to 
provide 1 ) a strong basis for understanding bio- 
logical perspectives on various issues. 2) concep- 
tual breadth across several major disciplines in 



124 



Biological Sciences 



biology; 3) depth in one or more specialized fields 
in biology, 4) experience with modern tools and 
techniques of biological research, and 5) the op- 
portunity to personally experience the excitement 
and process of scientific investigation. Within this 
general framework, students can construct course 
programs that serve their individual interests and 
plans after graduation, while insuring that they 
acquire a broad background in the biological sci- 
ences and exposure to related fields such as chem- 
istry, physics, geology, engineering, mathematics 
and computer science. 

Prospective majors should take BIO 1 1 1 and 1 12 
and CHM 1 1 1 as early as possible. Note that one or 
two semesters of organic chemistry are prerequi- 
sites for a number of 300-level courses. 

The following requirements for the major pertain 
to the Class of 2005 and beyond. Other students 
should consult an adviser with questions about 
their requirements. 

The major requires 56 credits for courses taken 
from six major categories: 

1. Fundamental courses (17 credits). 

2. Distribution courses (at least 16 credits). 

3. Advanced courses (at least 7 credits). 

4. Laboratory courses (at least 4 credits) . 

5. Elective courses 

6. Independent research (no more than two se- 
mesters) 

The fundamental course requirement: 1 1 1 and 
112, CHM 1 1 1 or 1 18, and a course in statistics 
(MTH 245 is strongly recommended for majors in 
the biological sciences) . 



Field E. Evolutionary biology: 262, 266/267, 270. 
Field F. Ecology: 260, 264/265. 

The advanced course requirement: At least 
seven credits from 300-level courses which may 
include EVS 300 and PSY 3 1 1 . At least one must 
be a laboratory course. Special Studies (400) may 
not be counted toward completion of the advanced 
course requirement. 

The laboratory course requirement: At least four 
laboratory courses, one of which must be at the 
300-level. With the adviser's permission, a semes- 
ter of Special Studies (400) may count toward the 
requirement as a 200-level laboratory course, and 
a semester of Honors research (430, 431 or 432) 
may count as a 300-level laboratory course. 

Elective courses: Electives may include any de- 
partmental course except those offered explicitly 
fornonmajors (102, 104, 202/203, 258). Students 
who take one course designated for nonmajors be- 
fore enrolling in other departmental courses may 
count it as an elective course in the major. Up to 
two courses from other departments or programs 
may be counted as electives, provided that these re- 
late to a student's particular interests in biology and 
are chosen in consultation with her adviser. Such 
courses might include, but are by no means limited 
to BCH 252 and 253; CHM 222 and 223; ESS 215; 
EVS 300; GEO 231; NSC 200; PSY 311. 

Independent research: Independent research 
is strongly encouraged but not required for the 
major in biological sciences. Up to two semesters 
of Special Studies (400) or Honors research (430, 
431, or 432) may be counted toward completion 
of the major. 



The distribution course requirement: Four of 
the following courses, one from each of four distri- 
bution fields. Laboratory courses are listed where 
they must be taken concurrently with the associ- 
ated lecture course. 

Field A. CeU biology: 230, 236. 

Field B. Genetics: 232, 234. 

Field C. Physiology: 250, 254/255, 256. 

Field D. Organismal biology: 240, 242/243, 244, 

268/269, 270. 



Options for majors with Advanced Placement 
credit or other forms of strong high school 
preparation in biology. Majors who wish to use 
Advanced Placement credit or who have other 
forms of strong high school backgrounds in biol- 
ogy should elect one of the following options for 
their fundamental and distribution courses. Stu- 
dents who are considering these options should 
consult with the panel of biology advisers at fall 
registration. 



Biological Sciences 



125 



1. 1 1 1 and five distribution courses, including one 
each from distribution fields D, E and F. 

2. 1 12 and five distribution courses, including one 
each from distribution fields A, B and C. 

3. One course from each of the six distribution 
fields. 



Environmental Science and 
Policy 



The Minor 



Advisers: Members of the department also serve 
as advisers for the minor. 

The requirements for the minor in biological sci- 
ences comprise 24 credits from departmental 
offerings, chosen in consultation with an adviser. 
These courses usually include 1 1 1 , 1 1 2, and must 
include one 300-level course. No more than one 
course designed primarily for non-majors may be 
included. 



Honors 

Director: Adam Hall 

Requirements: the same as that for the major, and 
8 or 12 credits (430d, 431, or 432d) in the senior 
year of individual investigation culminating in a 
written thesis and an oral presentation. 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 

Offered Fall 2004 

432d Thesis 

12 credits 

Full-year course; Offered each year 



See pp. 207-209 



Marine Sciences 

See pp. 294-295 

Neuroscience 

Seep. 313-316 



Graduate 

Adviser: Laura Katz 

507 Seminar on Recent Advances and Current 
Problems in the Biological Sciences 

Students in this seminar discuss articles from the 
primary literature representing diverse fields of bi- 
ology and present on their own research projects. 
Journal articles will be selected to coordinate with 
departmental colloquia. In alternate weeks, stu- 
dents will present talks on research goals, data col- 
lection and data analysis. This course is required 
for graduate students and it must be repeated both 
years. 2 credits 
Laura Katz 
Offered Fall 2004 

510 Advanced Studies in Molecular Biology 

3 to 5 credits 

Members of the department 

Offered both semesters each year 

520 Advanced Studies in Botany 

3 to 5 credits 

Members of the department 

Offered both semesters each year 



Biochemistry 

See pp. 109-113 



530 Advanced Studies in Microbiology 
3 to 5 credits 

Members of the department 
Offered both semesters each year 



126 



Biological Sciences 



540 Advanced Studies in Zoology 

3 to 5 credits 

Members of the department 

Offered both semesters each year 

550 Advanced Studies in Environmental 
Biology 

3 to 5 credits 

Members of the department 

Offered both semesters each year 

590d Research and Thesis 

8 credits 

Full-year course; Offered each year 



Preparation for graduate study in the 
biological sciences. 

Graduate programs that grant masters and doctoral 
degrees in biology vary in their admission require- 
ments, which may include at least one year each 
of mathematics (preferably including statistics) , 
physics, and organic chemistry. Many programs 
stress both broad preparation across the biologi- 
cal sciences and a strong background in a specific 
area. Many institutions require scores on the 
Graduate Record Examination, which emphasize a 
broad foundation in biology as well as quantitative 
and verbal skills. Students contemplating graduate 
study should review the requirements of particular 
programs as early as possible in the course of 
their studies and seek advice from members of the 
department. 



Prehealth Professional 
Programs 

Students may prepare for health profession schools 
by majoring in any area, as long as they take 
courses that meet the minimum requirements for 
entrance. For most schools, these are two semes- 
ters each of English, inorganic chemistry, organic 
chemistry, physics and biology 7 . The science courses 
must include laboratories. Biology' courses should 
be selected in consultation with the adviser, taking 
into consideration the student's major and specific 
interests in the health professions. Other courses 
often recommended include biochemistry, math- 
ematics through calculus, and social or behavioral 
science. Because health profession schools differ 
in the details of their requirements, students should 
confer with a Prehealth adviser as early as possible 
about specific requirements. 

Information may be obtained from the Career De- 
velopment Office or from Margaret E. Anderson, 
chair of the Board of Pre-Health Advisers. 



12" 



Chemistry 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professor 

Robert G. Linck, Ph.D., Chair 



Visiting Assistant Professor 
Heather Shafer, Ph.D. 



Associate Professors 
David Bickar. Ph.D. 
"' Cristina Suarez, Ph.D. 

Assistant Professors 
Kate Queeney, Ph.D. 
Kevin Shea, Ph.D. 
'"' Elizabeth Jamieson, Ph.D. 
'*' Shizuka Hsieh, Ph.D. 
'* 2 Maureen Fagan, Ph.D. 



Senior Lecturer 

LaleAkaBurk, Ph.D. 

Senior Laboratory Instructor and Laboratory 
Supervisor 

Virginia White, M.A. 

Laboratory Instructors 

Maria Bickar, M.S. 
Rebecca Thomas, Ph.D. 



Students who are planning to major in chemistry 
should consult with a member of the department 
early in their college careers. They should elect 
general chemistry as first-year students and are 
advised to complete MTH 1 12 or MTH 1 14 and 
PHY 1 1 5 and 1 16 as early as possible. 

All intermediate courses require as a prerequisite 
CHM 1 1 1 or 1 18 or an Advanced Placement score 
of 4 or 5. 

100 The World Around Us 

A course dealing with the materials and the trans- 
formations central to our daily lives. Principal top- 
ics: chemicals essential to our existence; chemistry 
and the arts; chemistry and the environment. No 
prerequisite. Not open to students with Advanced 
Placement or previous college credit in chemistry. 
Three hours of lecture, discussion and demonstra- 
tions. {N} 4 credits 
To be announced Spring 2005 
Cristina Suarez, Spring 2006 
Offered Spring 2005, Spring 2006 

108 Environmental Chemistry 

An introduction to environmental chemistry, ap- 
plying chemical concepts to topics such as acid 



rain, the greenhouse effect, the ozone layer, pho- 
tochemical smog, pesticides and waste treatment. 
Chemical concepts will be developed as needed. 
{N} 4 credits 

David Bickar Spring 2005 
Shizuka Hsieh, Spring 2006 
Offered Spring 2005, Spring 2006 

111 Chemistry I: General Chemistry 

An introductory course dealing with atomic and 
molecular structure and properties, and with 
chemical reactions. The laboratory includes tech- 
niques of chemical synthesis and analysis. Enroll- 
ment limited to 60 per lecture section, 16 per lab 
section. {N} 5 credits 
Kate Queeney. Heather Shafer. Fall 2004 
Kate Queeney. Kevin Shea. Shizuka Hsieb, Fall 
2005 
Offered Fall 2004, Fall 2005 

118 Advanced General Chemistry 
This course is designed for students with a very 
strong background in chemistry. The elementary 
theories of stoichiometry. atomic structure, bond- 
ing, structure, energetics and reactions will be 
quickly reviewed. The major portions of the course 
will involve a detailed analysis of atomic theorv and 



128 



Chemistry 



bonding from an orbital concept, an examination 
of the concepts behind thermodynamic arguments 
in chemical systems, and an investigation of chemi- 
cal reactions and kinetics. The laboratory deals 
with synthesis, physical properties and kinetics. 
The course is designed to prepare students for 
CHM 222/223 as well as replace both CHM 1 1 1 
and CHM 224. A student who passes 1 18 cannot 
take either 1 11 or 224. Enrollment limited to 32. 
{N} 5 credits 

Robert Linck, Maria Bickar 
Offered Fall 2004, Fall 2005 

222 Chemistry II: Organic Chemistry 

An introduction to the theory and practice of 
organic chemistry. Structure, nomenclature, and 
physical and chemical properties of organic com- 
pounds with an emphasis on alkanes, alkyl halides, 
alkenes, alkynes, cycloalkanes and carbonyl com- 
pounds. Spectroscopic methods of analysis focus- 
ing on infrared and nuclear magnetic resonance 
spectroscopy. Prerequisite: 111 or 118. Enrollment 
limited to 16 per lab section. {N} 5 credits 
Kevin Shea, Robert Linck, LaleBurk, 
Offered Spring 2005, Spring 2006 

223 Chemistry III: Organic Chemistry 

The chemistry of alcohols, ethers, amines, alde- 
hydes, ketones, carboxylic acids and functional de- 
rivatives of carboxylic acids, aromatic compounds 
and multifunctional compounds. Introduction to 
retrosynthetic analysis and multistep synthetic plan- 
ning. Prerequisite: 222 and successful completion 
of the 222 lab. Enrollment limited to 16 per lab 
section. {N} 5 credits 
LaleBurk, Kevin Shea, Fall 2004 
LaleBurk, Maureen Fagan, Fall 2005 
Offered Fall 2004, Fall 2005 

224 Chemistry IV: Bonding, Structure, and 
Energetics 

An introduction to electronic structure, chemical 
kinetics and mechanisms, and thermodynam- 
ics. Introductory quantum mechanics opens the 
way to molecular orbital theory and coordination 
chemistry 7 of transition metals. Topics in chemical 
thermodynamics include equilibria for acids and 
bases, analyses of entropy and free energy, and 
electrochemistry. Prerequisite: 223 or permission 
of the instructor. Enrollment limited to 18 per lab 



section. {N} 5 credits 

Heather Shafer, Virginia White, Spring 2005 
Kate Queeney, Virginia White, Spring 2006 
Offered Spring 2005, Spring 2006 

226 Synthesis 

Synthetic techniques and experimental design in 
the context of multistep synthesis. The literature of 
chemistry, methods of purification and character- 
ization. Recommended especially for sophomores. 
Prerequisite: 223. {N} 3 credits 
David Bickar, Maureen Fagen, Rebecca Thomas, 
Spring 2005 

David Bickar, Rebecca Thomas, Spring 2006 
Offered Spring 2005, Spring 2006 

321 Organic Synthesis 

An examination of modern methods of organic syn- 
thesis and approaches to the synthesis of complex 
organic compounds with a focus on the current 
literature. Prerequisite: 223. Offered in alternate 
years. {N} 4 credits 
Kevin Shea 
Offered Spring 2005 

324 Organometallics 

Structure and reactivity of transition metal organo- 
metallic complexes. A mechanistic approach is 
taken to exploring the ability of these complexes to 
catalyze organic reactions. General organometallic 
and organic mechanistic principles will be applied 
to transition-metal catalyzed reactions from the 
current literature, such as polymerizations and cy- 
cloadditions. Prerequisite: 224. Offered in alternate 
years. {N} 4 credits 
Maureen Fagen 
Offered Fall 2004 

328 Bio-Organic Chemistry 

This course deals with the function, biosynthesis, 
structure elucidation and total synthesis of the 
smaller molecules of nature. Emphasis will be on 
the constituents of plant essential oils, steroids 
including cholesterol and the sex hormones, alka- 
loids and nature's defense chemicals, molecular 
messengers and chemical communication. The 
objectives of the course can be summarized as 
follows: To appreciate the richness, diversity and 
significance of the smaller molecules of nature, to 
investigate methodologies used to study and synthe- 



Chemistrv 



129 



size these substances, and to become acquainted 
with the current literature in the field. Prerequisite: 
115. Offered in alternate years. {N} 3 credits 
idle Burk 
Offered Spring 2006 

331 Physical Chemistry I 

Quantum chemistry: the electronic structure of 
atoms and molecules, with applications in spec- 
troscopy. An introduction to statistical mechanics 
links the quantum world to macroscopic proper- 
ties. Prerequisites: 224 and MTH 1 12 or MTH 1 14. 
MTU 212 or PHY 210, and PHY 115 are strongly 
recommended. {N} 4 credits 
Sbizuka Hsieb, Fall 2004 
Cristina Suarez, Fall 2005 
Offered Fall 2004, Fall 2005 

332 Physical Chemistry II 

Thermodynamics and kinetics: will the contents 
of tins flask react, and if so. how fast? Properties 
that govern the chemical and physical behavior of 
macroscopic collections of atoms and molecules 
(gases, liquids, solids and mixtures of the above) . 
Prerequisite: 331. {N} 5 credits 
Kate Queeney. Maria Bickar 
Offered Spring 2005, Spring 2006 

335 Physical Chemistry of Biochemical 
Systems 

A course emphasizing physical chemistry of biolog- 
ical systems. Topics covered include chemical ther- 
modynamics, solution equilibria, enzyme kinetics 
and biochemical transport processes. The labora- 
tory focuses on experimental applications of physi- 
cal-chemical principles to systems of biochemical 
importance. Prerequisites: 224 or permission of 
the instructor, and MTH 112. {N} 4 credits 
Cristina Suarez, Fall 2004 
David Bickar Robert Linck Fall 2005 
Offered Fall 2004, Fall 2005 

337 Materials Chemistry 

This course provides an introduction to the in- 
' terdisciplinary field of materials from a chemist's 
viewpoint. Students will learn fundamentals of solid 
state chemistry as well as techniques used to syn- 
thesize and characterize materials (including crys- 
talline and amorphous solids as well as thin films) . 
, These concepts will be applied to current topics in 



materials chemistry, culminating in a final paper 
and oral presentation on a topic of each student's 
choice. Prerequisite: CHM 224 or equivalent or 
permission of the instructor. Offered in alternate 
years. {N} 4 credits 
Kate Queeney 
Offered Spring 2005 

338 Molecular Spectroscopy 

This course is designed to provide an understand- 
ing of mathematical formulations, electronic ele- 
ments and experimentally determined parameters 
related to the study of molecular systems. We will 
focus on Nuclear Magnetic Resonance as the spec- 
troscopic technique of choice in chemistry and 
biology. Prerequisites: A knowledge of NMR spec- 
troscopy at the basic level covered in CHM222 and 
223. Offered in alternate years. {N} 4 credits 
Cristina Suarez 
Offered Fall 2005 

339 Atmospheric Chemistry 

An introduction to chemical species in the atmo- 
sphere and their reactions, with an emphasis on 
modern experimental methods used to provide 
measurements for atmospheric modeling. Discus- 
sion of fundamental spectroscopy, kinetics, photo- 
chemistry and instrumental methods will accom- 
pany readings in current literature. Prerequisite: 
224; 331, 347 strongly recommended. Offered in 
alternate years. {N} 4 credits 
Shizuka Hsieh 
Offered Spring 2006 

347 Instrumental Methods of Analysis 

A laboratory-oriented course involving spectro- 
scopic, chromatographic and electrochemical 
methods for the quantitation, identification and 
separation of species. Critical evaluation of data 
and error analysis. Prerequisite: 224 or permission 
of the instructor. {N/M} 5 credits 
Robert Linck Fall 2004 
Kate Queeney. Kevin Shea, Fall 2005 
Offered Fall 2004, Fall 2005 

357 Selected Topics in Biochemistry 
Topic: Pharmacology and Drug Design. An in- 
troduction to the principles and methodology of 
pharmacology, toxicology and drug design. The 
pharmacology of several drugs will be examined in 



130 



Chemistry 



detail, and computational software used to examine 
drug binding and to assist in designing a new or 
modified drug. Some of the ethical and legal fac- 
tors relating to drug design, manufacture and use 
will also be considered. Prerequisite: BCH 352, or 
permission of the instructor. Offered in alternate 
years. {N} 3 credits 
David Bickar 
Offered Fall 2004 

363 Advanced Inorganic Chemistry 

Topics in inorganic chemistry. Application of group 
theory to coordination compounds, molecular 
orbital theory of main group compounds and or- 
ganometallic compounds. Prerequisite: 331. {N} 
4 credits 

Robert Linck, Spring 2005 
Elizabeth Jamieson, Spring 2006 
Offered Spring 2005, Spring 2006 

369 Bioinorganic Chemistry 

This course will provide an introduction to the field 
of bioinorganic chemistry. Students will learn about 
the role of metals in biology as well as about the 
use of inorganic compounds as probes and drugs 
in biological systems. Prerequisites: CHM 223 and 
224. Offered in alternate years. {N} 4 credits 
Elizabeth Jamieson 
Offered Fall 2005 

395 Advanced Chemistry 

A course in which calculation^ techniques are 
illustrated and used to explore chemical systems 
without regard to boundaries of subdisciplines. 
Topics include molecular mechanics, semi-empiri- 
cal and ab initio computations. Prerequisite: 331. 
Offered in alternate years. {N} 4 credits 
Robert Linck 
Offered Spring 2006 

Cross-listed and 
Interdepartmental Courses 

BCH 352 Biochemistry II: Biochemical 
Dynamics 

Chemical dynamics in living systems. Enzyme 
mechanisms, metabolism and its regulation, energy 
production and utilization. Prerequisites: BCH 252 



and CHM 224. Laboratory (BCH 353) must be 
taken concurrently by biochemistry majors; op- 
tional for others. {N} 3 credits 
David Bickar Fall 2004 
Offered Fall 2004, Fall 2005 

BCH 353 Biochemistry II Laboratory 

Investigations of biochemical systems using ex- 
perimental techniques in current biochemical re- 
search. Emphasis is on independent experimental 
design and execution. BCH 352 is a prerequisite or 
must be taken concurrently. {N} 2 credits 
To be announced 
Offered Fall 2004, Fall 2005 

400 Special Studies 

1 to 4 credits as assigned 

Offered both semesters each year 



The Major 



Advisers: Members of the department. 

Adviser for Study Abroad: Virginia White 

Students planning graduate study in chemistry are 
advised to include PHY 115 and'll6 and MTH 212 
or 2 1 1 in their programs of study. A major pro- 
gram that includes these courses, one semester of 
biochemistry and additional laboratory experience 
in the form of either (a) two semesters of research 
(400, 430, or 432), or (b) one semester of re- 
search and one elective course with laboratory, or 
(c) three elective courses with laboratory meets 
the requirements of the American Chemical Society 
for eligibility for professional standing. 

Required courses: 111, 222, 223, 224, 226, 331, 
332, 347, 363, and a further 6 credits in chemistry, 
above the 200 level. Four of the six credits may be 
counted from the research courses 400, 430, or 
432, or from BCH 252, BCH 352, GEO 301, PHY 
332, PHY 340, or PHY 348. Courses fulfilling the 
major requirements may not be taken with the S/U 
option. 



Chemistry 131 

The Minor 

Advisers: Members of the department 

The specified required courses constitute a four- 
semester introduction to chemistry. The semesters 
are sequential, giving a structured development of 
chemical concepts and a progressive presentation 
of chemical information. Completion of the minor 
with at least one additional course at the intermedi- 
ate or advanced level affords the opportunity to 
explore a particular area in greater depth. 

Required courses: 25 credits in chemistry that 
must include 111, 222, 223 and 2 2-i. Special 
Studies -*00 normally may not be used to meet the 
requirements of the minor. Courses fulfilling the 
minor requirement may not be taken with the S/U 
option. 

Honors 

Director: Elizabeth Jamieson 

430d Thesis 

8 credits 

Full-year course; Offered each year 

432d Thesis 

12 credits 

Full-year course; Offered each year 

An individual investigation pursued throughout the 
senior year. 

Requirements: the same as those for the major, 
with the addition of a thesis and an oral examina- 
tion in the area of the thesis. 



132 



Classical Languages and Literatures 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors Assistant Professor 

2 Justina W. Gregory, Ph.D., Chair Timothy B. Allison, Ph.D. 
§2 Thalia A. Pandiri, Ph.D. (Classical Languages and 

Literatures and Comparative Literature) Lecturer 

n Scott A. Bradbury, Ph.D Maureen B. Ryan, Ph.D. 

Associate Professor 

Nancy J. Shumate, Ph.D 



Majors are offered in Greek, Latin, classics and 
classical studies. Qualified students in these majors 
have the opportunity of a semester's study at the 
Intercollegiate Center for Classical Studies in Rome. 

Students planning to major in classics are ad- 
vised to take relevant courses in other departments 
such as art, English, history, philosophy and mod- 
ern foreign languages. 

Students who receive scores of 4 and 5 on the 
Advanced Placement test in Virgil may not apply 
that credit toward the degree if they complete LAT 
213 for credit. 

Credit is not granted for the first semester only 
of an introductory language course. 



Greek 



GRK lOOy Elementary Greek 

A year-long course that will include both the funda- 
mentals of grammar and, in the second semester, 
selected readings. {F} 8 credits 
Thalia Pandiri 
Full-year course; offered each year 

GRK 212 Attic Prose and Drama 

Prerequisite: lOOy. {L/F} 4 credits 
Justina Gregory* 
Offered Fall 2004 



GRK 213 Homer, Iliad or Odyssey 
Prerequisite: 212 or permission of the instructor. 
{L/F} 4 credits 
Timothy Allison 
Offered Spring 2005 

GRK 310 Advanced Readings in Greek 
Literature 

Authors read in GRK 310 vary from year to year, 
but they are generally chosen from a list including 
Plato, Homer, Aristophanes, lyric poets, tragedians, 
historians and orators, depending on the interests 
and needs of the students. GRK 310 may be re- 
peated for credit, provided that the topic is not the 
same. Prerequisite: GRK 213 or permission of the 
instructor. {L/F} 4 credits 

Athens, the Tyrant City 

A study of two texts — Sophocles' Oedipus the King 
and selections from Thucydides that cast light on 
the political and religious mood in Athens at the 
start of the Peloponnesian War, and how that mood 
was affected by the plague of 430 BCE. Prerequi- 
site: 213 or permission of the instructor. {L/F} 
Justina Gregory 
Offered Fall 2004 

Transformation of Homeric Epic: Studies in 
Theme and Genre 

Greek tragedy regularly derived its themes from 
traditional mythology but shaped them to reflect 



Classical Languages and Literatures 



133 



fifth-century concerns. The Hellenistic poet Apol- 
lonius of Rhodes consciously emulated the style of 
Homeric epic, but with radically different results. 
This course will examine the interrelationships of 
Homer, Euripides' Medea, and ApolloniusVO^r;- 
nautica, with a view to understanding how genre 
and style can be influenced by the poet's society. 
Prerequisite: 213 or permission of the instructor. 
{L/F} 

Thalia Pandiri 
Offered Spring 2005 

GRK 404 Special Studies 

Admission by permission of the department, for 
majors and honors students who have had four 
advanced courses in Greek. 4 credits 
Offered both semesters each year 



Graduate 



GRK 580 Studies in Greek Literature 

This will ordinarily be an enriched version of the 
300-level course currently offered. 4 credits 
Offered both semesters each year 

Adviser for Graduate Study: Justina Gregory 



Latin 



LAT 100y Elementary Latin 

Fundamentals of grammar, with selected readings 

from Latin authors in the second semester. {F} 

8 credits 

Saucy Shumate, Timothy Allison 

Full-year course; offered each year 

LAT 212 Introduction to Latin Prose and 
Poetry 

Practice and improvement of reading skills through 
the study of a selection of texts in prose and verse. 
Systematic review of fundamentals of grammar. 
Prerequisite: LAT lOOy, or the equivalent. {L/F} 
4 credits 
Maureen Ryan 
Offered Fall 2004 



LAT 213 Introduction to Virgil's. \eneid 
Prerequisite: 21- or permission of the instructor. 
{L/F} 4 credits 
Justina Gregory 
Offered Spring 2005 

LAT 330 Advanced Readings in Latin 
Literature 

Authors read in LAT 330 van from year to year, but 
they are generally chosen from a list including epic 
and lyric poets, historians, orators, comedians and 
novelists, depending on the interests and needs of 
students. LVT 330 may be repeated for credit, pro- 
vided that the topic is not the same. Prerequisite: 
TWo courses at the 200-level or permission of the 
instructor. {L/F} 4 credits 

Cicero: The Power of Rhetoric at Rome 
A study of selected speeches of Cicero, Republican 
Rome's premier orator and the main model of 
eloquence for subsequent eras, with a focus on 
style and rhetorical technique. We will use our 
new appreciation of how rhetoric works to analyze 
speeches in the Anglo-American rhetorical tradi- 
tion, including contemporary political discourse. 
Speeches of Cicero may include the de Lege 
Man ilia. Pro Caelio, Second Philippic. {L/F} 
4 credits. 
Nancy Shumate 
Offered Fall 2004 

Lyric and Elegiac Love Poetry 
What are the conventions of Latin love poetry? What 
meters are appropriate to this genre, what attitudes 
does it take toward Roman social and political 
life, and how does it construct the poet/lover, the 
beloved, and love itself? Selected readings from 
Catullus, Horace, Tibullus, Propertius, Sulpicia and 
Ovid. {L/F} 4 credits. 
Maureen Ryan 
Offered Spring 2005 

LAT 404 Special Studies 

Admission by permission of the department, for 
majors and honors students who have had four 
advanced courses in Latin. 4 credits 
Offered both semesters each year 



134 



Classical Languages and Literatures 



Graduate 



LAT 580 Studies in Latin Literature 

This will ordinarily be an enriched version of the 
300-level courses currently offered. 4 credits 
Offered both semesters each year 

Adviser for Graduate Study: Nancy Shumate 

Classics in Translation 

CLS 190 The Trojan War 

The Trojan War is the first conflict to be memorial- 
ized in Greco-Roman literature — "the war to start 
all wars." For Homer and the poets who came 
after him it raised such questions as: What justifies 
going to war? What is the cost of combat and the 
price of glory? How does war affect men, women 
and children, winners and losers? We will look at 
the "real" Troy of the archaeological record, then 
focus on imaginary Troy as represented by Homer, 
Aeschylus, Euripides, Virgil, Ovid and Seneca. Wl 
{L/A} 4 credits 
Justina Gregory 
Offered Spring 2005 

CLS 227 Classical Mythology 

The principal myths as they appear in Greek and 
Roman literature, seen against the background of 
ancient culture and religion. Focus on creation 
myths, the structure and function of the Olympian 
pantheon, the Troy cycle and artistic paradigms of 
the hero. Some attention to modern retellings and 
artistic representations of ancient myth. Enrollment 
limited to 30 in each semester. {L/A} 4 credits 
Timothy Allison 
Offered Fall 2004, Spring 2005 

CLT 230 "Unnatural" Women: Mothers Who 
Kill Their Children 

Some cultures give the murdering mother a central 
place in myth and literature while others treat 
the subject as taboo. How is such a woman de- 
picted — as monster, lunatic, victim, savior? What 
do the motives attributed to her reveal about a 
society's assumptions and values? What difference 
does it make if the author is a woman? Authors 
to be studied include Euripides, Seneca, Ovid, 
Anouilh, Papadiamandis, Atwood, Walker, Morri- 



son. Prerequisite: at least one college-level course 
in literature. {L} 4 credits 
Thalia Pandiri 
Offered Fall 2004 

CLS 233 Gender and Sexuality in Greco- 
Roman Culture 

The construction of gender, sexuality and erotic 
experience is one of the major sites of difference 
between Greco-Roman culture and our own. What 
constituted a proper man and a proper woman 
in these ancient societies? Which sexual practices 
and objects of desire were socially sanctioned and 
which considered deviant? What ancient modes of 
thinking about these issues have persisted into the 
modern world? Attention to the status of women; 
the role of social class; the ways in which genre 
and convention shaped representation; the rela- 
tionship between representation and reality. {L/H} 
4 credits 
Nancy Shumate 
Offered Spring 2005 

CLS 235 Life and Literature in Ancient Rome 

A study of the literature of Ancient Rome from its 
legendary beginnings to the triumph of Christianity. 
Emphasis on how literary culture intersects with its 
social and historical context. Topics will include 
popular entertainment; literature as propaganda; 
Roman virtues — and vices; the Romans in love. {L} 
4 credits 
Maureen Ryan 
Offered Fall 2004 

Cross-listed and 
Interdepartmental Courses 

None currently listed. 

The Major in Greek, Latin, 
or Classics 

Advisers: Members of the department. 
Adviser for Study Abroad: Thalia Pandiri 

Basis: in Greek, lOOy; in Latin, lOOy; in classics, 
Greek 1 OOy and Latin lOOy. 



Classical Languages and Literatures 



135 



Requirements: in Greek, eight four-credit courses 
in the language in addition to the basis; in Latin, 
eight four-credit courses in the language in ad- 
dition to the basis; in classics, eight four-credit 
courses in the languages in addition to the basis 
and including not fewer than two in each language. 

The Major in Classical 
Studies 

Advisers: Members of the department 

Basis: GRK lOOy or LAT lOOy (or the equivalent). 
Competence in both Greek and Latin is strongly 
recommended. 

Requirements: nine semester courses in addition 
to the basis. Four chosen from GRK (200-level or 
above) or LAT (200-level or above); at least two 
from classics in translation (CLS); and at least two 
appropriate courses in archaeology (ARC), art 
history 7 (ARH), government (GOV), ancient history 7 
(HST), philosophy (PHI), and/or religion (REL), 
chosen in accordance with the interests of the 
student and in consultation with the adviser. With 
the approval of the adviser courses in other depart- 
ments and programs may count toward the major. 

The Minor in Greek 

Advisers: Members of the department 

Requirements: six four-credit courses, of which 
at least four must be courses in the Greek language 
and at least three must be at or above the 200 (in- 
termediate) level. The remaining courses may be 
chosen from Greek history, Greek art, ancient phi- 
losophy, ancient political theory, ancient religion, 
or classics in translation. At least one course must 
be chosen from this category. 



The Minor in Latin 

Advisers: Members of the department 



Requirements: six four-credit courses, of which 
at least lour must be courses in the Latin language 
and at least three must be at or above the 200 
(intermediate) level. The remaining courses may 
be chosen from Roman history, Roman art, ancient 
political theory, ancient religion, or classics in 
translation. At least one course must be chosen 
from this category. 

The Minor in Classics 

Advisers: Members of the department 

Requirements: six four-credit courses in Greek or 
Latin languages and literatures at or above the level 
of 212, including not fewer than two in each lan- 
guage. One of these six courses may be replaced by 
a course related to classical antiquity offered either 
within or outside the department, and taken with 
the department's prior approval. 

Honors in Greek, Latin, 
Classics, or Classical Studies 

Director: Nancy Shumate 

430d Thesis 

8 credits 

Full-year course; Offered each year 

Requirements: the same as those for the major, 
with the addition of a thesis, to be written over the 
course of two semesters, and an examination in the 
general area of the thesis. 

Greek, Latin, or Classics 

Graduate 

590d Research and Thesis 

8 credits 

Full-year course; Offered each year 

590 Research and Thesis 

4 or 8 credits 

Offered both semesters each year 



136 



Comparative Literature 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Ann Rosalind Jones, Ph.D., Director 

Professors 

** 2 Maria Banerjee, Ph.D. (Russian Language and 

Literature) 
n Elizabeth Harries, Ph.D. (English Language and 

Literature and Comparative Literature) 
Thalia Alexandra Pandiri, Ph.D. (Classical Languages 

and Literatures and Comparative Literature) 
** 1 * 2 Janie Vanpee, Ph.D. (French Studies) 
** 2 Craig R. Davis, Ph.D. (English Language and 

Literature) 
**' Jocelyne Kolb, Ph.D. (German Studies) 



Reyes Lazaro, Ph.D. (Spanish and Portuguese) 
Luc Gilleman, Ph.D. (English Language and 
Literature) 

Assistant Professors 

Ambreen Hai, Ph.D. (English Language and 

Literature) 
+2 Sabina Knight, Ph.D. (East Asian Languages 

nd Literatures) 
Katwiwa Mule, Ph.D. 
" l Justin Cammy, Ph.D. (Jewish Studies) 
Dawn Fulton, Ph.D. (French Studies) 
**' Nicolas Russell, Ph.D. (French Studies) 



William Allen Neilson Professor 

Nawal El Saadawi, M.D. 



Lecturer 

n Margaret Bruzelius, Ph.D. 



Associate Professors 

Anna Botta, Ph.D. (Italian Language and Literature 
and Comparative Literature) 



A comparative study of literature in two languages, 
one of which may be English. 

GLT 291/ENG 202 Western Classics in 
Translation, from Homer to Dante 

Luc Gilleman, Director (Fall) 

GLT 292/ENG 203 Western Classics in 
Translation, from Chretien de Troyes to 
Tolstoy 

Maria Banerjee, Director (Spring) 

(See p. 386.) An interdepartmental course, GLT 
291 is a requirement for the major. Students in- 
terested in comparative literature should take it 
as early as possible. First-year students eligible for 
advanced placement in English by virtue of an AP 
score of 4 or 5 and first-year students with an SAT 
or English achievement score of 710 are encour- 
aged to register for GLT 291. 



Comparative literature courses are open to first- 
year students with the permission of the instructor. 
After the first year all 200-level courses are open to 
all students unless otherwise specified. Courses at 
the 300 level require at least one 200-level litera- 
ture course, or permission of the instructor. 

In all comparative literature courses, readings and 
discussion are in English, but students are encour- 
aged to read works in the original language when- 
ever they are able. 



Introductory Courses 

ENG 120 Scandinavian Mythology 
Craig R. Davis 
Offered Fall 2004 



Comparative Literature 



137 



ENG 120 Celtic Traditions 
Craig R. Davis 
Offered Spring 2005 

GLT 291/ENG 205 Western Classics in 
Translation, from Homer to Dante 
Maria Banerjee, Luc GiUeman 
Offered Fall 2004 

GLT 292/ENG 203 Western Classics in 
Translation, from Chretien de Troyes to 
Tolstoy 

Maria Banerjee 
Offered Spring 2005 



and epics from even region of \irica. focusing on 
the way in which they draw upon traditional oral 
cultures, confront over a centun of European co- 
lonialism on the continent, and represent contem- 
porary postcolonial realities. Texts, some written 
in English and others translated from French and 
such African languages as Swahili and Songhay 
will include Achebe's Tilings Fall Apart. Ngugi's The 
River Between, Bessie Head's Mam, Mariama Ba's 
So Long a Letter. Soyinka's Death and the King's 
Horseman, and The Epic of Askia Mohammed re- 
counted by Nohou Malio. (E) {L} 
Katuiwa Mule 
Offered Fall 2004 



293 Writings and Rewritings: Contexts, 
Migrations, Theory 

A study of how literary texts written in a particular 
historical and cultural moment are revised and 
transformed in new geographies, ideological 
frameworks and art forms. To clarify these pro- 
cesses, introductory readings in literary theory will 
also be part of the course. Prerequisite: GLT 291. 
Topic for 2002: Shakespeare's Tempest in the 
drama, essays, fiction, poetry and film of the 
Americas, Africa and the Caribbean. {L} 4 credits 
KatunwaMule 
Offered Spring 2005 

Intermediate Courses 

CLS 190 The Trojan War 

The Trojan War is the first conflict to be memorial- 
ized in Greco-Roman literature — "the war to start 
all wars." For Homer and the poets who came after 
him it raised such questions as: What justifies going 
to war? What is the cost of combat and the price 
of glory? How does war affect men, women and 
children, winners and losers? We will look first at 
the "real" Troy of the archaeological record, then 
focus on imaginary Troy as represented by Homer, 
Aeschylus, Euripides, Virgil, Ovid and Seneca. Wl 
{L/A} 4 credits 
Justina Gregory' 
Offered Spring 2005 

205 Twentieth-Century Literatures of Africa 

An introduction to the major genres and writers 
of modem .Africa. Novels, short stories, drama 



218 Holocaust Literature 

Explores Jewish literary responses to national ca- 
tastrophe, with a focus on differentiating between 
literature of the Holocaust (texts written in extre- 
mis in the ghettos, camps and in hiding) and post- 
war literature about the Holocaust. Does Holocaust 
literature build upon existing archetypes from 
Jewish literatures of catastrophe or establish itself 
as an entirely new literary genre? In what ways do 
culture, language and the passage of time influence 
both the tenor and function of responses to the 
destruction of European Jewry? Viliich people are 
authorized to tell the story of the Holocaust, and 
how are they to balance the claims of subjective 
and national experience, aesthetic standards and 
historical accuracy? Considers works, all in transla- 
tion, from both Jewish (Yiddish and Hebrew) and 
European languages, and from multiple genres 
(diaries, reportages, partisan song lyrics, oral 
testimonies, memoirs, essays, novels, poetry, comic 
strips, films and monuments). {L} 4 credits 
Justin Cam my 
Offered Spring 2006 

CLS 227 Classical Mythology 

The principal myths as they appear in Greek and 
Roman literature, seen against the background of 
ancient culture and religion. Focus on creation 
myths, the structure and function of the Olympian 
pantheon, the Troy cycle and artistic paradigms of 
the hero. Some attention to modem retellings and 
artistic representations of ancient myth. Enrollment 
limited to 30 in both semesters. {L/A} 4 credits 
Timothy Allison 
Offered Fall 2004, Spring 2005 



138 



Comparative Literature 



229 The Renaissance Gender Debate 

In "La Querelle des Femmes" medieval and Renais- 
sance writers (1350-1650) took on misogynist 
ideas from the ancient world and early Christianity: 
woman as failed man, irrational animal, fallen Eve. 
Writers debated women's sexuality (insatiable or 
purer than men's?), marriage (the hell of nagging 
wives or the highest Christian state?), women's 
souls (nonexistent or subtler than men's?) , female 
education (a waste of time or a social necessity?). 
In the context of the social and cultural changes 
fuelling the polemic, we will analyze the many 
literary forms it took, from Chaucer's Wife of Bath 
to Shakespeare's Taming of the Shrew, women 
scholars' dialogues, such as Moderata Fonte's The 
Worth of Women, and pamphlets from the popular 
press. Some attention to the battle of the sexes in 
the visual arts. Recommended: a previous course 
in classics, medieval or Renaissance studies or 
women's studies. {L} 4 credits 
Annjones 
Offered Fall 2004 

230 "Unnatural" Women: Mothers Who Kill 
Their Children 

Some cultures give the murdering mother a central 
place in myth and literature while others treat 
the subject as taboo. How is such a woman de- 
picted — as monster, lunatic, victim, savior? What 
do the motives attributed to her reveal about a 
society's assumptions and values? What difference 
does it make if the author is a woman? Authors 
to be studied include Euripides, Seneca, Ovid, 
Anouilh, Papadiamandis, Atwood, Walker, Morri- 
son. Prerequisite: at least one college-level course 
in literature. {L} 4 credits 
Thalia Pandiri 
Offered Fall 2004 

EAL 232 Modern Chinese Literature 

Selected readings in translation of twentieth-cen- 
tury Chinese literature from the late Qing dynasty 
to contemporary Taiwan and the People's Republic 
of China. This course will offer (1) a window on 
twentieth-century China (from the Sino-Japanese 
War of 1895 to the present) and (2) an introduc- 
tion to the study of literature: (a) why we read 
literature, (b) different approaches (e.g., how to 
do a close reading) , and (c) literary movements. 
We will stress the socio-political context and ques- 



tions of political engagement, social justice, class, 
gender, race and human rights. All readings are in 
English translation and no background in China or 
Chinese is required. {L} 4 credits 
Sabina Knight 
Offered Spring 2005 

CLS 233 Gender and Sexuality in Greco- 
Roman Culture 

The construction of gender, sexuality and erotic 
experience is one of the major sites of difference 
between Greco-Roman culture and our own. What 
constituted a proper man and a proper woman 
in these ancient societies? Which sexual practices 
and objects of desire were socially sanctioned and 
which considered deviant? What ancient modes of 
thinking about these issues have persisted into the 
modern world? Attention to the status of women; 
the role of social class; the ways in which genre 
and convention shaped representation; the rela- 
tionship between representation and reality {L/H} 
4 credits 
Nancy Shumate 
Offered Spring 2005 

EAL 236 Modernity: East and West 

What can the project of modernity, particularly the 
Enlightenment concern for human rights, mean 
for Chinese writers and for us today? How can we 
understand current struggles for human rights in 
terms of the different directions modernity and its 
critique have taken in Europe, Japan and China? We 
will read selections from European and East Asian 
philosophers before examining the influx of West- 
ern theories of modernity and comparing histories 
of modern imperialism, ideas of national culture, 
and literature's function in nationalist movements. 
Close readings of 20th-century Chinese fiction and 
film will focus on questions of alienation and social 
responsibility. Writers such as Kant, Marx, Soseki, 
Tanizaki, Lu Xun and Mo Yan. {L} 4 credits 
Sabina Knight 
Offered Fall 2004 

240 Childhood in Literatures of Africa and the 
African Diaspora 

Childhood, intimately tied to social, political and 
cultural histories, to questions of self and national 
identity, entails specific crises in Africa and the 
African diaspora, focused on loss of language, exile 



Comparative Literature 



139 



and memory. How does the enforced acquisition 

of a colonizers language affect children as they 
attempt to master the codes of an alien tongue 
and culture? How do narratives told from the 
point of view of children represent and deal with 
such alienation, and what are the relationships 
between recollections of childhood and published 
autobiography? Texts will include Camara Laves 
The African Child. Tahar Ben-Jalloun's The Sand 
Child, Julia Alvarez's How the Garcia Girls Lost 
Their Accents Tom Morrison's The Bluest Eye. {L} 
4 credits 
Katwiwa Mule 
Offered Fall 2004 

ENG 241 Postcolonial Literature 

An introduction to Anglophone fiction, nonfiction, 
poetry, drama and film from Africa, the Carib- 
bean and South Asia in the aftermath of the British 
empire. Central concerns: literary-as-political 
responses to histories of colonial dominance; the 
ambivalent relation to English linguistic, literary 
and cultural legacies; the agency of literature in the 
construction of national identity and the revision 
of history; revaluations of hybridity; redefinitions 
of race, gender and sexuality; global diasporas 
and U.S. imperialism. Readings include Achebe, 
Soyinka, Aidoo, Naipaul, Walcott, Cliff, Rushdie, 
Kureishi, Arundhati Roy, some theoretical essays. 
[3d] {L} 4 credits 
Ambreen Hai 
Offered Spring 2005 

EAL 261 Major Themes in Literature: East- 
West Perspectives 

Gendered Fate 

Is fate indifferent along lines of gender? What 
(and whose) interests are served by appeals to 
destiny? Close readings of women's narratives of 
desire, courtship, sexuality, prostitution and rape 
will explore how belief in inevitability mystifies 
the gender-based oppression in social practices 
and institutions. Are love, marriage and mothering 
biological imperatives? What are love, seduction 
and desire if not freely chosen? Or is freely chosen 
love merely a Western ideal? How might women 
write to overcome fatalistic discourses that shape 
the construction of female subjectivity and agency? 
Works bv Simone de Beauvoir, Havashi Fumiko, 



Hong Ying, Nadine (iordimer. Toni Morrison and 
Wang Ami. All readings in English translation. {L} 
4 credits 
Sabina Knight 
Offered Fall 2004 

267 African Women's Drama 

Tins course will examine how African women 
playwrights use drama to confront the realities of 
women's lives in contemporary Africa. What is the 
specificity' of the vision unveiled in African women's 
drama? How do the playwrights use drama to mock 
rigid power structures and confront crisis, instabil- 
ity and cultural expression in postcolonial Africa? 
How and for what purposes do they interweave 
the various aspects of performance in African 
oral traditions with elements of European drama? 
Readings, some translated from French, Swahili 
and other African languages, will include Ama Ata 
Aidoo's Anowa, Osonye Tess Onwueme's Tell It to 
Women, An Epic Drama for Women, and Penina 
Mlama's Nguzo Mama (Mother Pillar). (E) {L} 
4 credits 
Katwiwa Mule 
Offered Spring 2005 

268 Latina and Latin American Women 
Writers 

This course examines the last twenty years of Latina 
writing in this country while tracing the Latin .Amer- 
ican roots of many of the writers. Constructions 
of ethnic identity; gender, Latinidad, "race," class, 
sexuality and political consciousness are analyzed 
in light of the writers' coming to feminism. Texts 
by Esmeralda Santiago, Gloria Anzaldua, Sandra 
Cisneros, Judith Ortiz Cofer, Denise Chavez, De- 
metria Martinez, and many others are included in 
readings that range from poetry and fiction to essay 
and theatre. Knowledge of Spanish is not required, 
but will be useful. First-year students must have the 
permission of the instructor. {L} 4 credits 
Nancy Stern bach 
Offered Spring 2005 

272 Women Writing: 20th- and 21st-century 
Fiction 

A study of the pleasures and politics of fiction by 
women from English-speaking and French-speak- 
ing culmres. How do women writers engage, sub- 



140 



Comparative Literature 



vert, and/or resist dominant meanings of gender, 
sexuality, race and ethnicity and create new narra- 
tive spaces? Who speaks for whom? How does the 
reader participate in making meaning (s)? How do 
different theoretical perspectives (feminist, lesbian, 
queer, psychoanalytic, postcolonial, postmodern) 
change the way we read? Writers such as Woolf, 
Colette, Conde, Larsen, Morrison, Duras, Rule, 
Kingston, Shields and Atwood. Not open to first- 
year students. {L/H} 4 credits 
Marilyn Schuster 
Offered Fall 2004 

278 Gender and Madness in African and 
Caribbean Prose 

The representation of madness in novels written in 
English and French by women from Africa and the 
Caribbean. Beginning with an introduction to theo- 
ries of madness, we will look specifically at how 
the category of madness functions in these novels, 
connoting on the one hand exoticism and mar- 
ginality, and on the other a language of resistance. 
Emphasis on close formal analysis, with particular 
attention to how such narratives articulate or ob- 
scure boundaries between madness and reason, 
and how gender figures in these boundaries. Essays 
by Edouard Glissant and Franz Fanon; works by 
such authors as Ken Bugul, Tsitsi Dangarembga, 
Bessie Head, Jean Rhys, Maryse Conde and Myriam 
Warner-Vieyra. {L} 4 credits 
Dawn Fulton 
Offered Spring 2005 

282 Parody and Madness in Don Quixote 

Pending approval of the Committee on Aca- 
demic Priorities. 

In Don Quixote, Miguel de Cervantes made use 
of different literary models from various genres to 
come up with the "first modern novel." This course 
will concentrate on the models he followed and 
on the ways he subverted them through the actions 
of "mad" Don Quixote. Attention to the texts Cer- 
vantes parodied, the topic of the found manuscript, 
and various theories of madness (Plato, Erasmus, 
and others) 4 credits 
Fernando Castanedo 
Offered Spring 2005 



285/HSC 285 Mnemosyne: Goddess or 
Demon 

For the ancient Greeks, Menmosyne (the Greek 
word for memory) was a goddess who gave them 
control over time and truth. More recently, the 
Western tradition has described memory rather 
as a source of uncertainty and chaos. But whether 
in fear or in awe, the West has always described 
memory as central to human experience. This 
course will explore literary and scientific descrip- 
tions of memory in several periods from antiquity 
to the present. Texts by Hesiod, Pindar, Plato, Au- 
gustine, Aquinas, Petrarch, Marguerite de Navarre, 
Freud, Proust, Borges, and Kis, among others. {L} 
4 credits 
Nicolas Russell 
Offered Fall 2004 

288 Bitter Homes and Gardens: Domestic 
Space and Domestic Discord in Three Modern 
Women Novelists 

We will analyze the ways Edith Wharton, Colette, 
and Elizabeth von Arnim depict domestic dis- 
cord — loss, rage, depression — through local 
landscapes and domestic spaces: houses, rooms 
and gardens. Texts will include Wharton's essays on 
landscape and domestic design, and novels, short 
stories, letters, and autobiographical writings by all 
three authors. {L} 4 credits 
Ann Leone 
Offered Spring 2005 

Advanced Courses 

305A Studies in the Novel 

The Postmodern Novel: Open Encyclopedias 
Twentieth-century fictions began to present them- 
selves as open encyclopedias — a contradictory 
genre, given that "encyclopedia" etymologically 
suggests an attempt to enclose all knowledge within 
a circle. Postmodernism, even more, sees the total- 
ity of what can be known as potential, conjectural 
and manifold; postmodern writers value skepticism 
and unresolvable heterogeneity. Yet they still at- 
tempt to establish observable relationships between 
worldly codes and methods of knowledge. We'll 
read fictions by Borges, Calvino, Celati, LeGuin, 
Perec, Pynchon and Queneau as examples of open 
encyclopedias, exhilarating voyages through a puz- 



Comparative Literature 



141 



zling cosmos that includes missing pieces. Theoreti- 
cal texts by writers such as Deleuze. Foucault, Guat- 
tari, Haraway and Virilio will help us to map the 
preconditions of our postmodernity. {L} 4 credits 
Anna Botta 
Offered Fall 2004 

305B Novels about Novels 

A study of early and late "metafictions," short 
stories and novels that call attention to their status 
as invented narratives. The text as literary voyage 
and mutating artifact, the writer as character (liar, 
clown, lunatic, editor, parodist, schizophrenic, 
mysterious androgyne) , the reader as dupe, ally or 
lover. Texts by Lucian, Sterne, Nabokov, Drabble, 
Lessing, Calvino and Winterson. 
Ann R.Jones 
Offered Spring 2005 

306 Sonnets and Sequences 

Celebrated for "its mystical and mathematical 
beauty," the sonnet has also been dismissed as 
"a greenhouse poetry detached from the mass 
of people." We will study how this lyric form has 
changed from fourteenth-century Italy to the pres- 
ent, and how single sonnets have been woven 
into longer sequences on topics including love, 
religion, war, politics and poetry itself. Writers will 
include Petrarch, Labe, Sidney, Colonna, Juan de la 
Cruz, Baudelaire, Berryman, Cullen, Brooks, Rich 
and Hacker. Prerequisite: a college-level course 
in literature. Useful but not required: a modern 
foreign language or a previous course in poetry. 
{L} 4 credits 
Annjones 
Offered Spring 2005 

352 The "Don Juan" Theme 

Since the Renaissance, Don Juan has been called 
a scoundrel, a hero, a homosexual, a quintes- 
sential macho, a rebel against stifling social and 
sexual mores, an emblem of Spain. This course 
explores Don Juan and the meaning of the word 
"donjuanesque" in literature and film. It focuses 
on literature as a continuous rewriting of previous 
models, on the role of literature in the creation 
of national and gender identities and stereotypes, 
and on the seduction and conquest of non-Western 
literary 7 traditions by the West. Written materials 
will be chosen among the following authors: Tirso, 
Moliere, Byron, Zorrilla, Kierkegaard, Sand, Meri- 



mee, Baudelaire, Valle-Inclan, Camus and Berger. 
Films include Peter Sellars' relocation of Mozart's 
"Don Giovanni" in Spanish Harlem and contempo- 
rary versions of male and female Don Juan figures 
by Bergman, Godard, Vadim, Saura, Mediero and 
Suarez, as well as popular Spanish and Hollywood 
films. (E){L}WI 4 credits 
Reyes Lazaro 
Offered Fall 2004 

355 Consuming Passions: Eating/ Reading 

From Plato's Symposium on, feasting, eating- 
drinking and talking have been considered intrinsi- 
cally related, corresponding to a long tradition of 
blending food with knowledge. Reading is likewise 
associated with eating, an activity of ingesting/di- 
gesting/indigestion, thus an act of consumption: 
we savor books; we devour articles; we hunger for 
knowledge, we ruminate ideas, we relish thoughts; 
we nourish the mind and the spirit; we feed our 
egos and even our computers. Food has been an 
essential ingredient for nourishing the imagination, 
serving many writers to express personal aesthetic 
tastes as well as reflecting specific cultural values. 
The course will offer a smorgasbord of readings 
in order to savor the various symbolic meanings 
that food and eating generate and are generated 
by a literary text. Authors include Plato, Petronius, 
Apuleius, Augustine, Dante, Boccaccio, Machiavelli, 
Rabelais, Shakespeare, Flaubert, Ibsen, Mann, 
Proust, and Woolf. Texts will be supplemented by 
film viewings, and at the end with a real "literary" 
meal! {L} 4 credits 
Alfonso Procaccini 
Offered Spring 2005 



Critical Theory and Method 

300 Contemporary Literary Theory 

The interpretation of literary and other cultural 
texts by psychoanalytic, Marxist, structuralist and 
post-structuralist critics. Emphasis on the theory 
as well as the practice of these methods: their as- 
sumptions about writing and reading and about 
literature as a cultural formation. Readings include 
Freud, Lacan, Barthes, Derrida and Foucault. En- 
rollment limited to 25. {L} 4 credits 
Janie Van pee 
Offered Fall 2004 



142 



Comparative Literature 



CLT 301/FRN 301 Contemporary Theory in 
French 

For students concurrently enrolled in CLT 300, 
who wish to read and discuss in French the literary 
theory at the foundation of contemporary debates. 
Readings of such seminal contributors as Saussure, 
Levi-Strauss, Barthes, Foucault, Derrida, Lacan, 
Cixous, Kristeva, Irigaray, Fanon, Deleuze, Baudril- 
lard. Optional course. Graded S/U only. (E) {L/F} 
1 credit 
Jcrnie Vanpee 
Offered Fall 2004 

340 Problems in Literary Theory 

A final seminar required of senior majors, de- 
signed to explore one broad issue (e.g., exile, the 
body and writing, self-portraiture and gender) de- 
fined at the end of the fall semester by the students 
themselves. Prerequisites: GLT 291 and CLT 300, or 
permission of the instructor. {L} 4 credits 
Anna Botta 
Offered Spring 2005 

404 Special Studies 

Admission by permission of the instructor and di- 
rector. 4 credits 
Offered both semesters each year 



The Major 



Note: Changes to the major are reflected below 
and are subject to the approval of the Committee 
on Academic Priorities. 

Before entering the major, the student must prove 
her proficiency by completing a course in the 
foreign language or languages of her choice at 
the level of GER 225, GRK 212, ITL 250, LAT 212, 
RUS 338, SPN 250 or SLL 260, or FRN 230. FRN 
260 may be counted as one of the three advanced 
courses in literature required for the comparative 
literature major. If a student has not demonstrated 
her proficiency in courses at Smith College, it will 
be judged by the department concerned. 

Requirements: 13 semester courses as follows: 

1. three comparative literature courses (only 
courses with a primary 7 or cross-listing in com- 
parative literature count as comparative litera- 
ture courses); 

2. three appropriately advanced literature courses, 



approved by the major adviser, in one foreign 
language. If a student takes both semesters of a 
year-long literary survey in a foreign language 
(e.g., FRN 253, 254), she may count either one 
of the terms as an advanced literature course. 

3. three literature courses in an additional lan- 
guage, which may be English. In certain cases a 
student may take up to three upper-level courses 
of literature in translation, in a distinct language 
or regional or national literature, such as the 
literature of a seldom taught language, includ- 
ing Old Norse or Basque, or in African, Middle 
Eastern, Arabic, Chinese, Japanese, Jewish (Yid- 
dish, Ladino or Hebrew) or Russian literature. A 
student wishing to pursue this option must pres- 
ent her adviser with a plan for the courses she 
intends to take and a rationale for her choice; 

4. GLT 291, CLT 293, CLT 300, CLT 340. (Note: 
GLT 291 is a prerequisite for 293 and 340 and 
should be taken as early as possible.); 

5. among the literature courses taken for the 
major, in the CLT program or in language and 
literature departments, one course must focus 
on texts from cultures beyond the European/ 
American mainstream: e.g., East Asian, African 
or Caribbean writing, or minority writing in 
any region. One course must focus on litera- 
ture written before 1800. (GLT 292 fulfills this 
requirement.) One course must include sub- 
stantial selections of poetry. Each student will 
consult with her adviser about how her courses 
meet these requirements. 

Honors 

Requirements: the same as those for the major, 
with the addition of a thesis (430d) to be written 
in both semesters of the senior year. The first draft 
is due on the first day of the second semester and 
will be commented on by both the adviser and the 
second reader. The final draft is due on April 1, to 
be followed later in April by an oral presentation 
and discussion of the thesis. 

Director: Maria Banerjee 

430d Thesis 

8 credits 

Full-year course; offered each year 

Director of Study Abroad: Ann Jones 



W 



Computer Science 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

1 Michael 0. Albertson, Ph.D., (Mathematics) 
Joseph O'Rourke, Ph.D., Chair 
Ileana Streinu, Ph.D. 

Associate Professors 

1 Merrie Bergmann, Ph.D. 
Tj Dominique F. Thiebaut, Ph.D. 



Assistant Professors 

Judy Franklin, Ph.D. 
1 Nicholas Howe. Ph.D. 

Judith Cardell, Ph.D. (Clare Booth Luce Assistant 
Professor of Computing Engineering) 



Five computer science courses have no prereq- 
uisites. These are CSC 102 (How the Internet 
Works), CSC 103 (How Computers Work), CSC 
104 (Issues in Artificial Intelligence), CSC 1 1 1 
(Computer Science I), and CSC 294 (Introduc- 
tion to Computational Linguistics) . Students who 
contemplate a major in computer science should 
consult with a major adviser early in their college 
career. 

102 How the Internet Works 

An introduction to the structure, design and opera- 
tion of the Internet, including the electronic and 
physical structure of networks; how e-mail and 
Web browsers work, domain names, mail and file 
transfer protocols, encoding and compression of 
both text and graphics, http and HTML, the design 
of Web pages, the operation of search engines, 
and beginning JavaScript. Both history and societal 
implications are explored. Prerequisite: basic fa- 
miliarity with word processing. Enrollment limited 
to 30. The course will meet for the first half of the 
semester only. {M} 2 credits 
Joseph O'Rourke, Fall 2004. Spring 2005 
Offered first half of both semesters each year 



software, and operating systems. Topics include 
the history of computers; logic circuits; major 
hardware components and their design, including 
processors, memory, disks, and video monitors; 
programming languages and their role in develop- 
ing applications; and operating system functions, 
including file system support and multitasking, 
multiprogramming, and timesharing. Weekly labs 
give hands-on experience. Enrollment limited to 
30. {M} 2 credits 
Judith Cardell 
Offered second half of the semester, Fall 2004 

104 Issues in Artificial Intelligence 

A half-semester introduction to several current 
issues in the area of .Artificial Intelligence: intel- 
ligent behavior vs. rational thought: the Turing Test 
and game programs; 2) learning and discover): 
symbolic and numeric; 3) embodied intelligence: 
new directions robotics. Prerequisites: fluency with 
computers, including basic Web searching skills. 
Four years of high school mathematics recom- 
mended. (E) {M} 2 credits 
Joseph O'Rourke 
Offered second half of Spring 2006 



103 How Computers Work 

An introduction to how computers work, using 
microcomputers and UNIX machines as examples. 
The goal of the course is to provide students with 
a broad understanding of computer hardware, 



105 Interactive Web Documents 

A half-semester introduction to the design and cre- 
ation of interactive environments on the world wide 
web. Focus on three areas: 1) Web site design; 2) 
Javascript; 3) Embedded multimedia objects. Enroll- 



144 



Computer Science 



merit limited to 25. Prerequisites: CSC 102 or equiv- 
alent competenq with HTML. (E) {M} 2 credits 
Nicholas Howe 

Offered second half of the semester, Spring 
2005 

111 Computer Science I 

Introduction to a block-structured high-level pro- 
gramming language. Will cover language syntax 
and use the language to teach program design, 
coding, debugging, testing, and documentation. 
Procedural and data abstraction are introduced. 
Enrollment limited to 48; 24 per lab section. {M} 
4 credits 

Judy Franklin, Fall 2004 
Dominique Thiebaut, Spring 2005 
Offered both semesters each year 

112 Computer Science II 

Elementary data structures (linked lists, stacks, 
queues, trees) and algorithms (searching, sorting) 
are covered, including a study of recursion and 
the object-oriented programming paradigm. The 
language of instruction is C++. The programming 
goals of portability, efficiency and data abstraction 
are emphasized. Prerequisite: 1 1 1 or equivalent. 
Enrollment limited to 30. {M} 4 credits 
Ileana Streinu, Fall 2004, Spring 2005 
Offered both semesters each year 

220 Advanced Programming Techniques 

Focuses on several advanced programming envi- 
ronments, with a project for each. Includes object- 
oriented programming, graphical user interfaces 
(GUIs) under Windows and/or Linux, and princi- 
ples of software engineering. Topics include Java's 
GUI swing package, and its methods for listening 
for events and creating threads to dispatch events, 
tools for C++ code development, and program- 
ming in the Python language. Prerequisite: 112. 
{M} 4 credits 

Judy Franklin Joseph O'Rourke, Dominique 
Thiebaut 
Offered Spring 2005 

231/ EG R 250 Microprocessors and Assembly 
Language 

An introduction to the architecture of the Intel 
Pentium class processor and its assembly language 
in the Linux environment. Students write programs 



in assembly and explore the architectural features 
of the Pentium, including its use of the memory, 
the data formats used to represent information, 
integer and floating-point arithmetic, and how the 
processor deals with interrupts. Prerequisite: 112 
or permission of the instructor. {M} 4 credits 
Dominique Thiebaut 
Offered every Fall 

240 Computer Graphics 

Covers two-dimensional line drawings and transfor- 
mations, three-dimensional graphics, clipping and 
windowing, lighting and colors, perspective, hidden 
surface removal, animation, curves and surfaces, 
and ray tracing. The course will accommodate 
both CS majors, for whom it will be programming 
intensive, and other students with less technical 
expertise, by having two tracks of assignments. 
Prerequisites for CSC major credit: 112, MTH 1 1 1 
or permission of the instructor; otherwise, 102 or 
permission of the instructor. {M} 4 credits 
Joseph O'Rourke 
Offered Fall 2004 

250 Foundations of Computer Science 

Automata and finite state machines, regular sets 
and regular languages; push-down automata and 
context-free languages; linear-bounded automata; 
computability and Turing machines; nondetermin- 
ism and undecidability. Prerequisites: 1 1 1 and 
MTH 153- {M} 4 credits 
Judy Franklin 
Offered every Fall 

252 Algorithms 

Covers algorithm design techniques ("divide-and- 
conquer," dynamic programming, "greedy algo- 
rithms, etc.), analysis techniques (including big-0 
notation, recurrence relations) , useful data struc- 
tures (including heaps, search trees, adjacency 
lists), efficient algorithms for a variety of problems, 
and NP-completeness. Prerequisites: 112, MTH 
111, MTH 153. {M} 4 credits 
Joseph O'Rourke 
Offered Fall 2006 and alternate Falls 

262 Introduction to Operating Systems 

An introduction to the functions of an operat- 
ing system and their underlying implementation. 
Topics include file systems, CPU and memory 



Computer Science 



145 



management, concurrent communicating pro- 
cesses, deadlock, and access and protection issues. 
Programming projects will implement and explore 
algorithms related to several of these topics. Pre- 
requisite: 231. {M} 4 credits 
Nicholas Howe 
Offered every Spring 

265 Seminar in Computer Networks 

This course introduces fundamental concepts 
in the design and implementation of computer 
communication networks, their protocols, and 
applications. Topics to be covered include layered 
network architecture, physical layer and data 
link protocols, and transport protocols, routing 
protocols and applications. Most case studies will 
be drawn from the Internet TCP/IP protocol suite. 
Prerequisite: 231. {M} 4 credits 
To be announced 
Offered Spring 2006 

270/EGR 251 Digital Circuits and Computer 
Systems 

This class introduces the operation of logic and 
sequential circuits. We explore basic logic gates 
(and, or, nand, nor), counters, flip-flops, decod- 
ers, and the more sophisticated circuits found in 
microprocessor systems. Students have the op- 
portunity to design and implement digital circuits 
during a weekly lab. Prerequisite: 231. Enrollment 
limited to 12. {M} 4 credits 
Judith Cardell 
Offered every Spring 

274 Computational Geometry 

Explores the design and analysis of data structures 
and algorithms for solving geometric problems, 
with applications to robotics, pattern recognition, 
and computer graphics. Topics include polygon 
partitioning, convex hulls, Voronoi diagrams, ar- 
rangements of lines, geometric searching and mo- 
tion planning. Students will have a choice between 
writing several programs or exploring theoretical 
questions. Prerequisites: MTH 153, and either 112 
or MTH 211. {M} 4 credits 
Joseph O'Rourke 
Offered Spring 2006 

290 Introduction to Artificial Intelligence 

An introduction to artificial intelligence including 



an introduction to artificial intelligence program- 
ming. Topics covered ma\ include game playing 
and search strategies; theorem proving; knowledge 

representation, logic, and reasoning; machine 
learning; natural language understanding; neural 
networks; genetic algorithms; philosophical issues. 
Prerequisite: 112. {M} 4 credits 
To be announced 
Offered Spring 2005 

294 Introduction to Computational Linguistics 

This course introduces the field of computational 
linguistics, which provides a framework for natural 
language processing systems. Will cover the de- 
sign and implementation of linguistic theories for 
natural language understanding and generation, 
including syntax (grammar), semantics (meaning), 
and pragmatic. Hands-on experimentation with 
various components of natural language processing 
systems. This course is designed for students with 
an interest in linguistics and cognitive science as 
well as for computer science majors, and does not 
presuppose any MTH or CSC courses. {M} 4 credits 
Merrie Bergman n 
Offered Spring 2006 and alternate Springs 

352 Parallel Programming 

The primary objective of this course is to examine 
the state of the art and practice in parallel and dis- 
tributed computing, and to expose students to the 
challenges of developing distributed applications. 
This course deals with the fundamental principles 
in building distributed applications using C and 
C++, and parallel extensions to these languages. 
Topics will include process and synchronization, 
multithreading, Remote Method Invocation (RMI) 
and distributed objects. Prerequisites: 112 and 
252. {M} 4 credits 
Dominique Thiebaut 
Offered Fall 2005 

353 Seminar in Robotics 

A seminar introduction to robotics. Topics include 
basic mechanics and electronics, sensors, configu- 
ration space, motion planning, robot navigation, 
dealing with uncertainty, behavior-based robotics, 
learning and self-reconfiguring robots. Projects will 
consist in programming existing and student-built 
robots using the programming language C. Prereq- 
uisites: CSC 1 12. 231. Calculus. Discrete Math or 



146 



Computer Science 



permission of the instructor. (E) {M} 4 credits 
lleana Streinu 
Offered Fall 2005 

354 Seminar in Digital Sound and Music 
Processing 

Focuses on areas of sound/music manipulation 
that overlap significantly with computer science 
disciplines. Topics are digital manipulation of 
sound (file formats, compression, and software 
sound synthesis); formal models of machines 
and languages to analyze and generate sound and 
music; algorithms and techniques from artificial 
intelligence for music composition and music data- 
base retrieval; and hardware aspects such as time- 
dependence and synchronization requirements and 
dedicated hardware. This is a hands-on course in 
which music is actively generated via programming 
projects and includes a final installation or dem- 
onstration. Prerequisites are 111, 112, and 250 or 
permission of the instructor. 4 credits 
Judy Franklin 
Offered Spring 2005 

364/EGR 354 Computer Architecture 

Offers an introduction to the components present 
inside computers, and is intended for students who 
wish to understand how the different components 
of a computer work and how they interconnect. 
The goal of the class is to present as completely as 
possible the nature and characteristics of modern- 
day computers. Topics covered include the inter- 
connection structures inside a computer, internal 
and external memories, hardware supporting input 
and output operations, computer arithmetic and 
floating point operations, the design of and issues 
related to the instruction set, architecture of the 
processor, pipelining, microcoding, and multipro- 
cessors. Prerequisites: 270, or 231 and permission 
of the instructor. {M} 4 credits 
Dominique Thiebaut 
Offered Fall 2004 

370 Computer Vision and Image Processing 

This seminar will examine the state of the art in 
computer vision through readings of original pa- 
pers and implementation of classic algorithms. Be- 
ginning with the basics of color theory and camera 
models, the course will look at processing steps in 
a typical image pipeline. After considering low-level 



feature extraction such as edge detection, optical 
flow, and stereo correspondance, the course will 
take up higher-level issues such as object segmen- 
tation and tracking, structure from motion, and 
image comparison and retrieval. Prerequisites: CSC 
112, MTH 153 (E){N) 4 credits 
Nicholas Howe 
Offered Spring 2006 

Cross-listed and 
Interdepartmental Courses 

MTH 353 Advanced Topics in Discrete Applied 
Mathematics 

Topic: Complexity Theory. Good versus bad al- 
gorithms, easy versus intractable problems. The 
complexity classes P, NP and an investigation of 
NP-Completeness. The algorithms will be drawn 
from number theory, linear algebra, combinatorics 
and graph theory, and computer science. Alternates 
with MTH 364a. Prerequisites: 211, 212, 253 or 
permission of the instructor. {M} 4 credits 
To be announced 
Offered Fall 2004 

400 Special Studies 

For majors, by arrangement with a computer sci- 
ence faculty member. 
Variable credit as assigned 
Offered both semesters each year 



The Major 



Advisers: Merrie Bergmann, Judith Cardell, Judy 
Franklin, Nicholas Howe, Joseph O'Rourke, lleana 
Streinu, Dominique Thiebaut 

Requirements: At least 11 semester courses (44 
graded credits) including: 

1. 111,112,231,250; 

2. a. One of MTH 1 1 1, MTH 1 12, MTH 1 14; or 
MTH 125; 

b. MTH 153; 

c. One 200-level or higher math course, 

3. Three distinct 200- or 300-level courses: desig- 
nated according to the table below, as follows: 



Computer Science 



147 



a. At least one designated Theory; 

b. At least one designated Programming; 

c. At least one designated Systems; 

4. At least one CSC 300-level course (not among 
those satisfying previous requirements. 



Course 


IlK'orx 


Programming 


Systems 


CSC 110 | Ulv Prog) 




\ 




CSC 240 (Graphics) 


\ 


X 




cs< 252 (Algorithms) 


X 






C9 262 (OpSvs) 




X 


X 


CSC 270 (Circuits) 






X 


fcSC274 (CompGeom) 


X 


X 




esc 290 (AI) 


X 


X 




CSC ji)4 ( Linguistics) 


X 






CSC 249 (Networks) 






X 


CSC 2 l H (Compilers) 


X 


X 




BNG321 (Dig.Sig.Proc.) 






X 


CSC 352 (Parallel Prog.) 




X 


X 


CSC 353 (Robotics) 




X 


X 


CSC 364 (Architecture) 






X 


CSC 390 (AI seminar) 


X 






CSC 3 54 (Music) 


X 


X 




esc $70 (Vision) 


X 


X 





The Minor 

Students may minor in computer science by ful- 
filling the requirements for one of the following 
concentrations or by designing, with department 
approval, their own sequence of six courses, which 
must include 1 1 1 and 1 12, and one 300-level 
course. 

1. Theory (six courses) 

Advisers: Nick Howe, Judy Franklin, Joseph 
O'Rourke, Ileana Streinu 

This minor is appropriate for a student with a 
strong interest in the theoretical aspects of com- 
puter science. 

Required courses: 

1 1 1 Computer Science I 

112 Computer Science II 

Two distinct 200- or 300-level courses designated 
as Theon - 



One other 200- or .300-level course 

Out' CSC 300-level course designated Theory (and 
not among those satisfying the previous require- 
ments ) . 

2. Programming (six courses) 

Advisers: Judith Cardell, Judy Franklin, Nick 
Howe, Ileana Streinu, Dominique Thiebaut 

This minor is appropriate for a student with a 
strong interest in programming and software de- 
velopment. 

Required courses: 

1 1 1 Computer Science I 

112 Computer Science II 

Two distinct 200- or 300-level courses designated 

as Programming 
One other 200- or 300-level course 
One CSC 300-level course designated Programming 

(and not among those satisfying the previous 

requirements) . 

3. Systems (six courses) 

Advisers: Judith Cardell, Judy Franklin, Domi- 
nique Thiebaut 

This minor is appropriate for a student with a 
strong interest in computer systems, computer 
engineering, and computing environments. 

Required courses: 

1 1 1 Computer Science I 

112 Computer Science II 

Two distinct 200- or 300-level courses designated 

as Systems 
One other 200- or 300-level course 
One CSC 300-level course designated Systems 

(and not among those satisfying the previous 

requirements) . 

4. Computer Science and Language 
(six courses) 

Adviser: Joseph O'Rourke 

The goal of this minor is to provide the student 
with an understanding of the use of language as a 



148 



Computer Science 



means of communication between human beings 
and computers. 

Required courses: 

1 1 1 Computer Science I 

112 Computer Science II 

250 Foundations of Computer Science 
Two of: 

280 Topics in Programming Languages 
290 Introduction to Artificial Intelligence 

293 Introduction to Translators and Compiler 
Design 

294 Computational Linguistics 
One of: 

390 Seminar in Artificial Intelligence 
354 Seminar in Digital Sound and Music 
Processing 

5. Mathematical Foundations of 
Computer Science (six courses) 

Adviser: Michael Albertson 

The goal of this minor is the study of algorithms, 
from the points of view of both a mathematician 
and a computer scientist, developing the corre- 
spondence between the formal mathematical struc- 
tures and the abstract data structures of computer 
science. 

Required courses: 

1 1 1 Computer Science I 

112 Computer Science II 

250 Foundations of Computer Science 
One of: 

252 Algorithms 
274 Computational Geometry 
MTH 254 Combinatorics 
MTH 353 Advanced Topics in Discrete Applied 
Mathematics 

6. Digital Art (six courses equally 
balanced between Computer Science 
and Art) 

Adviser: Joseph O'Rourke 

This minor is designed to accommodate the 
increasing number of students who desire both 



grounding in studio art and the technical expertise 
to express their art through digital media requiring 
mastery of the underlying principles of computer 
science. 

Three Computer Science courses are required. 
The CSC 102+105 sequence on the Internet and 
Web design provide the essentials of employing the 
Internet and the Web for artistic purposes; CSC 1 1 1 
Computer Science I includes a more systematic 
introduction to computer science, and the basics 
of programming; and CSC 240 Computer Graphics 
gives an introduction to the principles and poten- 
tial of graphics, 3D modeling, and animation. (Stu- 
dents with the equivalent of CSC 1 1 1 in high school 
would be required to substitute CSC 112 instead.) 

Three Art courses are required. ARH 101 will pro- 
vide the grounding necessary to judge art within 
the context of visual studies. ARS 162 Introduction 
to Digital Media introduces the student to design 
via the medium of computers, and either ARS 263 
Intermediate Digital Media or ARS 36 1 Digital Mul- 
timedia provides more advanced experience with 
digital art. 

# Dept Number Title Credits Preq. 

1 CSC 102 How the Internet 

Works 2 none 

CSC 105 Interactive Web 

Documents 2 CSC 102 

2 CSC 111 Computer 

Science I 4 None 

CSC 112 Computer 

Science II 4 CSC 111 

3 CSC 240 Computer 

Graphics 4 CSC 102 

CSC 111 

4 ARH 101 Approaches to 

Visual 

Representation 4 none 

5 ARS 162 Introduction to 

Digital Media 4 none 

6 ARS 263 Intermediate 

Digital Media 4 ARS 162 

ARS 361 Interactive Digital 

Multimedia 4 ARS 162 

On an ad hoc approval basis, substitution for one 
or more of the required courses would be per- 
mitted by various relevant Five-College courses, 
including those in the partial list below. 



Computer Science 




School 


Number 


Title 


Hampshire 


(50174 


Computer tmmatiorj 1 


Hampshire 


CS0334 


Computer \nimation II 


1 Mass 


\KT 397F 


Digital Imaging: Offset Litho 


l Mass 


\KT 397F 


Digital Imaging Photo Etching 


l Mass 


ART 3971 


Digital Imaging: Offset Litlio 


l Mass 


\K l 697P 


Digital Imaging: Photo Etching 


l M:Lss 


EDUC591A 


3D \nimation and Digital Editing 


I Mass 


CMPSC1 397C 


Interactive Multimedia Production 



1-1') 



Honors 

Director: Joseph O'Rourke 

430d Thesis 

8 credits 

Full-year course; Offered each year 



431 Thesis 

8 credits 

Offered Fall 2004 



Requirements: normally the requirements for the 
major, with a thesis in the senior year. The specific 
program will be designed with the approval of the 
director. 



150 



Dance 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professor 

Susan Kay Waltner, M.S., Five College Chair 

Associate Professor 

t2 Rodger Blum, M.F.A., Chair 

Visiting Artist 

Mark A. Davis 

Lecturer 

Nia Love 

Principal Pianist/Lecturer 

Julius M. Robinson, B.S. 

Five College Faculty 

Billbob Brown, M.A. (Associate Professor, 

University of Massachusetts) 
Jim Coleman, M.EA. (Professor, 

Mount Holyoke College) 
Ranjana Devi (Lecturer, University of 

Massachusetts, Fine Arts Center) 
Charles Flachs., M.A. (Assistant Professor, Mount 

Holyoke College) 
Rose Flachs (Assistant Professor, Mount Holyoke 

College) 



Terese Freedman, B.A. (Professor, 

Mount Holyoke College) 
Constance Valis Hill, Ph.D. (Five College Associate 

Professor, Hampshire College) 
Kenneth Lipitz (Lecturer, University of 

Massachusetts) 
Daphne Lowell, M.EA. (Professor, 

Hampshire College) 
Rebecca Nordstrom, M.EA. (Professor, 

Hampshire College) 
Peggy Schwartz, M.A. (Professor, 

University of Massachusetts) 
Wendy Woodson, M.A. (Professor, Amherst 

College) 

Teaching Fellows 

Melissa Alexis Bruce 
Madelyne Camera 
Tara Madsen 
Dustyn Martincich 
Kelly Parsley 
Amy Softie 
Jillian Sweeney 
Marv^ Vogt 



The Five College Dance Department combines 
the programs of Amherst College, Hampshire 
College, Mount Holyoke College, Smith College 
and the University of Massachusetts. The faculty 
operates as a consortium, coordinating curricula, 
performances,and services. The Five College Dance 
Department supports a variety of philosophical ap- 
proaches to dance and provides an opportunity for 
students to experience a wide spectrum of perfor- 
mance styles and techniques. Course offerings are 
coordinated among the campuses to facilitate reg- 
istration, interchange and student travel; students 
may take a dance course on any of the five cam- 
puses and receive credit at the home institution. 



Students should consult the Five College Course 
lists (specifying times, locations and new course 
updates) at both the Smith College Dance Office 
and the Five College Dance Department Office, 
located at Hampshire College or online at www. 
fivecolleges.edu/dance. 



A. Theory Courses 

Preregistration for dance theory 7 courses is strongly 
recommended. Enrollment in dance composition 
courses is limited to 20 students, and priority is 
given to seniors and juniors. U P" indicates that per- 



Dance 



151 



mission of the instructor is required. "L" indicates 
that enrollment is limited. 

DANCE COMPOSITION: Introductory through ad- 
vanced study of elements of dance composition, 
including phrasing, space, energy, motion, rhythm, 
musical forms, character development and per- 
sonal imagery Course work emphasizes organizing 
and designing movement creatively and meaning- 
fully in a variety of forms (solo, duet and group), 
and utilizing various devices and approaches, e.g. 
motif and development, theme and variation, text 
and spoken language, collage and structured im- 
provisation. 

All Dance Theory Courses: L {A} 4 credits 

151 Elementary Dance Composition 

L {A} 4 credits 

A. Composition 

To be an nounced, Spring 2005 

W (Schwartz), Fall 2004 

AC (Woodson), MHC (Coleman), Spring 2005 

Offered Fall 2004, Spring 2005 

252 Intermediate Dance Composition 
Prerequisite: 151. L. {A} 4 credits 
To be announced 
To be arranged 

B. Scripts and Scores 

Not offered during 2004-05 

353 Advanced Dance Composition 

Prerequisite: 252 or permission of the instructor. L. 

{A} 4 credits 

Mark Davis, Fall 2004 

A. Performance Studio 

AC (Woodson) 
Offered Fall 2004 

B. Video and Performance 

This course will give students an opportunity to 
explore various relationships between live perfor- 
mance and video. Experiments will include creat- 
ing short performance pieces and/or choreography 
specifically designed for the video medium; creat- 
ing short pieces that include both live performance 
and projected video; and creating short experi- 
mental video pieces that emphasize a sense of mo- 



tion in their conceptualization, and realization. 
Techniques and languages from dance and (heater 
composition will be used to expand and inform 
approaches to video production and vice-versa, 
include studio practice (with hands-on exercises 
with digital cameras and final cut and digital edit- 
ing as well as composition and rehearsal tech- 
niques) and regular viewing and critiques. Students 
will work both independently and in collaborative 
teams according to interest and expertise. Prereq- 
uisite: previous experience in either theater, dance, 
or music composition and/or video production or 
by consent of the instructor. Limited to 10 students. 
Rodger Blum, AC (Woodson) 
Offered Spring 2005 

171 Dance in the 20th Century 

This course is designed to present an overview 
of dance as a performing art in the 20th century, 
focusing especially on major American stylistic 
traditions and artists. Through readings, video and 
film viewing, guest performances, individual re- 
search projects and class discussions, students will 
explore principles and traditions of 20th-century 
concert dance traditions, with special attention to 
their historical and cultural contexts. Special top- 
ics may include European and American ballet, 
the modern dance movement, contemporary and 
avant-garde dance experimentation, African-Ameri- 
can dance forms, jazz dance and popular culture 
dance traditions. L {A} Wl 4 credits 
Susan Waltner 
Offered Fall 2004 

241 Scientific Foundations of Dance 

An introduction to selected scientific aspects 
of dance, including anatomical identification 
and terminology, physiological principles, and 
conditioning/strengthening methodology. These 
concepts are discussed and explored experientially 
in relationship to the movement vocabularies of 
various dance styles. Enrollment limited to 20. {A} 
4 credits 

MHC (Freedman) 
Offered Fall 2004 

272 Dance and Culture 
Through a survey of world dance traditions from 
both artistic and anthropological perspectives, this 
course introduces smdents to dance as a universal 



152 



Dance 



human behavior, and to the many dimensions of its 
cultural practice — social, religious, political and 
aesthetic. Course materials are designed to provide 
students with a foundation for the interdisciplinary 
study of dance in society, and the tools necessary 
for analyzing cross-cultural issues in dance; they 
include readings, video and film viewing, research 
projects and dancing. (A prerequisite for Dance 
375, Anthropology of Dance). L. {A} 4 credits 
To be announced 
Offered Spring 2005 

285 Laban Movement Analysis I 

Laban Movement Analysis is a system used to 
describe and record quantitative and qualitative 
aspects of human movement. Through study and 
physical exploration of concepts and principles 
involved in body articulation, spatial organization, 
dynamic exertion of energy and modes of shape 
change, students will examine their own movement 
patterns and preferences. This creates the potential 
for expanding personal repertoire and developing 
skills in observation and analysis of the movement 
of others. 
EC (Nordstrom) 
Offered Fall 2004 

287 Analysis of Music from a Dancer's 
Perspective 

This course is the study of music from a dancer's 
perspective. Topics include musical notation, rhyth- 
mic dictation, construction of rhythm and elements 
of composition. Dancers choreograph to specific 
compositional forms, develop both communication 
between dancer and musician and music listening 
skills. Prerequisite: one year of dance technique 
(recommended for sophomore year or later). En- 
rollment limited to 15. {A} 4 credits 
Julius Robinson 
Offered Spring 2005 

305 Advanced Repertory 

This course offers an in-depth exploration of 
aesthetic and interpretive issues in dance perfor- 
mance. Through experiments with improvisation, 
musical phrasing, partnering, personal imagery 
and other modes of developing and embodying 
movement material, dancers explore ways in 
which a choreographer's vision is formed, altered, 



adapted and finally presented in performance. {A} 

2 credits 

Ballet Repertory 

Rodger Blum 

Offered Fall 2004 

309 Advanced Repertory 

This course offers an in-depth exploration of 
aesthetic and interpretive issues in dance perfor- 
mance. Through experiments with improvisation, 
musical phrasing, partnering, personal imagery 
and other modes of developing and embodying 
movement material, dancers explore ways in 
which a choreographer's vision is formed, altered, 
adapted and finally presented in performance. In 
its four-credit version, this course also requires 
additional readings and research into broader is- 
sues of historical context, genre and technical style. 
Course work may be developed through existing 
repertory or through the creation of new work(s) . 
Prerequisite: advanced technique or permission of 
the instructor. {A} 4 credits 
Jazz/Modern Repertory 
Mark Davis 
Offered Fall 2004 

377 Advanced Studies in History and 
Aesthetics 

4 credits 

Balanchine 101 

Commemorating the centennial of his birth, this 
seminar pays tribute to the aesthetic vitality of 
George Balanchine, the foremost classical cho- 
reographer of the twentieth century. In our time, 
Balanchine (1904-83) transformed the classic 
dance from its 19th-century codification into a 
steadily evolving language capable of expressing 
the most subtle yet profound of human emotions. 
We will identify the major themes in Balanchine 's 
works, some of which include Diaghilev, Waltzes, 
Tchelichew and Surreality, Tchaikovsky, Americana, 
Narratives, Abstraction, Stravinsky and Apotheosis. 
Each week we will view, discuss and analyze at least 
one major work within the theme. Prerequisite: 
Dance history course. Highly recommended for 
students interested in music, dance and choreogra- 
phy. One meeting 3 hours. (E) {A} 
Rodger Blum, Constance Valis 
Offered Fall 2004 



Dance 



153 



Interpretation and Analysis of African Dance 
Seminar 

This course is an exploration of the various dance 
styles, forms and Symbols attributed to the classical 
societies of Western Africa. The course will focus 
on the historical dance forms found in the Old Mali 
Empire, (i.e. Mali, Senegal, the Gambia, Guinea) as 
well as Benin and Ghana. Students will survey the 
history and view video examples mainly from the 
bight of Benin to the United States, read texts that 
describe African form and African dance content, 
and explore the way dance is viewed by African 
Americans and Africans throughout the Diaspora. 
Ma Lore 
Offered Fall 2004 

19th Century Dance 

This topic will focus on the characteristics and 
impact of dance in the Romantic Period. Lectures 
are framed from three points of view: the virtuoso 
dancer, the composer, and the performer since 
there is an intimate interrelationship between mu- 
sic and dance of the period. Students will become 
familiar with 19th-century ballets and the musical 
works made for and used in ballet choreogra- 
phies. The prominence of the female ballerina, the 
emergence of the male dancer and the impact of 
both Fokine and Isadora Duncan are some of the 
topics that will be discussed and analyzed through 
lectures, listening, reading, assignments and video 
reviews. Prerequisite: DAN 171 or DAN 272. En- 
rollment limited to 25. (E) {A} 
Julius Robinson 
Offered Spring 2006 

Fleeting Images: Choreography on Film 
This selected survey of choreography on film and 
video indulges in the purely kinesthetic experi- 
ence of watching the dancing body on film. We 
will focus on works that have most successfully 
effected a true synthesis of the two mediums, 
negotiating between the spatial freedom of film 
and the time-space-energy fields of dance, the cin- 
ematic techniques of camera-cutting-collage, and 
the vibrant continuity of the moving body. Viewing 
a range of visual materials, from silent physical 
comedies and backstage-chorus line musicals 
to experimental dance films, martial-arts action 
flicks and music videos, we will discern the roles 
of the choreographer and director in shooting, 



pacing, editing and scoring the moving image. The 
concept of dancing in film genres will hopefully be 
enlarged as we consider film choreography as a 
distinct form of creative expression that functions 
to maintain and assert cultural and social identi- 
ties, demonstrating the holistic role of dance as a 
visual art form, an intrinsic expression of a shared 
American culture. 
Constance Yalis Hill (Hampshire) 
To be arranged 

400 Special Studies 

For qualified juniors and seniors. A four-credit Spe- 
cial Studies is required of senior majors. Admis- 
sion by permission of the instructor and the chair 
of the department. Departmental permission forms 
required. {A} 1 to 4 credits 
Members of the department 
Offered both semesters each year 

B. Production Courses 

200 Dance Production 

A laboratory course based on the preparation and 
performance of department productions. Students 
may elect to fulfill course requirements from a 
wide array of production related responsibilities, 
including performance, choreography, and stage 
crew. May be taken four times for credit, with a 
maximum of two credits per semester. There will 
be one general meeting on Monday, September 
13, 2004 at 4:10 p.m. in the Green Room, Theatre 
Building. Attendance is mandatory. {A} 1 credit 
Mark Davis 
Offered Fall 2004 

200 Dance Production 

Same description as above. There will one general 
meeting on Monday, January 24, 2005, at 4:10 p.m. 
in the Green Room, Theatre Building. Attendance is 
mandatory. May be taken four times for credit, with 
maximum of two credits per semester. {A} 1 credit 
Mark Davis 
Offered Spring 2005 

C. Studio Courses 

Students may repeat smdio courses two times for 
credit. For a complete list of smdio courses offered 



154 



Dance 



on the other four campuses, please consult the Five 
College Dance Department schedule available from 
the Smith dance office. 

Studio courses receive two credits. Preregistra- 
tion for dance technique courses is strongly rec- 
ommended. Enrollment is often limited to 25 stu- 
dents, and priority is given to seniors and juniors. 
Normally, students must take these two-credit 
courses in addition to a full course load. Studio 
courses may also require outside reading, video 
and film viewings, and/or concert attendance. No 
more than 12 credits may be counted toward the 
degree. "P" indicates that permission of the in- 
structor is required. "L" indicates that enrollment 
is limited. Placement will be determined within the 
first two weeks. 

Repetition of studio courses for credit: The Five 
College Dance Department faculty strongly recom- 
mends that students in the Five Colleges be allowed 
to take any one level of dance technique up to 
three times for credit, and more with the permis- 
sion of the academic adviser. 

119 Beginning Contact Improvisation 

A duet form of movement improvisation. The 
technique will focus on work with gravity, weight 
support, balance, inner sensation and touch, to 
develop spontaneous fluidity of movement in rela- 
tion to a partner. Enrollment limited to 20. May be 
repeated once for credit. Alternates with DAN 217. 
{A} 2 credits 
Madelyne Camera 
Offered Fall 2004 

218 Floor Barre Movement Technique 

This course combines classical and modern prin- 
cipals in a basic series performed on the floor. It 
is designed to help dance students achieve a more 
consistent technical ability through added strength, 
stretch and development of fluid transition. Pre- 
requisite: two semesters of ballet or modem dance 
technique. Enrollment limited to 20. {A} 2 credits 
Rodger Blum 
Offered Spring 2005 

219 Intermediate Contact Improvisation 

A duet form of movement improvisation. The tech- 
nique will focus on work with gravity, weight sup- 
port, balance, inner sensation and touch, to devel- 
op spontaneous fluidity of movement in relation to 
a partner. Prerequisite: at least one previous dance 



technique course or permission of the instructor. 
Enrollment limited to 20. (E) {A} 2 credits 
To be announced 
To be arranged 

249 The Mindful Body: Resources for 
Performing and Visual Artists 

Development of the ability to make choices and 
to find support for artistic technique and expres- 
sion in dance, music, theatre, and the visual arts, 
through basic anatomical and functional knowl- 
edge of the body from an experiential approach. 
Prerequisite: One year of one of the following stu- 
dio/performance courses: dance, art, music, Acting 
I in theatre, or permission of the instructors. Not 
open to first-year students. Enrollment limited to 
12. Cannot be repeated for credit. {A} 2 credits 
Susan Waltner 
Offered Spring 2005 

TECHNIQUES 

MODERN: Introductory through advanced study of 
modern dance techniques. Central topics include: 
refining kinesthetic perception, developing effi- 
cient alignment, increasing strength and flexibility, 
broadening the range of movement qualities, ex- 
ploring new vocabularies and phrasing styles, and 
encouraging individual investigation and embodi- 
ment of movement material. 

113 Modern Dance I 

L. {A} 2 credits 

Dustyn Martincich, Fall 2004 

To be announced, Spring 2005 

Offered both semesters each year at Smith 

and in the Five Colleges 

114 Modern Dance II 

For students who have taken Modem Dance I or 
the equivalent. L. {A} 2 credits 
Melissa Alexis Bruce, Fall 2004 
To be announced, Spring 2005 
Offered Fall 2004, Spring 2005 

215 Modern Dance III 

Prerequisite: 113 and a minimum of one year of 

modem dance study. L. {A} 2 credits 

Mark Davis, Fall 2004 

MHC, EC (To be announced), 

UM (Brown) 

Offered Fall 2004 



Dance 



155 



216 Modern Dance IV 

Prerequisite: 215. L. {A} 2 credits 
Mark Davis, Spring 2005 
Offered Fall 2004, Spring 2005 

317 Modern Dance V 

By audition/permission only. Prerequisite: 216. L 
and P. {A} 2 credits 
To be announced 
Offered Fall 2004 

318 Modern Dance VI 

Audition required. Prerequisite: 317. L and P. {A} 

2 credits 

Mark Davis 

Offered Spring 2005 

BALLET: Introductory through advanced study of 
the principles and vocabularies of classical bal- 
let. Class comprises three sections: Barre, Center 
and Allegro. Emphasis is placed on correct body 
alignment, development of whole body movement, 
musicality, and embodiment of performance style. 
Pointe work is included in class and rehearsals at 
the instructor's discretion. 

120 Ballet I 

L. {A} 2 credits 

Amy Softie, Mary Vogt, Fall 2004 

To be announced, Spring 2005 

Offered both semesters each year at Smith 

and in the Five Colleges 

121 Ballet II 

For students who have taken Ballet I or the equiva- 
lent. L. {A} 2 credits 
Amy Softie, Fall 2004 
To be announced, Spring 2005 
Offered both semesters each year 

222 Ballet III 

Prerequisite: 121a or b or permission of the in- 
structor. L. {A} 2 credits 
Rodger Blum 
UM (Lipitz) 
Offered Fall 2004 

223 Ballet IV 
L. {A} 2 credits 
To be announced 



MHC (To be announced) 

UM (Lipitz) 

Offered Spring 2005 

324 Ballet V 

By audition/permission only. L. {A} 2 credits 
Rodger Blum 
UM (Lipitz) 
Offered Fall 2004 

325 Ballet VI 

By audition/permission only. L. {A} 2 credits 

Rodger Blum 

MHC (To be announced) 

Offered Spring 2005 

JAZZ: Introductory through advanced jazz dance 
technique, including the study of body isolations, 
movement analysis, syncopation and specific jazz 
dance traditions. Emphasis is placed on enhancing 
musical and rhythmic phrasing, efficient alignment, 
performance clarity in complex movement combi- 
nations and the refinement of performance style. 

130 Jazz I 

L. {A} 2 credits 

TaraMadsen, Fall 2004 

To be announced, Spring 2005 

Offered both semesters each year at Smith 

and in the Five Colleges 

131 Jazz II 

For students who have taken Jazz I or the equiva- 
lent. L. {A} 2 credits 
Jillian Sweeney, Fall 2004 
To be announced. Spring 2005 
Offered both semesters each year 

232 Jazz III 

Further examination of jazz dance principles. L. 
{A} 2 credits 
TaraMadsen, Fall 2004 
AC (To be announced) 
Offered Fall 2004 

233 Jazz IV 

Emphasis on extended movement phrases, com- 
plex musicality and development of jazz dance 
styles. L. {A} 2 credits 
To be announced 
Offered Spring 2005 



156 



Dance 



334 Jazz V 

Advanced principles of jazz dancing. L. By audition/ 
permission only. {A} 2 credits 
Mark Davis, Fall 2004 
UM (To be announced) 
Offered Fall 2004 

335 Jazz VI 

Advanced principles of jazz dancing. L. By audition/ 

permission only. {A} 2 credits 

Mark Davis 

UM (To be announced) 

Offered Spring 2005 

CULTURAL DANCE FORMS I AND II 

Cultural Dance Forms presents differing dance 
traditions from specific geographical regions or 
distinct movement forms that are based on the 
fusion of two or more cultural histories. The forms 
include social, concert, theatrical, and ritual dance 
and are framed in the cultural context of the identi- 
fied dance form. These courses vary in levels of 
technique, beginning and intermediate (I) , and in- 
termediate and advanced (II) and focus according- 
ly on movement fundamentals, integration of song 
and movement, basic through complex rhythms, 
perfection of style, ensemble and solo performance 
when applicable. Some classes include repertory 
performance and therefore vary in credits. 

142 West African Dance 

This course introduces African dance, music and 
song as a traditional mode of expression in vari- 
ous African countries. It emphasizes appreciation 
and respect for African culture and its profound 
influence on American culture and art. Enrollment 
limited to 30. {A} 2 credits 
Nia Love 

MHC,AC(Middleton) 
Offered Fall 2004, Spring 2005 

243 Cultural Dance Forms II: West African 

This course is an exploration of the various dance 
styles, forms and Symbols attributed to the classical 
societies of Western Africa. The course will focus 
on those dances whose origins are (historically) 
found in the Old Mali Empire (i.e. Mali, Senegal, 
the Gambia, Guinea) as well as Nigeria and Ghana. 
It will specifically examine the dance styles of the 



Serer, Lebou, Djiolla, Bambara, Wolof, Sauce, Ma- 
linke, Manding, Yoruba and Twi peoples of these 
regions. Enrollment limited to 30. {A} 2 credits 
Nia Love 
Offered Spring 2005 

African Explorations 

hn. intermediate to advanced studio course in 

African Movement. This course explores the cross 

fertilization of ritual, folk, contemporary, social, 

concert and theatrical styles. Enrollment limited to 

30. {A} 2 credits 

Nia Love 

Offered Spring 2005 



C. The Major 

Advisers: Rodger Blum, Susan Waltner 

The dance major at Smith is offered through the 
Five College Dance Department and culminates in 
a bachelor of arts degree from Smith College. It is 
designed to give a student a broad view of dance 
in preparation for a professional career or further 
study. Students are exposed to courses in dance 
history and anthropology, creative and aesthetic 
studies, scientific aspects of dance, the language 
of movement (Labanotation and Laban Movement 
Analysis), and dance technique and performance. 
For studio courses, no more than four courses in 
a single idiom will be counted toward the major. At 
least two of these courses must be at the advanced 
level and within the requirements of Emphasis I or 
II (see below). 



History Dance in the 20th Century (DAN171) and 
Dance and Culture (DAN 272) serve as the intro- 
duction to the major. At the advanced level there is 
the Anthropological Basis of Dance (DAN 375) and 
more specialized period courses or topics. These 
courses all examine the dance itself and its cultural 
context. 

Creative and Aesthetic Studies (DAN 151, 252, 
353, and 377) This sequence of courses begins 
with the most basic study of dance composition: 
space, time, energy, and focuses on tools for find- 
ing and developing movement. The second and 
third level courses develop the fundamentals of 



Dance 



157 



formal choreography and expand work in the 
manipulation of spatial design, dynamics, phras- 
ing, rhythm, content and accompaniment. The 
movement materials that a student explores are not 
limited to any particular style. 

Scientific Aspects of Dance (DAN 24 1, 342) 
These courses are designed to develop the 
students personal working process and her phi- 
losophy of movement. The student studies selected 
aspects of human anatomy, physiology bio-mechan- 
ics and their relationships to various theories of 
technical study. 

Language of Movement (DAN 285) Courses in 
this area train students to observe, experience and 
notate qualitative aspects of movement (Laban 
Movement Analysis) and to quantitatively perceive 
and record movement (Labanotation). 

Music for Dancers (DAN 287) Sharpens under- 
standing of music fundamentals and makes these 
applicable to dance. 

Emphasis I: Technique and Performance A 

dancer's instrument is her body and it must be 
trained consistently. Students are encouraged to 
study several dance forms and styles. Students who 
will emphasize performance and choreography are 
expected to reach advanced level in one or more 
forms. Pubic performance, while optional and 
without additional credit, is encouraged to realize 
dance skills before an audience. 

Requirements in Technique and Performance 
Emphasis: 

1. 171 and 272 

2. 241 

3. 285 or 287 

4. 151, 200 (2 credits), and 252 

5. Five courses are required in dance technique 
for the major. Students can explore up to four 
courses in a single form. At least two semesters 
must be at the advanced level. A single level of 
technique courses may be taken for credit up to 
three semesters. 

6. Two courses from the following: 309, 342, 353, 
375, 377, 400. 



7. DAN 400 (4 credits) must be taken in the senior 
year. 

Emphasis II: Theoretical Practices Dance stu 
dents may prefer to concentrate on an academic 
emphasis instead of dance performance. These stu- 
dents are also encouraged to study several dance 
forms and styles and they are expected to reach 
intermediate level in one or more forms. 

Requirements in Theoretical Practices of 
Dance: 

1. 171 and 272 

2. 241 

3. 285 or 287, or a 200 level course in another 
discipline 

4. 151, 200 (2 credits), and 375 

5. Five technique courses are required in the 
dance theory emphasis of the major. Dance 
Theory students should explore at least two 
courses in two technique forms. Students should 
reach intermediate level in at least one form. A 
single level of technique courses may be taken 
for credit up to three semesters. 

6. Two courses from the following: 309, 342, 377, 
400. 

7. DAN 400 (4 credits) must be taken in the senior 
year. 



D. The Minor 



Advisers: Members of the Smith College Depart- 
ment of Dance 

Students may fulfill the requirements for the minor 
in dance in either of the following concentrations: 

1. Minor in Dance with an Emphasis 
in Theatrical Forms 

Requirements: Three core courses: 151,171. and 
272. Three 2-credit studio courses; one in dance 
production: 200; and one other dance theory 
course chosen with the adviser, to fit the interests 
of the students. 



158 



Dance 



2. Minor in Dance with an Emphasis 
in Cultural Forms 

Requirements: Three core courses: 151, 272, 
and 375. Three 2-credit studio courses in cultural 
dance forms; one course in dance production: 
200; and one other dance theory course chosen 
with the adviser, to fit the interests of the student. 

Studio Courses: Studio courses receive two cred- 
its. Preregistration for dance technique courses is 
strongly recommended. Enrollment is often limited 
to 25 students, and priority is given to juniors and 
seniors. Normally students must take partial-credit 
courses in addition to a full-course load. No more 
than 12 credits may be counted toward the degree. 
"P" indicates that permission of the instructor is 
required. "L" indicates that enrollment is limited. 
Placement will be determined within the first two 
weeks of classes. Within limits, students may repeat 
studio courses for credit. 

Studio Courses: 

142 Beginning/Intermediate Cultural Dance Forms 

A. West African 

B. Comparative Caribbean Dance 
C Cuban 

D. Haitian 

E. Introduction to Flamenco 

F. Javanese 

G. Afro-Brazilian 
H. Middle Eastern 

243 Intermediate/Advanced Cultural Dance Forms 

A. West African II 

B. Comparative Caribbean Dance II 

113 Modem Dance I 

114 Modern Dance II 

215 Modern Dance III 

216 Modern Dance IV 

317 Modern Dance V 

318 Modern Dance VI 

120 Ballet I 

121 Ballet II 

222 Ballet III 

223 Ballet IV 

324 Ballet V 

325 Ballet VI 

130 Jazz I 

131 Jazz H 

232 Jazz HI 

233 Jazz IV 



334 Jazz V 

335 Jazz VI 

136 Tap I 

137 Tap II 

Honors 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 
8 credits 
Offered each Fall 

E. Five College Courses 

Students should consult the Five College Dance 
Department course list for Five College course 
offerings. Fall and Spring semester course hours 
will be listed in the Five College Dance Department 
schedule, available at the Smith College Depart- 
ment of Dance office and the Five College Dance 
Department office. You may also access them on- 
line at www.fivecolleges.edu/dance/schedule.html 

Adviser: Susan Waltner 

F. Graduate: M.F.A. Program 

Adviser: To be announced. 

"P" indicates that permission of the instructor is 
required. 

510 Theory and Practice of Dance IA 

Studio work in dance technique, including mod- 
ern, ballet, tap, cultural dance and jazz. Eight to 
10 hours of studio work and weekly seminars. P. 
5 credits 

To be announced 
Offered both semesters each year 

520 Theory and Practice of Dance II A 

Studio work in dance technique and weekly semi- 
nars. Prerequisite: 510. P. 5 credits 
To be announced 
Offered both semesters each year 



Dance 



159 



521 Choreography as a Creative Process 
Advanced work in choreographic design and relat- 
ed production design. Study of the creative process 
and how it is manifested in choreography. Prereq- 
uisite: two semesters of choreography. 5 credits 
Susan Waltner 
Offered Fall 2005 

540 History and Literature of Dance 

Emphasis will include: in-class discussion and 
study of dance history and dance research, current 
research methods in dance, the use of primary and 
secondary source material. Students will complete 
a dance history research paper on a topic of their 
choice. Prerequisite: two semesters of dance his- 
tory. 5 credits 
Constance ValisHiU 
Offered Fall 2004 

553 Choreography and Music 

Exploration of the relationship between music and 
dance with attention to the form and content of 
both art forms. Prerequisites: three semesters of 
choreography, familiarity with basic music theory, 
and permission of instructor. 5 credits 
Julius Robinson, Mark Davis 
Offered Spring 2005 

560 Scientific Principles in the Teaching of 
Dance 

This course is designed to assist graduate students 
as they teach dance technique. The principles of 
anatomy, injury prevention and rehabilitation, and 
nutrition are examined in relation to fundamentals 
of dance pedagogy; expressive dance aesthetics 
are examined formally within a context of current 
body science. Through analysis of body alignment, 
safe and efficient movement patterns, and proper 
nutritional needs, students learn methods that 
increase efficiency, clarity, strength and coordina- 
tion and that ultimately achieve desired aesthetic 
goals. Class work includes lectures, experiential 
application and computer analyses to reinforce a 
rigorous understanding of the scientific principles 
and body mechanics that are observed within 
dance performance as well as in excellent teaching 
of dance. Prerequisite: DAN 241 or the equivalent. 
{A} 5 credits 

Rodger Blum, Susan Waltner 
Offered Spring 2006 



590 Research and Thesis 

Production project. 

5 credits 

Offered both semesters each year 

591 Special Studies 
5 credits 

Offered both semesters each year 

Other Five College Dance 
Department Courses 

DANCE 316 Contemplative Dance— HC (Lowell) 

Techniques (2 credits) 

UM DANCE 291 Seminar: Yoga, Breath, Flow, Pres- 
ence, Performance (Schwartz) 

Technique and Repertory (4 credits at AC, HC, 

MHC, and SC; 3 credits at UM) 

UM DANCE 195R Classical Indian Dance I— UM 

(Devi) 

UM DANCE 295R Classical Indian Dance H— UM 

(Devi) 

Technique and Theory (4 credits at AC, HC, MHC 
and SC; 3 credits at UM) 

DANCE 153 Dance as an Art Form— MHC (Cole- 
man) 

DANCE 261 Introduction to Dance— UM 
(Schwartz) 
HA 294 The Embodied Imagination (Lowell) 

Theory (4 credits at AC, HC, MHC and SC; 3 credits 
atUM) 

HA 153 Dance as an Art Form — HC (Nordstrom), 
MHC 

Contemporary Artists Issues — AC (Woodson), 
MHC 

Art Criticism— MHC 

HACU 278 Black Traditions in American Dance — 
HC (Hill) 

UM DANCE 273 Jazz Tap Dancing in America: His- 
tory 7 and Practice — UM (Hill) 



160 



East Asian Languages and 
Literatures 

Visiting faculty and some lecturers are generally appointed for a limited term. 



Professor 

Thomas Rohlich, Ph.D., Chair 

Associate Professor 

1 Maki Hirano Hubbard, Ph.D. 

Assistant Professors 

' 1 Deirdre Sabina Knight, Ph.D. 
t, KimberlyKono,Ph.D. 

Visiting Assistant Professor 

Stephen Miller, Ph.D. 

Instructor 

Yuri Kumagai, M.Ed. 



Lecturers 

Ling Zhao, M.A. 
Yoon-Suk Chung, Ph.D. 
Grant Xiaoguang Li, Ph.D. 
WeijiaLi,Ph.D. 
David Hinton 
Atsuko Takahashi, M.A. 

Assistant 

Suk Massey, M.A. 

Teaching Assistant 

Reiko Kato, M.A. 

Teaching Assistants 

WeijiaLi,M.Ed. 
JinBae Hong, M.A. 



The Department of East Asian Languages and Lit- 
eratures offers a major in East Asian languages and 
cultures with concentrations in China or Japan, 
and a minor in East Asian languages and literatures 
with concentrations in China, Japan or Korea. 
Students planning on spending their junior year 
abroad should consult the department concerning 
the list of courses to be credited toward the major 
or minor and must seek final approval for the 
courses upon their return. 



Courses in English 

FYS 116 Kyoto Through the Ages 

Kyoto is acclaimed by Japanese and foreigners 
alike as one of the world's great cities, the embodi- 
ment in space and spirit of Japan's rich cultural 
heritage. It is also a thriving modern metropolis of 
over a million people, as concerned with its future 
as it is proud of its past. In this course students will 



study Kyoto past and present, its culture and peo- 
ple, so as to better undertand how it became the 
city it is today. Students who complete the first-year 
seminar successfully may enroll in the interterm 
course to be held in Kyoto following completion of 
the FYS course. Enrollment limited to 15 first-year 
students. (E) {H} 4 credits 
Thomas H. Rohlich 
Offered Fall 2004 

EAL 115j Kyoto Then and Now 

This course is an on-site study of the city of Kyoto, 
Japan. During a two-week stay in Kyoto students 
will examine the spaces and places of one of 
Japan's most famous cities, considered by many 
to be the cultural heart of the country. Based on 
their work in the prerequisite First-Year Seminar 
course, students will take turns leading the group 
to selected museums, temples and shrines, craft 
and entertainment centers, and other cultural sites. 
Prerequisite: successful completion of FYS 116, 



East Asian Languages and Literatures 



161 



"Kyoto Through the Ages." Enrollment limited to 
15. Graded S/U. (E) 2 credits 
Thomas Roblich 
Offered Interterm 2005 

Three days at Smith and two weeks in Kyoto, Japan 
during January 2005 

EAL 231 The Culture of the Lyric in Traditional 
China 

This course surveys the masterworks of the Chinese 
lyric tradition from its oral beginnings in pre-Con- 
fucian times through the eve of the founding of the 
Republic of China. Through the careful reading of 
selected works including shaman's hymns, protest 
poetry and excerpts from the great novels, students 
will inquire into how the spiritual, philosophi- 
cal and political concerns dominating the poets' 
milieu shaped the lyric language through the ages. 
No knowledge of Chinese language or literature is 
required. (E) {L} 4 credits 
David Hin ton 
Offered Fall 2004 

EAL 232 Modern Chinese Literature 

Selected readings in translation of 20th-century 
Chinese literature from the late-Qing dynasty to 
contemporary Taiwan and the People's Republic 
of China. This course will offer ( 1) a window on 
20th-century China (from the Sino-Japanese War 
of 1895 to the present) and (2) an introduction to 
the study of literature: (a) why we read literature, 
(b) different approaches (i.e., how to do a close 
reading), and (c) literary movements. We will 
stress the socio-political context and questions of 
political engagement, social justice, class, gender, 
race and human rights. All readings are in English 
translation and no background in China or Chinese 
is required. {L} 4 credits 
Sabina Knight 
Offered Spring 2005 

EAL 236 Modernity: East and West 

What can the project of modernity, particularly the 
Enlightenment concern for human rights, mean 
for Chinese writers and for us today? How can we 
understand current struggles for human rights in 
terms of the different directions modernity and its 
critique have taken in Europe, Japan and China? We 
will read selections from European and East Asian 
philosophers before examining the influx of West- 



ern theories of modernity and comparing histories 
of modem imperialism, ideas of national culture, 
and literature's function in nationalist movements. 
Close readings of 20th-century Chinese fiction and 
film will focus on questions of alienation and social 
responsibility. Writers such as Kant, Marx, Soseki. 
Tanizaki, Lu Xun and Mo Yan. {L} 4 credits 
Sabina Knight 
Offered Fall 2004 

EAL 241 Court Ladies, Wandering Monks, 
and Urban Rakes: Literature and Culture in 
Premodern Japan 

A study of Japanese literature and its cultural roots 
from the 8th to the 19th centuries. The course will 
focus on enduring works of the Japanese literary 
tradition, along with the social and cultural condi- 
tions that gave birth to the literature. All readings 
are in English translation. {L} 4 credits 
Stephen Miller 
Offered Fall 2004 

EAL 242 Modern Japanese Literature 

Selected readings in translation of Japanese litera- 
ture from the Meiji period to the present. In the 
past 150 years Japan has undergone tremendous 
change: rapid industrialization, imperial and co- 
lonial expansion, occupation following its defeat 
in the Pacific War, and emergence as a global 
economic power. The literature of modern Japan 
reflects the complex aesthetic, cultural and politi- 
cal effects of such changes. Through our discus- 
sions of these texts, we will also address theoretical 
questions about such concepts as identity, gender, 
race, sexuality, nation, class, colonialism, modern- 
ism and translation. All readings are in English 
translation. {L} 4 credits 
Stephen Miller 
Offered Spring 2005 

EAL 261 Major Themes in Literature: East- 
West Perspectives 

{L} 4 credits 

Gendered Fate 

Is fate indifferent along lines of gender? What 
(and whose) interests are served by appeals to 
destiny? Close readings of women's narratives of 
desire, courtship, sexuality, prostitution and rape 
will explore how belief in inevitability mystifies the 



162 



East Asian Languages and Literatures 



gender-based oppression of social practices and 
institutions. Are love, marriage and mothering bio- 
logical imperatives? What are love, seduction and 
desire if not freely chosen? Or is freely chosen love 
merely a Western ideal? How might women write to 
overcome fatalistic discourses that shape the con- 
struction of female subjectivity and agency? Works 
by Simone de Beauvoir, Hayashi Fumiko, Hong 
Ying, Nadine Gordimer, Toni Morrison, and Wang 
Anyi. All readings in English translation. 
Sabina Knight 
Offered Fall 2004 

EAL 360 Seminar: Topics in East Asian 
Languages and Literatures 

4 credits 

The Tale of Genji audits Legacy 
The seminar will begin with a reading and study of 
The Tale of the Genji, one of the greatest works of 
Japanese literature. We will look at the cultural and 
societal milieu of the author, as well as the textual 
features that mark it as an icon of Japanese culture 
today We will also look at ways in which the Genji 
is represented in later texts — plays, parodies, and 
modern short stories and novels — as a way of ex- 
amining both the question of influence and the role 
that the Genji plays in the literature of later genera- 
tions. All readings are in English translation. {L} 
Thomas Rohlich 
Offered Spring 2005 

Contemporary Chinese Women 's Fiction 
Close readings of post- 1976 short stories, novellas 
and novels by women in the Peoples Republic of 
China. How do these works contend with legacies 
of political trauma and the social consequences of 
economic restructuring? How do quests for self-re- 
alization or social recognition relate to specific eth- 
ical commitments and struggles for social change? 
How do stories about extramarital affairs, serial 
sexual relations or love between women reinforce 
or contest imperatives of political, cultural and 
sexual citizenship? Works by Chen Ran, Dai Houy- 
ing, Hong Ying, Wang Anyi, Wei Hui and Zhang Jie. 
Prerequisite: Permission of instructor. {L} 
Sabina Knight 
Offered Spring 2005 



EAL 400 Special Studies 

For students engaged in independent projects or 
research in connection with Japanese, Chinese, or 
Korean language and literature. 2 to 4 credits 
Offered both semesters each year 



East Asian Language 
Courses 

A language placement test is required prior to reg- 
istration for students who have previously studied 
the language. 



Chinese Language 



CHI 110 Chinese I (Intensive) 

An intensive introduction to spoken Mandarin and 
modern written Chinese, presenting basic elements 
of grammar, sentence structures and active mastery 
of the most commonly used Chinese characters. 
Emphasis on development of oral/aural proficien- 
cy, pronunciation, and the acquisition of skills in 
reading and writing Chinese characters. 5 credits 
Sections as follows: 
Ling Zhao 
Offered each Fall 

CHI 111 Chinese I (Intensive) 

A continuation of 1 10. Prerequisite: CHI 1 10 or 
permission of the instructor. {F} 5 credits 
Ling Zhao 
Offered each Spring 

CHI 220 Chinese II (Intensive) 

Continued emphasis on the development of oral 
proficienq- and functional literacy in modern Man- 
darin. Conversation and narrative practice, reading 
exercises, short composition assignments and 
work with audio-visual materials. Prerequisite: 1 1 1 
or permission of the instructor. {F} 5 credits 
Grant Li 
Offered each Fall 

CHI 221 Chinese II (Intensive) 

A continuation of 220. Prerequisite: CHI 220 or 
permission of the instructor. {F} 5 credits 
Grant Li 
Offered each Spring 



East Asian Languages and Literatures 



163 



CHI 301 Chinese III 

Building on the skills and vocabulary acquired in 

Chinese II. students will learn to read simple essays 
on topics of common interest, and will develop 
the ability to understand, summarize and discuss 
social issues in contemporary China. Readings 
will be supplemented by audio-visual materials. 
Prerequisite: 221 or permission of the instructor. 
{F} 4 credits 
Weijia Li 
Offered each Fall 

CHI 302 Chinese III 

Introduction to the use of authentic written and 
visual documents commonly encountered in 
China today, with an emphasis on television news 
broadcasts and newspaper articles. Exercises in 
composition as well as oral presentations will 
complement daily practice in reading and listening 
comprehension. Prerequisite: 301 or permission of 
the instructor. {F} 4 credits 
Weijia Lit 
Offered each Spring 

CHI 350 Advanced Readings in Chinese: 
Modern Literary Texts 

Development of advanced oral and reading profi- 
ciency through the study and discussion of selected 
modem Chinese literary texts. Students will explore 
literary expression in original works of fiction, in- 
cluding short stories, essays, novellas, and excerpts 
of novels. Prerequisite: 302 or permission of the 
instructor. {L/F} 4 credits 
Ling Zhao 
Offered each Fall 



Japanese Language 

JPN 110 Japanese I (Intensive) 
An introduction to spoken and written Japanese. 
Emphasis on the development of basic oral profi- 
ciency, along with reading and writing skills. Stu- 
dents will acquire knowledge of basic grammatical 
patterns, strategies in daily communication, hira- 
gana. katakam and about 300 Kanji. Designed 
for students with no background in Japanese. 5 
credits 

Atsuko Takahashi 
Offered each Fall 

JPN 111 Japanese I (Intensive) 

A continuation of 1 10. Prerequisite: JPN 1 10 or 
permission of the instructor. {F} 5 credits 
Atsuko Takahashi 
Offered each Spring 

JPN 220 Japanese II (Intensive) 

Course focuses on further development of oral 
proficiency, along with reading and writing skills. 
Students will attain intermediate proficiency while 
deepening their understanding of the social and 
cultural context of the language. Prerequisite: 1 1 1 
or permission of the instructor. {F} 5 credits 
Yuri Kumagai 
Offered each Fall 

JPN 221 Japanese II (Intensive) 

A continuation of 220. Prerequisite: JPN 220 or 
permission of the instructor. {F} 5 credits 
Yuri Kumagai 
Offered each Spring 



CHI 351 Advanced Readings in Chinese: 
Modern and Contemporary Texts 

In contrast with CHI 350, this course focuses on 
readings of political and social import. Through 
the in-depth study and discussion of essays drawn 
from a variety of sources, students will increase 
their understanding of modem and contemporary 
China. Prerequisite: 302 or permission of the in- 
structor. {L/F} 4 credits 
Weijia Li 
Offered each Spring 



JPN 301 Japanese III 

Development of high intermediate proficiency in 
speech and reading through study of varied prose 
pieces and audio-visual materials. Prerequisite: 
221 or permission of the instructor. {F} 4 credits 
Yuri Kumagai 
Offered each Fall 

JPN 302 Japanese III 

A continuation of 301. Prerequisite: 301 or permis- 
sion of the instructor. {F} 4 credits 
Yuri Kumagai 
Offered each Spring 



164 



East Asian Languages and Literatures 



JPN 350 Contemporary Texts 

Study of selected contemporary texts including 
literature and journalism from print and elec- 
tronic media. Focus will be on developing reading 
and discussion skills in Japanese using original 
materials, and on understanding various aspects 
of modern Japan through its contemporary texts. 
Prerequisite: JPN 302 or permission of the instruc- 
tor. {F} 4 credits 
Stephen Miller 
Offered Fall 2004 

JPN 351 Contemporary Texts II 

Continued study of selected contemporary texts 
including fiction and short essays from print and 
electronic media. This course further develops 
advanced reading, writing and discussion skills in 
Japanese and enhances students' understanding of 
various aspects of contemporary Japanese society. 
Prerequisite: JPN 302 or permission of the instruc- 
tor. {F} 4 credits 
Stephen Miller 
Offered Spring 2005 

Korean Language 

KOR 110 Korean I 

An introduction to spoken and written Korean. 
Emphasis on oral proficiency with the acquisition 
of basic grammar, reading and writing skills. This 
course is designed for students with little or no 
background in Korean. 4 credits 
Yoon-Suk Chung 
Offered each Fall 

KOR 111 Korean I 

A continuation of 1 10. Prerequisite: 1 10 or permis- 
sion of the instructor. {F} 4 credits 
Yoon-Suk Chung 
Offered each Spring 

KOR 220 Korean II 

Tins course places equal emphasis on oral/aural 
proficiency, grammar, and reading and writing 
skills. Various aspects of Korean society and culture 
are presented with weekly visual materials. Basic 
Chinese characters are introduced. Prerequisite: 
1 1 1 or permission of the instructor. {F} 4 credits 
Yoon-Suk Chung 
Offered each Fall 



KOR 221 Korean II 

A continuation of 220. Prerequisite: 220 or permis- 
sion of the instructor. {F} 4 credits 
Yoon-Suk Chung 
Offered each Spring 

KOR 301 Korean III 

Continued development of speaking, listening, 
reading, and writing, with more advanced gram- 
matical points and vocabulary. Korean proverbs 
and Chinese characters are introduced. Prerequi- 
site: 221 or permission of the instructor. {F} 
4 credits 
SukMassey 
Offered each Fall 

KOR 302 Korean III 

A continuation of 301. Prerequisite: 301 or permis- 
sion of the instructor. {F} 4 credits 
SukMassey 
Offered each Spring 

KOR 350 Advanced Studies in Korean 
Language and Society 

This course is designed to provide students with a 
thorough grounding in advanced reading, writing, 
and speaking skills in Korean to lay a firm founda- 
tion for the clear understanding of Korean contem- 
porary culture. Selected current issues in Korean 
society and culture will be addressed, and a wide 
range of print and non-print materials will be cov- 
ered. Texts are all in Korean with advanced Chinese 
characters. Prerequisite: 302 or permission of the 
instructor. {F} 4 credits 
SukMassey 
Offered each Fall 

KOR 351 Advanced Readings in Korean 
Language and Literature 

This course further develops advanced reading, 
writing and speaking skills through original literary 
texts in Korean. Students will read a wide selection 
of the most representative modem Korean literary 
works (including short stories, novellas, excerpts 
of novels, essays, poetry and plays) by well-known 
Korean writers. Class will be conducted in Korean. 
Prerequisite: 350 or permission of the instructor. 
{F} 4 credits 
Yoon-Suk Chung 
Offered each Spring 



East Asian Languages and Literatures 



No 



The Major in East Asian 
Languages and Cultures 

Prerequisites 

The first year of Chinese (CHI 1 1 and 1 1 1 ) or 
Japanese (JPN 1 10 and 1 1 1) is a prerequisite for 
admission to the major. A language placement test 
is required prior to registration for students who 
have previously studied the language. 

Advisers: Members of the department. 

Requirements: Students are expected to con- 
centrate in China or Japan and take a total of 1 1 
courses (46 credits), distributed as follows: 

1. Language: 

a. Second-vear language courses ( 1 cred- 
its): JPN 220 and 221 or CHI 220 and 221 (2 
courses). 

b. Third-year language courses (8 credits) : 
JPN 301 and 302 or CHI 301 and 302 (2 
courses) . Students whose proficiency places 
them beyond the third year should substitute 
advanced language or literature courses for this 
requirement. 

2. Literature: 

a. At least three EAL courses ( 1 2 credits) in the 
literature or culture of the student's concentra- 
tion, including a departmental seminar. Students 
concentrating on China are encouraged to take 
EAL 231 and 232, and they must take at least 
one of these two courses. Students focusing on 
Japan are encouraged to take EAL 241 and 242, 
and they must take at least one of these courses. 

b. At least one course (4 credits) focusing prin- 
cipally on the literature of another East Asian 
country. 



as Five Colleges, Junior Year Abroad programs, or 
summer programs. Students should consult their 
advisers prior to taking such courses. S/l grading 
options are not allowed for courses counting to- 
ward the major. Native speakers of a language are 
encouraged to take another East .Asian language. 

Advanced Language Courses: 

CHI 3 1 Readings in Classical Chinese Prose 

and Poetry 
CHI 350 Advanced Readings in Chinese: 

Modern Literary Texts 
CHI 35 1 Advanced Readings in Chinese: 

Modern and Contemporary Texts 
JPN 350 Contemporary Texts I 
JPN 35 1 Contemporary- Texts II 
KOR 350 Advanced Studies in Korean 

Language and Society 
KOR 351 Advanced Readings in Korean 

Language and Literature 

Courses taught in English: 

EAL 23 1 The Culture of the Lyric in Traditional 

China 
EAL 232 Modern Chinese Literature 
EAL 236 Modernity: East and West 
EAL 240 Japanese Language and Culture 
EAL 241 Court Ladies, Wandering Monks, and 

Urban Rakes: Literature and Culture in 

Premodern Japan 
EAL 242 Modern Japanese Literature 
EAL 243 Japanese Poetry in Cultural Context 
EAL 244 Construction of Gender in Modem 

Japanese Women's Writing 
EAL 245 Writing the 'Other" in Modern Japanese 

Literature 
EAL 261 Major Themes in Literature: East-West 

Perspectives (topic course) 
EAL 360 Seminar: Topics in East Asian Languages 

and Literatures (topic course) 



3. Electives: 

Three additional courses (12 credits) may be 
chosen from other advanced language or literature 
courses in the department, or, at the recommenda- 
tion of the adviser, from related courses in other 
departments. 

Of the eleven required courses, no more than five 
normallv shall be taken in other institutions, such 



Honors 

Director: Thomas Rohlich 

430d Thesis 

(8 credits) 

Full-year course; Offered each year 



166 



East Asian Languages and Literatures 



431 Thesis 
8 credits 
Offered each Fall 

Requirements: same as for the departmental 
major plus the thesis, normally written in both 
semesters of the senior year (430d), with an oral 
examination on the thesis. In special cases, the 
thesis may be written in the first semester of the 
senior year (431). 

The Minor in East Asian 
Languages and Literatures 

Advisers: Members of the department. 

The course requirements are designed so that a 
student will concentrate on one of the East Asian 
languages, but will have the option of being ex- 
posed to the other courses in the department. 

Prerequisites 

The first year of Chinese (CHI llOand 111), Japa- 
nese (JPN 110 and 111), or Korean (KOR 110 and 
1 1 1) is a prerequisite for admission. 

Requirements: 

A total of six courses (24 credits) in the following 
distribution, no more than three of which shall be 
taken in other institutions. Students should consult 
the department prior to taking courses in other 
institutions. 

1. Chinese II (CHI 220 and 221), Japanese II (JPN 
220 and 221), or Korean II (KOR 220 and 221). 

2 . Four courses, at least two of which must be EAL 
courses, chosen from the following: 



EAL 242 Modem Japanese Literature 

EAL 243 Japanese Poetry in Cultural Context 

EAL 244 Construction of Gender in Modern 

Japanese Women's Writing 
EAL 245 Writing the "Other" in Modern 

Japanese Literature 
EAL 261 Major Themes in Literature (topic 

course) 
EAL 360 Seminar: Topics in East Asian 

Languages and Literatures 
EAL 400 Special Studies 
CHI 301 Chinese III 

CHI 302 Chinese III (A continuation of 301) 
CHI 3 1 Readings in Classical Chinese Prose 

and Poetry 
CHI 350 Advanced Readings in Chinese: 

Modem Literary Texts 
CHI 35 1 Advanced Readings in Chinese: 

Modem and Contemporary' Society 
JPN 301 Japanese III 

JPN 302 Japanese III (A continuation of 301) 
JPN 350 Contemporary Texts I 
JPN 35 1 Contemporary Texts II 
KOR 301 Korean III 

KOR 302 Korean UI (A continuation of 30 1 ) 
KOR 350 Advanced Studies in Korean 

Language and Society 
KOR 351 Advanced Readings in Korean 

Language and Literature 



EAL 23 1 The Culture of the Lyric in Traditional 

China 
EAL 232 Modern Chinese Literature 
EAL 236 Modernity: East and West 
EAL 240 Japanese Language and Culture 
EAL 241 Court Ladies, Wandering Monks, and 

Urban Rakes: Literature and Culture 

in Premodem Japan. 



16: 



East Asian Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



East Asian Studies Advisory Committee 

Daniel K. Gardner, Professor of History 

*' Marylin Rhie, Professor of Art and of East Asian 

Studies 
Peter Gregory, Professor of Religion and of East 

Asian Studies 
J Dennis Yasutomo, Professor of Government, 

Director 
Robert Eskildsen, Assistant Professor of History 
Suzanne Zhang-Gottschang, Assistant Professor of 

East Asian Studies and Anthropology 



Participating Faculty 

Steven M. Goldstein, Professor of Government 
"'Jamie Hubbard, Professor of Religion and 

Yehan Numata Lecturer in Buddhist Studies 
n Maki Hirano Hubbard, Associate Professor of 

East .Asian Languages and Literatures 
1 Deirdre Sabina Knight, Assistant Professor of 

East Asian Languages and Literatures 
1 Kimberly Kono, .Assistant Professor of East .Asian 

Languages and Literatures 
Thomas Rohlich, Professor of East .Asian Languages 

and Literatures 
Jonathan Lipman, Lecturer in East Asian Studies 



The Major 



The major in East .Asian studies offers students an 
opportunity to develop a coherent and comprehen- 
sive understanding of the great civilizations of the 
Asia Pacific region. The study of East .Asia should 
be considered an integral part of a liberal arts edu- 
cation. Through an interdisciplinary study of these 
diverse cultures, students engage in a comparative 
study of their own societies and values. The major 
also reflects the emergence of East .Asia politically, 
economically, and culturally onto the world scene 
especially during the last century and anticipates 
the continued importance of the region in the 
future. It therefore helps prepare students for 
post-graduation endeavors ranging from graduate 
training to careers in both the public and private 
sectors dealing with East .Asia. 

Requirements for the Major 

Basis Courses: 

1) An East .Asian Language: The second year of an 
East .Asian language, which can be fulfilled by 
Chinese 220 and 221, Japanese 220 and 221, 
or Korean 220 and 22 1. or higher level courses. 



Extensive language study is encouraged, but only 
two courses at the second-year level or higher 
will count toward the major. Students with native 
or near-native fluency in an East .Asian language 
must take a second East Asian language. Native 
and near-native fluency is defined as compe- 
tence in the language above the fourth-year 
level. 

2) Survey Courses 

a) One survey course on the pre-modern civ- 
lization of an East Asian country: HST 211, 
HST212,orHST220 

b) One survey course on modern East .Asia: 
HST 221, ANT 252, or ANT 253 

Note: Basis courses must cover more than one 
East .Asian country 

Electives (6 courses) 

1 ) Six elective courses, which shall normally be 
determined in consultation with the adviser 
from the list of approved courses, 
a) Four of the elective courses shall constitute 
an area of concentration, which can be an 



168 



East Asian Studies 



emphasis on the civilization of one country 
(China, Japan or Korea) or a thematic 
concentration (for example, the Confucian 
tradition, the Buddhist legacy, gender, impe- 
rialism, thought and art, political economy, 
international relations.) 

b) Electives must include courses in both the 
humanities and social sciences 

c) Electives must include courses on more 
than one East Asian country 

d) One of the elective courses must be a Smith 
seminar 

e) At least half of course credits toward the 
major must be taken at Smith. 

2) Smith courses not included on the approved list 
may count toward the Major under the following 
conditions: 

a) The course has a substantial East Asian 
component suitable for a comparative study 
of East Asia 

b) The student obtains the approval of the East 
Asian Studies Advisory Committee 

c) No more than one such course shall be ap- 
plied toward the major. 

3) A student may honor in East Asian studies (EAS 
430d). Honors requires a 3-0 GPA overall and 
3.3 GPA in the major. The Honors thesis may 
substitute for the seminar requirement. 



EAS 218/HST 218 Thought and Art in China 

Topic: Confucian and Taoist Thought and Art 

A survey of Confucian and Taoist teachings and 

their expression in the visual arts from earliest 

times. Open to first-year students by permission of 

the instructors only. 

Daniel Gardner andMarylin Rhie 

Offered Spring 2005 

EAS 219 Modern Korea 

An introduction to Korean history since the 17th 
century including a survey of social, intellectual, 
political and economic structures. Korea's interac- 
tions with East Asian neighbors, Britain, France, 
the U.S.A. and Russia. The devastating effects of 
imperialism, colonialism, civil war, invasion and 
long-term division. (E) {H} 4 credits 
Jonathan Lipman 
Offered Fall 2004 

EAS 375 Seminar: Japan-United States 
Relations 

Analysis of political, economic, cultural, and racial 
roots of U.S.-Japan relations from the 19th cen- 
tury to the present. Emphasis on current mutual 
perceptions and their potential impact on future 
bilateral relations. {S} 4 credits 
Dennis Yasutomo 
Offered Spring 2005 



EAS 404 Special Studies 

4 credits 

Offered both semesters each year 



4) Junior Year Abroad programs are encouraged 
at college-approved institutions in East Asia. 
EAS recommends the Associated Kyoto Program 
for Japan, ACC for China, and Ewha Women's 
University for Korea. Courses taken at JYA 
programs, as well as courses taken away from 
Smith at other institutions, may count toward the 
major under the following conditions: 

a) The courses are reviewed and approved by 
the East Asian Studies Advisory Committee 
upon completion. 

b) Courses taken away from Smith must not . 

total more than half of the credits counted D3.S1S LOUFSCS 
toward the major. 



EAS 408d Special Studies 

8 credits 

Full-year course; Offered each year 

EAS 430d Honors Thesis 

8 credits 

Full-year course; Offered each year 



Advisers: Robert Eskildsen, Daniel K. Gardner, 
Peter Gregory, Marylin Rhie, Dennis Yasutomo, 
Suzanne Zhang-Gottschang 



ANT 251 Women and Modernity in East Asia 

{S} 4 credits 

Suzanne Zhang-Gottschang 

Offered Spring 2005, Spring 2006 



East Asian Studies 



l(>i) 



ANT 252 The City and the Countryside in 

China 

{S} 4 credits 

Suzantw Zbang-Gottschang 

Offered Fall 2004 

ANT 253 Introduction to East Asian Societies 
and Cultures 
(E) {S} 4 credits 
Suzanne Zbang-Gottschang 
Offered Fall 2005 

HST 211 (L) The Emergence of China 
{H} 4 credits 
Daniel Gardner 
Offered Fall 2005 

HST 212 (L) China in Transformation, A.D. 

700-1900 

{H} 4 credits 

Daniel Gardner 

Offered Spring 2005, Spring 2006 

HST 213 (L) Aspects of East Asian History 

Topic: The Japanese Colonial Empire, 1895-1945 
{H} 4 credits 
Robert Eskildsen 
Offered Spring 2005 

HST 220 (L) The Sources of Japanese Culture 

{H} 4 credits 
Robert Eskildsen 
Offered, Fall 2004 

HST 221 (L) The Rise of Modern Japan 

{H} 4 credits 

Robert Eskildsen 

Offered, Spring 2005, Spring 2006 

HST 222 (L) Aspects of Japanese History 

{H} 4 credits 

Topic 1: Meiji Restoration 

Topic 2: Tokugawa Society 

Robert Eskildsen 

Offered Fall 2004, Fall 2005 

HST 292 (L) 19th Century Crisis in East Asia 

{H} 4 credits 
Robert Eskildsen 
Offered Spring 2006 



Approved Courses in the 
Humanities 

ARH 101 Buddhist Art 

ARH 1 20 Introduction to Art History: Asia 

ARH 222 The Art of China 

ARH 224 The Art of Japan 

EAL 231 The Culture of the Lyric in Traditional 

China 
EAL 232 Modern Chinese Literature 
EAL 236 Modernity: East and West 
EAL 2^0 Japanese Language and Culture 
EAL 241 Traditional Japanese Literature in 

Translation 
EAL 242 Modern Japanese Literature 
EAL 243 Japanese Poetry in Cultural Context 
EAL 261 Major Themes in Literature: East-West 

Perspectives 
EAL 360 Seminar: Topics in East Asian Languages 

and Literatures 
EAS 270 Colloquium in East Asian Studies 
EAS 279 Colloquium: The Art and Culture of Tibet 
HST 2 18 Thought and Art in China 
REL 1 10 Politics of Enlightenment 
REL 260 Buddhist Thought 
REL 265 Colloquium in East Asian Religions 
REL 266 Colloquium in Buddhist Studies 
REL 270 Japanese Buddhism 
REL 282 Violence and Nonviolence in Religious 

Traditions of South Asia 
REL 360 Seminar: Problems in Buddhist Thought 

Approved Courses in the 
Social Sciences 

ANT 251 Women and Modernity in East Asia 
ANT 252 The City and the Countryside in China 
ANT 253 Introduction to East Asian Societies and 

Culture 
ANT 342 Seminar: Topics in Anthropology 
EAS 219 Modern Korea 
EAS 270 Colloquium in East Asian Studies 
EAS 279 Colloquium: The All and Culture of Tibet 
EAS 375 Seminar: Japan-United States Relations 
GOV 228 The Government and Pontics of Japan 
GOV 230 The Government and Politics of China 
GOV 251 Foreign Policy of Japan 



170 



East Asian Studies 



GOV 344 Seminar on Foreign Policy of the Chinese 

People's Republic 
GOV 348 Seminar in International Politics: Conflict 

and Cooperation in Asia 
HST 2 1 1 The Emergence of China 
HST 212 China in Transformation 
HST 2 1 3 Aspects of East Asian History 
HST 2 18 Thought and Art in China 
HST 219 Modern Korea 
HST 220 The Sources of Japanese Culture 
HST 221 Modern Japan 
HST 222 Aspects of Japanese History 
HST 292 The 19th-century Crisis in East Asia 



The Minor 



The interdepartmental minor in East Asian studies 
is a program of study designed to provide a coher- 
ent understanding of and basic competence in the 
civilizations of China, Japan and Korea. It may be 
undertaken in order to broaden the scope of any 
major; to acquire, for comparative purposes, an 
Asian perspective within any of the humanistic and 
social-scientific disciplines; or as the basis of future 
graduate work and/or careers related to East Asia. 



1) The second year of an East Asian language, 
which can be fulfilled by Chinese 220 and 221, 
Japanese 220 and 221, or Korean 220 and 221, 
or higher level courses. Extensive language 
study is encouraged, but only two courses at the 
second year level or higher will count toward 
the Minor. Students with native or near-native 
fluency in an East Asian language must take a 
second East Asian language. Native and near- 
native fluency is defined as competence in the 
language above the fourth year level. 

2) Four elective courses, which shall be deter- 
mined in consultation with the adviser normally 
from the list of approved courses. Elective 
courses must be drawn from both the Humani- 
ties and Social Sciences. 

Advisers: Robert Eskildsen, Daniel K. Gardner, 
Peter Gregory, Marylin Rhie, Dennis Yasutomo, 
Suzanne Zhang-Gottschang 



Requirements: The minor will consist of a total 
of six courses, no more than three of which shall 
be taken at other institutions. Courses taken away 
from Smith require the approval of the East Asian 
Studies Advisory Committee. 



171 



Economics 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Frederick Leonard, Ph.D. 
Mark Aldrich, Ph.D. 
; ' Andrew Zimbalist, Ph.D. 
Randall Bartlett, Ph.D. 

1 Robert Buchele, Ph.D. 
Roger T. Kaufman, Ph.D., Chair 

1 Karen Pfeifer, Ph.D. 
Elizabetli Savoca, Ph.D. 
Deborah Haas-Wilson, Ph.D. 
Charles P. Staelin, Ph.D. 
" l Nola Reinhardt, Ph.D. 



Associate Professors 

Thomas A. Riddell, Ph.D. 
t2 Mahnaz Mahdavi, Ph.D. 
"'James Miller, Ph.D., J.D. 

Assistant Professors 

Lewis Davis, Ph.D. 

Ardith Spence, Ph.D. 

" 2 Roisin O'Sullivan, Ph.D. 

Lecturer 

Charles Johnson, A.B., M.B.A. 



First-year students who are considering a major in 
the department and who hope to spend their junior 
year abroad are strongly advised to take 150 and 
153 in the first year and to take additional courses 
in economics in the sophomore year. Majors in 
economics are strongly advised to take 250, 253, 
and 190 as soon after the introductory courses as 
possible. Students considering graduate study in 
economics are advised to master the material in 
ECO 255 and 240 as well as MTH 111, 112, 211, 
212, 225 and 243. 

A. General Courses 

123 Cheaper by the Dozen: Twelve Economic 
Issues for Our Times 

This course for the concerned non-economist ad- 
dresses twelve pressing issues in contemporary 
U.S. and global society: poverty and inequality; edu- 
cation; healthcare; housing; social security; crime 
and drugs; corporate power and market strucmre; 
agriculture and the food supply; the environment; 
unemployment; government macro policy, taxes 
and the national debt; and global economic inte- 
gration. Economic concepts in lay English and a 
modicum of mathematical tools are used to help 
explain each social problem and to illuminate the 
core debates on appropriate solutions. May not be 



counted toward the major or minor in economics. 

Open only to junior and senior non-economics 

majors. {S} 4 credits. 

Karen Pfeifer 

Offered Spring 2005, Spring 2006 

125 Economic Game Theory 

An examination of how rational people cooperate 
and compete. Game theory* explores situations 
in which everyone's actions affect everyone else, 
and everyone knows this and takes it into account 
when detennining their own actions. Business, 
military and dating strategies will be examined. No 
economics prerequisite. Prerequisite: at least one 
semester of high school or college calculus. (E) 
{S} 4 credits 
James Miller 
Offered Fall 2005 

150 Introductory Microeconomics 

How and how well do markets work? What should 
government do in a market economy? How do 
markets set prices, determine what will be pro- 
duced and decide who will get the goods? We 
consider important economic issues including 
preserving the environment, free trade, taxation, 
(de) regulation and poverty. {S} 4 credits 
Members of (he department 
Offered both semesters each year 



172 



Economics 



153 Introductory Macroeconomics 

An examination of current macroeconomic policy 
issues, including the short and long-run effects 
of budget deficits, the determinants of economic 
growth, causes and effects of inflation, and the 
effects of high trade deficits. The course will focus 
on what, if any, government (monetary and fiscal) 
policies should be pursued in order to achieve low 
inflation, full employment, high economic growth 
and rising real wages. {S} 4 credits 
Members of the department 
Offered both semesters each year 

ACC 223 Financial Accounting 

The course, while using traditional accounting 
techniques and methodology, will focus on the 
needs of external users of financial information. 
The emphasis is on learning how to read, interpret 
and analyze financial information as a tool to guide 
investment decisions. Concepts rather than pro- 
cedures are stressed and class time will be largely 
devoted to problem solutions and case discussions. 
A basic knowledge of arithmetic and a familiarity 
with a spreadsheet program is suggested. Cannot 
be used for credit towards the economics major 
and no more than four credits in accounting may 
be counted toward the degree. {S} 4 credits 
Charles Johnson 
Offered both semesters each year 

190 Introduction to Statistics for Economists 

Summarizing, interpreting and analyzing empirical 
data. Attention to descriptive statistics and statisti- 
cal inference. Topics include elementary sampling, 
probability, sampling distributions, estimation, 
hypothesis testing and regression. Assignments 
include use of statistical software and micro com- 
puters to analyze labor market and other economic 
data. Prerequisite: 150 and 153 recommended. 
{S/M} 4 credits 

Robert Buchele, Elizabeth Savoca 
Offered both semesters each year 

B. Economic Theory 

237 History of Economic Thought and 
Methodology 

A study of the major economists and economic 
theories from the time of Adam Smith to the pres- 
ent; the historical context and intellectual climate of 



their times; the uses made of their work in under- 
standing society and shaping public policy; an ap- 
praisal of the intellectual heritage and global influ- 
ence of economic methodology today. Economists 
include Smith, Ricardo, Marx, Keynes, Friedman 
and contemporaries such as Akerlof and Stiglitz. 
Prerequisite: either 150 or 153. {H/S} 4 credits. 
Karen Pfeifer 
Offered Fall 2004 

240 Econometrics 

Applied regression analysis. The specification and 
estimation of economic models, hypothesis testing, 
statistical significance, interpretation of results, 
policy implications. Emphasis on practical applica- 
tions using both cross-section and time-series data. 
Prerequisites: 150, 153, and 190, and MTH 111. 
{S/M} 4 credits 

Robert Buchele, Elizabeth Savoca 
Offered Fall 2004, Fall 2005 

250 Intermediate Microeconomics 

Focuses on the economic analysis of resource allo- 
cation in a market economy and on the economic 
impact of various government interventions, such 
as minimum wage laws, national health insurance 
and environmental regulations. Covers the theo- 
ries of consumer choice and decision making by 
the firm. Examines the welfare implications of a 
market economy and of federal and state policies 
which influence market choices. Prerequisite: 150, 
MTH 1 1 1 or its equivalent. {S} 4 credits 
James Miller, Deborah Haas- Wilson 
Offered both semesters each year 

253 Intermediate Macroeconomics 

Builds a cohesive theoretical framework within 
which to analyze the workings of the macroecono- 
my Current issues relating to key macroeconomic 
variables such as output, inflation and unemploy- 
ment are examined within this framework. The role 
of government policy, both in the short run and the 
long run, is also assessed. Prerequisite: 153, MTH 
1 1 1 or its equivalent. {S} 4 credits 
Roger Kaufman, Roisin O'Sullivan 
Offered both semesters each year 

255 Mathematical Economics 

The use of mathematical tools to analyze economic 
problems, with emphasis on linear algebra and dif- 
ferential calculus. Applications particularly in com- 
parative statics and optimization problems. Prereq- 



Economics 



173 



uisites: MTH 111, 112, 211, ECO 253, and 250 or 
permission of the instructor. {S/M} 4 credits 
Lewis Davis 
Offered Spring 2006 

333 Seminar: Free Market Economics 

The structure and institutions of a free market 
economy; roles of government and philosophical 
principles underlying the concept of a free market 
economy; macro- and micro-performance of a free 
market economy; political-economic approach 
toward perceived society-wide problems and is- 
sues, such as abortion and drug and gun control, 
in a free market economy. Prerequisite: 250 or 
253. {S} 4 credits 
Frederick Leonard 
Offered Fall 2004, Fall 2005 

353 Seminar: Evolution of Modern 
Macroeconomics 

From Classical, through Keynesian to modern the- 
ory and policy perspectives. Changes in the major 
components of the macro-model. Contributions to 
macroeconomics made by Keynes: fundamental or 
superficial? Prerequisite: 253 {S} 4 credits 
Frederick Leonard 
Offered Spring 2006 

363 Seminar: Inequality 

The causes and consequences of income inequal- 
ity. The role of social class, IQ and education. The 
impact of technical change and globalization. The 
labor market as a social institution. How do con- 
cerns about relative shares and fairness affect "eco- 
nomic" behavior? Is there a "trade-off" between 
equality and economic growth? Prerequisites: 190, 
150 and 250 (the last required for economics ma- 
jors using mis course to fulfill the seminar require- 
ment) . {S} 4 credits 
Robert Buchele 
Offered Spring 2006 

C. The American Economy 

204 American Economic History: 1870-1990 

Major topics include the economic results of 
Civil War for black Americans; the rise of giant 
industry and the growth of unionism; beginnings 
of economic regulation; internationalization of 
the economy; the Great Depression; the New Deal 
legacy; the post World War II boom and stagnation; 



Reaganomics. Prerequisites: ISO and 153- {H/S} 
4 credits 
MarkAldrich 
Offered Spring 2005 

224 Environmental Economics 

The causes of environmental degradation and the 
role that markets can play in both causing and 
solving pollution problems. The efficiency, equity 
and impact on economic growth of current and 
proposed future environmental legislation. Prereq- 
uisite: 150. {S} 4 credits 
MarkAldrich 
Offered Spring 2005 

230 Urban Economics 

An introductory economic analysis of selected 
urban problems in the context of the city's position 
in the regional economy. Topics include housing, 
transportation, concentrations of poverty, and 
financing local government. Prerequisite: 150. {S} 
4 credits 
Randall Bart left 
Offered Spring 2005, Spring 2006 

233 Free Market Economics 

Meaning and nature of economic freedom; struc- 
ture and institutions of a free market economy; 
philosophical foundation underlying freedom; 
macro- and microeconomic performance of a free 
market economy; foundations, performance and 
critique of alternatives to freedom offered by the 
American political left and right; analysis of eco- 
nomic and political issues such as the "fair" distri- 
bution of income and wealth, social security, smok- 
ing in public places and abortion, among many 
others. Prerequisite: 150 or 153. {S} 4 credits 
Frederick Leonard 
Offered Spring 2005 

260 Economics of the Public Sector 

An investigation into the economic role of the pub- 
lic sector; decision-making mechanisms and im- 
plications for resource allocation. Topics include 
market failure, government failure, and expendi- 
ture and tax analysis. Applications include policy 
issues such as budget deficits/surpluses, social 
security, welfare, military spending and business 
subsidies. Prerequisite: 250. {S} 4 credits 
Ardith Spence 
Offered Spring 2005, Spring 2006 



174 



Economics 



265 Economics of Corporate Finance 

An investigation of the economic foundations for 
investment, financing and related decisions in the 
business corporation. Basic concerns and respon- 
sibilities of the financial manager, and the methods 
of analysis employed by them is emphasized. This 
course is designed to offer a balanced discussion 
of practical as well as theoretical developments in 
the field of financial economics. Prerequisites: 190, 
250, MTH 111. {S} 4 credits 
Mahnaz Mahdavi 
Offered Fall 2004 

272 Law and Economics 

An economic analysis of legal rules and cases. Top- 
ics include contract law, accident law, criminal law, 
the Coase theorem and the economics of litigation. 
Prerequisite: 250. {S} 4 credits 
Charles Staelin 
Offered Spring 2005 



ture, management, effect of mass media, relation 
to college sports and subordinate leagues will be 
treated. Prerequisites: 190 and 250. {S} 4 credits 
Andrew Zimbalist 
Offered Fall 2005 

341 Economics of Health Care 

An examination of current economic issues in the 
health care industry, including the determinants 
of the supply of and demand for health and health 
care services, the growth of managed care, the 
implications of increasing competition in markets 
for physician services, hospital services, and health 
care financing, the challenges involved in defining 
and measuring health care quality; and the role of 
government in the health care industry. Prerequi- 
sites: 250 and 190 or permission of the instructor. 
{S} 4 credits 
Deborah Haas- Wilson 
Offered Spring 2006 



275 Money and Banking 

An investigation of the role of financial instruments 
and institutions in the economy. Major topics in- 
clude the determination of interest rates, the char- 
acteristics of bonds and stocks, the structure and 
regulation of the banking industry, the functions 
of a modern central bank and the formulation and 
implementation of monetary policy. Prerequisite: 
253- {S} 4 credits 
Roisin 'Sullivan 
Offered Spring 2005 

314 Seminar: Industrial Organization and 
Antitrust Policy 

An examination of the latest theories and empirical 
evidence about the organization of firms and in- 
dustries. Topics include mergers, advertising, stra- 
tegic behaviors such as predatory pricing, vertical 
restrictions such as resale price maintenance or 
exclusive dealing, and antitrust laws and policies. 
Prerequisite: 250. {S} 4 credits 
Deborah Haas-Wilson 
Offered Spring 2006 

331 Seminar: The Economics of Professional 
Sports 

This seminar will explore the economics of profes- 
sional sports in the United States. Issues of anti- 
trust exemptions, regulation, salary level and struc- 



343 Seminar: The Economics of Global 
Climate Change 

Because global climate change has the potential to 
affect every person in every country — with the pos- 
sibility of catastrophic consequences — it is natural 
to ask why it is happening, and what can or should 
be done about it. In this course, we will examine 
the sources of economic inefficiency causing cli- 
mate change and study the tradeoffs associated with 
slowing the process. How 7 do policy options to slow T 
climate change compare with respect to efficiency 
criteria? How 7 do they affect equity domestically, 
internationally and intertemporally? In addressing 
these and other questions w 7 hich inform the debate 
on climate change policy, we will also examine 
the importance of political and strategic consider- 
ations, and the rate of technical change. Prerequi- 
sites: ECO 190 and ECO 250. (E) {S} 4 credits 
Ardith Spence 
Offered Fall 2004, Fall 2005 

351 Seminar: The Economics of Education 

This course examines economic issues related to 
the market for education. We will begin by consid- 
ering models that explain educational attainment 
both as an investment in human capital and as 
a signal of ability. We will consider whether the 
government should subsidize educational attain- 
ment — and if so, how 7 much? Our study of primary 



Economics 



175 



and secondary' education will focus on issues of 
current interest, including the use of vouchers, the 
impact of class size and expenditures on perfor- 
mance, and the scope for education finance reform. 
Our discussion of the market for higher education 
will examine the choices made by students and by 
institutions. We will attempt to explain why college 
costs so much. We will also study the implications 
of preferential admissions policies, tenure and 
governance procedures, and endowment spending 
rules practiced in America's universities. Prerequi- 
sites: ECO 190 and ECO 250, or permission of the 
instructor. Enrollment limited to 15. {S} 4 credits 
Arditb Spence 
Offered Spring 2005, Spring 2006 

D. International and 
Comparative Economics 

209 Comparative Economic Systems 

Methods of comparison of economic systems and 
economic performance, including distributional 
equity as well as allocative efficiency and economic 
growth. Reviews of theories and history of Western 
capitalist development and of socialist develop- 
ment. The Soviet system in Russia and Eastern 
Europe, early reform programs there, the demise of 
this system, and current issues regarding the transi- 
tion from Soviet-type to market economies. Com- 
parative study of other regions, including China and 
East Asian economies, in the context of the debate 
over globalization and global economic justice. 
Prerequisite: Either 150 or 153. {S} 4 credits 
Karen Pfeifer 
Offered Spring 2006 

211 Economic Development 

An overview of major economic issues in the Third 
World (Asia, Latin America, Africa, and the Middle 
East) . Examines theory, institutions and develop- 
ment policy. Topics include trade, industrial and 
agricultural development, multinational investment, 
employment and technology, women in develop- 
ment, fiscal policy, and international financial issues 
(lending, balance of payments deficits, the debt 
crisis). Prerequisites: 150 and 153- {S} 4 credits 
Nola Reinhardt 
Offered Fall 2004 



213 The World Food System 
Examination of international patterns of food 
production and distribution. Consideration given 
to major current issues, such as concentration in 
agricultural production and marketing, causes of 
world hunger, food dependency in Third World 
nations, technology transfer to the Third World, 
causes and consequences of multinational invest- 
ment in Tliird World agriculture, and environmen- 
tal considerations of modem agricultural technol- 
ogy. Prerequisites: 150. {S} 4 credits 

Nola Reinhardt 
Offered Fall 2005 

214 The EU, the Mediterranean, and the 
Middle East: Hellenism or Bonapartism? 

The EU's Euro-Mediterranean Partnership envi- 
sions linked regional development in Africa and in 
the Arab World, promoting goals like sustainable 
development, poverty reduction, human resource 
development and extensions of ICT. The program 
replicates the EU paradigm, with its legal and 
regulatory framework, and promotes liberalization, 
privatization, transition to market-based economics 
and free trade according to WTO rules. It entails 
North-South integration via infrastructure networks 
for transportation, telecommunications and energy. 
Do emerging patterns of aid, foreign investment, 
regional planning, and north-south trade, includ- 
ing the oil and arms markets, indicate net benefits 
from these arrangements to the southern-rim 
Mediterranean and Middle Eastern regions? Pre- 
requisite: Either 150 or 153- {S} 4 credits 
Karen Pfeifer 
Offered Fall 2004 

295 International Trade and Commercial 
Policy 

An examination of the trading relationships among 
countries and of the flow of production factors 
throughout the world economy. Topics include 
the theories of international trade, issues of com- 
mercial policy and the rise of protectionism, 
multilateral trade negotiations, preferential trade 
agreements, the impact of multinational firms, and 
trade and economic development. Prerequisite: 
250. {S} 4 credits 
Leu is Da v is 
Offered Fall 2004, Fall 2005 



176 



Economics 



296 International Finance 

An examination of international monetary theory 
and institutions and their relevance to national 
and international economic polity Topics include 
mechanisms of adjustment in the balance of pay- 
ments; macroeconomic and exchange-rate policy 
for internal and external balance; international 
movements of capital; and the history of the in- 
ternational monetary system: its past crises and 
current prospects; issues of currency union and 
optimal currency area; and emerging markets. 
Prerequisite: 253. {S} 4 credits 
Mahnaz Mahdavi 
Offered Spring 2005 

301 Seminar: Economic Growth and World 
Development 

Why did per capita income suddenly start to rise in 
England 250 years ago? Why has growth persisted? 
Can poor countries ever catch up, and if so how? 
This course draws on the Classical, economic 
historical, Neoclassical and endogenous growth 
literatures to address these questions as well as 
the relationships between economic growth and 
poverty, technological progress, capital accumula- 
tion, education, relative backwardness, population 
growth, income inequality, democracy, corrup- 
tion, financial sector development, the rule of law, 
cultural heterogeneity, geography and natural re- 
source abundance. Prerequisites: ECO 250 or 253 
and MTH 111. (E) {S} 4 credits 
lewis Davis 
Offered Spring 2005 

310 Seminar: Comparative Labor Economics 

Topic: Labor Economics and Compensation 
Systems. 

Why do lawyers and doctors make so much more 
than college professors? Are corporate executives 
paid too much or too little? How much of the male- 
female wage gap is due to a^scrimination? Is educa- 
tion an investment in human capital, a signal, or 
a means of reproducing the class structure? How 
has trade with developing countries affected wages 
in the United States? In this seminar we shall apply 
and extend economic theory 7 to analyze these and 
other questions in labor economics. Prerequisites: 
Eco 250 and 190. {S} 4 credits 
Roger Kaufman 
Offered Fall 2004, Fall 2005 



311 Seminar: Topics in Economic 
Development 

Topic: Economic Development in East Asia. In 
recent decades, many East Asian economies have 
experienced remarkable economic growth. This 
seminar will explore the nature of these "miracle 
economies." Has economic growth been coupled 
with equity? What are the causes of the high growth 
rates and recent collapse and is growth sustain- 
able? Topics include trade, finance, industrial 
policies, industrial relations, business organization, 
technological development and international finan- 
cial inflows. Prerequisites: 21 1, and 250 or 253- 
{S} 4 credits 
Nola Reinhardt 
Offered Fall 2004 

318 Seminar: Latin American Economics 

The Latin American economies have undergone 
a dramatic process of economic collapse and 
restructuring since 1980. We examine the back- 
ground to the collapse and the structural adjust- 
ment programs implemented in response. We con- 
sider the current status and future prospects of the 
regions economies. Prerequisites: 211, and 250 or 
253, or permission of the instructor. {S} 4 credits 
Nola Reinhardt 
Offered Fall 2005 

375 Seminar: The Theory and Practice of 
Central Banking 

What role do central banks play in the management 
of short-run economic fluctuations? What has driv- 
en the recent global trend towards more powerful 
and independent central-banking institutions? This 
course will explore the theoretical foundations that 
link central bank policy to real economics activity. 
Building on this theoretical background, the mon- 
etary 7 policy frameworks and operating procedures 
of key central banks will then be examined. Much 
of the analysis will focus on the current practices 
of the U.S. Federal Reserve and the European 
Central Bank, with a view to identifying the relative 
strengths and weaknesses of the two institutions. 
Prerequisite: ECO 253. {S} 4 credits 
Roisin O'SuUivan 
Offered Spring 2005 

404 Special Studies 

Admission by permission of the department, 



Economics 



177 



normally for majors who have had four semester 
courses in economics above the introductory level. 
4 credits 
Offered both semesters each year 

408d Special Studies 

Admission by permission of the department, nor- 
mally for majors and minors who have had four 
semester courses in economics above the introduc- 
tory level. Students contemplating a special studies 
should read the guidelines for special studies in the 
department's Handbook for Prospective Majors" 
on the department's Web page: www.smith.edu/ 
economics. 8 credits 
Full-year course; Offered each year 



The Major 



Advisers: Mark Aldrich, Randall Bartlett, Robert 
Buchele. Deborah Haas-Wilson, Roger Kaufman, 
Frederick Leonard, Mahnaz Mahdavi, James Miller, 
Roisin O'Sullivan, Karen Pfeifer, Nola Reinhardt, 
Thomas Riddell, Elizabeth Savoca, Charles Staelin, 
Andrew Zimbalist 



The S/U grading option is not allowed for 
courses counting toward the economics major. An 
exception may be made in the case of 150 and 153 

Majors may spend the junior year abroad if they 
meet the college's requirements. 

Majors may participate in the Washington Eco- 
nomic Policy semester at American University. See 
Thomas Riddell for more information. 

Majors may also participate in the Semester-in- 
Washington Program and the Washington Summer 
Internship Program administered by the Depart- 
ment of Government and described under the gov- 
ernment major. 



The Minor 

Advisers: Same as for the major. 

Requirements: six courses in economics, consist- 
ing of 150, 153, 190, and three other courses in 
economics; or 150, 153, a statistics course taken 
outside of the department, and four other courses 
in economics. Crediting procedures are the same 
as for the major. 



Adviser for Study Abroad: Karen Pfeifer 
Basis 150 and 153. 

Requirements: ECO 150 and 153 or their equiva- 
lent, ECO 190 (or MTH 245 and MTH 247 taken 
together), ECO 250, ECO 253, and five other 
courses in economics. One of these five must be a 
300-level course (or honors thesis) taken at Smith 
that includes an economics research paper and an 
oral presentation. Beginning in 2004-05, MTH 1 1 1 
or its equivalent will be a prerequisite for ECO 250 
and ECO 253. 

A student who passes the economics placement 
exam for ECO 150 or ECO 153, or who passes the 
AP examination in Microeconomics or Macroeco- 
nomics with a score of 4 or 5, may count this as 
the equivalent of ECO 150 or ECO 153, with course 
credit toward the major in economics. Students 
with AP or IB credit are urged to take the place- 
ment exams to ensure correct placement. 

Economics credit will be given for public policy 
courses when taught by a member of the econom- 
ics department. 



Honors 

Director: Elizabeth Savoca 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 

Offered Fall 2004, Fall 2005 

Requirements: A thesis and 8 semester courses 
including 150, 153, 190, 250, 253, and three other 
economics courses. 

Students may elect either a year-long thesis 
course (430d) or a fall semester course (431). 
The thesis for the year-long course must be submit- 
ted to the director by April 15. The thesis for the 
one-semester course must be submitted by the first 
day of classes of the following semester. 

Examination: honors students must take an oral 
examination on the material in their theses. 



178 



Education and Child Study 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

fl Alan LMarvelli, Ed.D. 

1 Sue J. M. Freeman, Ph.D., Chair 
n Alan N. Rudnitsky, Ph.D. 
Rosetta Marantz Cohen, Ed.D. 

Associate Professor 

Susan M. Etheredge, Ed.D. 

Assistant Professors 

Sam Intrator, Ph.D. 
Lucy Mule, Ph.D. 

Lecturers 

Cathy HoferReid, Ph.D. 
Cathy Weisman Topal, M.A.T. 
Janice Gatty, Ed.D. 
Wendy Kohler, Ed.D. 
Dorothy Molnar, Ed.D. 

Glenn Ellis, Ph.D. (Ford Motor Company Visiting 
Professor of Engineering Education) 



Tutor Supervisor 

Marilyn London, M.A. 

Teaching Fellows 

Justin A. DiMatteo, B.A. 
Brian J. Gilman,B.S. 
Jessica N. Harwood, B.A. 
PattyS. Huff, B.A. 
Katherine P. Marlowe, A.B. 
Abigail J. Vaughn, B.A. 

Advisory Committee 

Michael A. Cosgriff, M.Ed. 
Gwen Agna, M.Ed. 
Carol Gregory, M.A. 
Johanna M. McKenna, M.A. 
Thomas E. Petrayjr, M.Ed. 
Suzanne Scallion, M.Ed. 
Beth Singer, Ed.D. 



Students who, irrespective of major, desire to com- 
ply with the varying requirements of different states 
for licensure to teach in public schools are urged 
to consult the department as early as possible dur- 
ing their college career. 

110 Introduction to American Education 

Changes and current issues in American educa- 
tion are examined from historical, philosophical, 
psychological and socio-political perspectives. 
Includes directed observation in school settings. 
Not open to students who have had two or more 
courses in the department. {S} 4 credits 
Lucy Mule 
Offered Spring 2005 

340 Historical and Philosophical Perspectives 

and the Educative Process 

A colloquium integrating foundations, the learning 



process, and curriculum. Open only to senior ma- 
jors. {S} 4 credits 
Sue Freeman 
Offered Fall 2004 

Historical and Philosophical 
Foundations 

100 The American Teacher 

This course will examine the experience of the 
public school teacher in America, from the early 
19th century to the present. The goal of the course 
is to consider the profession from a range of socio- 
historical perspectives, and to understand the roots 
of its status as "special, but shadowed." Topics to 
be discussed include the feminization of teaching, 
the rise of unions, the radicalization of the pro- 



Education and Child Study 



179 



fession in the 1960s, and the recent attempts to 
elevate the teachers professional status. Students 
will explore the work and lives of teachers through 
sociologies of the profession, teacher diaries and 
autobiographies, literary depictions of the teacher 
and ethnographies of classroom life. Enrollment 
limited to 35. {H/S} 4 credits 
Rosetta Cohen 
Offered Fall 2004 

222 Philosophy of Education 

The Western conception of the educated person. 
A close examination of the works of Rousseau, 
Montessori, Dewey, Whitehead and other modern 
philosophers of education. {S} 4 credits 
Rosetta Cohen 
Offered Fall 2004 

342 Growing Up American: Adolescents and 
Their Educational Institutions 

The institutional educational contexts through 
which our adolescents move can powerfully influ- 
ence the growth and development of our youth. 
Using a cross-disciplinary approach, this course 
will examine those educational institutions central 
to adolescent life: schools, classrooms, school 
extracurriculars, arts-based organizations, ath- 
letic programs, community youth organizations, 
faith-based organizations, and cyber-communities. 
Three issues will be investigated. First, what theo- 
retical and socio-cultural perspectives shape these 
educational institutions? Second, how do these 
institutions serve or fail the diverse needs of Ameri- 
can youth? Lastly, how and under what conditions 
do these educational institutions matter to youth? 
This course includes a service learning commit- 
ment and several evening movie slots. Enrollment 
limited to 35. {S} 4 credits 
Sam Intrator 
Offered Spring 2005 

552 Perspectives on American Education 

Required of all candidates for the M.A., the Ed.M., 
and the MAT. degrees. 4 credits 
Rosetta Cohen 
Offered Spring 2005 



Sociological and Cultural 
Foundations 

200 Education in the City 

The course explores how the challenges facing 
schools in America*s cities are entwined with 
social, economic and political conditions present 
within the urban environment. Our essential ques- 
tion asks how have urban educators and policy 
makers attempted to provide a quality educational 
experience for youth when issues associated with 
their social environment often present significant 
obstacles to teaching and learning? Using relevant 
social theory to guide our analyses, we'll investigate 
school reform efforts at the macro-level by look- 
ing at policy-driven initiatives such as high stakes 
testing, vouchers and privatization and at the local 
level by exploring the work of teachers, parents, 
youth workers and reformers. There will be field- 
work opportunities available for students. Enroll- 
ment limited to 35. {S} 4 credits 
Sam Intrator 
Offered Fall 2004 

210 Literacy in Cross-Cultural Perspective 

A study of the nature of literacy and its significance 
for both societies and individuals. Key topics in- 
clude cultural variations in its forms and uses, the 
processes and institutions by which it is transmitted 
across generations, and its role in development 
and education. Relevant theories will be used to 
address current debates over such issues as the 
consequences of literacy, the determinants of suc- 
cess and failure in acquiring it, and its relationship 
to patterns of power and inequality in contempo- 
rary society. {S} 4 credits 
Lucy Mule 
Offered Fall 2004 

232 The American Middle School and High 
School 

A study of the American secondary and middle 
school as a changing social institution. An analysis 
of the history and sociology of the institution, mod- 
em school reform, curriculum development and 
contemporary problems of secondary education. 
Directed classroom observation. Not open to first- 
year students. {S} 4 credits 
Wendy Kobler 
Offered Fall 2004 



180 



Education and Child Study 



237 Comparative Education 

This course will look at education from a compara- 
tive perspective, using mainly the cultural approach 
to examine educational systems and practices in 
various parts of the world including Asia, Africa, 
Europe and the United States. We will recognize 
schools as cultural sites and explore how schools 
and education are researched using ethnographic 
methodology and anthropological theory. We will 
take a comparative look at how some cultural pro- 
cesses occur in the hidden curriculum, classroom 
practices, institutional processes, language and 
communication, and power relations in schools as 
well as the effect of schools on students and teach- 
ers' cultures. {S} 4 credits 
Lucy Mule 
Offered Fall 2004 

343 Multicultural Education 

An examination of the multicultural approach, 
its roots in social protest movements and role in 
educational reform. The course aims to develop an 
understanding of the key concepts, developments 
and controversies in the field of multicultural 
education; cultivate sensitivity to the experiences 
of diverse people in American society; explore 
alternative approaches for working with diverse 
students and their families; and develop a sound 
philosophical and pedagogical rationale for a 
multicultural education. Enrollment limited to 35. 
Research and field work required. {S} 4 credits 
Lucy Mule 
Offered Spring 2005 

Learners and the Learning 
Process 

235 Child and Adolescent Growth and 
Development 

A study of theories of growth and development of 
children from prenatal development through ado- 
lescence; basic considerations of theoretical ap- 
plication to the educative process and child study. 
Directed observations in a variety of child-care and 
educational settings. Enrollment limited to 55. {S} 
4 credits 
Janice Gatty 
Offered Fall 2004 



238 Educational Psychology 

This course combines perspectives on cognition 
and learning to examine the teaching-learning 
process in educational settings. In addition to cog- 
nitive factors the course will incorporate contextual 
factors such as classroom structure, teacher belief 
systems, peer relationships and educational policy. 
Consideration of the teaching-learning process 
will highlight subject matter instruction and as- 
sessment. Prerequisite: a genuine interest in better 
understanding teaching and learning. Enrollment 
limited to 55. {S/N} 4 credits 
Dodrothy Molnar 
Offered Spring 2005 

249 Children Who Cannot Hear 

Educational, social, scientific and diagnostic 
consideration. Examination of various causes and 
treatments of hearing losses; historical and con- 
temporary issues in the education of deaf children. 
{S} 4 credits 
Alan Marvelli 
Offered Spring 2006 

510 Human Development and Education 

This course examines basic approaches to the 
study of human development, drawing on theoreti- 
cal perspectives and empirical studies. Students 
study the complex ways that individual and socio- 
cultural elements interact in the formation of mind, 
body and spirit from infancy through adolescence. 
Bridging theory and practice in the fields of human 
development and education is the primary focus of 
this course. 4 credits 
Susan Etheredge 
Offered Spring 2005 

Curriculum and Instruction 

ESS 225 Education Through the Physical: 
Youth Sports 

This course is designed to explore how youth 
sports affects the health, education, and well-be- 
ing of children. Class components will include an 
examination of youth sport philosophies, literature 
on cognitive and physical growth, approaches to 
coach and parent education, and an assessment of 
school and community based programs. Students 
will be required to observe, analyze and report on 



Education and Child Study 



181 



a local children's sports program. {S} 4 credits 
Donald Siege! 
Offered Spring 2005 

231 Foundations and Issues of Early 
Childhood Education 

This course explores and examines the basic prin- 
ciples and auricular and instructional practices 
in early childhood education. Students begin tins 
examination by taking a close look at the young 
child through readings and discussion, classroom 
observations and field-based experiences in an 
early childhood setting. The course also traces the 
historical and intellectual roots of early childhood 
education. This will lead suidents to consider, com- 
pare and contrast a variety of programs and mod- 
els in early childhood education. {S} 4 credits 
Susan Etheredge 
Offered Fall 2004 

333 Information Technology and Learning 

This course examines the design, use and effects of 
educational technology. Particular attention is paid 
to how computers can be used to best structure, 
present and influence learner interaction with 
information. To consider these questions, students 
will learn a variety of applications. These will 
include the use of and design for the World Wide 
Web, multimedia authoring, semantic network- 
ing and the logo computer language. While the 
course requires extensive work with computers, it 
is intended for beginners with an interest in teach- 
ing and learning. Permission of the instructor is 
required. {S} 4 credits 
Alan Rudnitsky 
Offered Fall 2005 

336 The Teaching of Writing: Seminar in 
American Education 

Young people have a deep desire to represent their 
experience through writing. They write because 
they want to understand their lives. They write to 
persuade others, express what they know and cre- 
ate beauty through their words. This course pro- 
vides an overview of the approaches, theories and 
issues central to the teaching of writing in the K— 12 
classroom and, in particular, middle school and 
elementary classroom. We will examine approach- 
es to teaching writing that have utility across the 
disciplines and modes of writing including poetry, 



expositor}, academic, narrative and multimedia 
writing. Not open to first-year students. 4 credits 
Sam Intra tor 
Offered Spring 2005 

338 Children Learning to Read 

This course examines teaching and learning issues 
related to the reading process in the elementary 
classroom. Students develop a theoretical knowl- 
edge base for the teaching of reading to guide their 
instructional decisions and practices in the class- 
room setting. Understanding what constitutes a bal- 
anced reading program for all children is a goal of 
the course. Students spend an additional hour each 
week engaged in classroom observations, study 
group discussions and field-based experiences. 
Prerequisite: EDC 238. Open to juniors and seniors 
only with permission. {S} 4 credits 
Susan Etheredge 
Offered Spring 2005 

347 Individual Differences Among Learners 

Examination of research on individual differences 
and their consideration in the teaching-learning 
process. Research and pre-pracucum required. 
Prerequisites: 235 and 238 and permission of the 
instructor. {S} 4 credits 
Sue Freeman 
Offered Fall 2004 

305 The Teaching of Visual Art 

Methods and materials for teaching visual arts in 
the elementary classroom. Designed for education 
majors with no previous visual arts experience. 
Also useful for art students with an interest in 
teaching. A practicum involving classroom teach- 
ing is required. Studio work is part of each class. 
Admission by permission of the instructor. {S/A} 
4 credits 
Cathy Topal 
Offered Fall 2004 

345d Elementary Curriculum and Methods 

A study of the curriculum and the application of 
the principles of teaching in the elementary school. 
IVvo class hours and a practicum involving directed 
classroom teaching. Prerequisite: three courses in 
the department taken previously, including 235 and 
238, grade of B- or better in education courses. 
Admission by permission of the department. Prereg- 



182 



Education and Child Study 



istration meeting scheduled in April. {S} 12 credits 
Siisan Etheredge (Fall), To be announced (Spring) 
Full-year course; Offered each year 

346 Clinical Internship in Teaching 

Full-time practicum in middle and high schools. 
Required prerequisite: EDC 232. Open to seniors 
only. {S} 8 credits 
Offered Fall 2004 

352 Methods of Instruction 

Examining subject matter from the standpoint 
of pedagogical content knowledge. The course 
includes methods of planning, teaching, and as- 
sessment appropriate to the grade level and subject 
matter area. Content frameworks and standards 
serve as the organizing themes for the course. This 
course is designed for students who are planning 
to teach in the middle or high school. The specific 
subject matter sections of this course offered in 
a particular semester depend upon the level and 
subject matter of students in the educator prepara- 
tion program. 4 credits 
Sam Intrator, Glenn Ellis 
Offered Fall 2004 

ENG 490 Teaching Literature 

Discussion of poetry, short stories, short novels, 
essays and drama with particular emphasis on the 
ways in which one might teach them. Consideration 
of the uses of writing and the leading of discussion 
classes. MAT students and Seniors only. {L} 4 credits 
Sam Scheer 
Offered Spring 2005 

SPN 481 Teaching of Spanish 

This course is designed for the advanced student or 
major who wishes to consider a career in teaching 
Spanish. It is an intensive methods course which 
includes theories of second language acquisition, 
syllabus design and preparation, criteria for text- 
book selection, interactive pedagogical exercises 
within the classroom setting, use of authentic mate- 
rials, multimedia teaching resources, grammatical 
presentations and dramatic enactments of teaching 
situations. This course is ideal for students seeking 
licensure in the teaching of Spanish. Prerequisite: 
one Spanish course at the 300 level. {F} 4 credits 
Offered Spring 2005 



548 Student Diversity and Classroom 
Teaching 

An examination of diversity in learning and back- 
ground variables, and their consideration in pro- 
moting educational equity. Also, special needs and 
the multilanguage classroom as factors in class- 
room teaching and student learning. Research and 
pre-practicum required. {S} 4 credits 
Sue Freeman 
Offered Fall 2004 

554 Cognition and Instructional Design 

A course focusing on the latest developments in 
cognitive science and the potential impact of these 
developments on classroom instruction. Open to 
seniors by permission of the instructor. 4 credits 
Alan Rudnitsky 
Offered Fall 2005 

FRN 559 The Teaching of French 

Practical exercises in foreign language teaching 
supported by exposure to past and current theories 
of second language acquisition. Topics include: 
teaching for cultural understanding; planning 
instruction for the development of speaking, listen- 
ing, writing and reading skills; how to establish 
objectives; how to present, personalize and review 
material; the accuracy issue; formats for proficien- 
cy-oriented classroom testing. Open to students 
preparing for teacher licensure. {F} 4 credits 

Smith College and Clarke 
School for the Deaf 
Graduate Teacher Education 
Program 

Foundations of Education of the Deaf 

564 Perspectives on the Education, Guidance 
and Culture of the Deaf 

History of the education of the deaf. Educational, 
vocational and social issues affecting deaf children 
and adults in our society. 2 credits 
Alan Marvelli 
Offered Fall 2005 



Education and Child Study 



183 



568 Psychology of Exceptional Children 

Growth and development of children, significance 
of early experiences. Personality development and 
its relation to problems of formal learning for both 
hearing children and the deaf and hard of hearing. 
2 credits 
Yvonne Mullen 
Offered Spring 2005 

Speech Science and Audiology 

565 Hearing, Speech and Deafness 

4 credits 

Mollis A/ (ma n 

Offered Summer 2004 

Part I. Sature of Sound 
Anatomy and physiology of hearing. Processes 
of auditory perception. Anatomy, physiology and 
acoustics of speech. Types, causes and conse- 
quences of hearing impairment. Characteristics of 
the speech of deaf children. 

Part II. Sature of Communication 
Speech as a code for language. Speech perception 
and the effects of sensorineural hearing loss. Audi- 
ton - training and Up-reading instruction. Use of 
hearing in the development of speech-production 
skills. 

566 Audiometry, Hearing Aids and Auditory 
Learning 

Sound perception in hearing, hard of hearing and 
deaf individuals. Methods and equipment for test- 
ing and developing sound perception skills. 
2 credits 
Hollis Alt man 
Offered Fall 2004 

573 Audiometry, Acoustics and the Role of 
the Teacher 

A. Auditory feedback loop, from speech production 
to perception. B. Cochlear Implants: Introduc- 
tion — History of coclilear implant development. 
Biological implications. Candidacy Ethical issues. 
Surgical preparation. Hardware, programming, 
troubleshooting. Habilitation and classroom 
application — signal processing, speech percep- 
tion, speech production, language, evaluation. 
C. Communication Access Assistive Devices. D. 



Audiograms, amplification, classroom acoustics, 

IEP's — putting it all together. Prerequisites: EDC 

565 and 566. Limited to candidates for the M.E.D. 

degree. (E) 2 credits 

Hollis Aft man. Danial Salvucci 

Offered Spring 2005 

Language and Communication 

561 Developing Auditory/Oral 
Communications in Deaf Children 

A detailed analysis of speech production covering 
phonetic transcription and developing and improv- 
ing speech readiness, voice quality; speech breath- 
ing, articulation, rhythm, phrasing, accent and 
fluenq-. Demonstration plus extensive speech lab 
and classroom teaching experiences. 6 credits 
Allison Holmberg 

562 Developing Language Skills in Deaf 
Children 

Principles and techniques used in development of 
language with deaf children. Study of linguistics 
and psycholinguistics. Consideration is given to 
traditional and modern approaches to language 
development. 4 credits 
Pamela Paskouitz 

567 English Language Acquisition and 
Deafness 

A psycholinguistic account of English language ac- 
quisition of hearing and deaf children. Both theory 
and empirical research are stressed, and links are 
made to contemporary developments in language 
assessment and intervention. 4 credits 
Peter A. de Villiers 
Offered Fall 2004 

Curriculum and Instruction 

563 Elementary School Curriculum, Methods 
and Media for the Deaf 

Principles and methods of the teaching of reading; 
classroom procedures for the presentation of other 
school subjects. Uses of texts and reference materi- 
als, plus summer sessions devoted to media devel- 
opment and utilization, microcomputer operations 
and word processing. 4 credits 
Members of the faculty 



184 



Education and Child Study 



Student Teaching 

569 Observation and Student Teaching 

A minimum of 400 hours of observation and stu- 
dent teaching of deaf children in educational levels 
from preschool through eighth grade, in self-con- 
tained residential and day settings, plus integrated 
day classes. 8 credits 
Members of the faculty 

Education of the Deaf Electives 

571 Introduction to Signing and Deaf Culture 

Development of basic receptive and expressive 
skills in American Sign Language and fingerspell- 
ing. Considerations of issues related to deafness 
and deaf culture. Participation in activities of the 
deaf community. 4 credits 
Ruth P. Moore 
Offered Spring 2005 

572 The Deaf Child: 0-5 Years 

The effects of deafness on the development of chil- 
dren and their families during the first five years of 
life. Topics such as auditory, cognitive, language, 
speech, social and emotional development in deaf 
infants and young children are discussed. Parent 
counseling issues such as emotional reactions to 
deafness, interpretation of test results and making 
educational choices are also presented. 4 credits 
Janice Gatty 
Offered Spring 2005 



and Instruction; EDC 345d; two additional courses, 
one of which must be an advanced course; EDC 
340 taken during the senior year. 

Students may elect to major without preparing 
to teach by fulfilling an alternative course of study 
developed in consultation with the major adviser 
and with approval of the department. 

Advisers: Members of the department 

Adviser for Study Abroad: Rosetta Cohen 

Director of Teacher Education: Susan Etheredge 

Teacher/Lecturers — Elementary and Early 
Childhood Program 

Tiphareth Ananda, B.A. 
Penny Block, Ed.M. 
Gina Bordoni-Cowley, M.Ed. 
Elizabeth Cooney, A.B. 
Michelle S. Dilts, Ed.M. 
Katherine First, M.Ed. 
Martha N. Guzowski, Ed.M. 
Rita F. Harris, B.S. 
Elisabeth Grams Haxby, Ed.M. 
Janice Henderson, Ed.M. 
Roberta E. Murphy, M.Ed. 
Lara Ramsey, Ed.M. 
Janice Marie Szymaszek, Ed.M. 
Gary A. Thayer, B.A. 
Barry J. Wadsworth, Jr., M.A.T. 
Thomas M. Weiner, M.Ed. 



Special Studies 

400 Special Studies 

1 to 4 credits 

Offered both semesters each year 

The Major 

Requirements: 10 semester courses selected in 
consultation with the major adviser: usually these 
will consist of one course in the Historical and 
Philosophical Foundations (EDC 1 10 cannot be 
used to fulfill this requirement); one course in the 
Sociological and Cultural Foundations; two courses 
in The Learning Process; one course in Curriculum 



The Minor 

Required courses: EDC 235, Child and Adolescent 
Growth and Development; EDC 238, Educational 
Psychology. 

Areas of concentration: four courses from an area 
of concentration. Courses accompanied by an (e) 
on the following list are electives. The specific 
courses taken by a student are worked out with a 
faculty adviser. 

a. Special Needs 

Adviser: Sue Freeman 



Education and Child Studv 



185 



EDC 2W Counseling Theory and Education (e) 
EDC 248 Individuals with Disabilities 
EDC 249 Children Who Cannot Hear (e) 
EDC 347 Individual Differences Among Learners 

(e) 
EDC 350 Learning Disabilities (e) 

b. Child Development/Early Childhood 

Adviser: Susan Etheredge 



EDC 2 3 1 Foundations and Issues of Early 


EDC 221 


Childhood Education 


EDC 222 


EDC 34 1 The Child in Modem Society (e) 


EDC 232 


EDC 345d Elementary Curriculum 




and Methods (e) 


EDC 234 


EDC 34' Individual Differences Among Learners 


EDC 236 


(e) 


EDC 237 




EDC 336 


c. Learning and Instruction 


EDC 343 



Advisers: Susan Etheredge, Sam Intrator, Rosetta 
Cohen 

EDC 232 The American Middle School and High 

School (e) 
EDC 333 Information Technology and Learning 

(e) 
EDC 338 Children Learning to Read (e) 
EDC 343 Multicultural Education (e) 
EDC 345d Elementary Curriculum and Methods (e) 
EDC 356 Curriculum Principles and Design (e) 
EDC 540 Critical Thinking and Research in 

Education (e) 
EDC 554 Cognition and Instruction (e) 

d. Middle School or High School 

Advisers: Rosetta Cohen, Sam Intrator, Lucy Mule 

EDC 232 The American Middle School and High 

School 
EDC 342 Growing Up American 
EDC 346 Clinical Internship in Teaching 
EDC 347 Individual Differences Among Learners 

(e) 
EDC 352 Methods of Instruction 

One course from Historical and Philosophical 
Foundations or Sociological and Cultural Founda- 
tions 



e. Education Studies 



Advisers: Sam Intrator, Lucy Mule. 

This minor does not require EDC 235 and EDC 

238. 

Six courses from: 

EDC 210 Literacy in Cross-Cultural Perspective 

(e) 

Classical Education 

Philosophy of Education 

The American Middle School and High 

School 

Modem Problems of Education 

American Education 

Comparative Education 

Seminar in American Education 

Multicultural Education (e) 

Student-Initiated Minor 

Requirement: EDC 235 and EDC 238, the ap- 
proval of a faculty adviser, and permission from 
the members of the department in the form of a 
majority vote. 

Honors 

Director: To be announced. 

431 Thesis 

8 credits 

Offered first semester each year 

432d Thesis 

12 credits 

Full-year course; Offered each year 

Requirements: those listed in the major; thesis 
(431, 432d) pursued either in the first semester of 
or throughout the senior year. 

An examination in the candidates area of concen- 
tration. 



186 



Education and Child Study 



Graduate 



Advisers: Members of the department. 

510 Human Development and Education 

540 Critical Thinking and Research in 
Education 

552 Perspectives on American Education 

554 Cognition and Instruction 

548 Student Diversity and Classroom 
Teaching 

559 Clinical Internship in Teaching 

4 credits 

Offered both semesters each year 

567 English Language Acquisition and 
Deafness 

580 Advanced Studies 

Open to seniors by permission of the department. 

4 credits 

Members of the Department 

Requirements for Programs 
Leading to Educator 
Licensure 



Subject Matter Educator Baccalaureate and 
Post-Baccalaureate 

Biology 5-8, 8-12 

Chemistry 5-8, 8-12 

Earth Science 5-8, 8-12 

English 5-8, 8-12 

History 5-8, 8-12 

Foreign Language 5-12 French 

Foreign Language 5-12 Spanish 

Mathematics 5-8, 8-12 

Physics 5-8, 8-12 

Political Science 5-8, 8-12 
Subject Matter Educator Baccalaureate 

Music: Vocal/Instrumental/General All Levels 

Technology/Engineering 5-12 
Post-Baccalaureate Teacher of the Deaf and 

Hard-of-Hearing Pre-K-8 

Program requirements include courses from a va- 
riety of departments, subject areas and disciplines. 
Some requirements depend on the state in which 
the student wishes to become licensed. Students in- 
terested in preparing for teaching should contact a 
member of the Department of Education and Child 
Study as early in their Smith career as possible. 

All students seeking Educator Licensure must take 
and pass the Massachusetts Tests for Educator Li- 
censure (MTEL). Our institution pass rate for 2003 
was 96%. 



Smith College offers programs of study in which 
students may obtain a license enabling them to 
become public school teachers. Programs of study 
include the following fields and levels: 



Elementary 1-6 Baccalaureate and Post- 
Baccalaureate 

Middle School Baccalaureate and Post- 
Baccalaureate 
Integrated English/History 
Integrated Science/Mathematics 

Visual Art PreK-8 Baccalaureate and Post- 
Baccalaureate 



IS" 



Engineering 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 
J Domenico Grasso, Ph.D., P.E., (Rosemary 

Bradford Hewlett 40 Professor) , Director 
Ruth Haas, Ph.D. (Mathematics and Engineering) 

Visiting Professor 

Glenn Ellis, Ph.D. (Ford Motor Company Visiting 
Professor of Engineering Education) 

Associate Professor 

1 Borj ana Mikic, Ph.D. 



Assistant Professors 

M Susan Voss, Ph.D. 

- Andrew Guswa, Ph.D. 

1 Donna Riley, Ph.D. 

Judith Cardeli, Ph.D. (Clare Booth Luce Assistant 
Professor of Computer Engineering) 

Visiting Assistant Professor 

Susannah Howe, Ph.D. 

Laboratory Instructor 

Timothy Doughty, Ph.D. 



A liberal arts education involves the acquisition 
of general knowledge to develop the ability for 
reasoned judgment and to prepare graduates to 
live full and rewarding lives. In a technologically 
rich era, engineering must become an integral 
part of the liberal arts environment. Engineering, 
often referred to as the application of scientific and 
mathematical principles in the service of humanity, 
is the bridge that connects the basic sciences and 
mathematics to the humanities and social sciences. 

Students who major in engineering receive a 
bachelor of science degree, which focuses on the 
fundamentals of all the engineering disciplines. 
With rigorous study in three basic areas — me- 
chanics, electrical systems and thermochemical 
processes — students learn to structure engineering 
solutions to a variety of problems using first prin- 
ciples. 

Graduates of the program will: 

a) incorporate their knowledge and understanding 
of the sciences, humanities, and social sciences 
in the application of their engineering educa- 
tion; 

b) apply their engineering education in service to 
humanity; 



c) enter an engineering profession or graduate 
school; 

d) consider the impact of their professional actions 
on society; 

e) demonstrate leadership in their personal and 
professional endeavors; 

engage in continuous learning and self-discovery. 

Prior to graduation, all students majoring in 
engineering are required to take the FE Exam 
distributed by the national council of Examiners in 
Engineering and Surveying. Students needing finan- 
cial support to register for the FE Exam may apply 
to the college for assistance. 

100 Designing the Future: An Introduction to 
Engineering 

Introduction to engineering practice through par- 
ticipation in a semester-long team-based design 
project. Students will develop a sound understand- 
ing of the engineering design process, including 
problem definition, background research, identi- 
fication of design criteria, development of metrics 
and methods for evaluating alternative designs, 
prototype development and proof of concept test- 
ing. Working in teams, students will present their 



188 



Engineering 



ideas frequently through oral and written reports. 
Reading assignments, in-class discussions and lo- 
cal field trips will challenge students to critically 
analyze contemporary issues related to the interac- 
tion of technology and society. {N} 4 credits 
Judith Cardell Andrew Guswa 
Offered Fall semester each year 

101 Structures and the Built Environment 

This course, designed for a general audience, 
examines the development of large structures 
(towers, bridges, domes) throughout history with 
emphasis on the past 200 years. Following the evo- 
lution of ideas and materials, it introduces students 
to the interpretation of significant works from sci- 
entific, social, and symbolic perspectives. Examples 
include the Brooklyn Bridge, the Eiffel Tower and 
the Big Dig. {N} 4 credits 
Andrew Guswa 
Offered Spring 2005 

102/HSC 211 Ancient Inventions 

The dramatic pace of technological change in the 
20th century obscures the surprising fact that most 
of the discoveries and inventions on which modem 
societies have been constructed were made in 
prehistoric times. Ancient inventions tell detailed 
stories of complex knowledge for which no written 
records exist. In the first part of the course, we will 
survey what is known about the technology of daily 
life in several very ancient societies. In the second 
part, we will study one important technology; the 
production of textiles, in detail. During the third 
part of the course students will work on group 
projects in the Science Center machine shop, re- 
constructing an ancient invention of their choice. 
{H/N} 4 credits 

Marjorie Senechal and Domenico Grasso 
Offered Fall 2004 

201/PHY 210 Mathematical Methods of 
Physical Sciences and Engineering I 

Choosing and using mathematical tools to solve 
problems in physical sciences. Topics include com- 
plex numbers, multiple integrals, vector analysis, 
Fourier series, ordinary differential equations, 
calculus of variations. Prerequisites: MTH 111 and 
1 12 or the equivalent. Enrollment limited to 20. 
{N/M} 4 credits 
Malgorzata Zielinska-Pfabe 
Offered Fall semester each year 



202/PHY 211 Mathematical Methods of 
Physical Sciences and Engineering II 

Mathematical tools to solve advanced problems in 
physical sciences. Topics include: special functions, 
orthogonal functions, partial differential equations, 
functions of complex variables, integral transforms. 
Prerequisites: 210 or MTH 111, 112, 211, and 212 
or permission of the instructor. {N/M} 4 credits 
Malgorzata Zielinska-Pfabe 
Offered Spring semester each year 

MTH 204 Differential Equations and Numerical 
Methods in Engineering 

An introduction to the computational tools used 
to solve mathematical and engineering problems 
such as error analysis, root finding, linear equa- 
tions, optimization, ordinary and partial differential 
equations. Prerequisites: MTH 112 or MTH 114 or 
permission of the instructor. {M} 4 credits 
PauAtela 
Offered Spring semester each year 

210 Engineering, the Environment and 
Sustainability 

This course provides a quantitative introduction 
to the description and solution of environmental 
quality problems associated with engineering 
endeavors. Beginning with a holistic overview of 
engineering principles that are generally applicable 
to defining natural and anthropogenic environmen- 
tal perturbations, the course subsequently explores 
specific applications in various media (water, air, 
soil) , hazardous waste management, resource 
utilization, risk management, global climate change 
and sustainable development. Course content has a 
substantial focus on quantitative analysis. Prerequi- 
sites (or corequisites) : MTH 1 1 1 and 1 12, or MTH 
1 14, CHM 1 1 1 , or permission of the instructor. {N} 
4 credits 

Domenico Grasso 

Offered Spring semester of alternating years; 
Offered 2005 

220 Engineering Circuit Theory 

Analog and digital circuits are the building blocks of 
computers, medical technologies and all tilings elec- 
trical. This course introduces both the fundamental 
principles necessary to understand how circuits 
work and mathematical tools that have widespread 
applications in areas throughout engineering and 
science. Topics include: KirchhoiFs laws, Thevenin 



Engineering 



189 



and Norton equivalents, superposition, responses 
of first-order and second-order networks, time- 
domain and frequency-domain analyses, frequency- 
selective networks. Prerequisites (or corequisites ) : 

PHY 1 16 and PHY 210 (or equivalents) or permis- 
sion of the instructor. {N} 4 credits 
Susan Voss 
Offered Fall semester each year 

250/ CSC 231 Microprocessors and Assembly 
Language 

An introduction to the architecture of the Intel 
Pentium class processor and its assembly language 
in the Linux environment. Students write programs 
in assembly and explore the architectural features 
of the Pentium, including its use of the memory, 
the data formats used to represent information, 
integer and floating-point arithmetic, and how the 
processor deals with interrupts. Prerequisite: 112 
or permission of the instructor. {M} 4 credits 
Dominique Thiebaut 
Offered Fall semester each year 

251//CSC 270 Digital Circuits and Computer 
Systems 

This class introduces the operation of logic and 
sequential circuits. We explore basic logic gates 
(and, or, nand, nor) , counters, flip-flops, decoders 
and the more sophisticated circuits found in mi- 
croprocessor systems. Students have the opportu- 
nity to design and implement digital circuits during 
a weekly lab. Prerequisite: 231. Enrollment limited 
to 12. {M} 4 credits 
Judith Cardell 
Offered Spring semester each year 

260 Mass and Energy Balances 

This course provides an introduction to fundamen- 
tal principles that govern the design and analysis of 
chemical processes. The conversion of mass and 
energy will serve as the basis for the analysis of 
steady-state and transient behavior of reactive and 
non-reactive systems. Specific topics covered will 
include a review of basic thermodynamics, behav- 
ior of ideal and real gases, phase equilibria, and 
an application of these principles to the concept of 
industrial ecology. Prerequisites: MTH 112, CHM 
111. {N} 4 credits 
Donna Riley 
Offered Spring semester each year 



270 Continuum Mechanics I 

This is the first course in a two-semester sequence 
designed to introduce students to fundamental 
theoretical principles and analysis of mechanics 
of continuous media, including solids and fluids. 
Concepts and topics to be covered in this course 
include conservation laws, static and dynamic 
behavior of rigid bodies, analysis of machines and 
frames, internal forces, centroids, moment of in- 
ertia, vibrations and an introduction to stress and 
strain. Prerequisite: PHY 117, MTH 112 (or the 
equivalent) or permission of the instructor. {N} 
4 credits 
Glenn Ellis 
Offered Fall semester each year 

271 Continuum Mechanics II 

Tins is the second course in a two-semester 
sequence designed to introduce students to fun- 
damental theoretical principles and analysis of 
mechanics of continuous media, including solids 
and fluids. Concepts and topics to be covered in 
this course include intensive and extensive thermo- 
physical properties of fluids, control-volume and 
differential expressions for conservation of mass, 
momentum, and energy; dimensional analysis, and 
an introduction to additional topics such as viscous 
and open-channel flows. Prerequisite: EGR 270. 
{N} 4 credits 
Andrew Guswa 
Offered Spring semester each year 

272 The Science and Mechanics of Materials 

This course introduces students to the fundamen- 
tals of materials science and the mechanics of ma- 
terials. Structural behavior will be analyzed, along 
with the material and geometric contributions to 
this behavior. Lecture topics will be complemented 
with hands-on laboratory experiments. Topics 
include stress and strain, deformations and deflec- 
tions, crystalline and amorphous materials, defects, 
dislocation and thermal behavior of materials. Pre- 
requisites: EGR 270 and CHM 1 1 1, or the equiva- 
lent. {N} 4 credits 
To be announced 
Offered Spring semester each year 

273 Mechanics Laboratory 

This is a required noncredit laboratory course that 
meets once a week. Corequisites: EGR 271 and/or 



190 



Engineering 



EGR272. 

Timothy Doughty 

Offered Spring semester each year 

274/PHY 220 Classical Mechanics 

Newtonian dynamics of particles and rigid bodies, 
oscillations. Prerequisite: 115, 116, 210 or permis- 
sion of the instructor. {N} 4 credits 
Malgorzata Zielinska-Pfabe 
Offered Fall semester each year 

290 Engineering Thermodynamics 

Modern civilization relies profoundly on efficient 
production, management, and consumption of 
energy. Thermodynamics is the science of energy 
transformations involving work, heat, and the 
properties of matter. Engineers rely on thermo- 
dynamics to assess the feasibility of their designs 
in a wide variety of fields including chemical pro- 
cessing, pollution control and abatement, power 
generation, materials science, engine design, con- 
struction, refrigeration, and microchip processing. 
Course topics include first and second laws of 
thermodynamics, power cycles, combustion and 
refrigeration, phase equilibria, ideal and non-ideal 
mixtures, conductive, convective and radiative heat 
transfer. Prerequisites (or corequisites) : CHM 1 1 1 
and PHY 210 (or the equivalents) or permission of 
the instructor. {N} 4 credits 
Donna Riley 
Offered Fall semester each year 

301 Simulation and Modeling of Natural and 
Engineered Systems 

The goal of this course will be to introduce stu- 
dents to the theory, mathematics and modeling 
tools necessary to analyze the simulate natural and 
engineered systems. Topics will include model- 
ing time series with ARIMA models, applications 
of artificial neural networks, building state space 
models, and performing sensitivity and stability 
analyses. Students will have the opportunity to ap- 
ply these tools to model systems in all areas of en- 
gineering. Specific examples of systems that could 
be analyzed include earthquake ground motion, 
water and wastewater treatment, financial markets, 
pendulums, robotic arms, spacecraft, electric 
power systems, the human body and natural water- 
ways, to mention only a few. Prerequisite: PHY 210. 
Corequisites: EGR 320, MTH 204, or permission of 



the instructor. {N} 4 credits 
Judith Cardell, Glenn Ellis 
Offered Spring semester each year 

310 Water Quality Engineering 

This course builds on the principles of mass and 
energy balances and introduces physical, chemical 
and biological principles for the treatment of aque- 
ous phase contaminants. Basic concepts in reactor 
dynamics and kinetics are introduced. Prerequi- 
site: EGR 260. Alternates with EGR 210. 4 credits 
Domenico Grasso 

Offered Fall semester in alternating years; 
Offered Fall 2004 

311/GEO 301 Aqueous Geochemistry 

This project-based course examines the geochemi- 
cal reactions that result from interaction of water 
with the natural system. Water and soil samples 
collected from a weekend field trip will serve as the 
basis for understanding principles of pH, alkalinity, 
equilibrium thermodynamics, mineral solubility, 
soil chemistry, redox reactions, and acid rain and 
mine drainage. The laboratory will emphasize wet- 
chemistry analytical techniques. Participants will 
prepare regular reports based on laboratory analy- 
ses, building to a final analysis of the project study 
area. One weekend field trip. Prerequisite: One 
geology course and CHM 111. Enrollment limited 
to 9- {N} 4 credits 
Amy Rhodes 
Offered Fall 2006 

312 Physiocochemical Processes in the 
Atmosphere 

Air pollution is a problem of local, regional and 
global scale that requires an understanding of the 
sources of pollutants in the atmosphere, their fate 
and transport, and their effects on humans and 
the environment. This course provides the techni- 
cal background for understanding and address- 
ing air pollution in both engineering and policy 
terms, with an emphasis on engineering controls. 
Prerequisites: CHM 1 1 1 , PHY 2 10 and EGR 2 10 
(or equivalents) or EGR 260 or permission of the 
instructor. 4 credits 
Not offered in 2004-05 

315 Ecohydrology 

This course focuses on the movement of water 
through the environment, the connections between 
hydrology and ecology, and the impacts of hu- 



Engineering 



191 



man modification to the natural hydrologic cycle. 
Students will gain a conceptual understanding of 
hydrologic processes (precipitation, evapotrans- 
piration, streamflow, etc.) and their statistical and 
mathematical representation. The latter portion of 
the semester includes the study of specific environ- 
ments of interest, such as cloud forests, semi-arid 
grasslands and wedand ecosystems. Prerequisites: 
MTH 112 or 114. 4 credits 
To be announced 
Offered Fall 2004 

319/GEO 309 Groundwater Geology 

A study of the occurrence, movement and ex- 
ploitation of water in geologic materials. Topics 
include well hydraulics, groundwater chemistry, 
the relationship of geology to groundwater occur- 
rence, basin-wide groundwater development and 
groundwater contamination. A class project will 
involve studying a local groundwater problem. 
Prerequisites: 111, 121 or FYS 134, and MTH 111. 
Enrollment limited to 14. {N} 4 credits 
Robert Newton 
Offered Fall 2004 

320 Signals and Systems 

The concepts of linear system theory (e.g., Sig- 
nals and Systems) are fundamental to all areas of 
engineering, including the transmission of radio 
signals, signal processing techniques (e.g., medi- 
cal imaging, speech recognition), and the design 
of feedback systems (e.g., in automobiles, power 
plants) . This course will introduce the basic con- 
cepts of linear system theory, including convolu- 
tion, continuous and discrete time Fourier analysis, 
Laplace and Z transforms, sampling, stability, 
feedback, control and modulation. Examples will 
be utilized from electrical, mechanical, biomedical, 
environmental and chemical engineering. Prereq- 
uisites: EGR 220 and PHY 210. {M} 4 credits 
Susan Voss 
Offered Spring semester each year 

321 Digital Signal Processing 

Digital signal processing (DSP) is the application 
of engineering tools and techniques to the analy- 
sis of signals so that relevant information can be 
extracted. DSP is important in a broad range of 
engineering arenas, including biomedical, chemi- 
cal, electrical, environmental and mechanical 
engineering. This course covers the fundamental 



concepts of digital signal processing, including 
data acquisition, analog-to-digital and digital-to- 
analog conversion, digital filtering, discrete-time 
Fourier Transform, Discrete Fourier Transform, 
sampling, random signals, time averages, auto- and 
cross-correlation functions, windowing and linear 
prediction. Prerequisite: EGR 320. {M} 4 credits 
Susan Voss 

Offered Spring semester in alternating years; 
Offered Spring 2005 

322/PHY 312 Optics 

Electromagnetic waves; absorption and dispersion. 
Reflection and refraction of light. Interference, 
diffraction, and polarization of light. Lasers and 
holography. Prerequisites: 210, 214, 222 or per- 
mission of the instructor. {N} 4 credits 
Doreen Weinberger 
Not offered in 2004-05 

323/PHY 332 Solid State Physics 

The course covers fundamental topics in solid state 
physics beginning with crystal structure, X-ray dif- 
fraction from periodic structures, lattice vibrations 
and the nature of electron distributions in metals, 
semiconductors and insulators. Topics are covered 
in-depth to provide an appreciation for the theo- 
retical approach and the close interplay between 
theory, experiment and application. 
Prerequisites: 210, 214, 222. {N} 4 credits 
Nathanael Fortune 
Not offered in 2004-05 

324/PHY 314 Advanced Electrodynamics 

A continuation of PHY 214. Electromagnetic waves 
in matter; the potential formulation and gauge 
transformations; dipole radiation; relativistic elec- 
trodynamics. Prerequisite: PHY 2 1 1 or permission 
of the instructor. {N} 2 credits 
Offered during 2005-06 

330 Engineering and Global Development 

This course examines the engineering and policy 
issues around global development, with a focus 
on appropriate and intermediate technologies. 
Topics include water supply and treatment, sustain- 
able food production, energy systems and other 
technologies for meeting basic human needs. 
Students will design and build a prototype for an 
intermediate technology. Restricted to students with 
junior standing in engineering or those who have 
obtained the instructor's permission. Enrollment 



192 



Engineering 



limited to 12. (E) {N} 4 credits 

Donna Riley 

Offered Spring semester in alternating years; 

Offered Spring 2005 

340 Mechanics of Granular Media 

An introduction to the mechanical properties of 
materials in which the continuum assumption is 
invalid. Topics include classification, hydraulic 
conductivity, effective stress, volume change, stress- 
strain relationships and dynamic properties. While 
soil mechanics will be a major focus of the class, 
the principles covered will be broadly applicable. 
Students will apply these basic principles to explore 
an area of interest through an in-depth project. 
Prerequisite: EGR 272 or GEO 241. {N} 4 credits 
Glenn Ellis 
Offered Spring 2005, Spring 2007 

346 Hydrosystems Engineering 

Through systems analysis and design projects, this 
course introduces students to the field of water re- 
sources engineering. Topics include data collection 
and analysis, decision making under uncertainty, 
the hydrologic cycle, hydropower, irrigation, flood 
control, water supply, engineering economics and 
water law Prerequisites: MTH 112 or 114, EGR 
271 (or permission of the instructor). 4 credits 
Andrew Guswa 
Not offered in 2004-05 

354/CSC 364 Computer Architecture 

Offers an introduction to the components present 
inside computers and is intended for students who 
wish to understand how the different components 
of a computer work and how they interconnect. 
The goal of the class is to present as completely as 
possible the nature and characteristics of modern- 
day computers. Topics covered include the inter- 
connection structures inside a computer, internal 
and external memories, hardware supporting input 
and output operations, computer arithmetic and 
floating point operations, the design of and issues 
related to the instruction set, architecture of the 
processor, pipelining, microcoding and multipro- 
cessors. Prerequisites: 270, or 231 and permission 
of the instructor. {M} 4 credits 
To be announced 
Offered Fall semester each year 



360 Chemical and Environmental Reaction 
Engineering 

A quantitative review of physical, chemical and bio- 
logical fundamentals sets the stage for the analysis 
and prediction of rates of chemical and biochemi- 
cal conversion in homogeneous, heterogeneous 
and catalytic systems. Topics include mathematical 
models to describe elementary and non-elementary 
reactions, isothermal and non-isothermal reactor 
design, catalysis, non-ideal reactors, steady-state and 
non-steady-state systems. Prerequisite: EGR 260, or 
permission of the instructor. {N/M} 4 credits 
Domenico Grasso 
Offered Fall semester each year 

363 Mass and Heat Transfer 

This course covers mass transport phenomena 
and unit operations for separation processes, with 
applications in both chemical and environmental 
engineering. Topics covered in the course include 
mechanical separations, distillation, gas absorp- 
tion, liquid extraction, leaching, adsorption and 
membrane separations. Prerequisites: EGR 260 
and either EGR 271 or EGR 290, or permission of 
the instructor. 4 credits 
Donna Riley 
Offered Spring semester each year 

372 Advanced Solid Mechanics and Failure 
Analysis 

Building on the fundamentals of solid mechanics 
and materials science introduced in EGR 272, this 
course provides students with an advanced devel- 
opment of techniques in failure analysis, including 
static failure theories, fatigue life prediction, and 
linear elastic fracture mechanics. These techniques 
are used in many aspects of mechanical design and 
the evaluation of structural integrity. Prerequisites: 
EGR 270 and EGR 272 or equivalent statics and 
introductory solid mechanics. Offered in alternat- 
ing years. {N} 4 credits 
BorjanaMikic 
Not offered in 2004-05 

373 Biomechanics 

Knowledge of the mechanical and material be- 
havior of the skeletal system is important for 
understanding how the human body functions, 
and how the biomechanical integrity of the tissues 
comprising the skeletal system are established dur- 



Engineering 



193 



ing development, maintained during adulthood and 
restored following injury. This course will provide 
a rigorous approach to examining the mechanical 
behavior of the skeletal tissues, including bone, 
tendon, ligament, and cartilage. Engineering, basic 
science, and clinical perspectives will be integrated 
to study applications in the field of Orthopaedic 
Biomechanics. Enrollment limited to 16. Prerequi- 
sites include EGR 111 and BIO 1 1 1, or permission 
of the instructor. {N} 4 credits 
Borjana Mikic 
Not offered in 2004-05 

378 Fundamentals of Vibrations 

This course introduces the students to the funda- 
mentals of vibrations for single degree of freedom, 
multi-degree of freedom, and continuous systems. 
Free and forced responses are addressed, with 
an emphasis on time and frequency analysis and 
system identification. The course also provides an 
introduction to nonlinear systems. Students apply 
course theory in the analysis and simulation of real 
world electrical, mechanical and acoustic systems. 
Possible examples include robotics, oscillations 
in musical instruments, RLC circuits, earthquake 
ground motion, building response and sound 
transmission. (Corequisites: EGR 320, EGR 301 
and MTH 204; Prerequisites: EGR 270, PHY 210 or 
permission of the instructor. {N} 4 credits 
Timothy Doughty 
Offered Fall semester each year 



mission of the instructor. {N/M} -4 credits 
Susan Voss 

Offered Fall semester in alternating years; 
Offered Fall 2005 

400 Special Studies 

Sophomores may enroll with department permis- 
sion. 
Variable credit 1-4 as assigned 

410d Engineering Design Clinic 

This two-semester course synthesizes and marshals 
the students' previous coursework to address a 
real engineering design problem. Students work in 
teams on year-long design projects, usually in col- 
laboration with industry and/or government. These 
projects are supplemented by course seminars to 
prepare students for engineering design and pro- 
fessional practice. Seminars include such topics as 
the engineering design process, project manage- 
ment, team dynamics, engineering economics, 
professional ethics and responsibility; regulations 
and standards, technical and professional com- 
munication, universal design, work/life balance 
and sustainability. Regular team design meetings, 
weekly progress reports, interim and final reports, 
and multiple presentations are required. Prerequi- 
site: EGR 100 and senior standing in Engineering. 
8 credits 
Susannah Howe 
Offered Fall and Spring semester each year 



380 Neuroengineering 

Tins course explores how electric potentials are 
generated across the membranes of cells and 
how cells use these potentials to send messages. 
Specific topics include lumped- and distributed-pa- 
rameter models of cells, core conductor and cable 
models, action potentials, voltage clamp currents, 
the Hodgkin-Huxley model, myelinated nerve fibers 
and salutatory conduction, ion channels and gat- 
ing currents. After thorough study of these cellular 
processes, the class focuses on three specific tech- 
nologies that take advantage of electrically excitable 
cells within the human body: the cochlear implant, 
the pacemaker and electrically evoked potentials 
(e.g., EKG). Prerequisites: MTH 1 1 1 and 1 12 and 
EGR 220 or PHY 1 16 and BIO 1 1 1 or 1 12 or per- 



The Major 

Advisers: Members of the department 

The value of more liberally educated engineers, 
who typically bring strong communication and 
abstract reasoning skills to their work, has recently 
been acknowledged by the national engineering 
accrediting board, which has moved to give greater 
weight to the liberal arts in designing auricular 
standards. Consequently, the engineering major is 
based on a rigorous plan of study integrated with 
the liberal arts. 

Smith offers an undergraduate curriculum 
leading to a degree in engineering science, the 
broad study of the theoretical scientific underpin- 



194 



Engineering 



nings that govern the practice of all engineering 
disciplines. The American Society for Engineering 
Education, identifying the critical need for broadly 
educated engineers, points out that the design of an 
engineering curriculum should "recognize the pit- 
falls of overspecialization in the face of an increas- 
ing demand for graduates who can demonstrate 
adaptability to rapidly changing technologies and to 
increasingly complex multinational markets." 

An integral component of the program is the 
continuous emphasis on the use of engineering 
science principles in design. This culminates in 
a final design project that incorporates broad- 
based societal aspects. Students are encouraged to 
pursue a corporate and/or research internship to 
supplement their classroom instruction. 

Engineers must be able to communicate ef- 
fectively and work in team settings. Smith's highly 
regarded writing intensive first-year curriculum 
will ensure that engineering students begin their 
engineering curriculum with appropriate com- 
munication skills that will be refined during the 
remainder of their studies. Virtually every engineer- 
ing course offered at Smith incorporates elements 
of team work and oral/written communication. 

Requirements of the Major 

Math: MTH 111 & 112 (or 114), PHY 210, 

MTH 204 
Physics: PHY 116, PHY 117 (or PHY 214) 
Chemistry: CHM 1 1 1 or higher 
Computer Science: CSC 111 
Engineering Core: 100, 220, 260, 270, 271, 272, 

290, 301, 320, 410 (8-credit Design Clinic) 
Technical Electives: Three related engineering 
courses (in one of the general areas of mechanics, 
electrical systems or thermochemical processes) 

Prior to graduation, students majoring in engi- 
neering are required to take the Fundamentals of 
Engineering Exam (the "FE") distributed by the 
National Council of Examiners in Engineering and 
Surveying. 

Students are required to demonstrate breadth 
in the liberal arts. This can be done by either ful- 
filling the Latin Honors distribution requirements 
or by submitting to the Engineering Faculty, for 
consideration and approval, a cogent proposal 
outlining an alternative strategy for achieving this 
breadth. 



Students are strongly encouraged to take an 
additional course in the natural sciences (e.g., 
biology, geology) . 

In addition to majoring in engineering at Smith, 
students may pursue engineering studies through 
two other options. The first is a 3-2 dual degree 
program with the Thayer School of Engineer- 
ing at Dartmouth College where students spend 
three years at Smith and two years at Dartmouth. 
Students interested in this dual degree program 
should note that the curriculum, similar to Smith's 
own major in engineering, is very challenging and 
requires solid preparation in math and science 
during the first two years. Graduates of this pro- 
gram will receive an A.B. from Smith and a B.E. 
from Dartmouth. The second option is an engi- 
neering minor (see below) . 



The Minor 



Advisers: Major advisers also serve as advisers for 
the minor 

The requirements for the minor in engineering 
comprise a total of 6 courses. These courses 
must include MTH 1 1 1 (or higher) , PHY 1 1 7 (or 
higher), EGR 100, and three EGR electives (at any 
level) . No more than one course designed primar- 
ily for nonmajors may be included. 

Honors 

Director: Domenico Grasso 

430d Thesis 

8 credits 

Domenico Grasso, Director 

Full-year course; Offered each year 

432d Thesis 

12 credits 

Domenico Grasso, Director 

Full-year course; Offered each year 

Requirements: the same as those for the major, 
with the addition of a research project in the senior 
year, culminating in a written thesis and oral pre- 
sentation and defense of the thesis. 430d or 432d 
may substitute for one 300-level course. 



195 



English Language and Literature 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Carol Christ, Ph.D. 
Dean Scott Flower Ph.D. 
William Allan Oram, Ph.D. 

1 Jefferson Hunter, Ph.D. 
"' Douglas Lane Patey, Ph.D. 

1 Charles Eric Reeves, Ph.D. 

1 Elizabeth Wanning Harries, Ph.D. (English 
Language and Literature and Comparative 
Literature) 

J Sharon Cadman Seelig, Ph.D. 
Michael Gorra, Ph.D., Chair 

-' Richard Millington, Ph.D. 
"' Nora F. Crow, Ph.D. 
** j Craig R. Davis, Ph.D. 
Patricia Lyn Skarda, Ph.D. 

Professor-in-Residence 

Paul Alpers 

Elizabeth Drew Professor 

Douglas Bauer 

Grace Hazard Conkling Writer-in-Residence 
Eleanor Wilner 



Associate Professors 

Gillian Murray Kendall, Ph.D. 
Nancy Mason Bradbury, Ph.D. 

- Cornelia Pearsall, Ph.D. 
Luc Gilleman, Ph.D. 

*' Michael Thurston, Ph.D. 

Assistant Professors 

Ambreen Hai, Ph.D. 

- Floyd Cheung, Ph.D. 

Senior Lecturers 

" l Robert Ellis Hosmer, Jr., Ph.D. 
M Ann E. Boutelle, Ph.D. 

Lecturers 

Julio Alves, Ph.D. 
Debra L. Carney, M.F.A. 
Holly Davis, M.A. 
Mary Koncel, M.F.A. 
Brian Turner, M.F.A. 
Ellen Dore Watson, M.F.A. 
Sara London, M.F.A. 
Samuel Scheer, M.Phil. 
Beth Kissileff, Ph.D. 
Nancv Coiner, Ph.D. 



The purpose of the English major is to develop a 
critical and historical understanding of the English 
language and of the literary traditions it has shaped 
in Britain, in the Americas, and throughout the 
world. During their study of literature at Smith, 
English majors are also encouraged to take allied 
courses in classics, other literatures, history, phi- 
losophy, religion, art and theatre. Fuller descrip- 
tions of each term's courses, faculty profiles and 
other important information for majors and those 
interested in literary study can be found on the 
department's Web page, accessible via the Smith 
College home page. 

To assist students in selecting appropriate 
courses, the department's offerings are arranged 



in Levels I-V, as indicated and explained below. 
Letters in square brackets after courses indicate 
which category of major requirement number 3 
each fulfills. 



Level I 



Courses numbered 100-199: Introductory Cours- 
es, open to all students. In English 1 18 and 120, 
first-year students have priority in the fall semester, 
and other smdents are welcome as space permits. 
For students in the class of '05 and after, English 
199 is the required basis for the English major. 



196 



English Language and Literature 



FIRST-LEVEL COURSES IN WRITING 

ENG 1 18 may be repeated, but only with a different 
instructor and with the permission of the director. 
Students who received scores of 4 and 5 on the 
Advanced Placement tests in English Language and 
Literature and English Language and Composition 
may receive 4 credits each, providing they do not 
take English 118. 

118 Colloquia in Writing 

In sections limited to 15 students each, this course 
primarily provides systematic instruction and 
practice in reading and writing academic prose, 
with emphasis on argumentation. The course also 
provides instruction and practice in conducting 
research and in public speaking. Bilingual students 
and nonnative speakers are especially encouraged 
to register for sections taught by Julio Alves. Prior- 
ity will be given to incoming students in the fail-se- 
mester sections. 4 credits 
Director: Julio Alves 
Sections as listed below: 

Writing, Identity, and Culture 
Practice in writing essays of observation, analysis 
and argument. Readings cover a range of subjects 
from questions of personal identity to public issues 
of culture and politics. A strong focus on working 
with sources and developing research skills. Wl 
Brian Turner 
Offered Fall 2004 

Diversity, Community, and the Complexities of 
Difference 

Reading and writing analytic texts about the devel- 
opment of racial identity and related issues. Topics 
include ethnic identity, racism, naming and identity, 
affirmative action and the model minority myth. Wl 
Julio Alves 
Offered Fall 2004 

The Politics of Language 
Reading, thinking and writing about the forces that 
govern and shape language. A series of analytical 
essays will focus on issues such as political cor- 
rectness, obscenity, gender bias in language and 
censorship. Wl 
Holly Davis 
Offered Fall 2004, Spring 2005 



Conflicts and Connections 
Writing analytical essays in response to works by 
international authors on such topics as rites of pas- 
sage, work, education, race, feminism and social 
policies. Wl 

Mary Koncel, Debra Carney 
Offered Fall 2004 

Women and Social Change 
Reading and writing analytic texts on 20th-century 
American women's history. Strong emphasis on 
biographical writing and women's history of activ- 
ism. Wl 
Julio Alves 
Offered Spring 2005 

FIRST-LEVEL COURSES IN 
LITERATURE 

112 Reading Contemporary Poetry 

This course offers the opportunity to read con- 
temporary poetry and meet the poets who write 
it. Class sessions, led by the director of the Poetry 
Center, will alternate with readings by visiting poets. 
Graded Satisfactory/Unsatisfactory only. {L} 1 credit 
Ellen Dore Watson 
Offered Fall 2004, Spring 2005 

120 Colloquia in Literature 

Each colloquium is conducted by means of di- 
rected discussion, with emphasis on close reading 
and the writing of short analytical essays. Priority 
will be given to incoming students in the fall-se- 
mester sections of the colloquia. Other students 
should consult the course director about possible 
openings. Enrollment in each section limited to 20. 
4 credits 

Directors: Nora F. Crow (Fall); Craig R. Davis 
(Spring) 

Fiction 

A study of the novel, novella, and short story, stress- 
ing the formal elements of fiction, with intensive 
analysis of works by such writers as Austen, Dick- 
ens, James, Faulkner, Joyce, Lawrence and Woolf. 
{LJWI 

Cornelia Pearsall, Robert Hosmer, Sara London 
Offered Fall 2004, Spring 2005 



English Language and Literature 



197 



The Gothic in Literature 

Terror, guilt, and the supernatural in novels, tales 

and poems from the 18th to the 20th centuries. 

Authors include Walpole, Lewis, Austen, Coleridge. 

Man Shelley, Byron, the Brontes, and James. {L} 

Wl 

Nora E Crow, Beth Kissileff 

Offered Fall 2004 

heading and Writing Short Poems 
Reading of lyric poetry from the point of view of 
the poet. Selected poems from Donne to the pres- 
ent. Writing includes critical essays, imitations, and 
original poetry. {L} Wl 
Sara London, Ann Boutelle 
Offered Fall 2004, Spring 2005 

Modern Drama 

Reading of a selection of modern and contempo- 
rary plays that investigate problems of language 
and identity. Playwrights to include Pinter, Stop- 
pard, Churchill, Handke, Pomerance, Albee, Rabe, 
O'Neill, Beckett, Shaffer, Pirandello. {L} Wl 
Luc Gilleman 
Offered Spring 2005 

Shakespeare and Film 

A study of the way filmmakers edit, distort, clarify 
and otherwise interpret Shakespeare's plays; the 
process of metamorphosing theatre into film, 
imagery 7 into image. Works to be studied include 
Henry V, Richard III, Romeo and Juliet, King Lear, 
Twelfth Night, The Winter's Tale. {L} Wl 
Gillian Kendall 
Offered Fall 2004 

Reading and Writing Short Stories 
Reading of short stories from the point of view of 
the would-be writer, with special attention to such 
problems as dialogue, narration, characterization 
and style. Writing includes analysis, imitation or 
parody, and original stories. {L} Wl 
Sara London 
Offered Spring 2005 



Plato, Shakespeare, Flaubert, Yeats, Joyce and Rich. 
{L} Wl 

Nancy Coiner 
Offered Fall 2004 

Modern Irish Writing 

An introduction to the major Irish poets and story- 
tellers of the 20th century, with some attention to 
drama and autobiography. Readings in Joyce, Yeats, 
Beckett, Frank O'Connor, Edna O'Brien, Heaney, 
Kavanaugh and others. {L} Wl 
Dean Flower 
Offered Fall 2004 

Children 's Literature 

The varied shapes, narrative strategies, and com- 
plex literary content of what some might consider a 
simple form — works written by adults but intended 
for children. Texts may include Outside Over 
There: Alice in Wonderland: The Lion, the Witch, 
and the Wardrobe; various fairy tales, At the Back 
of the North Wind: Letting Swift River Go; The 
Jungle Book; The Secret Garden, and others. {L} 
Wl 

Gillian Kendall 
Offered Spring 2005 

Scandinavian Mythology 
A reading in translation of the major works in poet- 
ry 7 and prose which retell or reflect traditions of the 
early Norse divinities and their cults. Exploration of 
the intimate and violent relations between groups 
of powerful, intelligent but very mortal beings: male 
and female, giant and god, /Esir and Vanir, dwarf, 
troll, elf, and the social classes of human being. 
From its Old European and Indo-European roots, 
Nordic religion created a highly distinctive complex 
of values and competing views of the world: an 
unusually dark theory of history; an ironic, some- 
times comic view of divine and human nature; and 
paradoxical constructions of sexual, ethnic, mantic 
and other forms of identity. {L} Wl 
Craig R. Davis 
Offered Fall 2004 



Love and the Literary Imagination 
A study of the way literary convention shapes and 
nterprets the experience of love. Readings in po- 
etry, fiction and drama, including such authors as 



Fictions of the Journey ' 

An exploration of the many ways in which charac- 
ters in fiction take journeys. Texts include Charlotte 
Bronte'sjane Eyer, Mark Twain's Huckleberry 
Finn, E.M. Forster's.4 Passage to India, Virginia 



198 



English Language and Literature 



Woolf s To the Lighthouse, Jack Kerouac's On the 
Road, and Jamaica Kincaid's Small Place. {L} Wl 
BethKissileff 
Offered Fall 2004 

Celtic Traditions 

Celtic Worlds. A reading in translation of the imagi- 
native literature of medieval Wales and Ireland. 
We will explore conceptions of this and the Other- 
world; the transmigration of souls and cauldrons 
of rebirth; the dynamic relation between Christian 
and traditional values; the celebration of violence, 
sexuality and motherhood; druidism, madness 
and prophecy; the lives of the Celtic saints; and the 
earliest origins of the Arthurian legend. Enrollment 
limited to 20. {L} Wl 4 credits 
Craig R. Davis 
Offered Spring 2005 

Literary Approaches to the Bible 
A study of the Bible both as and in literature. Us- 
ing the work of such modern literary scholars as 
Robert Alter and Frank Kermode, we will begin 
by exploring the literary structures, themes, and 
poetics of specific narrative and poetic units of the 
Hebrew Bible and the New Testament. We will look 
at some of the literary and ideological difficulties of 
the Bible's translation into English, examine some 
poetry and prose that is indebted to such transla- 
tion and trace the presence of biblical concerns 
in a diverse group of writers that will, among oth- 
ers, include Mark Twain and Zora Neale Hurston. 
The goal of this course is to give the student some 
familiarity with modern methods of studying both 
ancient biblical texts and the literary texts which 
have been influenced by them. {L} Wl 4 credits 
Beth Kissileff 
Offered Spring 2005 

184/ AAS 113 Survey of Afro-American 
Literature: 1746 to 1900 

An introduction to the themes, issues and questions 
that shaped the literature of African Americans dur- 
ing its period of origin. Texts will include poetry, 
prose and works of fiction. Writers include Harriet 
Jacobs, Frances Harper, and Charles Chesnutt, 
Frederick Douglass, Phillis Wheatley. {L} 4 credits 
Daphne Lamothe 
Offered Fall 2004 



199 Methods of Literary Study 

This course teaches the skills that enable us to 
read literature with understanding and pleasure. 
By studying examples from a variety of periods and 
places, students will learn how poetry, prose fiction 
and drama work, how to interpret them, and how 
to make use of interpretations by others. English 
199 seeks to produce perceptive readers who are 
well equipped to take on complex texts. Readings 
in different sections will vary, but all will involve 
active discussion and frequent writing. {L} Wl 4 
credits 

Sharon Seelig, Nancy Bradbury, Luc Gilleman, 
Fall 2004 

William Oram, Patricia Skarda, Richard Milling- 
ton, Spring 2005 
Offered both semesters each year 



Level II 



Courses numbered 200-249. Open to all sopho- 
mores, juniors and seniors, and to qualified 
first-year students. These courses in particular are 
designed to interest nonmajors as well as majors. 

200 The English Literary Tradition I 

A study of the English literary tradition from the 
Middle Ages through the 18th-century. Recom- 
mended for sophomores. Open to first-year stu- 
dents with SAT verbal score of 710 or higher and 
students with English AP score of 4 or 5 {L} Wl 
4 credits 
Douglas Patey 
Offered Fall 2004 

201 The English Literary Tradition II 

A study of the English literary tradition from the 
19th-century to modem times. {L} Wl 4 credits 
Cornelia Pearsall 
Offered Spring 2005 

202/GLT 291 Western Classics in Translation, 
from Homer to Dante 

Texts include the Iliad; tragedies by Aeschylus, 

Sophocles, and Euripides; Plato's Symposium; 

Yix^sAeneid; Dante's Divine Comedy. {L} Wl 

4 credits 

Lecture and discussion 

Luc Gilleman, Director 



English Language and Literature 



199 



Maria Banerjee (Russian Language and 

Literature) 

Luc Cilleman (English Language and Literature) 

Offered Fall 2004 

203/GLT 292 Western Classics in Translation, 
from Chretien de Troyes to Tolstoy 

Chretien de Troyes s Yrain; Shakespeare's Antony 

and Cleopatra: Cervantes' Don Quixote; Lafay- 
ette's The Princesse ofCleres; Goethe's Faust, 
Tolstoy's War and Peace. Prerequisite: GLT 291. 
{L} Wl 4 credits 
lecture and Discussion 
Maria Banerjee, Director (Russian Language 
and Literature) 
Offered Spring 2005 

205 Telling and Retelling 

A study of recent novels and their famous ante- 
cedents. What are the pleasures of reading? What 
do we need to know to be good readers of con- 
temporary fictions that revise or at least allude to 
work of the past? Texts mdudejekyll and Hyde 
and Mary Reillyjane Eyre and Wide Sargasso 
Sea; King Lear and^4 Thousand Acres; Tess of 
the d'UrberviUes and The French Lieutenant's 
Woman; Pride and Prejudice and Presumption: 
An Entertainment; Possession. Recommended for 
non-majors. {L} 4 credits 
Patricia Skarda 
Offered Spring 2005 

209/HSC 225 Explorations in Science and 
Literature 

Scientific discovery and the lives and experiences of 
scientists have long engaged literary artists. Writers 
have tried to anticipate the future through science 
fiction, and to recreate the past in works that imag- 
ine the experiences of historical figures engaged in 
scientific exploration and research. By juxtaposing 
non-fiction and imaginative books about scientific 
ideas, we evoke curiosity and knowledge about the 
ideas themselves, understand science as a fictional 
subject, and explore the complex interrelationships 
among scientific ideas, cultural history, and litera- 
ture. Some of the authors will be invited to Smith to 
discuss their work with the class and to give public 
presentations. (E) {L/H} 4 credits 
Carol Christ and Marjorie Senechal 
Offered Spring 2005 



212 Old Norse 

An introduction to the language and literature of 
medieval Iceland, including the mythological texts 
and the family sagas. [3a] {L/F} 4 credits 
Craig R. Davis 
Offered Fall 2004 

213 Introduction to Shakespeare 

The course will explore the characteristic concerns 
and techniques of Shakespearean drama. Plays 
will include histories, comedies, tragedies and 
romances; in 2004-05 eight plays will be chosen 
from among Richard III. Julius Caesar, Henry V. 
The Merchant of \ en ice. Much Ado About Sott- 
ing, Othello, King Lear, Antony and Cleopatra 
and The Tempest. Film versions of many plays will 
be shown. This course does not satisfy the English 
department's major author requirement. Prerequi- 
site: one college-level English course or permission 
of the instructor. {L} 4 credits 
William Oram 
Offered Spring 2005 

218 Norse Poetry and Prose 

A close reading and in-class translation of Voluspa 
The Witch's Vision' and other poems of proph- 
ecy, wisdom, praise, grief, love, war and magical 
incantation. We will also translate Hrafnkel's 
Saga, the classic "short saga'' of a young settler's 
violent career as priest of the god Freyr and one 
of the founding chieftains of the Icelandic Com- 
monwealth. The semester will conclude with an 
introduction to the faler futhark and a selection 
of runic inscriptions recovered from Greenland to 
Byzantium. Prerequisite: English 217 or the equiva- 
lent. [3a] {L/F} 
Craig R. Dan's 
Offered Spring 2005 

221 Reading the Landscape 

A study of the ways in winch language and litera- 
ture inscribe the landscape, shaping as well as 
being shaped by it. Discussion of such problematic 
issues as wilderness mythology, modem ecology, 
non-intervention theories, ecofeminism, nativist 
perspectives, and the eye as designer. Emphasis 
on American essays, poems and narratives written 
in the aftermath of Rachel Carson's Silent Spring, 
including works by Annie Dillard, Wendell Berry, 
Man Oliver, Tern - Tempest Williams, Edward Ab- 



200 



English Language and Literature 



bey, Barry Lopez and Gretel Ehrlich, but with some 
attention to 19th-century nature writers like Coo- 
per, Audubon, Thoreau and Mary Austin — whose 
works are now seen to address modern ecological 
issues. At least one field trip. Open to nonmajors. 
(E) {L} 4 credits 
Dean Flower 
Offered Spring 2005 

231 American Literature before 1865 

A study of American writers as they seek to define a 
role for literature in their changing society. Works 
by Emerson, Thoreau, Fuller, Hawthorne, Melville, 
Stowe, Douglass, Whitman, Dickinson, and others. 
[3c] {L} 4 credits 
Richard Millington 
Offered Fall 2004 



241 Postcolonial Literature 

An introduction to Anglophone fiction, nonfiction, 
poetry, drama and film from Africa, the Carib- 
bean and South Asia in the aftermath of the British 
empire. Central concerns: literary-as-political 
responses to histories of colonial dominance; the 
ambivalent relation to English linguistic, literary 
and cultural legacies; the agency of literature in the 
construction of national identity and the revision 
of history; revaluations of hybridity; redefinitions 
of race, gender and sexuality; global diasporas 
and U.S. imperialism. Readings include: Achebe, 
Soyinka, Aidoo, Naipaul, Walcott, Cliff, Rushdie, 
Kureishi, Arundhati Roy, some theoretical essays. 
[3d] {L} 4 credits 
Ambreen Hai 
Offered Spring 2005 



236/ AAS 237 Twentieth Century Afro- 
American Literature 

A survey of the evolution of African-American 
literature during the 20th century. This class will 
build on the foundations established in AAS 113, 
Survey of Afro-American Literature. Writers include 
Langston Hughes, Richard Wright, James Baldwin, 
Toni Morrison and Paule Marshall. {L} 4 credits 
To be announced 
Offered Spring 2005 

237 Recent American Writing 

Study of selected novelists and short story writers 
since 1945 with emphasis on Welty, Nabokov, Mor- 
rison, Stone, Simpson, Tyler, Jen, Smiley and oth- 
ers. [3d] {L} 4 credits 
Dean Flower 
Offered Spring 2005 

239 American Journeys 

A study of American narratives, from a variety of 
ethnic traditions and historical eras, that explore 
the meanings of the forms of movement — immi- 
gration, migration, boundary crossing — so charac- 
teristic of American life. Emphasis on each author's 
treatment of the complex encounter between new 
or marginalized Americans and an established 
American culture, and on definitions or inter- 
rogations of what it might mean to be or become 
"American." {L} 4 credits 
Richard Millington 
Offered Spring 2005 



242 A History of Mystery 

A study of the development of detective fiction in 
English, starting with gothic mysteries in the late 
18th century and with the investigatory puzzles of 
Edgar Allan Poe in the 1830s. Exploration of the 
ways in which the conventions of the genre reflect 
issues of class, gender and social change, and how 
in the 20th century those conventions have been 
reinvented, stylized, parodied and transformed. 
Writers discussed will include Poe, Wilkie Collings, 
Charles Dickens, Conan Doyle, G.K. Chesterton, 
E.C. Bentley, Dorothy Savers, Agatha Christie, Jorge 
Luis Borges and others. Open to nonmajors. (E) 
{L} 4 credits 
Dean Flower 
Offered Fall 2004 



Level III 



Courses numbered 250-299- Open to sopho- 
mores, juniors and seniors; first-year students 
admitted only with the permission of the instructor. 
Recommended background: at least one English 
course above the 100 level, or as specified in the 
course description. 

250 Chaucer 

His art and his social and literary background. 
Emphasis on the Canterbury Tales. Students 
should have had at least two semester courses in 



English Language and Literature 



201 



literature. [3a] {L} 4 credits 
Nancy Mason Bradbury 
Offered Fall 2004 

253/HST 236 (C) Authority and Legitimacy in 
the Age of More and Shakespeare 

An examination of the texts and historical context 
of Shakespeare's Richard II, I Henry IV. Henry V, 
Richard III and King Lear, Mores Utopia and The 
History of Richard Hi and other significant works 
of the 16th and early 17th centuries touching on 
the questions of order, authority and legitimacy. 
Admission by permission of the instructors. {L/H} 
4 credits 

William Oram. Howard Nenner 
Offered Fall 2004 

254 English Drama in the Age of Shakespeare 

The evolution and interplay of structure, theme 
and character in plays by Shakespeare's contem- 
poraries, particularly in genres such as the tragedy 
of blood and the city comedy. Authors to include 
Kyd, Marlowe, Jonson, Webster, Tourneur, Dekker, 
Ford. One play by Shakespeare will also be exam- 
ined. [3a] {L} 4 credits 
Gillian Kendall 
Offered Spring 2005 



257 Shakespeare 

Romeo and Juliet. Richard II. Hamlet. Twelfth 
Nighty iroilus and Cressida. Othello. Antony and 
Cleopatra. The Winter's Tale. Not open to first- 
year stodents. [3a] {L} 4 credits 
Sharon Seelig 
Offered Spring 2005 

260 Milton 

A study of the major poems and selected prose 
of John Milton, radical and conservative, heretic 
and defender of the faith, apologist for patriarch} 
and advocate of human dignity, the last great Re- 
naissance humanist, a poet of enormous creative 
power and influence. [3a] {L} 4 credits 
Sharon Seelig 
Offered Spring 2005 

265 The Victorian Novel 

The English novel from Dickens and Thackeray to 
Conrad. Emphasis on the genre's formal develop- 
ment — narrative voice and perspective, the uses 
of plot, the representation of consciousness — but 
with some attention to social-historical concerns. 
[3c] {L} 4 credits 
Michael Gorra 
Offered Fall 2004 



255 Seventeenth-Century Poetry 

An exploration of the remarkable variety of 17th- 
century lyric poetry, which includes voices secular 
and sacred, witty and devout, bitter and sweet, 
male and female. Attention to poetic forms, con- 
ventions, and imagery, to response and adaptation 
of those forms. Particular emphasis on Donne, 
Jonson, Herbert, and Marvell, set in the context of 
their time and their contemporaries. [3a] {L} 
4 credits 
Gillian Kendall 
Offered Spring 2005 

256 Shakespeare 

A Midsummer Sight's Dream, As You Like It, I 
Henry /I 7 , Measure for Measure, King Lear, Mac- 
beth, Coriolanus, The Tempest. Enrollment in 
each section limited to 25. Not open to first-year 
students. [3a] {L} 4 credits 
William Oram. Gillian Kendall 
Offered Fall 2004 



267 Introduction to Asian American Literature 

Although we sometimes think only of modern-day 
authors like Amy Tan or Jhumpa Lahiri when we 
think of Asian American literature, in fact Asian 
Americans have been writing and publishing in 
English since at least 1887. In this course, we will 
read selected Asian American poetry, novels, short 
stories, plays and films produced from the late 
19th century until the present. We will consider 
how works engage with issues that have always 
concerned Asian Americans, like identity develop- 
ment and racism. Also, we will pay attention to how 
works speak to concerns specific to their period, 
such as the exclusion acts of the 1880s, the prole- 
tarian movement of the 1930s, the decolonization 
of South Asian and Southeast Asian countries since 
the 1940s, and the increasing size and diversity of 
the .Asian American population in the late twentieth 
century. At all times, we will attend closely to mat- 
ters of language and form. [3d] {L} 4 credits 
Floyd Cheung 
Offered Spring 2005 



202 



English Language and Literature 



279 American Women Poets 

A selection of poets from the last 25 years, includ- 
ing Sylvia Plath, Anne Sexton, Elizabeth Bishop, 
Adrienne Rich, Audre Lorde, Sharon Olds, Cathy 
Song, Louise Erdrich and Rita Dove. An exploration 
of each poet's chosen themes and distinctive voice, 
with attention to the intersection of gender and 
ethnicity in the poet's materials and in the creative 
process. Not open to first-year students. Prerequi- 
site: at least one college course in literature. [3d] 
{«-} 

Susan Van Dyne 
Offered Fall 2004 



Charles Darwin, Thomas Hardy, Christina Rossetti 
and Oscar Wilde. We will make use of visual ma- 
terials, including Pre-Raphaelite paintings, Aubrey 
Beardsley illustrations and photographs by Carroll 
and others. Literary readings will be informed by 
Victorian sexologists such as Freud, Krafft-Ebing 
and Havelock Ellis, as well as contemporary his- 
torical and theoretical writings. Prerequisite: ENG 
120, 199, or equivalent writing-intensive course. 
{L} Wl 4 credits 
Cornelia Pearsall 
Offered Fall 2004 



282/ AAS 245 The Harlem Renaissance 

A study of one of the first cohesive cultural move- 
ments, in African-American history. This class will 
focus on developments in politics, and civil rights 
(NAACP, Urban League, UNIA), creative arts (poet- 
ry, prose, painting, sculpture) and urban sociology 7 
(modernity, the rise of cities). Writers and subjects 
will include Zora Neale Hurston, David Levering 
Lewis, Gloria Hull, Langston Hughes and Nella 
Larsen. Enrollment limited to 40. {S} 4 credits 
Daphne Lamothe 
Offered Fall 2004 



Advanced Courses in Writing 

Only one course in writing may be taken in any one 
semester except by permission of the chair. 
Courses in writing above the 100 level may be 
repeated for credit only with the permission of the 
instructor and the chair. For all writing courses 
above the 100 level, no student will be admitted 
to a section until she has applied at the English 
office in Pierce Hall 105, submitted appropriate 
examples of her work, and received permission of 
the instructor. Deadlines will be posted. 



283 Victorian Medievalism 

Nineteenth-century revivals and transformations 
of medieval literature, arts and social institutions; 
the remaking of the Middle Ages in the image of 
Victorian desires and aspirations. Arthurian legend 
in medieval and 19th-century England, the Gothic 
revival in British art and architecture, the cult of 
Chaucer, controversies over women's education 
and the idealization of medieval communities in 
Victorian social theory. {L} 4 credits 
Nancy M. Bradbury and Cornelia Pearsall 
Offered Spring 2005 

284 Victorian Sexualities 

The Victorians have long been viewed as sexually 
repressed, but close attention reveals a culture 
whose inventiveness regarding sexual identity, 
practice and discourse knew few bounds. This 
course will explore a range of literary, visual and 
scientific representations of Victorian sexuality. We 
will read novels, nonfiction prose and poetry by 
authors such as Charles Dickens, Lewis Carroll, 



290 Crafting Creative Nonfiction 

A writers' group designed to encourage proficient 
students to look at their own and others' essays as 
works of art. Expertise in mechanical matters to be 
assumed from the start. Admission by permission 
of the instructor. [3e] {L} 4 credits 
Sara London 
Offered Fall 2004 

292 Reading and Writing Autobiography 

In tins workshop, we will explore, through read- 
ing and through writing, the presentation of self in 
autobiography. A major focus will be on the inter- 
weaving of voice, structure, style and content. As we 
read the work of ourselves and of others, we will 
be searching for strategies, devices, rhythms, pat- 
terns and approaches that we might adapt in future 
writings. The reading list will consist of writings by 
20th-century women. Admission by permission of 
the instructor. [3e] {L} 4 credits 
Ann Boutelle 
Offered Spring 2005 



English Language and Literature 



203 



295 Poetry Writing 

Admission by permission of the instructor. [3e] {L} 

4 credits 

Eleanor Wihter 

Offered Fall 2004, Spring 2005 

296 Writing Short Stories 

Admission by permission of the instructor. [3e] {L} 

4 credits 

Douglas Bauer 

Offered Fall 2004, Spring 2005 



Level IV 



Courses numbered 300-350. These courses are 
intended primarily for juniors and seniors who 
have taken at least two literature courses above the 
100-level. Other interested students need the per- 
mission of the instructor. 

310 Early Modern Writers and the Art of 
Renaissance Self-Fashioning 

A consideration of a wide variety of texts by 17th- 
century women — diaries, letters, and memoirs; 
poems (sonnets, personal and religious lyrics); 
drama; and prose fiction — with some of the fol- 
lowing questions in mind: Viliat self-conceptions 
or forms of self-representation shape these writ- 
ings? To what extent are these texts informed by 
external considerations or genres — by romance, 
religious autobiography, poetic or narrative con- 
ventions — or by expectations of an ending? What 
kinds of assumptions or preconceptions does 
the modern reader bring to these texts? Intended 
primarily for juniors and seniors who have taken 
at least two literature courses above the 100-level. 
Other interested students need the permission of 
the instructor. [3a] {L} 
Shawn Seelig 
Offered Fall 2004 

Level V. Seminars 

Seminars are open only to juniors and seniors, and 
admission is by permission of the instructor. 
All students who wish to take a seminar must apply 
at the English department office by the last day of 
the preregistration period. The instructor will se- 
lect the students admitted from these applicants. 



330 Studies in 20th-century Literature: 
Postwar British Culture 

Artistic and critical concerns generated by the Wel- 
fare State. Readings from critical and social theory, 
drama, fiction. Discussion of documentary and 
feature films. Weekly evening screenings required 
[3d] {L} 4 credits 
Luc G Neman 
Offered Spring 2005 

333 Seminar: A Major British or American 
Writer 

4 credits 

George Eliot 

Reading and discussion of the major novels, from 
Adam Bede through Daniel Deronda, along with 
some of Eliot's nonfictional prose. 
Douglas Patey 
Offered Fall 2004 

Henry James 

Michael Gorra 
Offered Spring 2005 

350 Literature, Folklore and Fakelore 

This seminar asks how and why writers have col- 
lected, published, adapted and fabricated oral tra- 
ditions. Readings include theoretical backgrounds; 
field studies of living traditions; historical schol- 
arship on the collection of folktales and ballads 
(including scandals and forgeries); and powerful 
literary- recreations of legends, folktales and folk- 
songs. {L} 4 credits 
Nancy Mason Bradbury 
Offered Spring 2005 

362 Satire: Execution by Words 

A consideration of theoretical problems (defini- 
tions of satire, responses to satire, satiric strate- 
gies) followed by a study of the development of 
satire from Horace and Juvenal through Shake- 
speare, Swift, Pope, Austen, and Byron to Waugh, 
West, and Vonnegut. Some attention given to differ- 
ences between male and female satirists. [3b] {L} 
4 credits 
Nora R Civic 
Offered Fall 2004 



204 



English Language and Literature 



365 Seminar: Studies in 19th-century 
Literature 

Visions and Visionaries: William Blake and the 
Shelleys. 

A study of the art and poetry of William Blake, the 
fiction of Mary Shelley, and the drama and poetry 
of Percy Bysshe Shelley Blake anticipates Mary 
Shelley's Frankenstein with his deamon in his ma- 
jor prophecies, and Percy Shelley responds to his 
wife's Promethean vision with his own Prometheus 
Unbound. The dominant strains of Romantic lit- 
erature (free love, creators and creation, nature 
and human nature) are expressed in Blake's art 
and poetry and fulfilled in the work of the Shelleys. 
Student presentations will be required. The variety 
of genres under consideration makes an advanced 
course in literature a prerequisite, but prior work 
in Romantic poetry and prose is not expected. 
4 credits 
Patricia Skarda 
Offered Fall 2004 

374 Virginia Woolf 

A close study of representative texts from the rich 
variety of Woolf 's work: novel, essay, biography, 
and short story. Preliminary, essential attention 
to the life, with particular concern for the Victo- 
rian/Edwardian world of Woolf 's early years and 
the Bloomsbury Group. Works to be studied will 
include Mrs. Dalloway, To the Lighthouse, Or- 
lando, The Waves, Between the Acts, A Room of 
One's Oivn, and Three Guineas, as well as essays 
drawn from The Common Reader and stories. 
Supplementary readings from biographies of Woolf 
and her own letters, journals, and diaries. [3d] {L} 
4 credits 
Robert Hosmer 
Offered Fall 2004 

384/AMS 351 Writing About American 
Society 

An examination of contemporary American issues 
through the works of such literary journalists as 
Jamaica Kincaid, John McPhee, Tom Wolfe, Joan 
Didion and Jessica Mitford; and intensive practice 
in expository writing to develop the student's own 
skills in analyzing complex social issues and ex- 
pressing herself artfully in this form. May be re- 
peated with a different instructor and with the per- 
mission of the director of the program. Enrollment 



limited. Admission by permission of the instructor. 
{L/S} 4 credits 
George Colt 
Offered Spring 2005 

Cross-listed and 
Interdepartmental Courses 

AAS 113/ENG 184 Survey of Afro-American 
Literature, 1746-1900 

AAS 237/ENG 236 Twentieth-Century Afro- 
American Literature 

AAS 243 Afro-American Autobiography 

AAS 245/ENG 282 Colloquium: The Harlem 
Renaissance 

AMS 351/ENG 384 Seminar: Writing About 
American Society 

ARH 292 The Art and History of the Book 

CLT 205 Twentieth-Century Literature of 
Africa 

CLT 240 Childhood in Literatures of Africa and 
the African Diaspora 

CLT 267 African Women's Drama 

CLT 268 Latina and Latin American Women 
Writers 

CLT 272 Women Writing: 20th-century Fiction 

CLT 300 Contemporary Literary Theory 

FLS 245 British Film and Television 

GLT 291/ENG 202 Western Classics in 
Translation, from Homer to Dante 

See Interdepartmental and Extradepartmental 
Course Offerings. 

GLT 292/ ENG 203 Western Classics in 



English Language and Literature 



205 



Translation, from Chretien de Troyes to 
Tolstoy 

See Interdepartmental and Extradepartmental 
Course Offerings. 

JUD 360 Readings in American Literature 

LAS 201 Negotiating the Borderlands: Text, 
Film, Music 

LAS 301 Contemporary Latina Theatre 

THE 261 Writing for the Theatre 

400 Special Studies 

1 to 4 credits 

Offered both semesters each year 

408d Special Studies 

8 credits 

Full-year course; Offered each year 

490 Teaching Literature 

Discussion of poetry, short stories, short novels, 
essays and drama with particular emphasis on the 
ways in which one might teach them. Consideration 
of the uses of writing and the leading of discussion 
classes. MAT students and Seniors only. {L} 
4 credits 
Samuel Scheer 
Offered Spring 2005 



The Major 



Advisers: Members of the department 

There are many paths into the English major: first- 
year students may choose to take ENG 120 followed 
by 199, or, if qualified, they may choose to take GLT 
291 292 or ENG 200, 201 as well as 199. Students 
planning to major in English normally take ENG 
199 in their first year. Each of these courses counts 
toward the major. 



Major Requirements 

TAvelve semester courses are required for the ma- 
jor, distributed as follows: 

1. 199; 

2. T\vo courses before 1832: 

3. Semester courses on two of three major figures: 
Chaucer (216), Shakespeare (222 or 223), and 
Milton (228): 

4. A seminar (the course chosen to satisfy #4 may 
not count toward #2); 

5. Six additional courses. 

Up to two courses in film, a foreign or comparative 
literature, or dramatic literature offered through 
the theater department may count toward the 
major. Up to three advanced writing courses may 
count toward the major. Only one colloquium 
(120) may count toward the major. English 1 18 
does not count. No course counting toward the 
major may be taken for an S/U grade. 

We strongly recommend that all students take at 
least one historical survey sequence: English 200, 
201 or English 231, 233 or General Literature 
291, 292. We recommend that students interested 
in graduate school in English literature or in high 
school English teaching take both the British (200, 
201) and the American (231, 233) survey's. Those 
considering graduate school should be aware that 
most doctoral programs in English require a reading 
knowledge of two foreign languages, and that prepa- 
ration in literary theory will be extremely useful. 



The Minor 



The minor in English consists of six courses: Eng- 
lish 199; a two-semester survey (ENG 200, 201 or 
GLT 291, 292 or ENG 231, 233); plus three addi- 
tional English courses chosen in consultation with 
the minor adviser, two of which must be above the 
100 level. 



206 English Language and Literature 

Honors 

Director: Cornelia Pearsall (2004-05) 

430d Thesis 

8 credits 

Full-year course; Offered each year 

Applicants to honors (which is done in addition 
to the requirements of the major) must have an 
average of B+ or above in the courses they count 
toward the major, and an average of B or above 
in all other courses. During the senior year they 
will present a thesis, of which the first complete 
formal draft will be due on the first day of the sec- 
ond semester. After the readers of the thesis have 
provided students with their evaluations of this 
draft, the student will have time to revise her work 
in response to their suggestions. The final com- 
pleted version of the thesis will be due a week after 
spring vacation, to be followed during April by the 
student's oral presentation and discussion of her 
work. Students in honors will normally be given 
priority in seminars. 

In exceptional circumstances the department 
will permit a student to submit a work of fiction, 
poetry, or creative nonfiction for honors. 

Graduate 

580 Graduate Special Studies 

Independent study for graduate students. Admis- 
sion by permission of the chair. 
4 credits 
Offered both semesters each year 

580d Graduate Special Studies 

8 credits 

Full-year course; Offered each year 



207 



Environmental Science and Policy 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Director 

*" J Virginia Hayssen, Professor of Biological 
Sciences 

Program Coordinator 

Joanne A. McMullin 

Advisers 

J Elliot Fratkin, Associate Professor of 

Anthropology 
C. John Burk, Professor of Biological Sciences 
Thomas S. Litwin, Adjunct Associate Professor of 

Biological Sciences and Director, Clark Science 

Center 
' J Robert B. Merritt, Professor of Biological 

Sciences 
Esteban Monserrate, Laboratory Instructor in 

Biological Sciences 
** 1 Paulette Peckol, Professor of Biological Sciences 
L. David Smith, Associate Professor of Biological 

Sciences 



' Stephen G. Tilley, Professor of Biological 

Sciences 
"' Shizuka Hsieh, Assistant Professor of Chemistry 
Robert G. Linck, Professor of Chemistry 
Katherine L. Queeney, Assistant Professor of 

Chemistry 
Mark Aldrich, Professor of Economics 
Randall Bartlett, Professor of Economics 
' Domenico Grasso, Professor and Chair of 

Engineering 
j Donna Riley, Assisant Professor of Engineering 
"' Leslie King, Assistant Professor of Sociology 
John B. Brady, Professor of Geology 
H. Robert Burger, Professor of Geology 
'- Robert M. Newton, Professor of Geology 
Amy Larson Rhodes, Assistant Professor of Geology- 
Donald C. Baumer, Professor of Government 
Gregory White, Associate Professor of Government 
David Newbury, Professor of History 7 and of African 

Studies 
Jeffry Ramsey, Associate Professor of Philosophy 



The environmental science and policy (ES&P) mi- 
nor is designed for students with a serious interest 
in environmental issues and sustainability and a 
commitment to scientifically based problem solv- 
ing and policy analysis. The minor consists of six 
courses chosen with the guidance and approval 
of an ES&P minor adviser. Interested students are 
urged to meet with the director, coordinator and/or 
an ES&P adviser early in their academic planning. 

Requirements: six courses including one course 
from each of the following groups: chemistry 
ecology, geology, and environmental policy, plus 
an elective in consultation with the minor adviser. 
The senior seminar, EVS 300, or the special stud- 
ies, EVS 400 (^-credit option), is also required. A 
course in statistics (e.g. MTH 245 or the equiva- 
lent) is recommended. Appropriate Smith courses 
not in the following listing, Five College courses 



or courses taken at other institutions and through 
summer and/or semester-away programs may be 
counted toward the minor with preapproval of the 
adviser. Students must satisfy the prerequisites for 
all courses included in their minor program. No 
more than three of the six courses may be taken at 
other institutions. 

EVS 300 Seminar in Environmental Science 
and Policy 

Current patterns of human resource consump- 
tion and waste generation are not ecologically 
sustainable. Effective solutions require a working 
knowledge of the scientific, social, political and 
economic factors surrounding environmental 
problems. This seminar examines the impact of 
human activities on natural systems; the histori- 
cal development of environmental problems; the 
interplay of environmental science, education and 



208 



Environmental Science and Policy 



policy; and efforts to build a sustainable society. 
Discussions will center on conflicting views of his- 
torical changes, ecological design and sustainabil- 
ity, biodiversity, environmental policy, media cover- 
age of environmental issues, ecological economics 
and environmental justice. An extended project will 
involve active investigation, analysis and presenta- 
tion of an environmental issue of local or regional 
importance with the explicit goal of identifying 
sustainable alternatives. Prerequisite: all courses 
completed or concurrent for the environmental 
science and policy minor or by permission of the 
instructor. {S/N} 4 credits 
L. David Smith 
Offered Spring 2005 

EVS 400 Special Studies 

1-4 credits 

Offered both semesters each year 

SOC 232 World Population 

This course will introduce students to environmen- 
tal, economic, feminist and nationalist perspectives 
on population growth and decline. We will examine 
current populations trends and processes (fertility, 
mortality and migration) and consider the social, 
political, economic and environmental implica- 
tions of those trends. The course will also provide 
an overview of various sources of demographic 
data as well as basic demographic methods. Cross- 
listed with environmental science and policy. {S} 
4 credits 
Leslie King 
Offered Spring 2005, Fall 2005 



CHEMISTRY 

CHM 108 Environmental Chemistry 

CHM 379 Atmospheric Chemistry 

GEO 301 Aqueous Geochemistry 

CHM 347 Instrumental Methods of Analysis 

EGR 210 Engineering, the Environment, and 

Sustainability 
EGR 3 1 2 Physiocochemical Processes in the 

Atmosphere 
EGR 360 Chemical and Environmental Reaction 

Engineering 



ECOLOGY 

BIO 2 58 Conservation Biology Colloquium 

BIO 260 Principles of Ecology and lab 

BIO 264 Marine Ecology and lab 

BIO 356 Plant Ecology and lab 

BIO 364 Topics in Environmental Biology: 

Coral Reefs: Past, Present and Future 
EGR 390 Seminar: Advanced Topics in 

Engineering: Pesticide Use and Its 

Impacts 



GEOLOGY 

GEO 105 Natural Disasters: Confronting and 

Coping 
GEO 108 Oceanography: An Introduction to the 

Marine Environment 
GEO 109 The Environment 
GEO 1 1 1 Introduction to Earth Processes and 

History 
GEO 301 Aqueous Geochemistry* 
GEO 309 Groundwater Geology 
GEO 3 1 1 Environmental Geophysics 
GEO 355 Geology Seminar: Coral Reefs: Past, 

Present and Future 
EGR 315 Ecohydrology 
EGR 340 Geotechnical Engineering 



ENVIRONMENTAL POLICY 

ANT 230 Population and Environment in Africa 
ANT 236 Economy, Ecology and Society 
ANT 243 Colloquium in Political Ecology 
ECO 224 Environmental Economics 
GOV 254 Politics of the Global Environment 
GOV 306 Politics and the Environment 
GOV 353 Seminar in International Politics: 

The Global Environment and "Green 

Diplomacy" 
SOC 332 Environment and Society 



ELECTIVES 

Elective courses can be chosen from courses listed 
for the environmental science and policy minor, 
and outside the minor with consultation and ap- 
proval of the minor adviser. Examples are: 
ANT 348 Seminar: Topics in Development 

Anthropology 
EGR 330 Engineering and Policy for Development 
EGR 346 Hydrosystems Engineering 



Environmental Science and Policy 209 

HST 299 Ecology and History in Africa 

PHI 238 Environmental Ethics 

PHI 304 Colloquium in Applied Ethics: Science, 

Policy and Society 

PPL 207 Politics of Public Policy 

PPL 220 Public Policy Analysis 

SOC 232 World Population 

*GEO 301 Aqueous Geochemistry fulfills the re- 
quirements in both chemistry and geology (one 
course covers two requirements) 

Off-Campus Programs 

Students may elect to take two to three of their 
courses for the minor outside Smith College by 
participation in an environmentally oriented, 
off-campus program. Relevant Smith-approved 
programs include, but are not limited to, Duke 
University's Organization for Tropical Studies, SEA 
Semester, The School for Field Studies, and the 
Williams-Mystic Program. Courses from other pro- 
grams may also be eligible for credit with approval 
from the minor adviser. 



210 



Ethics 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisers 

Myron Peretz Glazer, Professor of Sociology 
il Elizabeth V. Spelman, Professor of Philosophy, 
Director 



2 Donald Joralemon, Professor of Anthropology 
Albert Mosley, Professor of Philosophy 



This minor will offer students the opportunity to 
draw together courses from different departments 
whose major focus is on ethics, and so to concen- 
trate a part of their liberal arts education on those 
questions of right and wrong that reside in nearly 
every field of inquiry. Background in the history 
and methods of ethical reasoning will be com- 
pleted by the study of normative and applied ethics 
in selected areas of interest. 

Requirements: PHI 222, and any four other 
courses selected from the following list, with the 
approval of the faculty adviser, to provide a particu- 
lar focus: 



ANT 255 Death and Dying 

ANT 344 Topics in Medical Anthropology 

PHI 235 Morality, Politics and the Law 

PHI 238 Environmental Ethics 
PHI/PSY 275 Topics in Moral Psychology 

PHI 304 Colloquium in Applied Ethics 

REL209 Medical Ethics 

SOC 203 Qualitative Methods 

Check availability of courses each semester. 

With the approval of the faculty advisers, appropri- 
ate courses from other colleges may be substituted. 



211 



Exercise and Sport Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Donald Steven Siegel, Ed.D., Chair 

James H.Johnson, Ph.D. 

"' Barbara Brehm-Cnrtis, Ed.D 

Associate Professor 

Christine M. Shelton, M.S. 

Lecturers 
Tim Bacon, M.A. 
Kim Bierwert, B.S. 
Jacqueline Blei, M.S. 
Maria Brodsky 
Crane Cesario 
Richard Cesario 
Carla Coffey, M.A. 
Craig Collins 
Christine Davis, M.S. 
Liz Feeley 
Doreen Garde 
Scott Johnson 
Karen Klinger, B.A. 



Phil Nielsen 
Lynn Oberbillig, M.B.A. 
Lynne Paterson 
Suzanne Payne, M.Ed. 
Rosalie Peri, RN, CPT 
Barbara Roche 
Nansee Rothenberg 
Melissa Schleich 
Jane M. Stangl, Ph.D. 
David Stillman 
Judy Strong 
Lisa Thompson 

Teaching Fellows 

Stacy Metzger 
Renate Olaisen 
David Patterson 
Melissa Rucker 
Kelly Schwarz 
Michelle Walsh 
Erica Wheeler 
Amanda Wvnn 



A. Theory Courses 

100 Introduction to Exercise and Sport 
Studies 

An overview of the disciplines that address physical 
activity and sport. The course takes into account 
the general effects of physical activity and how one 
studies and analyzes these experiences. Course 
content includes an examination of behavioral, 
sociocultural, biophysical experiences and profes- 
sional possibilities. 4 credits 
Tim Bacon and Jane Stangl 
Offered Fall 2004 

107 Emergency Care 

The ultimate goal is to teach emergens medical 
care that will enable the student to a) recognize 



symptoms of illness and/or injuries; b) implement 
proper procedures; c) administer appropriate care; 
d) achieve and maintain proficiency in all skills; e) 
be responsible and behave in a professional man- 
ner; become certified in Community First Aid and 
CPR. Enrollment limited to 14. 2 credits 
Craig Collins 
Offered Spring 2005 

130 Stress Management 

The physical and psychological components of 
stress, identification of personal stress response 
patterns and techniques for daily stress manage- 
ment. Enrollment limited to 20. 2 credit 
Tim Bacon 
Offered Spring 2005 



212 



Exercise and Sport Studies 



140 Health Behavior 

The influence of behavior on health and well-be- 
ing. Students will examine the way in which factors 
such as nutrition and dietary habits, stress percep- 
tion and response, and physical activity interact 
with the physiological processes of health, disease 
and aging. {N} 4 credits 
Barbara Brehm -Curtis 
Offered Fall 2004 

150 Nutrition and Health 

An introduction to the science of human nutrition. 
We will study digestion, absorption and transporta- 
tion of nutrients in the body, and the way nutrients 
are used to support growth and development and 
maintain health. We will also examine how per- 
sonal dietary choices affect nutritive quality of the 
diet and health of an individual. The relationship 
between diet and health will be explored through- 
out this course. Special topics will include diet and 
physical fitness, weight control, vegetarianism and 
women's nutrition concerns. High school chemistry 7 
recommended but not required. {N} 4 credits 
Barbara Brehm-Curtis 
Offered Spring 2006 

175 Applied Exercise Science 

A experiential course designed to introduce stu- 
dents to applied exercise physiology 7 and kinesiol- 
ogy. Such subjects as energy 7 expenditure, energy 
systems, aerobic power, effort perception, applied 
anatomy and training principles are studied using 
a system of lecture and laboratory 7 sessions. Enroll- 
ment limited to 20. (E) {N} 2 credits 
Jamesjohnson 
Offered Fall 2004 

175j Applied Exercise Science 

Same description as 175 above. 

jamesjohnson 

Offered during Interterm 

200 Sport: In Search of the American Dream 

A study of whether sport has served to promote or 
inhibit ethnic/minority participation in the Ameri- 
can Dream. Biological and cultural factors will be 
examined to ascertain the reasons for success by- 
some groups and failure by others as high-level 
participants. The lives of major American sports 
figures will be smdied in depth to determine the 



costs assessed and rewards bestowed on those who 
battled racial, ethnic and/or sexual oppression in 
the athletic arena. {H/S} 4 credits 
Christine Shelton and Donald Siegel 
Offered Fall 2004 

IDP 208 Women's Medical Issues 

A study of topics and issues relating to women's 
health, including menstrual cycle, contraception, 
sexually transmitted diseases, pregnancy, abortion, 
menopause, depression, eating disorders, nutri- 
tion and cardiovascular disease. While the course 
focus will primarily be on the physiological aspects 
of these topics, some social, ethical and political 
implications will be considered including the is- 
sues of violence and the media's representation of 
women. {N} 4 credits 
Lesliejaffe 
Offered Spring 2005 

210 Kinesiology 

A course in applied anatomy and biomechanics. 
Students learn basic structural anatomy as well as 
the application of mechanics to human movement. 
Special emphasis is given to the qualitative analysis 
of human movement. {N} 4 credits 
Jamesjohnson 
Offered Fall 2005 

215 Physiology of Exercise 

A study of body function during exercise. Emphasis 
is on the physiological responses and adaptations 
that accompany single and repeated bouts of physi- 
cal activity Tins course is taught using a combina- 
tion of lecture and laboratory experiences. Ad- 
ditional emphasis is given to the exercising female, 
environmental effects, ergogenic aids, training and 
the therapeutic effects of exercise. Prerequisite: 
BIO 104 or 1 1 1, or permission of the instructor. 
Students who successfully complete this course 
receive credit toward the major in biology 7 . {N} 
4 credits 
Jamesjohnson 
Offered Fall 2004 

220 Psychology of Sport 

An examination of sport from a psychological per- 
spective. Topics include the role of stress, motiva- 
tion and personality in performance. Attention will 
also be given to perceptual, cognitive and behavior- 



Exercise and Sport Studies 



213 



al strategies that may be used to enhance achieve- 
ment level. Prerequisite: PSY 1 1 1. {S} 4 credits 
Tim Bacon 
Offered Spring 2005 

225 Education Through the Physical: Youth 
Sports 

This course is designed to explore how youth 
sports affect the health, education and well-be- 
ing of children. Class components will include an 
examination of youth sport philosophies, literature 
on cognitive and physical growth, approaches to 
coach and parent education, and an assessment of 
school and community-based programs. Students 
will be required to observe, analyze and report on 
a local children s sports program. {S} 4 credits 
Donald Siegel 
Offered Spring 2005 

230 Mediated Images of Sport and Physical 
Activity 

An exploration of sporting images as projected 
through the media with primary emphasis on print 
and electronic journalism — to include written nar- 
ratives, photography, television, film and digital im- 
ages. The course will examine the (re) presentation 
and (re) production of the athletic or healthy body- 
as the standard for fitness. The topic will include is- 
sues on embodiment, cultural symbolism, political 
and moral ideologies, as well as commercializa- 
tion. {S} 4 credits 
Jane Stangl 
Offered Spring 2005 

340 Current Research in Health Science 

A seminar focusing on current research papers 
in health science. An exploration of the scientific 
method used to test research questions about 
health, and consideration of the implications of 
research data for health care decisions. Prereq- 
uisites: 1 40 or a strong biological sciences back- 
ground, and permission of the instructor. Enroll- 
ment limited to 14. {N} 4 credits 
Barbara Brebm - Curtis 
Offered Fall 2005 

400 Special Studies 

1 to 4 credits 

Offered both semesters 

Members of the department 



B. Performance Courses- 
Credit 



Performance courses are offered for credit in a 
wide variety of activities. Each class is designed 
to enhance the student's physical skills, fitness, 
knowledge of human movement, and understand- 
ing of the role of physical activity in a healthy 
lifestyle. Each course encompasses a combination 
of instruction in technique, readings, lecture and 
discussion. In general, each section involves an 
average of two scheduled hours per week. Students 
may count no more than four performance course 
credits toward the degree. Courses with multiple 
sections may be repeated for credit, but individual 
course sections may not be repeated for credit. 

901 Aquatic Activities 

Beginning Swimming 

A course in the development of basic swimming 
skills and the conquering of fear of the water. Pri- 
ority will be given to establishing personal safety 
and enhancing skills in the water. Persons enrolling 
in tins course will learn about the basic principles 
of swimming in terms of buoyancy and propul- 
sion. The primary performance goals are survival 
swimming skills and comfort in the water A person 
who can swim at least one length of the pool is not 
eligible for this course. Limited to 12 novice or 
nonswimmers. 1 credit 
Karen Klinger, Fall 2004 
Renate Olaisen, Spring 2005 
Offered both semesters 

Advanced Beginning Swimming 
This course will focus on the improvement of 
swimming skills. Performance goals include being 
able to swim all four strokes and the turns associ- 
ated with those strokes at a level that surpasses 
initial performance by the end of the semester. 
Students are assessed at the beginning and end of 
the semester with the aid of video feedback. Pre- 
requisite: ability to swim at least one length of the 
pool. Enrollment limited to 14. 1 credit 
Craig Collins 
Offered both semesters 



214 



Exercise and Sport Studies 



Intermediate Swimming 

Theory and performance of swimming. Swimming 

techniques including strokes, turns and survival 

methods. Enrollment limited to 18. 1 credit 

Craig Collins 

Offered Fall 2004 

Springboard Diving 

The understanding of the principles and develop- 
ment of diving skills necessary to perform at least 
10 different dives from five categories. Enrollment 
limited to eight. 1 credit 
Kim Bienvert 
Offered both semesters 

SCUBA Diving I 

The use and care of equipment, safety, and the 
physiology and techniques of SCUBA diving. A 
series of open-water dives leading to NAUI certifi- 
cation is available. Prerequisite: satisfactory swim- 
ming skills and permission of the instructor. There 
is a fee. Enrollment limited to 17. 1 credit 
David Stillman 
Offered both semesters 

Swim Conditioning 

Swimming workouts to improve physical fitness. 
Stroke improvement, exercise program design, and 
a variety of aquatic training modalities will also be 
included. Intermediate swimming ability required. 
Enrollment limited to 20. 1 credit 
Renated Olaisen 
Offered Spring 2005 

Aqua-Aerobics 

This fun-filled class teaches the value of vertical 

exercise in the water while shattering the myth that 

it is primarily for senior citizens or people with 

injuries. All exercises are choreographed to music 

that is upbeat and motivating. Designed to promote 

fun and learning, this class is a great way to start 

your day. Enrollment limited to 20. 1 credit 

Craig Collins 

Offered both semesters 

905 Water Safety 

Lifeguard Training 

American Red Cross Certification in Lifeguard 

Training and Basic First Aid and CPR for the Profes- 



sional Rescuer. The Waterfront Lifeguard Module 
will also be taught if time permits. Prerequisites: 
500-yard swim using crawl, breast and side 
strokes; retrieval of 10-lb. brick from 7-ft. depth; 
and treading water for two minutes using legs only. 
Enrollment limited to 10. 2 credits 
Craig Collins 
Offered both semesters 

Water Safety Instructor 
Instruction in techniques, theory and teaching 
methods of swimming to prepare participants to 
teach swimming. American Red Cross certifica- 
tion upon successful completion of the course. 
Prerequisites: Rescue and safety skills and swim- 
ming skills (crawl stroke, elementary backstroke, 
sidestroke, breaststroke, survival stroke, and sur- 
face dive) at ARC Level VI proficiency. Enrollment 
limited to 10. 2 credits 
Kim Bierwert 
Offered Spring 2005 

910 Badminton 

The development of badminton skills, principles, 
evolution, strokes, and strategy. Enrollment limited 
to 13. Course will meet first seven weeks of the 
semester. 1 credit 
Phil Nielsen 
Offered Spring 2005 

910] Badminton 

A repetition of 910. Enrollment limited to 16. 

1 credit 

Phil Nielsen and Lynn Oberbillig 

Offered Interterm 

920 Fencing 

Fencing I 

The basic techniques of attack and defense, 
footwork, rules, equipment, strategies, and tech- 
niques involved in foil fencing. A brief historical 
background of the tradition and origins of fencing. 
Enrollment limited to 16 per section. 1 credit 
Jacqueline Blei 
Offered both semesters 

Fencing II 

A review of footwork, simple attacks and lateral 

parries progressing to compound attacks and 



Exercise and Sport Studies 



215 



strategies. Circular Parries, Riposte and In-Direct 
Riposte will be included in the defense. The course 
will conclude with a tournament at a neighbor- 
ing school or club. Prerequisite: Foil Fencing or 
permission of the instructor. Enrollment limited to 
16. 1 credit 
Jacqueline Blei 
Offered Spring 2005 

925 Golf 

Golf I — Beginner 

An introduction to the game of golf. Taught from 
"green to tee," this course will teach the basic 
mechanics of the swing as well as correct club 
selection. The initial focus of the course will be 
directed to the "short game" and develop toward 
appropriate use of mid- and long irons, conclud- 
ing with woods/metals. Applied rules of golf and 
etiquette will also be addressed. Pending weather, 
field trip experience may be scheduled at the end 
of the term. Equipment is provided. Class meets 
first seven weeks of the fall semester. In the spring 
semester, class meets last six weeks. Enrollment 
limited to 12 per section. 1 credit 
Stacy Metzger, Liz Feeler, Fall 2004 
LizFeeley, Stacy Metzger, Spring 2005 
Offered both semesters 



further skill development and enrich on-course 
management skills. Increasing master) of golf his- 
tory, rules and etiquette, and tournament play are 
expected. Class time will be spent on the course, 
pending weather. Equipment is provided for those 
who do not have (access to) clubs. Class meets 
first seven weeks of the fall semester only. Pre- 
requisite: Golf I and Golf II, or permission of the 
instructor pending skill level. Enrollment limited to 
8 per section. 1 credit 
JaneM. Stangl 
Offered Fall 2004 

930 Equitation 

A series of courses in hunter seat equitation and 
basic dressage. Attention also given to safety, use 
and care of equipment, equine health and stable 
management. Students must attend registration 
session to be announced in AcaMedia. 
All sections are to be arranged. There is a fee. 

Equitation I 

For students in their first semester of riding at 

Smith. Sections range from beginner to advanced 

levels on the flat and over fences. 1 credit 

Suzanne Payne. Doreen Garde, and Melissa 

Schleich 

Offered both semesters 



Golf II — Advanced Beginner 
Designed to further develop the student's golf 
swing, this course will follow a "green to tee" ap- 
proach with emphasis on the mid- to long irons, 
woods/metals, and shot-making. Applied rules of 
golf etiquette will be incorporated with the intent 
to apply course management strategies. Field trips 
to local ranges and courses are anticipated. Equip- 
ment is provided. Class is designed with the con- 
tinuing Golf I student in mind. Prerequisite: Golf I 
or an entry-level Skills Test. Class meets first seven 
weeks of the fall semester. In the spring semester, 
class meets last six weeks. Enrollment limited to 10 
per section. 1 credit 
JaneM. St angle. Judith Strong 
Offered Spring 2005 

Golf III — Intermediate 
For students with a relatively proficient swing, 
knowledge of club selection and on-course play 
experience; this course is designed to enhance 



Equitation II 

For students in their second semester of riding at 
Smith. Sections range from advanced beginner to 
advanced levels on the flat and over fences. Prereq- 
uisite: Equitation I. 1 credit 
Suzanne Payne, Doreen Garde and Melissa 
Schleich 
Offered both semesters 

Equitation III 

For students in their third semester of riding at 

Smith. Low intermediate to advanced levels on the 

flat and over fences. Prerequisite: Equitation II. 

1 credit 

Suzanne Payne. Doreen Garde, and Melissa 

Schleich 

Offered both semesters 

Equitation l\ 

For students in their fourth semester of riding at 

Smith. Intermediate to advanced levels on the flat 



216 



Exercise and Sport Studies 



and over fences. Prerequisite: Equitation III. 

1 credit 

Suzanne Payne, Doreen Garde, and Melissa 

Schleich 

Offered both semesters 

935 Introduction to Outdoor Life 

A course designed to teach the student the basics of 
outdoor travel on foot and on water. In addition to 
boating and backpacking techniques, students will 
learn some classic woodcraft skills, outdoor cook- 
ing, first aid and orienteering. Upon successful 
completion of the course students should achieve 
sufficient outdoor skills to be comfortable and safe 
when traveling outdoors. Students should plan for 
at least one overnight weekend trip. Enrollment 
limited to 14. 2 credits 
Scott Johnson, Fall 2004 
To be announced, Spring 2005 
Offered both semesters 

940 Outdoor Skills 

Canoe Touring 

A class designed to teach students the basics of 
long-distance canoe trips. Class meets weekly in 
preparation for a weekend trip. Students will learn 
paddling, orienteering and camping skills. Class 
meets first seven weeks of the fall semester. Pre- 
requisite: satisfactory swimming skills and a good 
state of physical fitness. Enrollment limited to 10. 
1 credit 

Jamesjohnson 
Offered Fall 2004 

Whitewater Kayaking 

An introduction to solo Whitewater kayaking. This 
class begins in the pool and pond with basic pad- 
dling skills, and progresses to local fast water riv- 
ers. Students should expect to run Class II rapids. 
In the spring semester, class meets last 10 weeks. 
Prerequisite: satisfactory swimming skills. Enroll- 
ment limited to 8 per section. 1 credit 
Scottjohnson 
Offered Spring 2005 

Whitewater Canoeing 

An introduction to solo and tandem Whitewater 
canoeing. This class is taught on local rivers dur- 
ing the spring. Class meets the last six weeks of the 



semester. Prerequisite: Canoeing or permission of 
the instructor, plus satisfactory swimming skills. 
Enrollment limited to 10. 1 credit 
Jamesjohnson 
Offered Spring 2005 

Coastal Kayaking 

This course is designed to introduce sea kayaking 
to the novice. Ocean paddling, navigation, safe 
exiting, equipment, and paddle techniques are 
covered. Students should plan for one overnight 
weekend trip. Prerequisite: satisfactory swimming 
skills. Enrollment limited to 1 1. Course will meet 
the first seven weeks of the fall semester. In the 
spring semester, class meets last six weeks. 1 credit 
To be announced, Fall 2004 
To be announced, Spring 2005 
Offered both semesters 

Rock Climbing 

The objective of this course is to teach students the 
fundamentals of rock climbing. This will include 
familiarity with the equipment involved as well as 
proficiency with technical climbing skills, knots, 
anchors and belaying. Safety issues will be a strong 
emphasis in this course. The majority of class time 
will take place on the Ainsworth Gym Climbing 
Wall. There will also be 2-3 off-campus trips held 
during class times to practice anchor setting in the 
outdoors. Please note that this class will serve only 
as a basic introduction to outdoor climbing and 
anchor setting and will not "certify" or prepare 
the student for the full range of outdoor climbing 
scenarios. For this, additional instruction is recom- 
mended. Enrollment limited to 12. 1 credit 
Scottjohnson, To be announced 
Offered both semesters 

945 Physical Conditioning 

Aerobics 

Exercise to music. Various exercise styles will 
be introduced. This class will also cover basic 
exercise principles, injury prevention and the fun- 
damentals of exercise program design. The goal of 
this course is to enable students to enter any group 
fitness setting with confidence. Enrollment limited 
to 35. 1 credit 
Rosalie Peri 
Offered both semesters 



Exercise and Sport Studies 



ir 



Kickboxiug 

This class is recommended for both the curi- 
ous beginner and the experienced kickboxer. It 
incorporates several types of martial art forms as 
well as standard boxing techniques. Students start 
by learning proper form of the basis techniques 
before progressing to more complicated com- 
binations and sparring. Each class begins with a 
10-minute warm-up. Enrollment limited to 20 per 
section. 1 credit 
Barbara Roche 
Offered both semesters 

Self -Paced Fitness 

An introduction to the principles and methods 
of training to improve and maintain fitness. Each 
student designs and follows an individualized con- 
ditioning program. Programs are tailored to the 
needs of the student. Each individual is monitored 
throughout the semester and students are expected 
to do most of their exercise out of class. Enroll- 
ment limited to 20. 1 credit 
Karen Klinger, Fall 2004 
Phil Nielsen, Spring 2005 
Offered both semesters 

Physical Conditioning 

A course designed to teach the basics of functional 
fitness. Aerobic and anaerobic exercises are em- 
phasized. Students are also taught the fundamentals 
of exercise training including basic principles, ex- 
ercise prescription and the therapeutic aspects of 
exercise. Students are expected to exercise outside 
of class. Enrollment limited to 14. 1 credit 
Melissa Rucker 
Offered both semesters 

PilatesMat Training 

This class is designed to teach the mat exercises 

of Joseph Pilates. These exercises are designed to 

increase core strength, increase joint mobility and 

stability; and increase muscle tone and flexibility. 

By the end of this course the student will be able to 

develop and maintain their own Pilate's matwork 

program. Enrollment limited to 30. 1 credit 

Rosalie Peri 

Offered both semesters 



945j Physical Conditioning 

A repetition of 945. 1 credit 
Melissa Rucker 
Offered Interterm 

950 Rowing 

Ad introduction to crew and sculling techniques. 
A variety of boats will be utilized including singles, 
doubles and fours. Classes will be taught on Para- 
dise Pond and the Connecticut River. Course will 
meet the first seven weeks of the fall semester. In 
the spring semester, class meets last six weeks. Pre- 
requisite: satisfactory swimming skills. Enrollment 
limited to 10 per section. 1 credit 
David Patterson 
Offered both semesters 

955 Self Defense 

Self Defense I 

Progressive development of physical and mental 
self-defense skills and strategies. Personal protec- 
tion awareness, situation evaluation and effective 
communication will be emphasized. Other topics 
include assertiveness training, date rape and per- 
sonal defense weapons. Enrollment limited to 20 
per section. 1 credit 

Crane Cesario, Maria Brodsky, Fall 2004 
Nansee Rothenberg, Spring 2005 
Offered both semesters 

KungFu 

Indonesian Kung-Fu is a traditional martial art 
that offers students physical fitness, coordination, 
increased focus, energy and awareness, self-disci- 
pline and personal growth. This course includes 
meditation, breath and energy awareness, physical 
conditioning, stretching, self-defense, choreo- 
graphed sparring combinations and forms. Enroll- 
ment limited to 20. 1 credit 
Richard Cesario, Fall 2004 
Nansee Rothenberg, Spring 2005 
Offered both semesters 

960 Squash 

Squash I 

Instructions in basic strokes, rules, tactics and 
strategy designed to allow the student to progress 
to a USSRA level 2.0 to 2.5 (Beginner). Enrollment 



218 



Exercise and Sport Studies 



limited to 10 per section. 1 credit 

. .\ Fall 2004 
. . . Spring 2005 
Offered both semesters 

>// 
Development in accuracy and skill in executing 
shots, tactics, strategy, marking and refereeing. 
designed to allow the student to progress to a CSS- 
RA level 2.5 to 5-0 (Intermediate). Prerequisite: 
Beginning Squash or permission of the instructor. 
Enrollment limited to 10. 1 credit 
Don.. . 
Offered Spring 2005 

965 Tai Chi 

TaiCbil 

An introduction to the Chinese martial art that was 
developed over 300 years ago. Emphasis will be on 
learning and understanding the unique movements 
of Chen Taijiquan, proper practice for health and 
self-defense applications. No prerequisites. Enroll- 
ment limited to 2b per section. 1 credit 
Richard Cesario 
Offered both semesters 

Tai Chill 

Twenty-four posture Tai chi, a standardized form 

from mainland China. Prerequisite: Tai Chi I or 

permission of the instructor. Enrollment limited to 

2o per section. 1 credit 

Richard Cesario 

Offered Spring 2005 

970 Tennis 

Tennis I — Beginning 

Students will be introduced to the basic strokes 
of tennis (forehand, backhand, volleys, serves). 
Singles and doubles play and basic positioning will 
be introduced. Tennis rules and etiquette will be 
included in the curriculum. This class is designed 
to allow the student to progress to a I STA player 
rating level of 2.0 to 2.5. The USA Tennis I curricu- 
lum will be followed. Enrollment limited to lb per 
section. 1 credit 

Jacqueline Blei Michelle Walsh. To be an- 
nounced. Fall 2004 

Michelle Walsh. Christine Datis. Spring 2005 
Offered both semesters 



Tennis II— Advanced Beginning 

Students must have a working knowledge of the 

four basic tennis strokes (forehand, backhand, 

volleys, saves). The format for Tennis 11 is a 'play 
and learn" environment. There will be emphasis 
on positioning and basic strategies for singles and 
doubles. Lobs and overheads will be introduced. 
In addition, tennis drills will be presented to help 
students refine and practice the four basic strokes 
The class is designed to allow the student to prog- 
ress to a I STA rating of 2.5. Prerequisite: Tennis I 
or permission of the instructor. Enrollment limited 
to 16 per section. 1 credit 
Christine Sbelton. Christine Daris. Fall 2004 
Christine Davis. Jacqueline Blei. Spring 2005 
Offered both semesters 

Tennis III — Intermediate 
Students must have a working knowledge of the 
following tennis strokes: forehand, backhand, vol- 
leys, serves, lobs and overheads. Appropriate spins 
will be introduced for each stroke. The "play and 
learn" structure will focus on developing singles 
and doubles strategies in a competitive setting. 
Class is designed to allow the student to progress 
to a USTA player rating level of 2. 5 to 3.0. Prereq- 
uisite: Tennis n or permission of the instructor. 
Enrollment limited to 16 per section. 1 credit 
Christine Shelton 
Offered Spring 2005 

975 Yoga 

Yoga I 

B. K. S. Iyengar yoga postures, breathing and phi- 
losophy. Designed to give students an opportunity 
to explore movement and breathing patterns in 
an effort to strengthen the mind/body connection. 
Enrollment limited to 2b per section. 1 credit 
Elizabeth Thompson. Lynne Paterson. Fall 2004 
Lynne Paterson. To be announced. Spring 2005 
Offered both semesters 

Yoga II 

The yoga of B. K. S. Iyengar— continuing level. 
Refinement of postures and breathing techniques 
taught in Yoga I. Introduction of new postures 
along with continued discussions of yoga philoso- 
phy. Prerequisite: Yoga I. Enrollment limited to lb. 
1 credit 

Elizabeth Thompson 
Offered Spring 2005 



Exercise and Sport Studies 



219 



C. Performance Courses- 
Noncredit 



XIO Aerobics 

Fall three classes 

Spring three classes 

Riding 

In addition to riding classes for credit, noncredit 
riding instruction and participation in competi- 
tive riding are available at Smith College. A fee is 
charged for these courses, payable at registration 
each semester. Further information may be ob- 
tained from Suzanne Payne, director of riding/team 
coach, extension 2734. 

The Minor in Exercise and 
Sport Studies 

Advisers: Barbara Brehm-Curtis, James H. 
Johnson 

The minor is designed to provide students with a 
comprehensive introduction to exercise and sport 
studies. This course of study would be useful for 
students with an interest in exercise and sport 
and for those considering graduate study and/or a 
career in exercise science; community, worksite, 
or other fitness programs; and the health sciences 
such as physical therapy and medicine. 

Requirements: six courses including 100 and 
either 210 or 215. The other courses (16 credits) 
may be selected from ESS departmental offerings. 
In addition, one appropriate course from another 
department may be substituted with the adviser's 
permission. Only 4 performance course credits 
may be counted toward the minor. Course selec- 
tion for the minor must be approved by a faculty 
adviser. 

D. Graduate Courses 

Adviser: Jane M. Stangl 



504 Current Issues in Coaching 

This seminar is designed to explore current social. 
political, educational and economic issues which 
confront coaches and their players. Issues will be 
introduced through readings and presentations 
by coaches from area schools. Undergraduate 
students admitted with permission of the instructor. 
2 credits 

Christine Shelton 
Offered Spring 2005 

505d Theoretical and Practical Foundations of 
Coaching 

Assisting in the coaching of an intercollegiate team. 
Weekly conferences on team management, coach 
responsibilities and coaching aids. 4 credits 
Christine Shelton, Tim Bacon, Jane M. Stangl 
Full year course; Offered each year 

506d Advanced Practicum in Coaching 

Independent coaching and the study of advanced 
coaching tactics and strategy 7 in a specific sport. 
Prerequisite: 505d. 4 credits 
Christine Shelton, Tim Bacon Jane M. Stangl 
Full-year course; Offered each year 

507 Colloquium in Critical Thinking and 
Research in Coaching 

A colloquium on current research in coaching. 
Graduate smdents, ESS faculty and the coaching 
staff of the athletic department will meet to discuss 
and share work in progress as well as analyze 
coaching experiences and problems. May be re- 
peated for credit. 1 credit 
JaneM. Stangl Carla Coffey, Fall 2004 
Jane M. Stangl, Spring 2005 
Offered both semesters each year 

515 Exercise Physiology 

An advanced course in exercise physiology ori- 
ented toward the acute and chronic body reactions 
to exercise and sport. Laboratory sessions involve 
group projects in metabolism, pulmonary function, 
body composition and evaluation of physical work 
capacity. Prerequisite: 215 or undergraduate exer- 
cise physiology. {N} 4 credits 
James Johnson 
Offered Spring 2005 



220 Exercise and Sport Studies 

530 Research Literacy in Exercise and Sport 
Studies 

This course will improve the student's ability to 
read and analyze research articles, and deepen 
the student's understanding of the statistical and 
research methods commonly encountered in the 
research literature in exercise and sport studies. 
{M} 4 credits 
Barbara Brehm-Curtis 
Offered Fall 2004 

565 Seminar in Skill Acquisition and 
Performance 

Survey of topics relevant to skill acquisition and 
performance, including detailed analysis of per- 
ceptual, decision-making and effector processes. 
Independent research required. {N} 4 credits 
Donald Siegel, Christine Shelton, Lynn Oberbillig 
Offered Fall 2004 

575 Sports Medicine: Concepts in Care and 
Prevention of Athletic Injury 

Theory and practice of sports medicine with 
emphasis on injury prevention, protection, and 
rehabilitation. Prerequisite: 210 or the equivalent. 
Enrollment is limited. {N} 2 credits 
To be announced 
Offered Spring 2005 

580 Special Studies 

Adapted physical education, administration, cur- 
rent problems, exercise physiology, kinesiology, 
motor learning or other approved topics. Hours 
scheduled individually. 
1 to 4 credits 

Members of the department 
Offered both semesters 

590 Thesis 

4 credits 

Offered both semesters 

590d Thesis 
8 credits 
Full-year course 



221 



Film Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Assistant Professors 

'-Alexandra Keller, Ph.D. 

Baba Hillman (Five College Assistant Professor of 

Film and Video) 

Lecturer 

Lucretia Knapp 

Advisers 

Robert Davis, Director, Educational Technology 
Services 



Dean Flower, Professor of English Language and 

Literature 
Dawn Fulton, Assistant Professor of French Studies 
:| Jefferson Hunter, Professor of English Language 

and Literature 
Barbara Kellum, Professor of Art, Director 
T - Richard Millington, Professor of English Lan- 
guage and Literature 
Hans R. Vaget, Professor of German Studies and of 
Comparative Literature 



200 Introduction to Film Studies 

An overview of cinema as an artistic and social 
force. Students will become familiar with the 
aesthetic elements of cinema (visual style, edit- 
ing, cinematography, sound, narration and formal 
structure), the terminology of film production, and 
the relations among industrial, ideological, artistic 
and social issues. Films (both classic and contem- 
porary) will be discussed from aesthetic, histori- 
cal and social perspectives, enabling students to 
approach films as informed and critical viewers. 
Enrollment limited to 60. {A} 4 credits 
Alexandra Keller 
Offered Fall 2004 

241 Genre/Period 

The Western and American Identity 
This class examines the relation of perhaps the 
defining American film genre to questions of both 
American cinema and American identity. How are 
Westerns reflective and symptomatic of vital issues 
in United States history and culture? How does the 
genre help shape and define how Americans think 
of themselves? How did the genre change over the 
post-war period, and what does this tell us about 
the changing needs, ideas and ideologies of both 
American filmmaking and the United States itself? 
Films to be considered include: Stagecoach. My 
Darling Clementine. Johnny Guitar. The Search- 
ers. Little Big Man. Vnforgiren. Posse, Lone Star. 



The Ballad of Little Jo. {A} 4 credits 
Alexandra Keller 
Offered Fall 2004 

Global Cinema after World War II 

This course examines national film movements af- 
ter the Second World War. The post-war period was 
a time of increasing globalization, which brought 
about a more interconnected and international 
film culture. But it was also a time during which 
certain key national cinemas defined, or redefined, 
themselves. We will investigate both of these trends, 
as well as focus on the work and influence of sig- 
nificant directors and landmark films, emphasizing 
not only cultural specificity, but also crosscultural 
and transhistorical concerns. Films and film move- 
ments to be examined will include: Italian Neo- 
realism, French New Wave, New German Cinema, 
Brazilian Cinema Novo, Chinese Fifth Generation. 
Hong Kong Action Cinema, and the films of Ous- 
mane Sembane, Thomas Gutierrez Alea. Satyajit 
Ray, Akira Kurosawa, Julie Dash and Spike Lee. 
{A} 4 credits 
Alexandra Keller 
Offered Spring 2005 

280 Introduction to Video Production 
This video production course introduces the his- 
tory and contemporary practice of video an and 

provides the technical and conceptual skills to 



222 



Film Studies 



complete creative individual video projects. Over 
the course of the semester, students will gain 
experience in pre-production, production and 
post-production techniques. Projects are designed 
to develop basic technical proficiency in the video 
medium as well as practical skills for the comple- 
tion of the creative project. Prerequisite: 200 
(which may be taken concurrently). Enrollment 
limited to 13- {A} 4 credits 
Lucretia Knapp 
Offered Fall 2004, Spring 2005 

282 Advanced Video Seminar 

Topic: This video production/theory class will 
introduce students to scripts and texts by video 
and filmmakers who are working with subjects of 
displacement, exile and migration. Screenings will 
include videos and films by Mona Hatoum, Ami 
Sala, Ximena Cuevas and Kidlat Tahimik among 
others. Readings by Helene Cixous, Hamid Naficy, 
Guillermo Gomez-Pena and Dubravka Ugresic. 
Students will write and shoot two short projects 
and one longer final project. The course will in- 
clude workshops in writing for spoken text and 
visual text as well as workshops in nonlinear edit- 
ing, sound recording and lighting. Prerequisite: FLS 
280 or permission of the instructor. Enrollment 
limited to 13. {A} 4 credits 
Baba Hillman, Five College Assistant Professor of 
Film and Video 
Offered Spring 2005 

351 Film Theory 

This seminar explores main currents in film theory, 
including formalist, realist, auteurist, structuralist, 
psychoanalytic, feminist, poststructuralist, genre 
studies, queer studies and cultural studies ap- 
proaches to questions regarding the nature, func- 
tion and possibilities of cinema. 

Film theory readings are understood through 
the socio-cultural context in which they are de- 
veloped. Particular attention is also given to the 
history of film theory: how theories exist in con- 
versation with each other, as well as how other 
intellectual and cultural theories influence the 
development, nature and mission of theories of the 
moving image. We will emphasize the written texts 
(Bazin, Eisenstein, Kracauer, Vertov, Metz, Mulvey, 
DeLauretis, Doty, Hall, Cahiers du Cinema, etc.), 
but will also look at instantiations of film theory 
that are themselves acts of cinema {Man with a 



Movie Camera, Rock Hudson's Home Movies, The 
Meeting of Two Queens) . The course is designed 
as an advanced introduction and assumes no prior 
exposure to film theory. Fulfills film theory require- 
ment for the minor. Priority given to seniors, then 
juniors. Enrollment limited to 12. Prerequisite: 200 
or the equivalent. {A} 4 credits 
Alexandra Keller 
Offered Spring 2005 

400 Special Studies 

1-4 credits 

Offered both semesters each year 

Crosslisted Courses 

AMS 220 Colloquium: Asian Americans in Film 
and Video 

This course introduces students to films made by 
and about Asian Americans. Using a chronological 
and thematic approach, various genres — including 
narrative dramas, documentaries and experimen- 
tal films — will be analyzed within the context of 
Asian American history and issues concerning the 
development of Asian American identities. Some 
of the issues we will cover include: stereotypes of 
Asians in Hollywood; the re-creation of history and 
memory; the intersection of race, class, gender 
and sexuality in Asian American films; Asian/Black 
relations on film. Students will be expected to apply 
theoretical insights to their analysis of a number of 
key Asian American films. These theories include 
contemporary theories of race and ethnicity, cur- 
rent debates about identity and representation, and 
film theory. {L/H} 
Nitasha T Sharma 
Offered Fall 2004 

AMS 221 Women's History Through 
Documentary 

The course surveys U.S. women's history from 
the colonial period to the present as depicted in 
documentaries. The class proceeds along two lines 
of inquiry, content and form. Through screenings 
of historical documentaries supplemented by lec- 
tures, readings and discussion, the course moves 
chronologically through an examination of major 
themes in women's experience: family, community, 
work, sexuality and politics. At the same time, the 
class develops a critical assessment of documen- 



Film Studies 



223 



tary as a form, with attention to its effectiveness in 
portraying the past as historical sources and tech- 
nical methods change, its importance as means of 
transmitting history to the general public, and the 
funding and political constraints on its production, 
broadcast, and distribution. {H/S} 
Joyce Follet 
Offered Spring 2005 

ARS 361 Interactive Digital Multimedia 

This art studio course emphasizes individual 
projects and one collaborative project in com- 
puter-based interactive Multimedia production. 
Participants will extend their individual experimen- 
tation with time-based processes and development 
of media production skills (3D animation, video 
and audio production) — developed in the context 
of interactive multimedia production for perfor- 
mance, installation, CD-ROM or Internet. Critical 
examination and discussion of contemporary 
examples of new media art will augment this studio 
course. Prerequisites: ARS 162 and permission of 
the instructor. Enrollment limited to 14. {A} 
4 credits 

Barbara Lattanzi 
Offered Spring 2005 

ARH 374 Studies in 20th-century Art 

Topic: Performance, Video, New Media. Begin- 
ning with the emergence of performance and 
video in the 1960s and 1970s, tins seminar will 
examine art practices, issues and ideas which have 
driven the development of new media into the 
21st century. Key topics include duration, forms of 
presence, relations to technology, and questions 
of audience address and community formation. 
{H/A} 4 credits 
Frazer Ward 
Offered Spring 2005 

ENG 120 Colloquia in Literature 
Shakespeare and Film 

A study of the way filmmakers edit, distort, clarify 
and otherwise interpret Shakespeare's plays; the 
process of metamorphosing theatre into film, 
imagery into image. Works to be studied include 
Henry V, Richard III, Romeo and Juliet, King Lear, 
Twelfth Night, The Winter's Tale. {L} Wl 4 credits 
Gillian Kendall Jefferson Hunter 
Offered Fall 2004 



FRN 244 French Cinema 

Topic Cities of Light: ( rban Spaces in fran- 
cophone Film. From Paris to Fort-de-France, 
Montreal to Dakar, we will study how various film- 
makers from the francophone world present urban 
spaces as sites of conflict, solidarity, alienation 
and self-discovery. How do these portraits confirm 
or challenge the distinction between urban and 
non-urban? How does the image of the city shift 
for "insiders" and "outsiders"? Other topics to be 
discussed include immigration, colonialism and 
globalization. Works by Sembene Ousmane, Denys 
Arcand, Mweze Ngangura and Euzhan Palcy. Of- 
fered in French. Prerequisite: FRN 230, or permis- 
sion of the instructor. Weekly required screenings. 
{L/A/F} 4 credits 
Dawn Fulton 
Offered Spring 2005 

GER 230 Topics in German Cinema 

Topic: Haunted Utopia?: Weimar Cinema (1919- 
31): From Caligari to M. 
A study of such representative films from Ger- 
many's "Golden Age" as Wiene's The Cabinet of 
Dr. Caligari, Lang's Metropolis and/!/., Murnau's 
Nosferatu and Pabst's/qjto Street. Emphasis 
on investigating historical and sociological back- 
ground; influence of Expressionist theater; advent 
of sound; the "New Woman"; genesis of horror, 
action, and Utopian film; influence on New German 
Cinema and contemporary popular culture. In- 
cludes such contemporary 7 "remakes" as Herzogs 
Nosferatu, the 2002 anime Metropolis, and music 
videos by Queen and Madonna. Collaborative 
course between Smith College and Mt. Holyoke 
College via the Interactive Networked Classrooms. 
Includes discussion with specialists and students 
in the United States and Germany. No knowledge of 
German required. (E) {L/H/A} -4 credits 
Robert Dew is 
Offered Spring 2005 

ITL 342 Sight Location in Italian Cinema 

Examining Italian cinema from neorealism to today, 
this course will investigate how the Italian national 
self-image on the screen has changed in response 
to the changes of the political and cultural context 
over the last fifty years. In particular, we will focus 
on the determining role that landscape and interi- 
ors play in constructing the screen image of Italy, 
noting how characters and their movements arc 



224 



Film Studies 



framed within these chosen locations. Directors 

include Visconti, Fellini, Antonioni, Bertolucci, Risi, 

Moretti, Amelio, Soldini. Conducted in English. 

{L/A} 4 credits 

Anna Botta 

Offered Spring 2005 

JUD 261 The Same or Other: Images of Jews 
in Russian Cinema 

A century of Russian-Jewish intellectual dialogue 
on the silver screen, from the official anti-Semitism 
of the imperial state through the revolutionary and 
Soviet eras to Russia today. Weekly screening of 
films from the 1910s to the present highlighting 
the Jew and Jewishness. The powerful, complex, 
controversial and often tragic fusion of Russian 
and Jewish identities as presented in cross-cultural 
artifacts. {H/A} 4 credits 
Galina Aksenova 
Offered Fall 2004 

REL 110 Co!loquia: Thematic Studies in 
Religion: Religion and Film 

A number of contemporary films contain reflec- 
tions on a specific religion or on major religious 
themes such as the meaning of life and death, the 
possibility of salvation, and the ultimate potential 
of human existence. In this course, we will closely 
examine some of these films in conjunction with 
other primary and secondary sources on religion. 
Possible films will include: The Apostle, Jesus of 
Montreal, Europa Europa, Love and Death, The 
Mission, The Quarrel, The Seventh Seal. We will 
also introduce students to the growing literature 
in the area of Religion and Film. The primary aim 
of the course will be to train ourselves to be more 
reflective about the religious messages conveyed in 
contemporary film. (E) 4 credits 
Joel Kaminsky 
Offered Spring 2005 

RUS 238 Russian Cinema: Women in Cinema 

Topic: Leo Tolstoy's Anna Karenina in World 
Cinema. The course will explore Leo Tolstoy's 
Anna Karenina and the novel's interpretations in 
world cinema. Students will watch and analyze nine 
cinematic adaptations of the great novel made in 
different countries (Russia, USA, UK ) and at dif- 
ferent historical periods: from the silent cinema of 
the beginning of the 20th century to contemporary 
screen versions. Students will write short weekly 



assignments and a final paper. 
Galina Aksenova 
Offered Fall 2004 

The Minor 

Advisers: Alexandra Keller, Barbara Kellum, Dean 
Flower, Jefferson Hunter, Dawn Fulton, Richard 
Millington 

The Film Studies Program offers the opportunity for 
in-depth study of the history, theory and criticism 
of film and other forms of the moving image. The 
program's primary goal is to expose students to a 
wide range of cinematic works, styles and move- 
ments in order to cultivate critical understanding 
of the medium's significance as an art form, as a 
means of cultural and political expression, and as a 
reflection of social ideologies and mentalities. 

Requirements: six semester courses to be taken at 
Smith or, by permission of the director, elsewhere 
among the Five College institutions. 

Required courses: 

FLS 200 Introduction to Film Studies 
FLS351 Film Theory 

Electives: 

AAS 350 Seminar: Race and Representation: Afro 

Americans in Film 
ARH280 Film and Art History 
ENG120 Colloquia in Literature: 

Shakespeare and Film 
FLS 241 Genre/Period 
FLS 245 British Film and Television 
FLS 280 Introduction to Video Production 
FLS 28 1 Video Production Workshop 
FLS 282 Advanced Video Seminar 
FLS 350 Questions of Cinema 
FRN244 French Cinema 
GER230 German Cinema 
ITL 342 Italian Cinema 
SPN 246 Topics in Latin American Literature: 

Topic: Latin American Film as 

Visual Narrative 
SPN 246 Topic: The Bronze Screen: Performing 

Latina/on Film and in Literature 
THE 3 1 7 Movements in Design 



225 



First-Year Seminars 



Visiting faculty and some lecturers are generally appointed for a limited term. 



FYS 112 The Work of Repair 

Human beings appeal' to spend a great deal of time 
on projects of repair — fixing objects, mending re- 
lationships, repairing the social and political dam- 
age left in the wake of past events. What do such 
projects require of the mender? What changes take 
place in the mended? When is repair desirable? 
When is it inappropriate or impossible? Among the 
topics for examination: the restoration of works of 
art; repair of the environment; the function of criti- 
cism and revision; the place of legal reparations; 
the meaning of apology and reconciliation; plea- 
sure in Ruins. Enrollment limited to 16 first-year 
students. {S} Wl 4 credits 
Elizabeth V. Spelman (Philosophy) 
Offered Fall 2004 

FYS 116 Kyoto Through the Ages 

Kyoto is acclaimed by Japanese and foreigners alike 
as one of the worlds great cities, the embodiment 
in space and spirit of Japan s rich cultural heritage. 
It is also a thriving modem metropolis of over a 
million people, as concerned with its future as it is 
proud of its past. In this course students will study- 
Kyoto past and present, its culture and people, so 
as to better understand how it became the city it is 
today. Students who complete the first-year seminar 
successfully may enroll in the Interterm course to 
be held in Kyoto following completion of the FYS 
course. Enrollment limited to 15 first-year students. 
Admission by permission of the instructor. Students 
should apply to the instructor trolilich@smith.edu, 
with an explanation of why they would like to be 
in the course, no later than 2 p.m., September 3, 
2004. (E) {H} Wl 4 credits 
Thomas H. Rohlicb (East Asian Languages and 
Literatures) 
Offered Fall 2004 

FYS 118 The Groves of Academe 

A study of short stories, novels, memoirs, plays, 
essays and films that describe and interpret the 



postsecondary academic experience of the twenti- 
eth century. By reading about the real and fictional 
experiences of others, students may come to 
understand their own. In addition to some serious 
analytical essays, students will make presentations 
(alone and with others) on the works and the is- 
sues under consideration. Enrollment limited to 16 
first-year students. {L} Wl 4 credits 
Patricia Skarda (English) 
Offered Fall 2004 

FYS 119 Performance and Film Criticism 

An introduction to the elements, history* and func- 
tions of criticism. How do reviewers form their crit- 
ical responses to theatre and dance performances 
as well as to films? The seminar will explore differ- 
ent critical perspectives, such as psychoanalytic, 
feminist, political and intercultural approaches. 
The students will attend live performances and film 
and video screenings, and will write their own re- 
views and critical responses. Seminar discussions 
and student presentations will be complemented 
by visits and conversations with invited critics and 
artists. Enrollment limited to 16 first-year students. 
{L/A}WI 4 credits 
Kiki Gounaridou (Theatre) 
Offered Fall 2004 

FYS 121 The Evolution and Transformation of 
the Northampton State Hospital 

This seminar explores the history of the Northamp- 
ton State Hospital, its influence on the city of 
Northampton, and the current planning pro- 
cess around the redevelopment of the site. The 
Northampton State Hospital grounds lie adjacent to 
Smith College. The facility was opened in the inid- 
1800s as the third hospital for the insane in Mas- 
sachusetts. At its height, a century later, it had over 
2,000 patients and over 500 employees. In 1978, 
a federal district court consent decree ordered 
the increased use of commumty-based treatment 
as one part of a process of deinstitutionalizing the 



226 



First-Year Seminars 



mentally ill in Western Massachusetts. In 1993 the 
hospital was officially closed. Now, 120 acres of 
land and -±5 buildings on the "campus" have been 
made available by the state for reuse and future 
development. Using this as a case study of socio- 
economic change and public policy this seminar 
will explore the history of the Northampton State 
Hospital, deinstitutionalization, and the hospital's 
closing and the prospects for the site. Students 
will develop background and skills, including map 
reading, site visits and historical research, to ap- 
preciate both the past and the future of the hospital 
grounds. Enrollment limited to 1-t first-year stu- 
dents. {H/S} Wl -t credits 
Thomas Riddell (Economics) 
Offered Fall 2004 

FYS 125 Of Women Delivered: Midwifery in 
Historical and Cross-Cultural Perspective 

While most births worldwide are still attended by 
midwives. and almost all births before 1900 oc- 
curred at home in the presence of friends and mid- 
wives, the midwife in the United States today is a 
rare attendant. This course will examine the history 
of midwives and midwifery in the European and 
American traditions, with particular attention to 
the manuals written by midwives to instruct other 
women about birth and women's health. Alternately 
feared and revered, the midwife has often served as 
a bellwether to how a society values its women and 
children. The course will also examine the varieties 
of birth experiences possible from cross-cultural 
perspectives. Because the Pioneer Valley is an area 
with particularly active groups of professional and 
direct-entry (lay) midwives. there will be opportu- 
nities to meet and discuss these issues with current 
practitioners. {H/S} Wl -t credits 
Erika Laquer (History) 
Offered Fall 2004 

FYS 126 Biography in African History 

Biography is fascinating in itself. It is also one of 
the foundations of history In this course we will 
look at biographies from .Africa, both in print and 
in film presentations, assessing the lives represent- 
ed as reflections of history in practice. We will in- 
clude examples from many regions of .Africa; from 
precolonial. colonial, and more recent periods: 
from women as well as men; from common people 
as well as leaders; and from .Africans abroad. This 
course will stress writing skills as well as careful 



reading skills; students will be asked to write short 
essays on the books read, and to reflect critically 
on the relationship of biography and history. En- 
rollment limited to 15 students. {H} Wl -t credits 
David Sea bun (History) 
Offered Fall 2004 

FYS 130 Lions: Science and Science Fiction 

This seminar will explore lions from many per- 
spectives. We will look at how lions are \iewed 
by scientists, science fiction writers, directors of 
documentary films and movie producers. We will 
also compare different kinds of science fiction and 
different kinds of mammals, exploring the science 
of fiction and the fiction of science. Readings will 
be by O.S. Card. C.J. Cherryh. J. Crowley G. Scho- 
lar, and others. Enrollment limited to 16 first-year 
students. {N} Wl. Quantitative Skills -t credits 
Virginia Hayssen (Biological Sciences) 
Offered Fall 2004 

FYS 134 Geology in the Field 

Gues to over 500 million years of earth history 
can be found in rocks and sediments near Smith 
College. Students in this course will anempt to 
decipher this history by careful examination of field 
evidence. Class meetings will take place principally 
outdoors at interesting geological localities around 
the Connecticut Valley Participants will prepare 
regular reports based on their observations and 
reading, building to a final paper on the geologic 
history of the area. The course normally includes a 
weekend field trip to Cape Cod. Enrollment limited 
to 20. {N} Wl 4 credits 
John Brady 
Offered Fall 2004 

FYS 136 People and the American City: Visual 
Display of Complex Information 

An introduction to the graphical representation 
of quantitative ideas. Jane Jacob's classic concep- 
tion of the way cities affect people and William H. 
^"hite's pioneering approach to capturing informa- 
tion about the behavior of people in urban spaces 
will guide our exploration of the dynamic pro- 
cesses and relationships involving people in cities. 
Lecture, computing labs, field observation, and 
discussion. Enrollment limited to 16. Quantitative 
Skills 4 credits 

Fletcher Blanchard (Psychology) 
Offered Fall 2004 



First-Year Seminars 



227 



FYS 137 Of Minds and Molecules: 
Philosophical Perspectives on Chemistry and 
Biochemistry 

Vrtiat is the "shape" and "size" of a smell and what 
are its boundaries? What are the limits of using 
the metaphor of vision to understand the chemi- 
cal senses? What is the relationship between the 
models that chemists use and the metaphors that 
are associated with those models? What do we 
mean when we speak of molecular "switches." 
"brakes" or other devices? Is chemistry an autono- 
mous discipline or is it reducible to physics? Do 
the industrial chemist, the polymer chemist and 
the organic chemist all look at things in the same 
way? What are the kinds of languages that scientists 
use and how are they different from the languages 
of the arts? We will use examples drawn primar- 
ily from chemistry and biochemistry in exploring 
these questions about science from a philosophical 
perspective. The course is designed for first-year 
students who would like to explore some of the 
current conceptual issues that create controversy 
about science. Enrollment limited to 20 first-year 
students. (E) {N/M) Wl 4 credits 
Sali ni Bhushan (Philosophy) and David Bickar 
(Chemistry) 
Offered Fall 2004 

FYS 138 Social Phobia and Fear of Public 
Speaking 

This course reviews the burgeoning empirical lit- 
erature examining social phobia and fear of public 
speaking. We cover what is known scientifically 
about a fear of speaking in front of others, often 
relying on information derived from samples of in- 
dividuals with clinical degrees of social anxiety We 
augment our readings with quantitative lab assign- 
ments that illustrate analytical tools used by clinical 
psychologists. In addition, we use class members' 
oral presentations as opportunities to apply the 
knowledge we gain regarding the phenomenology 
and reduction of public speaking anxiety. Enroll- 
ment limited to 16 first-year students. {S/M} 
Quantitative Skills -4 credits 
Patricia DiBartolo (Psychology) 
Offered Fall 2004 

FYS 139 Renewable Energy 

The L'nited States reliance on non-renewable 
resources to satisfy its growing energy demands 



comes at a severe environmental, economic and 
political cost. Are there alternatives? Are ihej af- 
fordable? What are the scientific tradeoffs and 
constraints? This seminar offers a hands-on explo- 
ration of renewable energy technologies, with an 
emphasis on the underlying scientific principles. 
Students will investigate the exponential growth of 
worldwide energy demand, estimate how quickly 
the world's resources will be depleted, study the 
limits to improved energy efficiency, perform a 
home energy audit, and explore the science and 
technology of solar heating and solar power, wind 
power and hydropower. The course consists of 
presentations by class members in weekly seminars 
and a series of hands-on experiments. Enrollment 
limited to 16 first-year students. (E) {N} {Q} 
4 credits 

Sathanael Fortune ( Physics) 
Offered Fall 2004 

FYS 141 Reading, Writing, and Placemaking: 
Landscape Studies 

Landscape studies is the interdisciplinary consid- 
eration of how we view, define and use the land, 
whether it be our backyard, a moonscape or a 
national park. How does land become a landscape? 
How does space become a place? Scientists study 
and manipulate landscapes, and so do politicians, 
builders, hunters, children, artists and writers, 
among others. In this course, we will examine how 
writers, in particular, participate in placemaking, 
and how the landscape influences and inhabits 
literary texts. The course will include some land- 
scape history and theory, visits by people who stud) 
landscape from nonliterary angles and the discov- 
ery of how landscape works in texts in transform- 
ing and surprising ways. (E){L}Wl4 credits 
Anne Leone (French Language and Literature) 
Offered Fall 2004 

FYS 142 Reenacting the Past: History of 
Hypothesis 

Reenacting the Past is an interdepartmental, first- 
Mai- seminar based on historical role-playing. In it 
students reenact moments of high drama from the 
distant and not-so-distant past, and from cultures 
strange and engrossing. The seminar consists of 
two or three competitive games, with subjects 
varying depending on the section. These games 
include: "The Threshold of Democracy: Athens 



228 



First-Year Seminars 



in 403 B.C."; "Confucianism and the Succession 
Crisis of the Wanli Emperor"; "The Trial of Anne 
Hutchinson"; "Henry VIII and the Reformation 
Parliament" (a new game just developed); "Rous- 
seau, Burke, and the Revolution in France, 1791"; 
and "Defining a Nation: Gandhi and the Indian 
Subcontinent on the Eve of Independence, 1945." 
In the "Athens" game, for example, students consti- 
tute themselves as the Athenian Assembly after the 
Peloponnesian War; assigned roles corresponding 
to the factions of the day, they quarrel about such 
issues as the democratic character of the regime, 
the resumption of an imperial foreign policy, the 
fate of Socrates, etc. In the "Wanli" game they are 
the Hanlin Academy of 16th-century China, where 
a succession struggle inside the Ming dynasty is 
underway. In the "Hutchinson" game they are the 
General Court of Massachusetts, conducting the 
trial of Anne Hutchinson, accused of heresy 7 . Simi- 
larly in the other games, students are members of 
a court of law or legislative body. Class sessions are 
run by students; the instructor sets up the games 
and functions as an adviser. Students work in 
groups, debate issues, negotiate agreements, cast 
votes, and strive to achieve the group's objectives. 
Some students take on individual roles, such as 
Thomas More in the "Henry VHI" game, Lafayette 
in the "French Revolution" game, or Mahatma 
Gandhi in the "India" game. Course materials in- 
clude game rules, historical readings, detailed role 
assignments and classic texts (e.g., Plato's Repub- 
lic, the Analects of Confucius, Machiavelli's The 
Prince, Rousseau's Social Contract). Papers are 
all game- and role-specific; there are no exams. If 
space is available, upper-class students may also 
enroll under the label IDP 110. {H} (Wl) 4 credits 
Sections: 

Section 1: David Cohen (Mathematics) 
Section 2:/. Patrick Coby (Government) 
Section 3: Daniel Gardner (History) 
Offered Fall 2004 



racism, gender, sexuality, class, history 7 and ethnic- 
ity 7 play in the formation of identity? This seminar 
will consider these questions and others by pairing 
relevant psychological essays with literature, not 
to psychoanalyze characters but rather to examine 
how insights from psychologists and creative writ- 
ers contradict, illuminate and otherwise enliven 
our understanding. Enrollment limited to 20 first- 
year students. {L/S} Wl 4 credits 
Floyd Cheung (English) , Bill 'Peterson 
(Psychology) 
Offered Fall 2004 

FYS 150 Sherlock Holmes and the Scientific 
Method 

If it were not for murder and other dastardly 
deeds, Sherlock Holmes probably would have been 
a scientist, based upon his classic method involv- 
ing observations, hypotheses, tests of hypotheses 
and finally conclusions. We will read a variety of 
Sherlock Holmes stories, learn to make geological 
observations, take field trips to observe natural 
settings, rivers, cemeteries, and then write our own 
Sherlock Holmes stories illustrating the scientific 
method. This is a writing intensive course that 
requires creativity and the ability to observe and 
reason, but has no other prerequisites. {L/N} Wl 
(E) 4 credits 
Larry Meinert 
Offered Fall 2004 



FYS 143 Asian American Identities 

An intensive exploration of Asian American per- 
sonal and cultural identities through a combina- 
tion of psychological perspectives and literary 
analyses. How do general theories of identity apply 
to members of a U.S. minority, specifically Asian 
Americans? What roles do generation, migration, 



229 



Foreign Language Literature 
Courses in Translation 

Visiting faculty and some lecturers are generally appointed for a limited term. 



The courses listed below are fully described in the 
originating department or program, shown by the 
initial three-letter designation. (See pages 64-66 
for the key to department/program designations.) 

For other courses that include literature in transla- 
tion, see the listings in Comparative Literature and 
Film Studies. 



EAL 24 1 Traditional Japanese Literature 
EAL 242 Modern Japanese Literature 
EAL 243 Japanese Poetry in Cultural Context 
EAL 244 Construction of Gender in Modem 

Japanese Women's Writing 
EAL 245 Writing the "Other" in Modem 

Japanese Literature 
EAL 261 Major Themes in Literature: East-West 

Perspectives 



CLS 190 


The Trojan War 


EAL 360 


Seminar: Topics on East Asian 


cls ir 


Classical Mythology 




Languages and Literatures 


CLS232 


Paganism in the Greco-Roman World 






CLS 233 


Gender and Sexuality in Greco-Roman 
Culture 


FRN280 


Renaissance Comedy and Satire 


CLS 234 


Rites of Passage 


GER227 


Topics in German Studies 


CLS 235 


Life and Literature in Ancient Rome 


GER230 


Topics in German Cinema 


CLS 236 


Cleopatra: Histories, Fictions, Fantasies 










ITL 252 


Italy "La Dolce Vita" 


CLT 275 


Literatures of Zionism 










RUS126 


Readings in 19th-century* Russian 


EAL 231 


The Culture of the Lyric in Traditional 




Literature 




China 


RUS127 


Readings in 20th-century Russian 


EAL 2^1 


Modem Chinese Literature 




Literature 


EAL 236 


Modernity: East and West 


RUS238 


Russian Cinema 


EAL 240 


Japanese Language and Culture 


RUS239 


Major Russian Writers 



230 



French Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Man- Ellen Birkett, Ph.D. 

Ann Leone, Ph.D. 

"' * 2 JanieVanpee, Ph.D. 

t2 Eglal Doss-Quinby, Ph.D., Chair 

Martine Gantrel, Agregee de l'Universite, Docteur 

en Litterature Frangaise 
§1 DeniseRochat,Ph.D. 

Kennedy Professor in Renaissance Studies 

Richard Cooper, Ph.D. 



Assistant Professors 

Helene Visentin, M.A., D.E.A, Docteur de 

L'Universite 
Dawn Fulton, Ph.D. 
- 1 Nicolas Russell, Ph.D. 

Lecturers 

Nicole Ball, C.A.RE.S. de Lettres Modernes 
§1 Christiane Metral, Lie. es. L. 
Candace Skorupa Walton, Ph.D. 
Fabienne Bullot, D.E.A. Arts du spectacle 



Visiting Professor 

Robert Schwartzwald, Ph.D. 

Associate Professor 

*' Jonathan Gosnell, Ph.D. 



Visiting Lecturer from the Ecole Normale 
Superieure in Paris 

Amelia Sort 



All classes and examinations in the department 
are conducted in French with the exception of 
cross-listed courses, unless otherwise indicated. In 
all language courses, multimedia and work in the 
Center for Foreign Languages and Cultures (CFLAC) 
will supplement classroom instruction. 

Students who receive scores of 4 or 5 on the 
Advanced Placement tests in French Language and 
Literature may not apply that credit toward the 
degree if they complete any course in the sequence 
prior to 230. 

Qualified students may apply for residence in La 
Maison Franc, aise, Dawes House. 



Language 



101 Accelerated Elementary French 

An accelerated introduction to French based on 
the video method French in Action. Emphasis on 
the acquisition of listening, speaking, and writing 
skills, as well as cultural awareness. Four class 



meetings per week and daily video and audio work. 
Students completing the course normally enter FRN 
102. First-year students who complete both 101 
and 102 may qualify for study in Paris or Geneva 
by taking three courses at the 220 level and higher 
in their sophomore year. Students must complete 
both 101 and 102 to fulfill the honors distribution 
requirement for a foreign language. Enrollment 
limited to 25 per section. Priority will be given to 
first-year students. 5 credits 
Fabienne Bullot, Candace Skorupa Walton 
Offered each Fall 

102 Accelerated Intermediate French 

Emphasis on the development of oral proficiency, 
with special attention to reading and writing skills 
using authentic materials such as poems and short 
stories. Students completing the course normally 
enter FRN 220. Prerequisite: FRN 101. Enrollment 
limited to 25 per section. Priority will be given to 
first-year students. {F} 5 credits 
Nicole Ball Candace Skorupa Walton 
Offered each Spring 



French Studies 



231 



120 Intermediate French 

Review of basic grammar and emphasis on oral 
expression through role plays and discussions. Ma- 
terials include a film, video clips, poems, articles. 
Prerequisite: two or three years of high school 
French. Students completing the course normally 
go on to FRN 220. Enrollment limited to 25 per 
section. Four class hours per week plus work in 
the Center for Foreign Languages and Cultures 
(CFLAC).(F} 4 credits 
Nicole Ball Marline Gantrel Fall 2004 
Marline Gantrel Spring 2005 
Offered each Fall and Spring 

220 High Intermediate French 

Comprehensive review of language skills through 
weekly practice in writing and class discussion. 
Materials may include a movie or video, a comic 
book, a play and a novel. Prerequisite: three or 
four years of high school French, FRN 102 or 120 
or permission of the department. Students com- 
pleting the course normally go on to FRN 230 or 
above. Enrollment limited to 25 per section. {F} 
4 credits 

Dawn Fulton, Aurelia Sort, Candace Skorupa 
Walton 
Offered each Fall 

220 High Intermediate French 

A continuation of 120. Review of language skills 
through weekly practice in writing and class dis- 
cussion. Materials may include a movie or video, a 
comic book, a play and a novel. Prerequisite: FRN 
120 or permission of the department. Students 
completing the course normally go on to FRN 230 
or above. Enrollment limited to 25 per section. {F} 
4 credits 

Mary Ellen Birkett, Aurelia Sort, Candace 
Skorupa Walton 
Offered each Spring 

221 Conversation 

Discussion of contemporary French and franco- 
phone issues, with emphasis on conversational 
strategies and speech acts of everyday life. Activi- 
ties will include role playing and group work. Use 
of authentic materials such as songs, newspaper 
articles, films, cultural objects, audio segments 
and Francophone Web sites. Optional course open 
onlv to students concurrentlv enrolled in FRN 220. 



Enrollment limited to 15. Graded S/l only. {F} 1 

credit 

Nicolas Russell Fall 2004 

Eglal Doss-Quinby, Spring 2005 

Offered each Fall and Spring 

255j Speaking (Like the) French: Conversing, 
Discussing, Debating, Arguing 

A total immersion course in French oral expres- 
sion. Using authentic cultural materials — French 
films and television programs such as round table 
discussions, formal interviews, intellectual ex- 
changes and documentary reporting — students will 
analyze and learn how the French converse, argue, 
persuade, disagree and agree with one another. In- 
tensive practice of interactive multimedia exercises, 
role-playing, debating, presenting formal exposes, 
and correcting and improving pronunciation. 
Prerequisite: one course above FRN 220 or permis- 
sion of the instructor. Admission by interview with 
instructor during advising week. Normally, this 
course does not count as preparation for Smith 
junior Year Abroad programs in Paris and Geneva. 
Enrollment limited to 14. {F} 4 credits 
Janie Vanpee 
Offered Interterm 2005 

300 Writing (Like the) French 

Writing on opposing sides of current social issues 
in French and Francophone cultures. Reading, 
debating and writing about questions such as na- 
tionalism, the new Europe, immigration, the envi- 
ronment, public health, or cultural wars. Emphasis 
on rhetoric and forms specific to French argumen- 
tation — compte rendu, resume de texte, disser- 
tation. Review of more difficult points of grammar, 
especially as they relate to organizing a cogent 
argument. Prerequisite: normally, one course in 
French at the 250 level or above, or permission of 
the instructor. {F} 4 credits 
Aurelia Sort 
Offered Fall 2004 

385 Advanced Studies in Language 

Topic: Global French: The Language of Business 
and International Trade 
An overview of commercial and financial terminol- 
ogy against the backdrop of contemporary French 
business culture, using case studies, French televi- 
sion and newspapers, and the Internet. Emphasis 



232 



French Studies 



on the acquisition of essential technical vocabulary, 
the development of skills in reading and writing 
business documents, and oral communication 
in a business setting. Prepares students for the 
Certiftcat pratique defrangais commercial et 
economique granted by the Paris Chamber of 
Commerce and Industry. Prerequisite: a 300-level 
course, a solid foundation in grammar and excel- 
lent command of everyday vocabulary or permis- 
sion of the instructor. {F} 4 credits 
Helene Visentin 
Offered Spring 2005 

Intermediate Literature and 
Culture 

230 Readings in Modern Literature 

An introduction to literature, designed to develop 
skills in oral expression and expository writing. A 
transition from language courses to more advanced 
courses in literature and culture. A student may take 
only one section of FRN 230. Prerequisite: FRN 220, 
or permission of the instructor. {L/F} 4 credits 
Offered each Fall and Spring 
Sections as follows: 

Dream Places and Nightmare Spaces: French 
Literary Landscapes 

Through texts by authors from Louis XIV to Colette, 
we will discuss questions about literary uses of 
landscape: Why do we flee or search for a land- 
scape? What makes us cherish or fear a particular 
place? What do landscapes tell us that the narrator 
or characters cannot or will not tell? Other authors 
may include Rousseau, Victor Hugo, Chateaubri- 
and, Maupassant, Apollinaire, Robbe-Grillet, and 
James Sacre. {L/F} 4 credits 
Ann Leone 
Offered Fall 2004 

Fantasy and Madness 

A study of madness and its role in the literary 
tradition. Such authors as Maupassant, Flaubert, 
Myriam Warner-Vieyra, J.-P. Sartre, Marguerite 
Duras. The imagination, its powers and limits in 
the individual and society. {L/F} 4 credits 
Amelia Sort 
Offered Fall 2004 



Women Writers of Africa and the Caribbean 
An introduction to works by contemporary women 
writers from francophone Africa and the Caribbe- 
an. Topics to be studied include colonialism, exile, 
motherhood and intersections between class 
and gender. Our study of these works and of the 
French language will be informed by attention to 
the historical, political and cultural circumstances 
of writing as a woman in a former French colony. 
Texts will include works by Mariama Ba, Maryse 
Conde, Gisele Pineau and Myriam Warner-Vieyra. 
{L/F} 4 credits 
Dawn Fulton 
Offered Fall 2004 

A Reader's Romance with Paris 
Visions of Paris, both mythical and real, through 
novels, poetry, film and popular songs from the 
17th to 20th centuries. The history, culture and 
quartiers of Paris as portrayed in the works of 
Hugo, Zola, Baudelaire, Modiano, Giraudoux, Cor- 
neille, and in recent films by Jeunet and Klapisch. 
(E) {L/F} 4 credits 
Helene Visentin 
Offered Spring 2005 

Elements of Mystery 

Probably the most structured of popular fiction, the 
"detective story" balances a credible plot with be- 
lievable characters and a setting that both comple- 
ments and integrates the action. We will explore 
how authors such as Simenon, Boileau-Narcejac, 
and Japrisot create carefully controlled suspense, 
bring order out of disorder, and treat questions of 
justice and morality. Prerequisite: FRN 220 or per- 
mission of the instructor. {L/F} 4 credits 
Mary Ellen Birkett 
Offered Spring 2005 

240 Qa parle drolement: French Theatre 
Workshop 

The study and performance of contemporary fran- 
cophone texts (1970-2003), including theatrical 
texts as well as poems, songs, scenes from films 
and other forms of discourse. By embodying a 
variety of roles and entering into dialogue with an 
array of characters, students will experiment with 
different ways of speaking and using language and 
become familiar with the many facets of contempo- 
rary French culture. Our work will culminate with 



French Studies 



233 



a performance of scenes. In French. Prerequisite: 
Intermediate French or above. {L/A/F} 2 credits 
Fabienne Ballot 
Offered Fall 2004 

244 French Cinema 

Topic: Cities of Light: Urban Spaces in franco- 
phone Film 

From Paris to Fort-de-France, Montreal to Dakar, 
we will study how various filmmakers from the 
francophone world present urban spaces as sites 
of conflict, solidarity, alienation and self-discovery. 
How do these portraits confirm or challenge the 
distinction between urban and non-urban? How 
does the image of the city shift for "insiders" and 
"outsiders"? Other topics to be discussed include 
immigration, colonialism and globalization. Works 
by Sembene Ousmane, Denys Arcand, Mweze Ngan- 
gura and Euzhan Palcy. Offered in French. Prereq- 
uisite: FRN 230, or permission of the instructor. 
Weekly required screenings. {L/A/F} 4 credits 
Dawn Fulton 
Offered Spring 2005 

250 Cross-Cultural Connections: Student Life 
in France and America 

This course will explore and develop students' 
understanding of certain abstract aspects of 
French culture and of fundamental cultural dif- 
ferences between Americans and the French, in 
such areas as cultural attitudes, cultural values 
and the young adult's place/role in society, family 
; and school. Through a customized online forum 
and group interactions using the latest webcam 
and videoconferencing technology, students will 
discuss "Frenchness" and "American-ness" with an 
advanced English class in a French grande ecole. 
Complementing the course's intensive writing com- 
ponent, we will study short literary, historical and 
cultural texts dealing with contemporary issues; 
one French film and its American remake; and 
several popular songs and their remakes. Prereq- 
uisite: FRN 230 or higher. Counts as preparation 
for the Smith Junior Year Abroad programs in Paris 
or Geneva if the student will have taken another 
course at the FRN 251 level or higher (excluding 
FRN 255 j) before going abroad. Enrollment limited 
to 16. {F} 4 credits 
Candace Skornpa Walton 
Offered Fall 2004 



251 The French Press Online 
A study of contemporary French social, economic, 
political and cultural issues through daily readings 
of French magazines and newspapers online. Pre- 
requisite: a course above FRN 220 or permission of 
the instructor. {S/F} 4 credits 
Aurelia Sort 
Offered Spring 2005 

253 Medieval and Renaissance France 

An introduction to the main historical, socio-politi- 
cal, artistic and intellectual currents that shaped 
pre-modern France, a period whose values and 
concept of "literature" were dramatically different 
from our own. Close readings of the major literary 
forms of the 12h through 16th centuries, such as 
Arthurian romance, lyric, farce, mock epic and 
essay, viewed in their cultural context. Students will 
acquire a critical framework and a vocabulary 7 for 
discussing and analyzing these texts in French. We 
will also consider manuscript images, architecture 
and modem films. Topics may include chivalry and 
the courtly code, love in the Western tradition, oral 
culture and the rise of literacy, humanism, scien- 
tific inquiry, religious reform. Basis for the major. 
Prerequisite: a course of higher level than FRN 220 
or permission of the instructor. {L/S/F} 4 credits 
Eglal Doss-Quinby 
Offered Spring 2005 

254 France Before the Revolution 

Topic: Drawing upon the Past 
Many of the literary works produced in France 
during the 1 7th and 18th centuries are "classics" 
not only because they reflect artistic values of 
French classicism but also because painters, com- 
posers and directors have found them a source of 
inspiration for their own creations. We will read 
literary genres such as tragicomedy, comedy, trag- 
edy, satire, and novel and explore modes of their 
representation in other ail forms, from the Ancien 
Regime to the present day. Basis for the major. 
Prerequisite: a course of liigher level than FRN 220 
or permission of the instructor. {L/F} 4 credits 
Mary Ellen Birkett 
Offered Fall 2004 



234 



French Studies 



256 From Revolution to Revolution: 1789 to 
1968 

An introduction to important transformations in 
19th- and 20th-century French society. We will 
examine various historic events and analyze their 
impact on political, social and cultural develop- 
ments. We will gain a sense of how these symbolic 
moments have transformed French language and 
political thought, and how they are reflected in 
cultural forms such as literature, music, art and 
film. Prerequisite: a course above FRN 220 or per- 
mission of the instructor. {F/H/S} 4 credits 
Jonathan Gosnell 
Offered Spring 2005 

260 Literary Visions 

Banal Heroes, Sublime Texts: Transforming the 
World through Literature 
A sad dreamer, a social misfit, a slave to conven- 
tion: some of the most famous heroes and heroines 
of 19th- and 20th-century French literature can 
appear either ridiculous or utterly commonplace. 
And yet through them it is possible to uncover 
the depths and mysteries of the human heart. 
We will study the ways in which a wide variety of 
writers (Balzac, Flaubert, Proust, and Duras) are 
able — often with humor — to find poetry in the 
everyday and show that literature is a locus of truth. 
First-year students with a strong background in 
French and an interest in literature most welcome. 
Prerequisite: FRN 220 or a course at a higher level, 
or permission of the instructor. {L/F} 4 credits 
Fabienne Bullot 
Offered Fall 2004 

Love Triangles 

We will read famous 19th- and 20th-century novels 
and see how a depiction of a brilliant and highly 
cultured society typically sinks into the day-to-day 
mechanics of an often-disappointing love triangle. 
Novels by Balzac, Flaubert, Proust and Duras. First- 
year students with a strong background in French 
and an interest in literature most welcome. Prereq- 
uisite: a course above FRN 220 or permission of 
the instructor. {L/F} 4 credits 
Martine Gantrel 
Offered Spring 2005 



280 Renaissance Comedy and Satire 

Comedy and satire played an important role in 
French Renaissance writing. Some texts involve 
carnivalesque "popular" culture, parodying es- 
tablished institutions or rituals. Others continue 
the medieval farce tradition, with slapstick humor 
and basic political satire. The fashion for chivalry 
gave rise to burlesque writing, sending up epic and 
prose romance. Knowledge of classical comedy 
and satire produces more developed comedy, 
including epigrams, humanist comedy, and biting 
political and social satire, marked by a growing 
anti-court or anti-Italian theme. Elements of social 
realism are balanced by fantasy and the grotesque. 
With the outbreak of civil war, satire takes on a 
more bitter tone, but some prose writers at the end 
of the century return to a more playful, ironic man- 
ner. This course will explore the genres and uses of 
comedy in 16th-century France. Readings and class 
discussion in English. French majors who wish to 
receive 300-level credit for this course will do the 
readings and assignments in French. To be offered 
once only. (E) {L} 4 credits 
Richard Cooper (Kennedy Professor in Renais- 
sance Studies) 
Offered Fall 2004 

Advanced Literature and 
Culture 

Prerequisite: two courses in literature or culture 
at the 200 level or permission of the instructor. 

FRN 301/CLT 301 Readings of Contemporary 
Literary Theory in French 

For students concurrently enrolled in CLT 300 
wishing to read and discuss in French the literary 
theory at the foundation of contemporary debate. 
Readings of such seminal contributors as Saussure, 
Levi-Strauss, Barthes, Foucault, Derrida, Lacan, 
Cixous, Kristeva, Irigaray, Fanon, Deleuze, Baudril- 
lard. Optional course. Graded S/U only. (E) {L/F} 
1 credit 
Janie Vanpee 
Offered Fall 2004 



French Studies 



235 



320 Topics in Medieval Renaissance 
Literature 

Topic: Women Writers of the Middle Ages 
What genres did women practice in the Middle 
Ages and in what way did they transform those 
genres for their own purposes? What access did 
women have to education and to the works of other 
writers, male and female? To what extent did wom- 
en writers question the traditional gender roles of 
their society? How did they represent female char- 
acters in their works and what do their statements 
about authorship reveal about their understanding 
of themselves as writing women? What do we make 
of anonymous works written in the feminine voice? 
Reading will include the love letters of Heloise, the 
kis and fables of Marie de France, the songs of the 
trobairitz and women trouveres, and the writings 
of Christine de Pizan. {L/F} 4 credits 
Eglal Doss-Quinby 
Offered Spring 2005 

340 Topics in 17th-/18th-Century Literature 

4 credits 

To be announced 

Offered in 2005-06 

360 Topics in 19th-/20th-Century Literature 

Topic: Quebec Literature 
A survey of literature from Quebec with emphasis 
on the modern period. Topics to be addressed 
include the development of a national literature 
in Quebec and its relation to French literature {la 
francite) and other literatures of French expres- 
sion {la francophonie)\ literature and Quebecois 
nationalism; Quebec writing and its context in the 
Americas {'Tamericanite , )\ articulations of iden- 
tity and difference in writing by women {I'ecriture 
au fern in in) and contemporary transcultural writ- 
ing in Montreal. Film and video will complement 
readings. {L/F} 4 credits 
Robert Schuartzwald 
Offered Spring 2005 

370 Genre Studies 

Topic: Romanticism Across the Genres 
The cultural upheaval that swept France in the late 
18th and early 19th centuries transformed the very 
foundations of literary expression. From novel to 
theatre to poetry, writers who were seduced by the 



new art of romanticism reshaped existing genres 
and forged entirely new ones. Readings will include 
works by such authors as Chateaubriand, Cottin, de 
Duras, Desbordes-Valmore, Hugo, Lamartine, Rous- 
seau, Sand, Stendhal and Vigny. {L/F} 4 credits. 
Mary Ellen Birkett 
Offered Fall 2004 

380 Topics in French Cultural Studies 

Topic "La France des 5 continents ". Colonial or 

Post -colonial France? Can France be reproduced 
outside its geographic borders, far beyond Europe- 
an shores? What manifestations of French culture, 
identity and language can be found in the world 
today and why? This course will examine the objec- 
tives and consequences of French colonial activity 
on three different continents — North America, Asia 
and Africa — through a close reading of historical, 
political, cultural and literary texts. {H/S/F} 4 
credits 

Jonathan Gosnell 
Offered Spring 2005 



Seminars 

Prerequisite: one course at the 300 level. 

391 Topics in Literature 

{L/F} 4 credits 
To be announced 
Offered 2005-06 



392 Topics in Culture 

Topic: Two Aesthetics of Modernity: Zola and 
Proust While these two giants of modern French 
literature are usually perceived as irreconcilable 
opposites, the way Zola and Proust each appre- 
hend, contend with, and finally embrace, modernity 
reveals surprising parallels between them. We will 
organize our exploration of these authors around 
four themes: ( 1 ) the body and the senses. ( 1 ) 
lover's jealous); (3) urban environment, and (4) 
new technologies. Readings will include selections 
from Zola's Les Rougon -Mac quart and Proust's .-1 
la recherche du temps perdu, as well as relevant 
cultural and literary scholarship. {L/F} 4 credits 
Marline Gantrel 
Offered Fall 2004 



236 



French Studies 



404 Special Studies 

Admission by permission of the department; nor- 
mally for junior and senior majors and for quali- 
fied juniors and seniors from other departments. 
4 credits 
Offered both semesters each year 

Courses Cross-Listed with 
Other Departments and 
Programs 

CLT 272 Women Writing: 20th-century Fiction 

Marilyn Schuster 

CLT 278 Gender and Madness in African and 
Caribbean Prose 

Dawn Fulton 

CLT 285/HSC 285 Mnemosyne: Goddess or 
Demon? 

Nicolas Russell 

CLT 288 Bitter Homes and Gardens 

Ann Leone 

CLT 300 Contemporary Literary Theory 

Janie Vanpee 

FYS 141 Reading Writing and Place Making 

Ann Leone 

Study Abroad in Paris or 
Geneva 

Advisers: Paris: Janie Vanpee (Fall), Helene 
Visentin (Spring) 

Geneva: Janie Vanpee (Fall) , Jonathan 
Gosnell (Spring) 

Majors in French studies who spend the year in 
Paris or Geneva will normally meet certain of the 
requirements during that year. 

Recommendations for study abroad: 



Normally, students going on Smith College Junior 
Year Abroad programs to Paris or Geneva should 
have completed a minimum of four four-credit 
courses of college French, of which at least one 
should be taken in the spring semester preced- 
ing study abroad. Students beginning French with 
FRN 101 and 102 or FRN 1 10 and 1 1 1 must take 
three more four-credit French courses in their 
sophomore year. Students should take one of the 
following: FRN 253, 254, 256, 260, or a course at 
a higher level. FRN 255) normally will not count 
as preparation for Smith College study-abroad 
programs. 



The Major 



Advisers: Mary Ellen Birkett, Eglal Doss-Quinby, 
Dawn Fulton, Martine Gantrel, Jonathan Gosnell, 
Ann Leone, Denise Rochat, Nicolas Russell, Janie 
Vanpee, Helene Visentin. 

Requirements 

Ten 4-credit courses at the 230 level or above, 
including: 

1. The basis for the French studies major: FRN 
253, 254, or an equivalent accepted by the de- 
partment; 

2. The language requirement: two four-credit, 300- 
level language courses; 

3. Seven additional four-credit courses, as detailed 
below, two of which must be taken at the ad- 
vanced level in the senior year. 

Students majoring in French studies must have a 
minimum of five 300-level French courses, includ- 
ing the language requirement. Majors must take 
at least two courses in periods before the 19th 
century and one course covering the 19th or 20th 
century; FRN 253 and above may count toward 
this distribution requirement. Students may take 
up to two courses relating to France or the franco- 
phone world from appropriate offerings in other 
departments. Only one course counting toward 
the major maybe taken for an S/U grade. Students 
considering graduate school in French studies are 
encouraged to take CLT 300, Contemporary Liter- 
ary Theory. 



French Studies 



237 



Honors 



Graduate 



Director: Man Ellen Birkett 



Adviser: Ann Leone 



430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 

Offered Fall semester each year 

Requirements: a student eligible for the honors 
program may enter it as a junior or before the 
end of the second week of classes in September of 
her senior year. It is possible to enter the honors 
program as early as the second semester of the 
junior year. In addition to the normal require- 
ments of the major, the candidate will write a thesis 
over the course of either one or two semesters. A 
one-semester thesis is due in the first week of the 
second semester of the senior year. A two-semester 
thesis is due by April 15 of the senior year. In the 
second semester of the senior year, the candidate 
will take an oral examination based on her thesis 
and the field in which it was written. The thesis may 
be written in either English or French. The choice 
of language must be approved by the thesis direc- 
tor and the honors adviser. Prospective entrants 
are advised to begin planning their work well in 
advance and undertake preliminary research and 
reading during the second semester of the junior 
year. 



580 Advanced Studies 

Arranged in consultation with the department. 

4 credits 

Offered both semesters each year 

580d Advanced Studies 

8 credits 

Full-year course; Offered each year 

590 Research and Thesis 

4 or 8 credits 

Offered both semesters each year 

590d Research and Thesis 

8 credits 

Full-year course; Offered each year 



238 



Geology 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

H. Robert Burger, Ph.D. 

H. Allen Curran, Ph.D. 

John B. Brady, Ph.D. 

n Robert M. Newton, Ph.D., Chair 



Assistant Professor 

Amy Larson Rhodes, Ph.D. 

Lecturer 

Mark E. Brandriss, Ph.D. 



Professor-in-Residence 

Lawrence Meinert, Ph.D. 



Laboratory Instructor 

Steven Gaurin, M.S., M.phil. 



Associate Professor 

1 Bosiljka Glumac, Ph.D. 



Laboratory Instructor 

Steven Gaurin 



Students contemplating a major in geology should 
elect 111, 108, 121 or FYS 134 and see a depart- 
mental adviser as early as possible. All 100-level 
courses may be taken without prerequisites. 

105 Natural Disasters: Confronting and 
Coping 

An analysis of earthquakes, floods, hurricanes 
and tornadoes, volcanic eruptions, landslides and 
wildfires. Topics include the current status of pre- 
dicting disasters, how to minimize their impacts, 
public policy issues, the effect of disasters on the 
course of human history, and the record of past 
great disasters in myth and legend. Discussion sec- 
tions will focus on utilizing GIS (Geographic Infor- 
mation Systems) to investigate disaster mitigation. 
{N} 4 credits 
Robert Burger 
Offered Fall 2004, Fall 2005 

106 Global Change Through Time 

A journey through the 4.6 billion year history of 
global change focuses on the extraordinary events 
that shaped the evolution of the Earth and life. 
Some of these events include the origin of life, 
the buildup of oxygen in the atmosphere, mass 
extinctions of dinosaurs and other organisms, con- 



tinental glaciations, and the evolution of humans. 
Discussion topics also include the changes that 
humans have been making to their environments, 
and the possible consequences and predictions for 
the future of our planet. {N} 4 credits 
Mark Brandriss, Spring 2005 
Bosiljka Glumac, Spring 2006 
Offered Spring 2005, Spring 2006 

108 Oceanography: An Introduction to the 
Marine Environment 

An introduction to the global marine environment, 
with emphasis on seafloor dynamics, submarine 
topography and sediments, the nature and cir- 
culation of oceanic waters, ocean-atmosphere 
interactions, coastal processes, marine biologic 
productivity, and issues of ocean pollution and 
the sustainable utilization of marine resources by 
humans. One field trip to the Massachusetts coast 
and one optional oceanographic training cruise. 
{N} Wl 4 credits 
Steven Gaurin 
Offered Spring 2005, Spring 2006 

109 The Environment 

An investigation of the earth's environment and its 
interrelationship with people, to evaluate how hu- 



Geology 



239 



man activity impacts the eanh and the sustainability 
of natural resources. We will study various natural 
processes important for judging environmental 
issues currently faced by citizens and governments. 
Topics include land-use planning within water- 
sheds, water supply, non-renewable and renewable 
energy, air pollution and global climate change. 
{N} 4 credits 
Amy Rhodes 
Offered Spring 2005, Spring 2006 



variety of Sherlock Holmes stories, learn to make 
geological observations, take field trips to observe 
natural settings, rivers, cemeteries, and then write 
our own Sherlock Holmes stories illustrating the 
scientific method. This is a writing intensive course 
that requires creativity and the ability' to observe 
and reason, but has no other prerequisites. {L/N} 
Wl (E) 4 credits 
Larry Me inert 
Offered Fall 2004 



111 Introduction to Earth Processes and 
History 

An exploration of the concepts that provide a unify- 
ing explanation for the causes of earthquakes and 
volcanic eruptions and the formation of mountains, 
continents and oceans. A discussion of the origin of 
life on earth, the patterns of evolution and extinc- 
tion in plants and animals, and the rise of humans. 
Labs and field trips in the local area will examine 
evidence for ancient volcanoes, earthquakes, riv- 
ers, ice ages, and dinosaur habitats. {N} 4 credits 
Amy Rhodes, Fall 2004 
Mark Brandriss, Fall 2005 
Offered Fall 2004, Fall 2005 



221 Mineralogy 

A project-oriented study of minerals and the infor- 
mation they contain about planetary processes. The 
theory and application to mineralogic problems 
of crystallography crystal chemistry, crystal optics, 
X-ray diffraction, quantitative X-ray spectroscopy, 
and other spectroscopic techniques. The course 
normally includes a weekend field trip to important 
geologic localities in the Adirondack Mountains. 
Prerequisite: 111, 108, 121 or FYS 134. {N} 
4 credits 

John Brady, Fall 2004 
Mark Brandriss, Fall 2005 
Offered Fall 2004, Fall 2005 



FYS 134 Geology in the Field 

Clues to over 500 million years of earth history 
can be found in rocks and sediments near Smith 
College. Students in this course will attempt to 
decipher this history by careful examination of field 
evidence. Class meetings will take place principally 
outdoors at interesting geological localities around 
the Connecticut Valley. Participants will prepare 
regular reports based on their observations and 
reading, building to a final paper on the geologic 
history of the area. The course normally includes a 
weekend field trip to Cape Cod. Enrollment limited 
to 20. {N} Wl 4 credits 
John Brady 
Offered Fall 2004, Fall 2005 

FYS 150 Sherlock Holmes and the Scientific 
Method 

If it were not for his investigations of murder and 
other dastardly deeds, Sherlock Holmes probably 
would have been a scientist, based upon his classic 
method involving observations, hypotheses, tests of 
hypotheses, and finally conclusions. We will read a 



222 Petrology 

An examination of typical igneous and metamor- 
phic rocks in the laboratory 7 and in the field in 
search of clues to their formation. Lab work will 
emphasize the microscopic study of rocks in thin 
section. Weekend field trips to Cape Ann and Ver- 
mont are an important part of the course. Prereq- 
uisite: 221. {N} 4 credits 
John Brady 
Offered Spring 2005, Spring 2006 

223j Geology of Hawaiian Volcanoes 

A field-based course to examine volcanic materi- 
als and processes on the island of Hawaii. Erup- 
tive styles and cycles, magmatic evolution, lava 
fountains, flows, lakes, and tubes, normal faulting, 
crater formation, landscape development and de- 
struction are among the topics to be considered. 
Participants must be physically fit and prepared for 
considerable hiking in rough terrain. Each student 
will complete a field report on a geologic site in 
Hawaii. Prerequisites: completion of an introduc- 
tory-level geology course and permission of the 



240 



Geology 



instructor. Enrollment limited to 14. (E) {N} 
1 credit 
John Brady 
Offered Interterm 2005 

231 Invertebrate Paleontology and 
Paleoecology 

A study of the major groups of fossil invertebrates 
including their phylogenetic relationships, paleo- 
ecology, and their importance for geologic-bio- 
stratigraphic problem solving. Special topics in- 
clude speciation, functional adaptations, paleoenvi- 
ronments, consideration of the earliest forms of life 
and the record of extinctions. Weekend field trip to 
New York State. Prerequisite: 111, 108, 121 or FYS 
134; open without prerequisite to majors in the 
biological sciences. {N} 4 credits 
Allen Curran 
Offered Fall 2004, Fall 2005 

232 Sedimentology 

A project-oriented study of the processes and prod- 
ucts of sediment formation, transport, deposition 
and lithification. Modern sediments and deposi- 
tional environments of the Massachusetts coast are 
examined and compared with ancient sedimentary 
rocks of the Connecticut River Valley and eastern 
New York. Field and laboratory analyses focus on 
the description and classification of sedimentary 
rocks, and on the interpretation of their origin. The 
results provide unique insights into the geologic 
history of eastern North America. Two weekend 
field trips. Prerequisite: 111, 108, 121 or FYS 134. 
{N} 4 credits 
Bosiljka Glumac 
Offered Fall 2004, Fall 2005 

241 Structural Geology 

The study and interpretation of rock structures, 
with emphasis on the mechanics of deformation, 
behavior of rock materials, and methods of analy- 
sis. Weekend field trip to Rhode Island. Prerequi- 
site: 108, 111, 121 or FYS 134, and 232 or 222. 
{N} 4 credits 
Robert Burger 
Offered Spring 2005, Spring 2006 



251 Geomorphology 

The study of landforms and their significance in 
terms of the processes that form them. Selected 
reference is made to examples in the New England 
region and the classic landforms of the world, 
during the first part of the semester, laboratories 
will involve learning to use geographic information 
system (GIS) software to analyze landforms. Dur- 
ing the second part of the semester, laboratories 
will include field trips to examine landforms in the 
local area. Prerequisite: 111, 108,121 or FYS 134. 
{N} 4 credits 
Robert Newton 
Offered Spring 2005, Spring 2007 

270j Carbonate Systems and Coral Reefs of 
the Bahamas 

A field-oriented course to examine the diverse car- 
bonate sediment-producing, modern environments 
typical of the Bahama Islands, including a variety 
of shallow subtidal shelf environments, coral reefs, 
lagoons, beaches, dunes and lakes. The Quaternary 
rocks that cap the islands will be studied to estab- 
lish paleoenvironmental analogues to the modern 
environments and to understand better the pro- 
cesses that modify sediments in the transition to the 
rock record. Students will conduct an individual or 
small group project. Prerequisites: completion of 
an introductory-level geology course and permis- 
sion of the instructors. Enrollment limited to 16. 
{N} 3 credits 

Allen Curran, Bosiljka Glumac 
Offered January 2006 

301/EGR 311 Aqueous Geochemistry 

This project-based course examines the geochemi- 
cal reactions that result from interaction of water 
with the natural system. Water and soil samples 
collected from a weekend field trip will serve as the 
basis for understanding principles of pH, alkalinity, 
equilibrium thermodynamics, mineral solubility, 
soil chemistry, redox reactions, and acid rain and 
mine drainage. The laboratory will emphasize wet- 
chemistry analytical techniques. Participants will 
prepare regular reports based on laboratory analy- 
ses, building to a final analysis of the project study 
area. One weekend field trip. Prerequisite: One 



Geology 



U\ 



geology course and CHM 111. Enrollment limited 
to 9- {N} 4 credits 
Amy Rhodes 
Offered Fall 2006 

309 EGR 319 Groundwater Geology 

A study of the occurrence, movement and ex- 
ploitation of water in geologic materials. Topics 
include well hydraulics, groundwater chemistry, 
the relationship of geology to groundwater occur- 
rence, basin-wide groundwater development and 
groundwater contamination. A class project will 
involve studying a local groundwater problem. 
Prerequisites: 111. 121 or FYS 134. andMTH 111. 
Enrollment limited to 14. {N} 4 credits 
Robert Newton 
Offered Fall 2004 

311 Environmental Geophysics 

Theory and environmental applications of geophys- 
ical techniques including reflection and refraction 
seismology, gravimetry, electrical resistivity, and 
magnetics. Extensive fieldwork including delineat- 
ing aquifer geometries, determining buried landfill 
boundaries and mapping leachate plumes. Pre- 
requisites: two geology courses at the intermediate 
level, and MTH 111. Enrollment limited to 12. {N} 
4 credits 
Robert Burger 
Offered Fall 2005, Fall 2006 



400 Advanced Work or Special Problems in 
Geology 

Admission by permission of the department. Pro- 
posals must be submitted in writing to the project 
director by the end of the first week of classes. 
1 to 4 credits 

Members of the department 
Offered both semesters each year 



The following two Engineering courses are con- 
sidered equivalent to a 300-level geology course 
and can be used to satisfy the elective advance level 
course requirement. 

EGR 315 Ecohydrology 

Tins course focuses on the movement of water 
through the environment, the connections between 
hydrology and ecology, and the impacts of human 
modification to the hydrologic cycle. Students will 
gain a conceptual understanding of hydrologic pro- 
cesses (precipitation, evapotranspiration, stream- 
flow, etc.) and their statistical and mathematical 
representation. The latter portion of the semester 
includes the study of specific environments of in- 
terest, such as cloud forests, semi-arid grasslands, 
and wetland ecosystems. Prerequisites: MTH 112 
or 11 4. 4 credits. 4 credits 
Andrew Guswa 
Offered Fall 2004 



361 Tectonics and Earth History 

A study of the interactions between global tectonic 
processes, continental growth and evolution, the 
formation and destruction of marine basins, and 
the history of life as revealed from the rock and 
fossil record of planet Earth. Student presenta- 
tions and discussions about recent developments 
in geology are central to the course. Prerequisites: 
all intermediate-level required courses in geology, 
any of which may be taken concurrently; geology 
minors with permission of the instructor. {N} 
4 credits 

Mark Brandriss, Spring 2005 
Bosiljka Glumac, Spring 2006 
Offered Spring 2005, Spring 2006 



EGR 340 Mechanics of Granular Media 

.An introduction to the mechanical properties of 
materials in which the continuum assumption is 
invalid. Topics include classification, hydraulic 
conductivity, effective stress, volume change, stress- 
strain relationships and dynamic properties. WhUe 
soil mechanics will be a major focus of the class, 
the principles covered will be broadly applicable. 
Students will apply these basic principles to explore 
an area of interest through an in-depth project. 
Prerequisite: EGR 1"1 or GEO 241. 
{N} 4 credits 
Glenn Ellis 
Offered Spring 2005, Spring 2007 

For additional offerings, see Five College Course 
Offerings by Five College Faculty. 



242 



Geology 



The Major 



Honors 



Advisers: for the class of 2005, Robert Newton; 
for the class of 2006, John Brady; for the class 
of 2007, Robert Burger; for the class of 2008, 
Bosiljka Glumac 

Advisers for Study Abroad: Robert Burger, 
2004-05; Bosiljka Glumac, 2005-06 

Basis: 111, or 108, or FYS 134/GEO 121. 

Requirements: eight semester courses above the 
basis and including the following: 221, 222, 231, 
232, 241, 251, 361 and one additional course at 
the advanced level. Majors planning for graduate 
school will need introductory courses in other 
basic sciences and mathematics. Prospective ma- 
jors should see a departmental adviser as early as 
possible. 

A summer field course is strongly recommended 
for all majors and is a requirement for admission 
to some graduate programs. Majors may petition 
the department to have a summer field course sub- 
stitute for the requirement of a second advanced- 
level course. 



The Minor 

Advisers: same as for the major 

Many emphases are possible within the geology 
minor. For example, a student interested in earth 
processes and history might take 106, 1 1 1, GEO 
121/FYS 134, 231, 232, 251, 361, and an elective 
course. A student concerned about environmental 
and resource issues might take 105, 111, 108, 
109, 221, 232, and 309. Students contemplating 
a minor in geology should see a departmental ad- 
viser as early as possible to develop a minor course 
program. This program must be submitted to the 
department for approval no later than the begin- 
ning of the senior year. 

Requirements: six semester courses including 
111, or 108, or 121 or FYS 134 and a total of no 
more than three courses at the 100 level. 



Directors: Robert Newton, 2004-05; John Brady, 
2005-06. 

430d Thesis 

8 credits 

Full-year course; Offered each year 

432d Thesis 

12 credits 

Full-year course; Offered each year 

Basis: 111, or 108, or 121, or FYS 134. 

Requirements: seven semester courses above the 
basis and including the following: 221, 222, 231, 
232, 241, 251, and 361. An honors project (430d 
or 432d) pursued during the senior year. Entrance 
by the beginning of the first semester of the senior 
year. Presentation and defense of the thesis. 

Field Experiences 

The department regularly sponsors a field-based 
course. Normally the course takes place one year 
in the Bahamas during Interterm and the following 
year in Death Valley, California, or Hawaii during 
spring break. The Bahamas course concentrates on 
modern and ancient coral reefs and carbonate en- 
vironments and utilizes the facilities of the Gerace 
Research Center on San Salvador Island. The Death 
Valley course focuses on the currently active struc- 
tural and geomorphologic processes responsible 
for Death Valley's present landscape. 

The geology department is a member of the Keck 
Geology Consortium, a group of twelve liberal arts 
colleges funded by the Keck Foundation to spon- 
sor cooperative student/faculty summer research 
projects at locations throughout the United States 
and abroad. 



243 



German Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

*•' Jocelyne Kolb, Ph.D. 

§1 '-Gertraud Gutzmann, Ph.D. 

*-' Joseph George McVeigh, Ph.D., Chair 

Visiting Assistant Professor 

Man Billiard Paddock, Ph.D. 



Lecturers 

Robert Davis, Ph.D. 
Judith Keyler-Mayer, M.A. 



Students who enter with previous preparation in 
German will be assigned to appropriate courses on 
the basis of a placement examination. 

Students who receive a score of 4 or 5 on the 
Advanced Placement test may not apply that credit 
toward the degree if they complete for credit lOOy, 
lOly; 110\; 115, 200, or 220. 

Students who plan to major in German studies 
or who wish to spend the junior year in Hamburg 
should take German in the first two years. Students 
enrolled in 220, 221, 225, or 226 should con- 
sider taking the Zertifikat Deutsch examination 
administered by the Goethe Institut offered each 
spring on campus. Ike Zertifikat Deutsch is highly 
regarded by private and public sector employers 
in all German-speaking countries as proof of well- 
developed communicative skills in basic German. 
Courses in European history and in other litera- 
tures are also recommended. 



A. German Language 

Credit is not granted for the first semester only of 
the year-long elementary language courses. 



lOOy Elementary German 

An introduction to spoken and written German, 
and to the culture and history of German-speaking 
people and countries. Emphasis on grammar and 
practical vocabulary for use in conversational prac- 



tice, written exercises, and listening and reading 
comprehension. By the end of the year, students 
will be able to read literary and journalistic texts as 
a basis for classroom discussion and short written 
assignments. The course offers an introduction to 
the culture of German-speaking people and coun- 
tries. Students who successfully complete this year- 
long course and take GER 200 and GER 220 will 
be eligible for the Junior Year Abroad in Hamburg. 
{F} 8 credits 

Joseph, McVeigh, Mary Paddock 
Full-year course; Offered each year 

115 German for Reading Knowledge 

A one-semester introduction to reading skills 
designed specifically for students who wish to use 
German secondary sources (newspapers, journal 
articles, books) for research purposes. Emphasis 
is on the acquisition of skills to recognize gram- 
matical constructions, idioms and vocabulary 
Readings of general interest taken from a variety 
of fields will be supplemented by materials related 
to the majors of course participants. Tins course 
treats reading comprehension skills only and is not 
designed for students who wish to acquire func- 
tional communicative proficiency in German. Open 
only to juniors and seniors who have not taken a 
college-level German course. {F} 4 credits 
Maty Paddock 
Offered Fall 2004 



244 



German Studies 



200 Low Intermediate German 

A review of basic grammatical concepts and the 
study of new ones, with emphasis on vocabulary 
building. An introduction to contemporary German 
culture through literary and journalistic texts, with 
regular practice in written and oral expression. 
Students who successfully complete GER 200 and 
GER 220 will be eligible for the Junior Year Abroad 
in Hamburg. Prerequisite: lOOy, permission of the 
instructor, or by placement. {F} 4 credits 
Judith Keyler-Mayer 
Offered Fall 2004 

220 High Intermediate German 

Introduction and practice of more advanced ele- 
ments of grammar, with an emphasis on expanding 
vocabulary. Discussion of topics in modern Ger- 
man culture; development of reading skills using 
unedited literary 7 and journalistic texts; weekly 
writing assignments. Students are eligible to take 
the examination for the Zertifikat Deutsch that is 
administered at Smith each spring by the Goethe 
Institute. The Zertifikat Deutsch is highly regarded 
by private and public sector employers in all Ger- 
man-speaking countries as proof of well-developed 
communicative skills in basic German. Students 
who successfully complete GER 220 will be eligible 
for the Junior Year Abroad in Hamburg. Prerequi- 
site: 1 lOy, 200, permission of the instructor, or by 
placement. {F} 4 credits 
Judith Keyler-Mayer 
Offered Fall 2004, Spring 2005 

221 Conversation and Composition 

Intensive practice of spoken and written German. 
Weekly assignments in various forms of writing, 
such as the business and personal letter, vita, di- 
ary, and essay. Highly recommended for students 
wishing to participate in the Junior Year Abroad in 
Hamburg. Prerequisite: HOy, 220, permission of 
the instructor, or by placement. {F} 4 credits 
Jocelyne Kolb, Judith Keyler-Mayer 
Offered Fall 2004, Spring 2005 



B. German Literature and 
Culture (Courses Taught in 
German) 



222 Topics in German Culture and Civilization 

{F/L} 4 credits 

War and Peace in Germany 
This course probes the discourse on war and peace 
in German culture from the 17th century to the 
present. We will look at examples from literature, 
film, art, music, and popular culture: Gryphius, 
Heine, Remarque, Brecht, Boell, and others. 
Conducted in German. Highly recommended for 
students wishing to participate in the Junior Year 
Abroad Program in Hamburg. Prerequisite: 221, 
permission of the instructor, or by placement. {F/L} 
Judith Keyler-Meyer 
Offered Fall 2004 

The Culture of Cities: Berlin, Vienna, Munich 
1820s-1920s 

Berlin, Vienna and Munich as sites of modern cul- 
ture: the importance of the salon, the Kaffeehaus, 
the theater, and the university for the work of Hoff- 
mann, Heine, Fontane, CM. von Weber, Schinkel 
in Berlin; Schnitzler, Hofmannsthal, Freud, Mahler, 
Klimt in Vienna; Thomas Mann, Stefan George, 
Richard Strauss, Kandinsky in Munich. Conducted 
in German. Highly recommended for students 
wishing to participate in the Junior Year Abroad 
in Hamburg. Prerequisite: 221, permission of the 
instructor, or by placement. {F/L} 4 credits 
Mary Paddock 
Offered Spring 2005 

351 Advanced Topics in German Studies 

Each topic will focus on a particular literary epoch, 
movement, genre or author from German literary 
culture. All sections taught in German. 
{L/F} 4 credits 

Topic: The Reformation and Baroque in German 

literature 

This course will look at the cultural and historical 

forces that profoundly changed the face of Europe 

in the 16th and 17th centuries through literary 



German Studies 



245 



and non-literary texts by Martin Luther Erasmus of 
Rotterdam. Hans Sachs. Andreas (iryphius, Martin 
Opitz and others. 
Joseph McVeigh 
Offered Fall 2004 

Topic: Romanticism 

A study of early and late Romanticism and a con- 
sideration of what makes the period revolutionary 
Works by such authors as Wackenroder. Tieck, 
Friedrich Schlegel, Brentano. Kleist, Giinderode. 
Hoffmann. Eichendorff, and Heine, with side 
glances at Goethe and Schiller and at painters and 
musicians of the period. 
Jocelyne Kolb 
Offered Fall 2004 

Topic: Expressionism and Modernism in Germany 
A stud}" of modernist tendencies in German culture 
in the first decades of the 20th century. Readings 
by Iraki, Heinrich Mann, Bronnen, Barlach, Toller 
and others, as well as consideration of German 
Expressionism in the visual arts. 
Joseph McVeigh 
Offered Spring 2005 

404 Special Studies 

.Arranged in consultation with the department. 
Admission for senior majors by permission of the 
department. 4 credits 
Offered both semesters each year 

C. Courses in English 

151 Colloquium: Jews in German Culture 
A survey of the Jewish-German dialogue from the 
18th century to contemporary Germany: the impor- 
tance of the Jewish presence in German culture; 
representations of the Jew in German literature, 
film, and opera; the role of anti-Semitism in Ger- 
man history; Jewish life in Germany today. Texts by 
G.E. Lessing, Grimm Brothers, H. Heine, K. Marx, 
R. Wagner. A. Schnitzler. Thomas Mann and others. 
{L} Wl -t credits 
Jocelyne Kolb 
Offered Fall 2004 

227 Topics in German Studies 
{L/H} 4 credits 



Topic: . imerica and the Germans 
This course will examine the changing image of 
Germany, the Germans and German culture in 
.American popular culture over the last ISO years, 
with particular emphasis on more recent manifes- 
tations of "German-ness" in the American media. 
Knowledge of German not required. {L/H} 
Joseph McVeigh 
Offered Fall 2004 

Topic: Things Your Mama Sever Told You. . . 
About German Culture 
The purpose of this course is to provide curious 
students with a practical guide to German culture 
from Teutonic barbarians to Teutonic rap. The 
main focus of this course will rest upon the inter- 
connectedness of many diverse areas of German 
culture through the centuries (literature, art. phi- 
losophy, music, domestic culture, popular culture) 
and their relationship to contemporary life and 
society. Class discussions and practice sessions will 
emphasize the integration of this knowledge into a 
wide variety of communicative settings from casual 
conversation to more formal modes of address. 
Conducted in English. No previous knowledge of 
German culture or language required. {L/H} 4 
credits 

Joseph McVeigh 
Offered Spring 2005 

When Men Were Women: The Woman 's Role in 
Medieval German Lyric 

The vast majority of medieval poems are attributed 
to men, but an astonishing number of these clearly 
present a woman's perspective. Did these poet-per- 
formers want to express their feminine side? Were 
they trying to impress women with their sensitivity? 
This course will examine major artists of the Ger- 
manic High Middle Ages such as Walther von der 
Vogelweide, Hartmann von Aue, Reinmar der Alte 
and Wolfram von Eschenbach. as well as the poets 
who influenced them. Attention will also be given to 
the development of the woman's role in the lyric of 
other European cultures of the time. Readings and 
discussion in English. No previous knowledge of 
German or medieval literature required. {L/H} 
Mary Paddock 
Offered Spring 2005 



246 



German Studies 



230 Topics in German Cinema 

Topic: Haunted Utopia? Weimar Cinema (1919- 
31): From Caligari to M 
A study of such representative films from Ger- 
many's "Golden Age" as Wiene's The Cabinet of 
Dr. Caligari, Lang's Metropolis and#., Murnau's 
Nosferatu and Pabst's Joyless Street. Emphasis 
on investigating historical and sociological back- 
ground; influence of Expressionist theater; advent 
of sound; the "New Woman"; genesis of horror, 
action, and Utopian film; influence on New German 
Cinema and contemporary popular culture. In- 
cludes such contemporary "remakes" as Herzog's 
Nosferatu, the 2002 anime Metropolis, and music 
videos by Queen and Madonna. Collaborative 
course between Smith College and Mt. Holyoke 
College via the Interactive Networked Classrooms. 
Includes discussion with specialists and students 
in the United States and Germany. No knowledge of 
German required. 
(E) {L/H/A} 4 credits 
Robert Davis 
Offered Spring 2005 

D. Courses Offered on the 
Junior Year Abroad Program 
in Hamburg 

260 Orientation Program in Hamburg 

The Orientation Program has three main goals: 
1) to ensure daily practice in spoken and written 
German needed for study at the University of Ham- 
burg; 2) to offer a comprehensive introduction to 
current affairs in Germany (political parties, news- 
papers and magazines, economic concerns); 3) to 
offer extensive exposure to the cultural and social 
life of Hamburg and its environs. Students are also 
introduced to German terminology and methodol- 
ogy in their respective majors, to German academic 
prose style, and to a characteristic German form 
of academic oral presentation, the Referat. The 
Orientation Program culminates in the presentation 
of a Referat on a topic in each student's academic 
area of concentration. 2 credits 
Annelie Andert, Manfred Bonus, Ute Michel 
Offered Fall 2004 for six weeks on the Junior 
Year in Hamburg 



270 German History and Culture from 1871 
to 1945 

This course covers the Wilhelminian Empire, the 
Weimar Republic and the Third Reich. For the 
Weimar Republic, the focus will be on the political, 
economic, social and cultural issues the republic 
was facing. For the Third Reich, we will focus on 
the establishment of dictatorship; the persecution 
of Jews; everyday life in Hitler Germany; World War 
II; resistance and opposition; the end of the Third 
Reich. Limited to students enrolled in the JYA pro- 
gram. {H/F} 4 credits. 
Rainer Nicolaysen 

Offered Fall 2004 on the Junior Year in 
Hamburg 

280 Theater in Hamburg: Topics and Trends in 
Contemporary German Theater 

This course offers an introduction to the Ger- 
man theater system; through concentration on its 
historical and social role, its economics and ad- 
ministration. We will study the semiotics of theater 
and learn the technical vocabulary to describe and 
judge a performance. Plays will be by German au- 
thors from different periods. The JYA program will 
cover the cost of the tickets. Attendance at four or 
five performances is required. Limited to students 
enrolled in the JYA program. {L/A/F} 4 credits 
Jutta Gutzeit 

Offered Fall 2004 on the Junior Year in 
Hamburg 

290 Studies in Language II 

The objective of this course is to improve written 
and oral skills by building on work done during 
the orientation program. Emphasis in class will be 
on treatment of complex grammatical structures as 
well as dictations, grammar and listening compre- 
hension. Students will be taught how to present a 
term paper (Hausarbeit) in the German fashion. 
In addition, there will be an optional weekly pho- 
netics tutorial. {F} 4 credits 
Jutta Gutzeit 

Offered Fall 2004 on the Junior Year in 
Hamburg 

310 Studies in Language III 

The objective of tins course is to improve written 
and oral skills by building on work done during 
the orientation program or the winter semester. 



German Studies 



24" 



Emphasis in class will be on treatment of complex 
grammatical structures as well as dictations, gram- 
mar and listening comprehension. Students taking 
the course in the winter semester will be taught 
how to present a term paper (Hausarbeit) in 
the German fashion. In addition, there will be an 
optional weekly phonetics tutorial. Preparation for 
the qualifying exam "Deutsch als Fremdsprache" at 
the University of Hamburg. Prerequisite: 290 or by 
placement. {F} 4 credits 
Jutta Gutzeit 

Offered Fall 2005, Spring 2005 on the Junior 
Year in Hamburg 

320 Germany 1945-90: Politics, Society and 
Culture in the Two German States 

This course, which provides a continuation of 270, 

will cover the post- War period of occupation; the 

founding of two German states; German-German 

relations during the Cold War; and the reunification 

of Germany. Historical analysis; reading of selected 

literary works; screening of films. Prerequisite: 

270, or permission of the instructor. Limited to 

smdents enrolled in the JYA program. {L/H/F} 4 

credits 

Rainer Mcolaysen 

Offered Spring 2005 on the Junior Year in 

Hamburg 



The Major 



Advisers: for the class of 2005, Judith Keyler- 
Mayer; for the class of 2006, Gertraud Gutzmann; 
for the class of 2007, Joseph McVeigh. 

Adviser for Study Abroad: Joseph McVeigh 

Basis: GER 200 

Requirements: Nine courses above the basis, of 
which at least six (6) must be selected from the 
following: 220; 221 or_290; 222 (maybe repeated 
with a different topic); 270; 280; 310; 320; 351 
(may be repeated with a different topic). 

Up to three (3) English-language courses may 
be taken from among the following: 227 (may 
be repeated with a different topic); 230 (may be 
repeated with a different topic); 240; and any CLT 
courses taught by faculty of the German studies 
department. 



GER 270, 280, 290 and 310 can only be taken on 
the Junior Year Abroad in Hamburg. 

Courses other than those in the Smith catalogue 
taken during the Junior Year Abroad in Hamburg 
will be numbered differently and will be consid- 
ered equivalent to (and upon occasion can be sub- 
stituted for) required courses offered on the Smith 
campus, subject to the approval of the department. 

Smdents are encouraged to take courses out- 
side the Department of German Studies, specifically 
courses in comparative literature, art history, music 
history, history, government, and philosophy. 

The Minor 

Advisers: for the class of 2005, Judith Keyler- 
Mayer; for the class of 2006, Gertraud Gutzmann; 
for the class of 2007, Joseph McVeigh. 

Basis: GER 200 

Requirements: Six (6) courses above the basis. 

Up to two English-language courses taught by the 
German Studies Department. 

Four German-language courses above the basis 
offered in the German studies department. 



Honors 

Director: Joseph McVeigh. 

430d Thesis 

8 credits 

Full-year course; Offered each year 

Requirements: the same as for the major, with the 
addition of a thesis, to be written over the course of 
two semesters, and an oral examination in the gen- 
eral area of the thesis. The topic of specialization 
should be chosen in consultation with the director 
of honors during the junior year or at the begin- 
ning of the senior year. 



248 



Government 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Susan C. Bourque, Ph.D. 

* 2 Steven Martin Goldstein, Ph.D. 
Donna Robinson Divine, Ph.D. 
Martha A. Ackelsberg, Ph.D. (Government and 
Women's Studies) 
Donald C. Baumer, Ph.D., Chair 
■ 2 Dennis Yasutomo, Ph.D. 

2 Patrick Coby, Ph.D. 
Catharine Newbury, Ph.D. 

Associate Professors 

Howard Gold, Ph.D. 
Velma E.Garcia, Ph.D. 
Gregory White, Ph.D. 
1 Alice L Hearst, J.D., Ph.D. 
Gary Lehring, Ph.D. 
Mlada Bukovansky, Ph.D. 



Adjunct Associate Professor 

Robert Hauck, Ph.D. 

Assistant Professors 

Marc Lendler, Ph.D. 
Jacques Hymans, Ph.D. 

Lecturer 

Michael Klare 

Washington Scholar in Residence 

Sally KatzenDykJ.D. 

Associated Faculty 

Gwendolyn Mink, Ph.D. (Women's Studies) 

Research Associate 

Michael Clancv 



For first-year students in their first semester, admis- 
sion to 200-level courses is only by permission of 
the instructor. 

Seminars require the permission of the instruc- 
tor and ordinarily presume as a prerequisite a 200- 
level course in the same field. 

100 Introduction to Political Thinking I 

Open to all students. Students considering a gov- 
ernment major are strongly encouraged to take 
GOV 100 in their first or second year. A study of 
the leading ideas of the Western political tradition, 
focusing on such topics as justice, power, authority, 
freedom, equality and democracy. Two lectures and 
one discussion. One or more discussion sections 
are designated as Writing Intensive (Wl) {S} 
4 credits 

Gary lehring and members of the department, 
Fall 2004 

Martha Ackelsberg and members of the depart- 
ment, Fall 2005 
Offered Fall 2004, Fall 2005 



190 Empirical Methods in Political Science 

The fundamental problems in summarizing, 
interpreting and analyzing empirical data. Top- 
ics include research design and measurement, 
descriptive statistics, sampling, significance tests, 
correlation and regression. Special attention will 
be paid to survey data and to data analysis using 
computer software. {S/M} 4 credits 
Howard Gold 
Offered Fall 2004, Fall 2005 



American Government 

200 is suggested preparation for all other courses 
in this field. 



200 American Government 

A study of the politics and governance in the United 
States. Special emphasis is placed on how the ma- 
jor institutions of American government are influ- 
enced by public opinion and citizen behavior, and 



Government 



W) 



how all of these forces interact in the determination 
of government policy. The course will include at 
least one Internet-based assignment. {S} 4 credits 
Donald Baumer 
Offered Spring 2005, Spring 2006 

201 American Constitutional Interpretation 

The study of Supreme Court decisions, documents 
and other writings dealing with constitutional the- 
ory and interpretation. Special attention is given to 
understanding the institutional role of the Supreme 
Court. Not open to first-year students. {S} 4 credits 
Alice Hearst 
Offered Fall 2005 

202 American Constitutional Law: The Bill of 
Rights and the Fourteenth Amendment 

Fundamental rights of persons and citizens as in- 
terpreted by decisions of the Supreme Court, with 
emphasis on the interpretation of the Bill of Rights 
and the Fourteenth Amendment. {S} 4 credits 
Marc handler, Spring 2005 
Alice Hearst, Spring 2006 
Offered Spring 2005, Spring 2006 

204 Urban Politics 

The growth and development of political communi- 
ties in metropolitan areas in the United States, with 
specific reference to the experiences of women, 
black and white. Focus on the social structuring 

: of space; the ways patterns of urban development 
reflect prevailing societal views on relations of 

i race, sex and class; intergovernmental relations; 
and the efforts of people — through governmental 
action or popular movements — to affect the nature 
and structure of the communities in which they 
live. {S} 4 credits 
Martha Ackelsberg 
Offered Spring 2006 

205 Colloquium: Law, Family and State 

Explores the status of the family in American 
political life, and its role as a mediating structure 
between the individual and the state. Emphasis will 
be placed on the role of the courts in articulating 
the rights of the family and its members. Limited 
enrollment. Suggested preparation GOV 202 or 
WST 225. {S} 4 credits 
Alice Hearst 
Offered Spring 2006 



206 The American Presidency 

An analysis of the executive power in its constitu- 
tional setting and of the changing character of the 
executive branch. {S} 4 credits 
Marc Le tidier 
Offered Spring 2006 

207 Politics of Public Policy 

A thorough introduction to the study of public 
policy in the United States. A theoretical overview 
of the policy process provides the framework for 
an analysis of several substantive policy areas, to be 
announced at the beginning of the term. {S} 
4 credits 
Donald Baumer 
Offered Fall 2005 

208 Elections in the Political Order 

An examination and analysis of electoral politics in 
the United States. Voting and elections are viewed in 
the context of democracy. Topics include electoral 
participation, presidential selection, campaigns, 
electoral behavior, public opinion, parties and con- 
gressional elections. Special attention will be paid to 
the 2000 presidential election. {S} 4 credits 
Marc Lendler 
Offered Fall 2004, Fall 2005 

209 Colloquium: Congress and the Legislative 
Process 

An analysis of the legislative process in the United 
States focused on the contemporary role of Con- 
gress in the policy-making process. In addition to 
examining the structure and operation of Congress, 
we will explore the tension inherent in the design 
of Congress as the maker of public poliq' for the 
entire country while somehow simultaneously rep- 
resenting the diverse and often conflicting interests 
of citizens from 50 different states and 455 sepa- 
rate congressional districts. Enrollment limited to 
20. {S} 4 credits 
Donald Baumer 
Offered Spring 2005 

210 Public Opinion and Mass Media in the 
United States 

This course examines and analvies American 
public opinion and the impact of the mass media 
on politics. Topics include political socialization, 
political culture, attitude formation and change, 



250 



Government 



linkages between public opinion and policy and the 
use of surveys to measure public opinion. Empha- 
sis on the media's role in shaping public prefer- 
ences, and politics. {S} 4 credits 
Howard Gold 
Offered Spring 2005, Spring 2006 

211 Colloquium: The Regulatory Process: A 
Window into How the Federal Government 
Works 

Regulations constitute an important instrument 
of government and are one of the easiest ways for 
a president to make his/her mark. We will study 
the institutional interests and the role — in theory 
and in practice — of the various entities that are 
involved in the regulatory process, including Con- 
gress, the president, the agencies (both executive 
branch and independent regulatory agencies), the 
Office of Management and Budget, and the courts. 
We will explore the procedures the agencies follow 
in developing regulations, especially those involving 
the public, and the role of science and econom- 
ics in the decision-making process. Specific case 
studies, including seat belt and air bag regulations, 
various environmental regulations, and safety and 
health regulations, will be used to illustrate how 
the principles associated with American govern- 
ment — such as separation of powers, federalism, 
and accountability — play out in Washington, DC. 
Limited enrollment {S} 4 credits 
Sally Katzen Dyk 
Offered Fall 2004 

214 Colloquium: Free Speech in America 

An examination of the application of the First 
Amendment in historical context. Special attention 
to contemporary speech rights controversies. Lim- 
ited enrollment. {S} 4 credits 
Marc Lendler 
Offered Fall 2004 

215 Colloquium: The Clinton Years 

This is a course about the eight years of the Clin- 
ton presidency. It will cover the elections, policy 
debates, foreign policy, battles with the Republican 
Congress and impeachment. The purpose is to be- 
gin the task of bringing perspective to those years. 
Prerequisites: One American Government course 
and permission of the instructor. Enrollment lim- 



ited to 20. (E) {S} 4 credits 
Marc Lendler 
Offered Fall 2005 

216 Minority Politics 

An examination of political issues facing the mi- 
nority communities of American society. Topics 
include social movements, gender and class issues. 
{S} 4 credits 
Velma Garcia 
Offered Fall 2004, Fall 2005 

217 Colloquium: The Politics of Wealth and 
Poverty in the United States 

This course examines changing patterns of wealth 
and income inequality in the United States. We will 
explore how these inequalities have developed over 
time and various responses to them, both at the 
level of public policy and of popular activism and/ 
or social mobilizations. We'll pay particular atten- 
tion to the ways gender, race, sexuality and ethnic 
differences interact in the structuring of social and 
political, as well as economic, inequalities. Enroll- 
ment is limited to 20 students. Prerequisite: Gov 
100 or a course in U.S. politics. {S} 4 credits 
Martha Ackelsberg 
Offered Spring 2005 

304 Seminar in American Government 

{S} 4 credits 

Pathologies of Power 

A comparative examination of McCarthyism, Water- 
gate and Iran-Contra. A look at how our political 
institutions function under stress. Prerequisite: a 
200-level course in American Government. 
Marc Lendler 
Offered Spring 2005, Spring 2006 

306 Seminar in American Government 

{S} 4 credits 

Politics and the Environment 
An examination of environmental policy making 
within the federal government, with special em- 
phasis on how Congress deals with environmental 
policy issues. A variety of substantive policy areas 
from clean air to toxic waste will be covered. Stu- 
dents will complete research papers on an environ- 
mental policy topic of their choice. Prerequisite: a 



Government 



251 



200-level course in American Government. 
Donald Baumer 
Offered Spring 2006 

307 Seminar in American Government 

Topic: Latinos and Politics in the I ni ted States 
An examination of the role of Latinos in society and 
politics in the United States Issues to be analyzed 
include immigration, education, electoral politics 
and gender. {S} 4 credits 
Velma Garcia 
Offered Fall 2004 

311 Seminar in Urban Politics 

This course will examine a variety of movements, 
both historical and contemporary, that have been 
centered in cities, in an effort to understand their 
special characteristics, and the relationship be- 
tween urban spaces and political action. {S} 
4 credits 

Martha Ackelsberg 
Offered Fall 2005 

312 Seminar in American Government 

Topic: Political Behavior in the (ni ted States. An 
examination of selected topics related to American 
political behavior. Themes include empirical analy- 
sis, partisanship, voting behavior and turnout, pub- 
lic opinion and racial attitudes. Student projects 
will involve analysis of survey data. {S} 4 credits 
Howard Gold 
Offered Spring 2005, Spring 2006 

411 Washington Seminar in American 
Government 

Policy making in the national government. Open 
only to members of the Semester-in-Washington 
Program. Given in Washington, D.C. 4 credits 
Robert Hauck 
Offered Fall 2004, Fall 2005 

412 Semester-in-Washington Research 
Project 

Open only to members of the Semester-in-Washing- 
ton Program. 8 credits 
Donald Baumer 
Offered Fall 2004, Fall 2005 



413 Washington Seminar: The Art and Craft of 
Political Science Research 

This seminar is designed to provide students par- 
ticipating in the Washington Internship Program 
with an overview of the various approaches to 
conducting research in the discipline of political 
science. Students will be introduced to methods of 
quantitative and qualitative research, data acquisi- 
tion and hypothesis testing. The seminar's more 
specific goal is to help students understand the 
process of planning, organizing and writing an ana- 
lytical political science research paper. Enrollment 
limited to juniors and seniors in the Washington 
Internship Program. {S} 2 credits 
Robert J. P. Hauck 
Offered Fall 2004, Fall 2005 



Comparative Government 

220 Introduction to Comparative Politics 

This course introduces the study of comparative 
political analysis through the comparative study 
of democratization. It weaves conceptual ap- 
proaches with case studies of historic as well as 
contemporary political systems. The focus is on the 
major approaches and controversies in the study 
of democratization as well as the manner in which 
this conceptual literature has been applied to — but 
also reshaped by — the evolution of specific politi- 
cal systems. {S} 4 credits 
Steven Goldstein 
Offered Spring 2005 

221 European Politics 

This course focuses on the development of Europe- 
an democratic institutions in the context of military 
and economic conflict and cooperation. Includes 
an introduction to the process of European integra- 
tion. {S} 4 credits 
Mlada Bukovansky 
Offered Fall 2004, Fall 2005 

224 Islam and Politics in the Middle East 

An analysis of traditional Muslim political societies 
in the Middle East and of the many ways in which 
they were transformed into nation states. Issues 
addressed include nationalism, religious political 
activism, colonialism and globalization. Readings 
will also cover such topics as regional conflicts, 



252 



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revolutions as well as the impact of these disparate 

developments on the position of women. {S} 4 

credits 

Donna Robinson Divine 

Offered Fall 2004 

226 Latin American Political Systems 

A comparative analysis of Latin American political 

systems. Emphasis on the politics of development, 

the problems of leadership, legitimacy, and regime 

continuity. A wide range of countries and political 

issues will be covered. {S} 4 credits 

Velma Garcia 

Offered Spring 2005, Spring 2006 

228 Government and Politics of Japan 

An introductory survey and analysis of the develop- 
ment of postwar Japanese politics. Emphasis on 
Japanese political culture and on formal and infor- 
mal political institutions and processes, including 
political parties, the bureaucracy, interest groups 
and electoral and factional politics. {S} 4 credits 
Dennis Yasutomo 
Offered Fall 2004 



temporary Africa. Topics will include the historical 
effects of colonialism on the economic, social, 
and political roles of African women, the nature of 
urban/rural distinctions, and the diverse responses 
by women to the economic and political crises of 
postcolonial African polities. Case studies of spe- 
cific African countries, with readings of novels and 
women's life histories as well as analyses by social 
scientists. {S} 4 credits 
Catharine Newbury 
Offered Fall 2005 

233 Problems in Political Development 

Why are so many states of the world poor and 
"underdeveloped?" What is the meaning of devel- 
opment, and how can it be achieved? Focusing on 
areas of Africa, Latin America and Asia, this course 
will explore the role of the state in development, 
institutions, actors and social movements that 
structure political interaction, and the relationship 
between democratization and development. {S} 
4 credits 

Catharine Newbury 
Offered Spring 2005 



229 Government and Politics of Israel 

A historical analysis of the establishment of the 
State of Israel and the formation of its economy, 
society and culture. Discussions will focus on the 
Zionist movement in Europe and the United States, 
the growth and development of Jewish economic 
and political institutions in the land of Israel, and 
the revival of the Hebrew language. {S} 4 credits 
Donna Robinson Divine 
Offered Fall 2005 

230 Government and Politics of China 

Treatment of traditional and transitional China, 
followed by analysis of the political system of the 
People's Republic of China. Discussion centers on 
such topics as problems of economic and social 
change, policy formulation, and patterns of party 
and state power. {S} 4 credits 
Steven Goldstein 
Offered Fall 2004, Fall 2005 

232 Women and Politics in Africa 

This course will explore the genesis and effects of 
political activism by women in Africa, which some 
believe represents a new African feminism, and its 
implications for state/civil society relations in con- 



236 Central Africa: Development, 
Democratization, and Violence 

A study of colonial dynamics, decolonization, and 
postcolonial politics of central African states. Topics 
include the state's role in development, the chang- 
ing character of state/society relationships, grass- 
roots pressures for democratization in the 1990s, 
and the roots to genocide and war in the region. In 
addition to social science analyses and accounts by 
journalists, we will study popular paintings and life 
histories that reflect cultural attitudes and practices, 
depicting the everyday experiences of people from 
different social strata. Suggested preparation GOV 
233 or one course in African politics, anthropology, 
or history. {S} 4 credits 
Catharine Newbury 
Offered Spring 2006 

238 Readings on Central Africa in French 

Discussion in French of historical and contemporary 
issues in francophone Central Africa. Readings of 
academic analyses as well as newspaper accounts, 
life history narratives, and francophone Web sites. 
Optional one-credit course open only to students 
concurrently enrolled in GOV 236, or HST 258. Pre- 
requisite: FRN 230 or equivalent. Enrollment limited 



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253 



to 15. Graded SA only. {H/S/F} 1 credit 
Catharine Newbury 
Offered Spring 2006 

237 Colloquium: Politics and the U.S./Mexico 
Border 

This course examines the most important issues 
facing the LSTMexico border: NAFTA, industrial- 
ization, and the emergence of the maquiladoras 
(twin plants); labor migration and immigration; 
the environment; drug trafficking; the militarization 
of the border; and border culture and identity. The 
course begins with a comparison of contending 
perspectives on globalization before proceeding 
to a short overview of the historical literature on 
the creation of the U.SVMexico border. Though at 
the present time the border has become increas- 
ingly militarized, the boundary dividing the United 
States and Mexico has traditionally been relatively 
porous, allowing people, capital, goods and ideas 
to flow back and forth. The course will focus on 
the border as a region historically marked both by 
conflict and interdependence. Open to majors in 
government and/or Latin American studies; others 
by permission of the instructor. Enrollment limited 
to 20. {S} 4 credits 
Velma Garcia 
Offered Spring 2005, Spring 2006 

321 Seminar in Comparative Government 

Topic: The Rwanda Genocide in Comparative 
Perspective. In 1994, Rwanda was engulfed by vio- 
lence that caused untold human suffering, left more 
than half a million people dead and reverberated 
throughout the Central African region. Using a com- 
parative perspective, this course explores parallels 
and contrasts between Rwanda and other cases of 
genocide and mass murder in the 20th century. 
Topics include the nature, causes and consequenc- 
es of genocide in Rwanda, regional dynamics, the 
failure of the international community to intervene 
and efforts to promote justice through the U.N. 
International Criminal Tribunal for Rwanda. We will 
also consider theories of genocide and their ap- 
plicability to Rwanda, exploring comparisons with 
other cases such as the Armenian genocide, the 
Holocaust, the destruction of the Herero and war in 
Liberia and Sierra Leone. {S} 4 credits 
Catharine Newbury 
Offered Fall 2004 



322 Seminar in Comparative Government 
Topic: Mexican Politics from l ( JI<) to the Pres- 
ent. An in-depth examination of contemporary 
political and social issues in Mexico. The country, 
once described as the "perfect dictatorship, is in 
the process of undergoing a series of deep politi- 
cal and economic changes. This seminar provides 
an examination of the historical foundations of 
modern Mexican politics, beginning with the Revo- 
lution. In addition, it examines a series of current 
challenges, including the transition from one-party 
rule, the neoliberal economic experiment and 
NAFTA, border issues, the impact of drug traffick- 
ing and rebellion in Chiapas. {S} 4 credits 
Velma Garcia 

Offered Fall 2005 

323 Seminar in Comparative Government 

Topic: Warring for Heaven and Earth: Jewish and 
Muslim Political Activism in the Middle East. 
This seminar explores the rise and spread of Jew- 
ish and Muslim political activism in the Middle East 
with a special focus on those that operate in Egypt, 
Lebanon, Israel, the Palestinian territories, and 
in Saudi Arabia. The particular groups addressed 
include Gush Emunim, Kach, Israels Redemption 
Movements, Hamas Hizbullah, Islamic Jihad in 
both the Palestinian territories and in Egypt, and 
al-Queda. The reading material focuses on the con- 
ditions giving rise to these various activist groups 
and examines their political objectives. The social 
organization of these movements will also be ex- 
plored, particularly with regard to gender and the 
consequences of globalization. {S} 4 credits 
Donna Robinson Divine 
Offered Spring 2005 



International Relations 

24 1 is suggested preparation for all other courses 
in this field. 



241 International Politics 

An introduction to the theoretical and empirical 
analysis of states in the international system. Em- 
phasis is given to the role of international institu- 
tions, the influence of the world economy on inter- 
national relations and the increasing prominence 
of global issues such as the environment, human 



254 



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rights and humanitarian aid. Enrollment limited to 
70. {S} 4 credits 
Jacques Hymans, Fall 2004 
Gregory White, Spring 2005 
To be announced, Fall 2005 
Mlada Bukovansky, Spring 2006 
Offered both semesters each year 

242 International Political Economy 

This course begins with an examination of the 
broad theoretical paradigms in international 
political economy (IPE), including the liberal, 
economic nationalist, and neo-Marxist perspec- 
tives. How universal are these paradigms, and what 
are their sources of critique? The course analyzes 
critical debates in the post-World War II period, 
including the role of the Bretton Woods institutions 
(World Bank group and IMF), international trade 
and development, the debt question, poverty and 
global inequality and the broad question of "glo- 
balization." Prerequisite: 241 or permission of the 
instructor. {S} 4 credits 
Gregory White 
Offered Fall 2004, Spring 2006 

244 Foreign Policy of the United States 

In this course we ask and answer the follow- 
ing questions: Just what is "United States foreign 
policy"? By what processes does the United States 
define its interests in the global arena? What instru- 
ments does the United States possess to further 
those interests? Finally, what specific foreign policy 
questions are generating debate today? Prereq- 
uisite: 241 or permission of the instructor. {S} 4 
credits 

Jacques Hymans 
Offered Spring 2005, Spring 2006 

246 Perspectives on War 

In tins course we analyze war by asking the fol- 
lowing questions: What is war? What causes it to 
break out, escalate and terminate? How is war 
experienced by kings and presidents, military of- 
ficers, foot soldiers and civilians? What are its lon- 
ger-range political and social consequences? And 
when, if ever, is it justified? Prerequisite: 241 or 
permission of the instructor. {S} 4 credits 
Jacques Hymans 
Offered Spring 2006 



248 The Arab-Israeli Dispute 

An analysis of the causes of the dispute and of ef- 
forts to resolve it; an examination of Great Power 
involvement. A historical survey of the influence of 
Great Power rivalry on relationships between Israel 
and the Arab States and between Israelis and Pales- 
tinian Arabs. Consideration of the several Arab-Is- 
raeli wars and the tensions, terrorism and violence 
unleashed by the dispute. No prerequisites. {S} 4 
credits 

Donna Robinson Divine 
Offered Spring 2005, Spring 2006 

250 Case Studies in International Relations 

The development and application of theoretical 
concepts of international relations; examination 
of historical events and policy decisions; testing 
theories against the realities of state behavior and 
diplomatic practice. In fall 2004, the course will 
focus on the international political ramifications of 
transboundary environmental problems and grow- 
ing competition for scarce and valuable resources. 
In particular, we'll examine the ways in which states, 
non-state actors, and the international community 
is responding to such problems as global climate 
change, water scarcity, intensified competition for 
energy supplies, deforestation, land degradation, 
and fisheries depletion. In each case, emphasis will 
be placed on the prospects both for conflict and 
cooperation in addressing global problems. (E) {S} 
Michael Klare 
Offered Fall 2004 

251 Foreign Policy of Japan 

The socio-cultural, political, and economic founda- 
tions of Japanese foreign policy. Emphasis on the 
post-World War II period and the search for a 
global role. {S} 4 credits 
Dennis Yasutomo 
Offered Spring 2005 

252 International Organizations 

An examination of the role of international organi- 
zations in shaping the conduct of world politics in 
issue areas such as peace and security, economic 
development and human rights. The course focuses 
on intergovernmental organizations such as the 
United Nations and the World Trade Organization, 
treaty-based regimes such as the nuclear nonprolif- 
eration regime and nongovernmental organizations 



Government 



2SS 



such as Amnesty International. Prerequisite: 24 1 or 
permission of the instructor. {S} 4 credits 
Mlada Bukovansky 
Offered Spring 2005, Fall 2005 

254 Politics of the Global Environment 

An introductory survey of the environmental im- 
plications of the international political economy. 
The focus is on the changing role of the state and 
the politics of industrial development. Special 
emphasis is devoted to the controversies and is- 
sues that have emerged since the 1950s, including 
the tragedy of the commons, sustainable develop- 
ment, global warming and environmental security. 
Special attention is also accorded to North-South 
relations and the politics of indigenous peoples. 
Prerequisite: 241 or permission of the instructor. 
{S} 4 credits 
Gregory White 
Offered Fall 2005 

256 Colloquium: International Labor Migration 

This course examines the politics of labor migra- 
tion within the context of globalization. It also 
treats the recent injection of security imperatives 
into migration policy, especially after 9-1 1-01. 
Although we discuss a wide array of cases and ex- 
amples, the seminar focuses on case studies from 
three geographic areas: the Mediterranean basin, 
the Persian Gulf and North America. Materials used 
include social science analyses, ethnographies, 
documentary and feature-length films, and diaries. 
Enrollment limited to 20. {S} 4 credits 
Gregory White 
Offered Spring 2005, Spring 2006 

343 Seminar in International Politics 

Topic: Corruption and Global Governance. What 
can international institutions such as the Interna- 
tional Monetary Fund and the World Bank do about 
corruption? This seminar explores the theoretical 
and practical dimensions of the problem of cor- 
ruption and analyzes how states and international 
organizations have attempted to combat the prob- 
lem. {S} 4 credits 
Mlada Bukovansky 
Offered Spring 2006 

347 Seminar in International Politics and 
Comparative Politics 

Topic: Algeria in the International System. 



This seminar examines the history and political 
economy of Algeria, focusing on the tragic conflict 
in the 1990s. It sets Algeria's domestic politics in 
the broader context of its regional situation within 
North Africa, the Mediterranean and Europe. Study 
is devoted to Algeria's: 1 ) war of independence 
from France; 2) colonial legacy; 3) oil-based 
economy; and 4) postcolonial politics and society. 
Special attention will be devoted to the politics of 
Islam and the "permanent transition" to democ- 
racy. {S} 4 credits 
Gregory White 
Offered Fall 2005 

348 Seminar in International Politics 

Topic: Conflict and Cooperation in Asia. The 
seminar will identify and analyze the sources and 
patterns of conflict and cooperation among Asian 
states and between Asian and Western countries in 
the contemporary period. The course will conclude 
by evaluating prospects for current efforts to create 
a new "Asia Pacific Community." Permission of the 
instructor is required. {S} 4 credits 
Dennis Yasutomo 
Offered Fall 2004 

349 Seminar in International Relations and 
Comparative Politics 

Topic: The Political Economy of the Newly In- 
dustrializing Countries of Asia. An examination 
of the post-War development of Hong Kong, South 
Korea, Singapore and Taiwan. {S} 4 credits 
Steven Goldstein 
Offered Spring 2005 

352 Seminar in Comparative Government and 
International Relations 

Topic: European Integration. What factors ac- 
count for the character and timing of the process 
of European integration? How has European inte- 
gration influenced national identities and domestic 
politics within the states of the European Union, 
and relations between the EU and other states? Are 
the institutions of the European Union democratic 
and accountable to all citizens? Where should the 
boundaries of the EU be drawn? This seminar will 
address these issues by examining the political 
economy of European integration. {S} 4 credits 
Mlada Bukovansky 
Offered Spring 2005 



256 



Government 



353 Seminar in International Politics 

Topic: The Global Environment and "Green Di- 
plomacy. " This seminar examines the politics of 
international environmental cooperation. It focuses 
on the prospects for (and limits to) international 
treaty and regime formation, examining crucial 
issues such as sovereignty, implementation, com- 
pliance, finance and issue linkage. Additional at- 
tention is paid to the politics of science, the role of 
nongovernmental actors, sustainable development 
and environmental security. Research papers will 
examine these theoretical concerns in the context 
of specific examples of green diplomacy: ozone 
depletion, climate change, whaling and fisheries, 
biodiversity (forestries, wildlife) , water, trade in 
endangered species, waste trade, etc. Special note: 
Students are required to have completed an intern- 
ship in the environmental field — through Praxis 
or alternative funding — in the summer prior to the 
seminar. (Environmental studies is broadly and ex- 
pansively understood to include work in the private 
sector, public sector, NGOs, etc. Please consult with 
the instructor with specific questions about the 
suitability of an internship.) A portion of the course 
evaluation will be based on a paper concerning 
the internship; more important, students will be 
expected to bring their experience in the internship 
to the seminar. Wl {S} 4 credits 
Gregory White 
Offered Fall 2004 

EAS 375 Seminar: Japan-United States 
Relations 

{S} 4 credits 
Dennis Yasutomo 
Offered Spring 2005 



Political Theory 



261 Ancient and Medieval Political Theory 

An examination of the classical polis and the 
Christian commonwealth as alternatives to the na- 
tion-state of the modern world. Topics considered 
include the moral effects of war and faction, the 
meaning of justice, citizenship, regimes and natural 
law; the relation of politics and philosophy; and 
the contest between secular and religious authority. 
Readings from Plato, Aristotle, Cicero, Augustine, 
Aquinas, and Marsilius and others. Depending on 
the number of students enrolled, the course might 



incorporate the "Athens" game from the "Reenact- 
ing the Past" seminar, in which case the readings 
will change and some authors will be dropped. {S} 
4 credits 
Patrick Goby 
Offered Fall 2004 

262 Early Modern Political Theory, 1500- 
1800 

A study of Machiavellian power-politics and of 
efforts by social contract and utilitarian liberals 
to render that politics safe and humane. Topics 
considered include political behavior, republican 
liberty, empire and war; the state of nature, natural 
law/natural right, sovereignty and peace; limitations 
on power, the general will, and liberalism's relation 
to moral theory, religion and economics. Read- 
ings from Machiiavelli, Hobbes, Locke, Rousseau, 
Hume and Smith; also novels and plays. Depending 
on the number of students enrolled, the course 
might incorporate the "French Revolution" game 
from the "Reenacting the Past" seminar, in which 
case the readings will change and some authors 
will be dropped. {S} 4 credits 
Patrick Coby 
Offered Spring 2005 

263 Political Theory of the 19th Century 

A study of the major liberal and radical political 
theories of the 19th century, with emphasis on the 
writings of Hegel, Marx, Tocqueville, Mill and Ni- 
etsche. Not open to first-year students. {S} 4 credits 
Gary Lehring 
Offered Fall 2004, Spring 2006 

264 American Political Thought 

An examination of political thought in America 
from the colonial period to the present. Prominent 
themes include: politics and religion, constitutional 
structures, political parties, slavery, industrializa- 
tion, welfare, foreign policy and liberalism-conser- 
vatism. {S} 4 credits 
Patrick Coby 
Offered Spring 2005 

265 Killing for Politics 

In a world stamped by imperialism and globaliza- 
tion, an increasing number of individuals and 
organizations view violence as a redeeming, if not 
life-affirming act. This course explores that phe- 
nomenon by examining the relationship between 



Government 



257 



death and politics in classical and modern political 
theory and in several modem ideologies including 
those derived from religious doctrines. {S} 4 credits 
Donna Robinson Divine 
Offered Fall 2005 

266 Political Theory of the 20th Century 

A study of major ideas and thinkers of the 20th 
century Possible thinkers include Weber, Freud, 
Althusser, Arendt, Foucault, Irigaray, Gramsci, 
Habermas, Adorno, Horkheimer, Ravvls and Wells. 
Topics addressed may include neo-Marxism, 
feminism, ideology, postmodernism and multicul- 
turalism. Successful completion of Gov 100 and/or 
other political theory course is strongly suggested. 
{S} 4 credits 
Gary Letting 
Offered Spring 2005 

267 Problems in Democratic Thought 

What is democracy? We begin with readings of 
Aristotle, Rousseau and Mill to introduce some 
issues associated with the ideal of democratic self- 
government: participation, equality, majority rule 
vs. minority rights, the common good, pluralism, 
community. Readings will include selections from 
liberal, radical, socialist, libertarian, multicultural- 
ist and feminist political thought. Not open to first- 
year students. {S} 4 credits 
Martha Ackelsberg 
Offered Fall 2004 

269 Politics of Gender and Sexuality 

An examination of gender and sexuality as subjects 
of theoretical investigation, historically constructed 
in ways that have made possible various forms of 
regulation and scrutiny today. We will focus on the 
way in which traditional views of gender and sexu- 
ality still resonate with us in the modern world, 
helping to shape legislation and public opinion, 
creating substantial barriers to cultural and politi- 
cal change. {S} 4 credits 
Gary Lehring 
Offered Fall 2005 

364 Seminar in Political Theory 

Topic: Feminist Theory. An examination of femi- 
nist perspectives on political participation and citi- 
zenship. Prerequisite: one course in political theory 
or permission of the instructor. {S} 4 credits 
Martha Ackelsberg 
Offered Spring 2005, Spring 2006 



366 Seminar in Political Theory 

Topic: The Political Theory of Michel Foucault. 

This course will examine the work of Michel Fou- 
cault (1926-84), French philosopher, social critic, 
historian and activist, and generally acknowledged 
as one of the most influential of the thinkers whose 
work is categorized as poststructuralist. Foucault s 
various inquiries into the production of knowl- 
edge and power have formed the paradoxically 
destabilizing foundation for much of the work on 
the status of the human subject in postmodernity. 
We will explore the theoretically rich and dense 
approaches undertaken by Foucault, as well as 
illuminating his central ideas that seem to chal- 
lenge much of what political theory accepts as a 
given. From The Birth of the Clinic, The Order 
of Things and Discipline and Punish to his later 
works including The History of Sexuality, The Use 
of Pleasure and The Care of the S^fattention will 
be given to how Ins works simultaneously advance 
and critique much of the canon of political theory. 
Prerequisite: Completion of Gov 100 and one other 
upper-division political theory course or permis- 
sion of the instructor. {S} 4 credits 
Gary Lehring 
Offered Spring 2006 

367 Seminar in Political Theory 

Topic: Gay and Lesbian Politics and Theory. An 
exploration of the lesbian and gay political move- 
ment in the United States, this seminar will begin 
with the invention of the medical model of "homo- 
sexuality" in the 19th century and trace the rise of 
a lesbian/gay/bisexual political movement through 
the 20th century. The course will adopt a historical 
approach, examining issues of policy, politics and 
identity from within these different time periods, 
including an examination of the rise in lesbian and 
gay multiculturalism and the advent of lesbian and 
gay studies as an academic discipline. Prerequisite: 
100 or a course in feminist theory. {S} 4 credits 
Gary Lehring 
Offered Spring 2005 

368 Seminar in Political Theory 

Topic Theorizing Multiculturalism, The last two 
decades have seen the rise of distinct "identity poli- 
tics" movements, centered on the efforts of histori- 
cally marginalized groups to secure recognition 
and protection of their legal and cultural identities. 
These demands at both national and international 



258 



Government 



levels have generated significant political conflict. 
This seminar inquires into the politics of cultural 
recognition and accommodation, looking at how a 
liberal democracy such as the United States might 
create an inclusive political culture. {S} 4 credits 
Alice Hearst 
Offered Fall 2005 

Cross-listed Courses 

WST 225 Women and the Law 

{S} 4 credits 
Gwendolyn Mink 
Offered Spring 2005 

WST 245 Poverty Law and Social Policy in the 
U.S. 

{H/S} 4 credits 
Gwendolyn Mink 
Offered Fall 2004 

WST 317 Seminar: Feminist Legal and Policy 
Theory 

{H/S} 4 credits 
Gwendolyn Mink 
Offered Fall 2004 

WST 318 Seminar: Feminism and Crime 
{S/H} 4 credits 
Gwendolyn Mink 
Offered Spring 2005 

404 Special Studies 

Admission for majors by permission of the depart- 
ment. 4 credits 
Offered both semesters each year 

408d Special Studies 

Admission for majors by permission of the depart- 
ment. 8 credits 
Full-year course; Offered each year 



The Major 



Advisers: Martha Ackelsberg, Donald Baumer, 
Mlada Bukovansky, Patrick Coby, Donna Robinson 
Divine, Velma Garcia, Howard Gold, Steven Gold- 



stein, Alice Hearst, Jacques Hymans, Gary 7 Lehring, 
Marc Lendler, Catherine Newbury, Gregory White, 
Dennis Yasutomo 

Prelaw Adviser: To be announced, 2004-05; 
Alice Hearst, 2005-06. 

Graduate School Adviser: Steven Goldstein 

Director of the Jean Picker 
Semester-in-Washington 
Program: Donald Baumer. 

Basis: 100 

Requirements: 10 semester courses, including 
the following: 

1. 100; 

2. one course at the 200 level in each of the fol- 
lowing fields: American government, compara- 
tive government, international relations, and 
political theory; 

3. two additional courses, one of which must be a 
seminar, and both of which must be related to 
one of the courses taken under (2); they may 
be in the same subfield of the department, or 
they may be in other subfields, in which case a 
rationale for their choice must be accepted by 
the student and her adviser; and 

4. three additional elective courses. Majors are 
encouraged to select 190 as one of their elec- 
tives. 

Majors may spend the junior year abroad if they 
meet the college requirements. 



The Minor 

Advisers: Same as those listed for the major. 

Based on 100. The minor consists of 6 courses, 
which shall include 5 additional courses, including 
at least one course from two of the four fields iden- 
tified as requirements for the major. 



Government 



259 



Honors 

Director: Patrick Coby. 

Students are eligible for the Honors Program who 
have at least a 33 GPA in courses in their major. 
Eligible students are encouraged to apply in the 
spring of their junior year, but fall applications are 
allowable so long as they are received before the 
end of the first week of classes in September Janu- 
ary graduates are on a different schedule. 

430d Thesis 

8 credits 

Requirements: 

1 . Students in Honors must fulfill the general re- 
quirements for the major that is, 10 courses of 
which 430d thesis counts for two electives. 

2. The core of the program is a thesis paper, a 
complete draft of which is due on the first day 
of the second semester. Students will spend the 
Spring semester revising their papers and will 
submit the final version by April 1 . 

3. Following submission of the final paper, stu- 
dents will take an oral examination based on the 
thesis and on the field in which it was written. 
The field is defined by the student herself, who 
at the time of the exam will identify* three cours- 
es which she believes bear upon the topic of 
her thesis. The choice of these courses should 
be made with a view to the wider concerns of 
political science. 

431 Thesis 

8 credits 

Offered Fall 2004, Fall 2005 

Requirements: 

Requirements for honors for students in 431 will 
be the same as for those taking 430d, except that 
the final thesis will be due on the first day of classes 
of the second semester. Students must apply for 
admission to 43 1 in the preceding spring semester. 



Jean Picker Semester-in- 
Washington Program 

The Jean Picker Semester-in-Washington Program 
is a first-semester program open to Smith junior 
and senior government majors and to other Smith 
juniors and seniors with appropriate background in 
the social sciences. It provides students with an op- 
portunity to study processes by which public policy 
is made and implemented at the national level. Stu- 
dents normally reside in Washington from the June 
preceding the semester through December. 

Applications for enrollment should be made 
through the director of the Semester-in-Washington 
Program no later than November 1 of the preced- 
ing year. Enrollment is limited to 1 2 students, and 
the program is not mounted for fewer than six. 

Before beginning the semester in Washington, 
the student must have satisfactorily completed at 
least one course in American national govern- 
ment at the 200 level selected from the following 
courses: 200, 201, 202, 206, 20", 208. 209, 210 
and 2 1 1. In addition, a successful applicant must 
show promise of capacity for independent work. 
An applicant must have an excess of two credits on 
her record preceding the semester in Washington. 

For satisfactory completion of the Semester-in- 
Washington Program, 14 credits are granted: four 
credits for a seminar in policymaking (411); two 
credits for GOV 4 13, seminar on political science 
research; and eight credits for an independent re- 
search project (412), culminating in a long paper. 

No student may write an honors thesis in the 
same field in which she has written her long paper 
in the Washington seminar, unless the department, 
upon petition, grants a specific exemption from 
this policy. 

The program is directed by a member of the 
Smith College faculty, who is responsible for se- 
lecting the interns and assisting them in obtaining 
placement in appropriate offices in Washington, 
and directing the independent research project 
through tutorial sessions. The seminar is conduct- 
ed by an adjunct professor resident in Washington. 

Students participating in the program pay full 
tuition for the semester. They do not pay any fees 
for residence at the college, but are required to pay 
for their own room and board in Washington dur- 
ing the fall semester. 



260 



History 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Howard Nenner, LL.B., Ph.D. 

Neal Salisbury, Ph.D, Chair 

Joachim W. Stieber, Ph.D. 

Daniel K. Gardner, Ph.D. 

David Newbury, Ph.D. (History and African Studies) 

Associate Professors 

Ann Zulawski, Ph.D. (History and Latin American 

Studies) 
fl Ernest Benz, Ph.D. 
Richard Lim, Ph.D. 

Assistant Professors 

Robert A. Eskildsen, Ph.D. 
• 2 DarcyBuerkle,Ph.D. 
Jennifer Guglielmo, Ph.D. 

Five College Assistant Professor of Russian 
History 

Serguei Glebov, Ph.D. 

Associated Faculty 

fl Daniel Horowitz, Ph.D. (American Studies and 

History) 
' ' Helen Lefkowitz Horowitz, Ph.D. (American 

Studies and History) 



Lecturers 

Daniel Brown, Ph.D. 
Debbie Cottrell, Ph.D. 
Richard Gassan, Ph.D. 
Sean Gilsdorf, Ph.D. 
Jennifer Hall-Witt, Ph.D. 
Erika Laquer, Ph.D. 
Kate Weigand, Ph.D. 

Lecturer and Professor Emeritus 

Stanley Elkins, Ph.D. 

Mendenhall Fellow 

Adriane Smith, B.A. 

Research Associates 

Alan Cottrell, Ph.D. 
Debbie Cottrell, Ph.D. 
Erika Laquer, Ph.D. 
Marylynn Salmon, Ph.D. 
Revan Schendler, Ph.D. 



History courses at the 100- and 200-levels are open 
to all students unless otherwise indicated. Admission 
to seminars (300-level) assumes prior preparation 
in the field and is by permission of the instructor. 

A reading knowledge of foreign languages is 
highly desirable and is especially recommended for 
students planning a major in history. 

Cross-listed courses and seminars retain their 
home department or program designations. For 
the full description of such a course please see the 
home department or program listing. 

106 (C) Sports and Public Entertainment in 
Greece and Rome 

The development from Greek competitive sports 
to Roman spectator shows such as chariot races 



and gladiatorial combats. Their organization, per- 
formance and significance, focusing on the roles 
of amateurs and professionals; careers of athletes, 
actors, charioteers and gladiators; the importance 
of play, contest and violence to ancient society; 
"bread and circuses" as symbolic benefaction and 
urban strategy. Comparative readings in the socio- 
anthropology of sports. {H} 4 credits 
Richard Lim 
Offered Fall 2004 

178 (C) Women in the United States Since 
1865 

An introduction to how women have experienced 
and shaped the defining events of this period, in- 
cluding colonization, emancipation from slavery, 



History 



261 



racial segregation, industrial capitalism, imperial- 
ism, mass migration, urbanization, mass culture, 
nationalism, war. liberatory movements for social 
justice and global capitalism. Designed for first- 
year smdents and focused on developing the skills 
of historical writing, research and analysis. {H} 
4 credits 

Jennifer Guglielmo 
Offered Fall 2004 



Lectures and Colloquia 

Lectures (L) are unrestricted as to size. Colloquia 
(C) are primarily reading and discussion courses 
limited to 20. Lectures and colloquia are open to 
all students unless otherwise indicated. In certain 
cases, students may enroll in colloquia for seminar 
credit with permission of the instructor. 

Antiquity 

201 (L) The Silk Road 

The premodern contacts, imagined and real, 
between East and West. Cultural, religious and 
technological exchanges between China, India and 
Rome. The interactions between these sedentary 
societies and their nomadic neighbors. The rise 
and fall of nomadic empires such as that of the 
Mongols. Trade, exploration and conquest on the 
Eurasian continent. We will sample pertinent travel 
accounts as a form of ethnographical knowledge 
that reproduces notions of cultural identity and 
civilization. {H} 4 credits 
Richard Lim 
Offered Spring 2006 

202 (L) Ancient Greece 

The emergence of the Greek world from the Dark 
Age to Philip II of Macedon, c. 800-336 B.C.E., 
focusing on the politics, society, and culture of late 
archaic and classical Greece. Main topics include 
colonization, tyranny, hoplites and city-state society; 
the Persian Wars; Sparta and Athens; Athenian 
empire and democracy; the rise of Macedon. {H} 
4 credits 
Richard Lim 
Offered Fall 2005 



203 (L) Alexander the Great and the 
Hellenistic World 

Following .Alexander of Macedon's conquest of the 
Persian Empire, a Greek-speaking commonwealth 
stretched from the Mediterranean to India. This 
course examines this dynamic period of history 
to the coming of the Romans. Main topics include 
Alexander and his legacy; Greek conquerors and 
native peoples in contact and conflict; kings, cities 
and experimentation with multiethnic society; unity 
and diversity in Hellenistic Egypt, Syria and Judea: 
new developments in science and religion. {H} 4 
credits 
Richard Lim 
Offered Spring 2006 

204 (L) The Roman Republic 

A survey of the developing social, cultural and 
political world of Rome as the city assumed domi- 
nance in the Mediterranean. Achievements of the 
Roman state, plebeians and patricians, the Roman 
family and slavery; encounters with local cultures 
in North Africa, Gaul and the Greek East; problems 
of imperial expansion and social conflicts. {H} 
4 credits 
Richard Lim 
Offered Fall 2004 

205 (L) The Roman Empire 

A survey of the history and culture of the Roman 
Empire from the principate of Augustus to the rise 
of Christianity in the fourth century. The role of the 
emperor in the Roman world, Rome and its rela- 
tionship with local cities, the maintenance of an im- 
perial system; rich and poor, free and slave, Roman 
and barbarian; the family, law and society; military 
monarchy persecution of Christians; pagans, Chris- 
tians and Jews in late Antiquity. {H} 4 credits 
Richard Lim 
Offered Spring 2005 

206 (C) Aspects of Ancient History 

Topic: Greek and Roman Slavery. The historical 
roles of slaves within the social and economic fab- 
ric of classical Greece and Rome. The scope and 
limits of ancient evidence in literary and artistic 
representations, as well as modem interpretive 
comparisons with other slave societies. Critical 
examination of concepts such as class, social mo- 
bility, social order and status, along with gender 



262 



History 



and ethnicity. {H/S} 4 credits 
Richard Lim 
Offered Fall 2005 

Islamic Middle East 

208 (L) The Shaping of the Modern Middle 
East, 1789-1956 

A survey of Middle Eastern history from the decline 
of the Ottoman Empire to the end of the era of 
European imperialism. The historical background 
necessary 7 to understand the major movements, fig- 
ures and ideologies of the modern Middle East; the 
rise and impact of European imperialism and fas- 
cism; the emergence of Arab and Turkish national- 
ism, the impact of Zionism, and the development of 
new nation states and ideologies after World War I. 
{H} 4 credits 
Daniel Brown 
Offered Spring 2005 

209/REL 250 (C) Aspects of Middle Eastern 
History 

Topic: Islam in the 21st Century: Readings in 
Islamic Fundamentalism and Liberalism. Think- 
ers and ideas that have shaped the intellectual 
environment of contemporary Islam. The history 
of the most important ideas and trends in contem- 
porary Islamic thought, beginning with their roots 
in the great classics of the Islamic tradition by Ibn 
Khaldun, al-Ghazali and Ibn Taymiyya. Close read- 
ing of the most important modern Muslim thinkers, 
including Muhammad Abduh, Muhammad Iqbal, 
Sayyid Qutb, Ali Shariati, Fazlur Rahman and Mo- 
hammed Arkoun. {H} 4 credits 
Daniel Brown 
Offered Spring 2005 

East Asia 

211 (L) The Emergence of China 

Chinese society and civilization from c. 1000 B.C. to 
A.D. 700. Topics include neolithic cultures of China, 
Bronze Age, formation of a Chinese state, Golden 
Age of Chinese philosophy, creation of a centralized 
empire, relations with non-Chinese, family struc- 
ture, roles of women and introduction of Buddhism. 
Open to first-year students. {H} 4 credits 
Daniel Gardner 
Offered Fall 2004, Fall 2005 



212 (L) China in Transformation, A.D. 
700-1900 

Chinese society and civilization from the Tang dy- 
nasty to the Taiping rebellion. Topics include disap- 
pearance of the hereditary aristocracy and rise of 
the scholar-official class, civil service examination 
system, Neo-Confucian orthodoxy, poetry and the 
arts, Mongol conquest, popular beliefs, women and 
the family, Manchus in China, domestic rebellion 
and confrontation with the West. Open to first-year 
students. {H} 4 credits 
Daniel Gardner 
Offered Spring 2005, Spring 2006 

213 (C) Aspects of East Asian History 

Topic: The Japanese Colonial Empire, 1895- 
1945. Japan's colonial empire from the viewpoint 
of the colonizers and the colonized. Topics include 
daily life and the daily operations of Empire; con- 
tending theories of Japanese colonization; coloni- 
zation's effects on gender roles for both the colo- 
nizer and colonized; the effects colonization had on 
Chinese and Korean nationalism and the postwar 
legacy of Japanese Imperialism. {H} 4 credits 
Robert Eskildsen 
Offered Spring 2005 

218 (C) Thought and Art in China 

Topic: Confucian and Taoist Thought and Art. 
A survey of Confucian and Taoist teachings and 
their expression in the visual arts from earliest 
times. Open to first-year students by permission of 
the instructors only. {H/A} 4 credits 
Daniel Gardner, Marylin Rhie (Art and East 
Asian Studies) 
Offered Spring 2005 

220 (L) Sources of Japanese Culture 

Japanese history from its prehistoric beginnings to 
the Tokugawa period, focusing on politics, society 
and culture. Topics include the origins of the Japa- 
nese people and the culture of Japan, continental 
influence and indigenous development, samurai 
society, medieval governance and the rise of the 
commoner class. Suitable for first-year students. 
{H} 4 credits 
Robert Eskildsen 
Offered Fall 2004 



Historv 



263 



221 (L) The Rise of Modern Japan 

Japan from the Tokugawa period to its occupation 
by the United States and the "'economic miracle.'" 
Elite politics and political economy, the arrival of 
European imperialists, the Meiji Restoration, Japa- 
nese imperialism and war cultural transformation 
and conflict within Japanese society. {H} 4 credits 
Robert Eskildsen 
Offered Spring 2005, Spring 2006 

222 (C) Aspects of Japanese History 

4 credits 

Meiji Restoration 

The revolutionary transformation of Japanese so- 
ciety during the 19th century. Topics include eco- 
nomic development and political strife; the foreign 
crisis at mid-century that unleashed a destabilizing 
power struggle; civil war and the creation of a new 
political order; and the far-reaching changes to 
political, economic and social institutions during 
the second half of the century. {H} 
Robert Eskildsen 
Offered Fall 2004 

Tokugawa Society 

An inquiry into Japanese society during the Tokuga- 
wa period, from the turbulent formative years of 
the late 1500s to the challenges and conflicts of 
the mid- 1800s. Topics include views of the foreign 
world, samurai life, urban life, the aesthetic of 
leisure, women's life, art and Tokugawa thought. 
{H/A} 

Robert Eskildsen 
Offered Fall 2005 

See also HST 292. 

EAS 219 Modern Korea 

Jonathan Lip man 
Offered Fall 2004 

Europe 

225 (L) The Making of the Medieval World, 
800-1350 

From the crowning of Charlemagne in 800 through 
the High Middle Ages to the Black Death in 
1348. Topics include cathedrals and universities, 
struggles between popes and emperors, pilgrimage 



and popular religion, the Cnisades and Crusader 
kingdoms, heresy and the Inquisition, chivalry and 
Arthurian romance, the expansion and consolida- 
tion of Europe. {H} 4 credits 
Sean Gilsdorf 
Offered Fall 2004 

229 (C) Medieval Queens and Queenship 

The role and nature of the queen in European so- 
ciety, c. 500-1200. The authority of the queen was 
limited by the derivative nature of her position as 
the king's wife and by gender ideologies portraying 
women as the weaker sex. Yet, where rulership 
was a profoundly personal and familial enter]) rise, 
the queen's domestic role was also a source of 
power. Case-studies show how queenship evolved 
in response to changing social and political reali- 
ties, as well as how it reflected the values, abilities 
and aspirations of individual women. (E) {H} 4 
credits 

Sean Gilsdorf 
Offered Spring 2005 

230 (L) Europe from 1300 to 1530 and the 
Civilization of the Renaissance in Italy 

Society, culture and politics at the end of the Mid- 
dle Ages. Topics include the Black Death, the pa- 
pacy as an institution of government, the challenge 
to papal authority by church councils, the Italian 
Renaissance and the early voyages of discovery. 
Open to first-year students. {H} 4 credits 
Joachim Stieber 
Offered Spring 2005 

232 (C) Aspects of Late Medieval and Early 
Modern Europe 

Topic: Lordship and Community in late Medi- 
eval and Early Modern Europe. Conceptions of 
lordship, community, the definition of the common 
good, and of consent (including the right of resis- 
tance) as well as of the appropriate limits of eccle- 
siastical and civil jurisdiction in major clerical and 
lay authors. The impact of religious divisions in the 
Age of Reformation on political thought and par- 
tisanship. The extension of European conceptions 
of government and society to colonial settlements 
in New Spain (Mexico) and New England. {H} 4 
credits 

Joachim Stieber 
Offered Spring 2005 



264 



History 



234 (L) Tudor England 

The development of the early modern English state, 
from its 15th-century origins to the death of Eliza- 
beth. Dynasticism, religious upheaval and the place 
and power of English monarchs from Richard III 
to James I. Suitable for first-year students {H} 4 
credits 

Howard Nenner 
Offered Fall 2005 

235 (L) Stuart England 

The transition to political stability from the end of 
the Elizabethan era to the beginnings of the Geor- 
gian monarchy. Religion, politics and constitutional 
thought in England's century of revolution. Suitable 
for first-year students. {H} 4 credits 
Howard Nenner 
Offered Fall 2004 

236 (C) Authority and Legitimacy in the Age 
of More and Shakespeare 

An examination of the texts and historical context 
of Shakespeare's Richard II, I Henry IV, Henry V, 
Richard III m& King Lear, More's Utopia and The 
History of Richard III, and other significant works 
of the 16th and early 17th centuries touching on 
the questions of order, authority and legitimacy. 
Admission by permission of the instructors. {L/H} 
4 credits 

Howard Nenner, William Oram (English Lan- 
guage and Literature) 
Offered Fall 2004 

237 (C) A Social and Cultural History of 
England, 1830-1940 

An examination principally of Victorian and 

Edwardian England, and the Great War and its 

aftermath, with particular emphasis on the middle 

and upper classes and the intellectual elite. {L/H} 

4 credits 

Howard Nenner 

Offered Fall 2004, Fall 2005 



revolutionary movement) and specific develop- 
ments in the Western borderlands (Ukraine, 
Finland, Poland, the Baltic lands), the Caucasus, 
Central Asia, Siberia, etc. Focus on the course will 
be on how the multinational Russian empire dealt 
with pressures of modernization (nationalist chal- 
lenges in particular) , internal instability and exter- 
nal threats. {H} 4 credits 
Serguei Glebov 
Offered Fall 2004 

246 (L) Representing the Past 

Topic: Memory, Monuments and Memorials. 
Contemporary debates among European historians, 
artists and citizens over the public commemora- 
tion of political history. The effectiveness of art and 
architecture as tributes to the past, as markers of 
history and as creators of meaning. Can it be more 
dangerous to remember history than to forget it? 
{H} 4 credits 
Darcy Buerkle 
Offered Fall 2004 

247 (C) Aspects of Russian History 

Pending approval of the Committee on Academic 
Priorities. 

Topic: Affirmative Action Empire: Soviet Experi- 
ences of Managing Diversity. How the Communist 
rulers of the Soviet Union mobilized national iden- 
tities to maintain control over the diverse popula- 
tions of the USSR. World War I and the Revolution 
of 1917 opened a window of opportunities for the 
nationalities of the former Russian Empire. Soviet 
policies of creating, developing, and supporting 
national identities among diverse Soviet ethnic 
groups in light of collectivization, industrialization, 
expansion of education and Stalin's Terror. How 
World War II and post-War reconstruction became 
formative experiences for today's post-Soviet na- 
tions. {H/S} 4 credits 
Serguei Glebov 
Offered Spring 2005 



239 (L) Russia and its Cultural Frontiers 

Topic: Empire and Nations, 1552-1914. The 
emergence, expansion and maintenance of the 
Russian Empire, as well as the development of the 
multitude of nations and ethnic groups conquered 
by or included into the Russian empire. The dy- 
namics of pan-imperial institutions and processes 
(imperial dynasty, peasantry, nobility, intelligentsia, 



248 (C) The French Revolution as Epic 

Cultural and social interpretations of the funda- 
mental event in modern history. The staging of poli- 
tics from the tribune to the guillotine. History as a 
literary art in prose, poetry, drama and film. Focus 
on Paris 1787-95. {L/H} 4 credits 
Ernest Benz 
Offered Spring 2006 



History 



265 



250 (L) Europe in the 19th Century 
1815-1914: a century of fundamental change 
without a general war. The international order estab- 
lished at the Congress of Vienna and its challengers: 
liberalism, nationalism, Romanticism, socialism, 
secularism, capitalism and imperialism. {H} 4 credits 
Ernest Benz 

Offered Fall 2005 

251 (L) Europe in the 20th Century 

Ideological and military rivalries of the contempo- 
rary era. Special attention to the origin, character 
and outcome of the two World Wars and to the 
experience of Fascism, Nazism and Communism. 
{H} -t credits 
Ernest Benz 
Offered Spring 2006 

252 (L) Women in Modern Europe, 1789-1918 

A survey of European women's experiences from 
the French Revolution through World War I, focus- 
ing on Western Europe. Women's changing rela- 
tionships to work, family, politics, society, religion 
and the body, as well as shifting conceptions of 
femininity and masculinity, as revealed in novels, 
films, treatises, letters, paintings, plays and various 
secondary sources. {H} 4 credits 
Jennifer Hall-Witt 
Offered Fall 2004 

253 (L) Women in Contemporary Europe 

A survey of European women's experiences dur- 
ing the 20th century. Topics include the changing 
meanings of gender, work, women's relationship to 
the State, motherhood and marriage, shifting popu- 
lation patterns, and the expression and regulation 
of sexuality. Sources include novels, films, treatises 
and memoirs. {H} 4 credits 
To be announced 
Offered Fall 2005 

255 (C) 20th-century European Thought 

The cultural context of fascism. Readings from 
Nietzsche, Sorel, Wilde, Pareto, Marinetti, Mus- 
solini and Hitler, as well as studies of psychology, 
degenerate painting and music. Both politicians 
and artists claimed to be Nietzschean free spirits. 
Who best understood his call to ruthless creativity? 
{H/S/A} 4 credits 
Ernest Benz 
Offered Fall 2005 



Africa 

256 (L) Introduction to West African History 

The political, economic, cultural, religious and 
colonial histories of Africa west of Lake Chad and 
south of the Sahara desert, a region nearly as large 
as the continental United States. Draws on articles, 
films, biographies, novels, and plays and explores 
broad cultural continuities, regional diversity and 
historical change, from AD 1000 to the present. 
Topics include the Sudanic empires; slavery and 
the Adantic slave trade; Islam African initiatives 
under colonial rule; and postcolonial problems in 
West Africa. {H/S} 4 credits 
David Newbury 
Offered Spring 2005 

257 (L) East Africa in the 19th and 20th 
Centuries 

A comparative introduction to the peoples of 
Tanzania, Uganda and Kenya, and surrounding 
areas. Topics include the dynamics of precolonial 
cultures, ecologies and polities; the effects of 
the Indian Ocean slave trade; changing forms of 
Imperialism; local forms of resistance and accom- 
modation to imperial power; nationalist struggles 
and decolonization; postcolonial crises and present 
challenges. {H/S} 4 credits 
David Newbury 
Offered Fall 2004 

258 (L) History of Central Africa 

Focusing on the former Belgian colonies of Congo, 
Rwanda, and Burundi from the late 1800s, this 
course seeks to explore, and then transcend, the 
powerful myths that adhere to this area of the 
world, the setting for Joseph Conrad's 'Heart of 
Darkness." Topics include precolonial cultural 
diversities; economic extraction in the Congo Free 
State; the colonial encounter and colonial experi- 
ences; decolonization and the struggles over defin- 
ing the state; and postcolonial catastrophes. {H/S} 
4 credits 
David Newbury 
Offered Spring 2006 

See also HST 298 and HST 299. 

AAS 287 History of Africa to 1900 

AAS 370 Modern South Africa 



266 



History 



Latin America 

260 (L) Colonial Latin America, 1492-1821 

The development of Latin American society dur- 
ing the period of Spanish and Portuguese rule 
(approximately 1500-1825). Social and cultural 
change in Native American societies as a result of 
colonialism. The contributions of Africans, Euro- 
peans and Native Americans to the new multiethnic 
societies that emerged during the three centuries of 
colonization and resistance. The study of sexuality, 
gender ideologies and the experiences of women 
are integral to the course and essential for under- 
standing political power and cultural change in 
colonial Latin America. {H} 4 credits 
Ann Zulawski 
Offered Fall 2004, Fall 2005 

261 (L) National Latin America, 1821 to the 
Present 

A thematic survey of Latin American history in the 
19th and 20th centuries focusing on the develop- 
ment of export economies and the consolidation of 
the state in the 19th century, the growth of political 
participation by the masses after 1900, and the 
efforts of Latin Americans in the second half of the 
20th century to bring social justice and democracy 
to the region. {H} 4 credits 
Ann Zulawski 
Offered Spring 2005, Spring 2006 

263 (C) Continuity and Change in Spanish 
America and Brazil 

Topic: Gender in the Study of Latin American 
History. Gender as a central element in the cre- 
ation of Latin American societies. The interaction 
of gender, class and ethnicity in different historical 
periods in various regions of Spanish America and 
Brazil. Topics include changing gender relations in 
the Aztec and Inca states, men and women under 
colonialism, gender and movements for social 
change, the household economy and the public 
sphere, sexuality and society. At lease one course in 
Latin American history is strongly recommended as 
a foundation for this class. {H} 4 credits 
Ann Zulawski 
Offered Spring 2005 



United States 

265 (L) North America in an Age of Empires 
and Revolutions, 1500-1800 

An introduction to the social, political and cultural 
history of the peoples of North America during the 
eras of colonization and the American Revolution. 
Suitable for first-year students. {H} 4 credits 
Neal Salisbury 
Offered Spring 2005, Spring 2006 

266 (L) The Age of the American Civil War 

Origins, course and consequences of the war of 
1861-65. Major topics include the politics and 
experience of slavery; religion and abolitionism; 
ideologies of race; the role of African Americans in 
ending slavery; the making of Union and Confeder- 
ate myths; Reconstruction; white Americans' final 
abandonment of the cause of the freed people in 
the 1880s and 1890s. {H} 4 credits 
Richard Gossan 
Offered Fall 2004 

267 (L) The United States Since 1877 

Survey of the major economic, political and social 
changes, primarily from the perspectives of ordi- 
nary people, to understand their role in shaping 
the defining events of this period, including colo- 
nization, emancipation from slavery, racial segre- 
gation, industrial capitalism, imperialism, mass 
migration, urbanization, mass culture, nationalism, 
war, liberatory movements for social justice and 
global capitalism. Suitable for first-year students. 
{H} 4 credits 
Jennifer Guglielmo 
Offered Fall 2005 

268 (L) Native American Indians, 1500- 
Present 

An introduction to the economic, political and cul- 
tural history of Native Americans and their relations 
with non-Indians. Suitable for first-year students. 
{H} 4 credits 
Neal Salisbury 
Offered Fall 2004, Fall 2005 

270 (C) Aspects of American History 



The Histor)' of Northampton 

A case study in local history, the everyday life 



History 



267 



that forms the threads of experience from which 
the fabric of larger events and issues is woven. 
Relevant scholarship, contemporary writings and 
literature illustrate the development of regional 
culture and society. Historic sites, artifacts, textiles, 
manuscripts and newspapers illuminate the lost 
landscape, the contested terrain of local history on 
the towns 350th anniversary. (E) {H} 4 credits 
Stanley I: Ik it is 
Offered Fall 2004 

The A merican Southwest 
Pending approval of the Committee on Academic 
Policy. 

Examines the historical origins, development and 
identities of the American Southwest, paying par- 
ticular attention to racial issues and the politics of 
slavery, the significance of borderlands and bound- 
aries in the region, and the issues of expansionism 
and nationalism as part of the region's history. The 
Southwest as a distinctive area, as well as in com- 
parison to other regions. {H} 4 credits 
Debbie Cottrell 
Offered Spring 2005 

273 (L) Contemporary America 

The United States' rise to global power since 1945, 
the Cold War, McCarthyism, the political upheaval 
; of the 1960s and the politics of scarcity. {H} 4 
credits 

Kate Weigand 
Offered Fall 2004 

279 (L) The Culture of American Cities 

The social, economic, cultural and political pro- 
; cesses shaping the city from the 18th century to 
the present. The impact of commercial capitalism, 
industrialization, immigration and suburbaniza- 
tion. Particular attention to urban space and place, 
gender and the creation of new cultural forms. 
Case-studies of New York, Chicago and Los Angeles. 
{H} 4 credits 
Helen Horowitz 
Offered Fall 2005 

280 (C) Problems of Inquiry 

Women Writing Resistance 
Women's testimony as a tool for understanding 
! U.S. historv in the 19th and 20th centuries. How 



women have used cultural work to unmask power 
relations in their confrontations with colonialism, 
racism, patriarchy, war and capitalism, women's 
writing — speeches, journalism, essays, journal 
entries, etc. — in comparison with other forms of 
creative expression such as visual an, oral history, 
music, folklore and political action. Central focus 
on the production of knowledge and experience to 
explore what constitutes history. {H/L} 4 credits 
Jen n ifer Guglielmo 
Offered Fall 2004 

Globalization, Im/migrant Cultures and Trans- 
national Politics in United States Histor)' 
Historicizing the phenomenon of globalization 
by investigating the significance of im/migrant 
cultures and transnational cultural-political move- 
ments to the 20th-century United States. How have 
these movements challenged narratives of global 
capitalism as a positive process of "investment,'' 
"progress" and "development"? What are the his- 
torical roots to such contemporary cross-border 
movements as labor radicalism, Black Liberation, 
feminism and anti-colonialism? How have people 
historically responded to experiences of displace- 
ment and migration by redefining the meanings 
of home and citizenship? How do contemporary 
diasporic and "postcolonial" movements in music, 
art and literature emerge out of a long history of 
transnational activism? {H} 4 credits 
Jennifer Guglielmo 
Offered Fall 2005 

AAS 209 Feminism, Race and Resistance: 
History of Black Women in America 

AAS 278 The '60s: A History of Afro- 
Americans in the United States from 1954 to 
1970 

AMS 302 Seminar: The Material Culture of 
New England, 1630-1860 

Colloquia in Comparative 
History 

289 (C) Aspects of Women's History 

Topic: Were the I ictorians Prudish' Sex. Ro- 



268 



History 



mance and Morality in the 19th Century. Sources, 
stereotypes, myths and histories of Victorianism 
in Britain, continental Europe and North America. 
How the history 7 of sexuality illuminates the nature 
of power in modern society. Readings by Victorians 
and their critics, and by revisionist historians and 
their critics. {H} 4 credits 
Jennifer Hall-Witt 
Offered Spring 2005 

292 (C) The 19th-century Crisis in East Asia 

Reactions in China, Korea and Japan to political, 
diplomatic and economic circumstances in East 
Asia during the 19th century as those countries 
confronted a common challenge posed by Euro- 
pean imperialism. Topics include theories of diplo- 
macy and trade, rebellion, invasion, economic and 
cultural transformation, and the birth of Japanese 
expansionism. {H} 4 credits 
Robert Eskildsen 
Offered Spring 2006 

296 (C) The Making of Late Antiquity 

The political, social, and cultural transformations 
of the classical Greco-Roman world from 250 to 
700. Topics of particular interest: emperors and 
cities; Christians, Jews and pagans living under 
imperial Christianity; hermits and monks; the 
changing shape of the classical city; the shift from 
a Mediterranean-based Roman Empire to the 
societies of Byzantium, Islam and the Germanic 
kingdoms. Attention will also be paid to the histori- 
ography of Late Antiquity. {H} 4 credits 
Richard Lim 
Offered Spring 2005 

298 (C) Decolonization in Africa 

The complex histories of decolonization in Africa. 
Examination first of the structures of colonial 
power and the writings of early nationalists, includ- 
ing Blyden, Padmore, Garvey and Dubois; second, 
of the crisis of imperialism after World War II, and 
decolonization on the Indian subcontinent; and 
then of five case studies from British, French, and 
Belgian colonies in Africa: Algeria, Ghana, Kenya, 
the Congo, and Zimbabwe. The legacy of decoloni- 
zation in Africa, and its larger meaning for today's 
world. {H/S} 4 credits 
David Newbury 
Offered Spring 2005 



299 (C) Ecology and History in Africa 

The human species as an outgrowth of nature and 
simultaneously as a transformer of the physical 
world. European and African outlooks on nature, 
and their confrontations with the landscapes, cli- 
mates, diseases, flora and fauna of Africa. Specific 
concerns include conservation, population, epide- 
miology; erosion, forestry, and violence, within the 
overall framework of African social history and the 
natural processes. {H/S} 4 credits 
David Newbury 
Offered Fall 2005 



Seminars 

335 Topics in British History 

Topic to be announced. {H} 4 credits 
Howard Nenner 
Offered Fall 2005 

350 Modern Europe 

Topic: The History of Psychoanalysis. 
Psychoanalysis as an important moment in the 
social, intellectual and cultural history in Europe 
from the late 18th to early 20th centuries. The 
emerging traditions of psychiatry that predate 
Freud's work. Topics include the origins of psychi- 
atric professionalism, mental medicine and degen- 
erationist theory, psychiatry and the beginnings of 
medical sexology, the rise of legal psychiatry, the 
role of gender in early psychiatry. Wide readings in 
primary texts and selected historical monographs. 
{H/S} 4 credits 
Darcy Buerkle 
Offered Spring 2005 

358 Problems in African History 

Topic: Christianity in Africa. 
David Newbur}' 
Offered Spring 2006 

361 Problems in the History of Spanish 
America and Brazil 

Topic: Public Health and Social Change in Latin 
America, 1850-Present. The relationship between 
scientific medicine and state formation in Latin 
America. Topics include Hispanic, Native American 
and African healing traditions and 19th-century 
politics; medicine and liberalism; gender, race 



History 



269 



and medicine; eugenics and Social Darwinism; the 
Rockefeller Foundation's mission in Latin America; 
medicine under populist and revolutionary govern- 
ments. {H/S} 4 credits 
Ann Zulawski 
Offered Fall 2004 

LAS 301 Topics in Latin American Studies 

Topic: Culture and Society in the Andes. {H/S} 
4 credits 
Ann Zulawski 
Offered Spring 2006 

370 The American Revolution 

Topic: Social Change and the Birth of the I nited 

States, 1760-1800. Relationships between the 

revolution, ideology and social changes, with 

particular attention to questions of class, race and 

gender. {H} -4 credits 

Seal Salisbury 

Offered Fall 2004, Fall 2005 

372 Problems in American History 

4 credits 



power relations in the I nited Stairs. {H} 
Jennifer Guglielmo 
Offered Spring 2006 

383 Research in U.S. Women's History: The 
Sophia Smith Collection 

Topic: American Women in the J'Jth and 20th 

Centuries. 

{H} 4 credits 

Helen Horowitz 

Offered Spring 2006 

404 Special Studies 

By permission of the department. 

4 credits 

Offered both semesters each year 



The Major 



Advisers: Darcy Buerkle, Robert Eskildsen, Daniel 
Gardner, Jennifer Guglielmo, Richard Lim, Howard 
Nenner, David Newbury, Neal Salisbury, Joachim 
Stieber, Ann Zulawski 



Critical Race Theory, Postcolonial Studies and 
the Rewriting oft nited States History 
Colonialism, imperialism and racism have become 
increasingly central to U.S. historiography in the 
past three decades. The interdisciplinary projects 
of feminist, ethnic and "postcolonial" studies have 
challenged historians to place power relations at 
the center of their narratives, to decolonize history 
and explore how processes of empire-building and 
race-making are mediated by gender, sexuality and 
class, and central to U.S. history and society. {H/S} 
Jennifer Guglielmo 
Offered Spring 2005 

Race, Class and Social Protest in the 20th- 
century United States 

How have people dreamt of a world without op- 
pression? From daily forms of resistance to mass- 
based organized movements, including protest 
concerning global capitalism, militarism and war, 
racism, colonialism, imperialism, sexuality, femi- 
nism, labor, immigration, tribal sovereignty, and 
civil rights. How everyday people have liistorically 
confronted (and implicated themselves within) 



The history major comprises 1 1 semester courses, 
at least six of which shall normally be taken at 
Smith, distributed as follows: 

1. Field of concentration: five semester courses, at 
least one of which is a Smith history department 
seminar. Tvvo of these may be liistorically ori- 
ented courses at the 200-level or above in other 
disciplines approved by the smdent's adviser 
Fields of concentration: Antiquity; Islamic Mid- 
dle East; East Asia; Europe, 300-1650; Europe. 
1650— to the present; Africa; Latin America; 
United States. 

Note: A student may also design a field of con- 
centration, which should consist of courses 
related chronologically, geographically, meth- 
odologically or thematically (e.g.. Britain, com- 
parative colonialism, Russian and Soviet history 
and culture, women's history), and must be 
approved by an adviser. 

2. Additional courses: six courses, of which four 
must be in two fields distinct from the field of 
concentration. Two of these six may be cross- 
listed courses in the history department. 



270 



History 



3. No more than two courses taken at the 100-level 
may count toward the major. 

4. Geographical breadth: among the 1 1 semester 
courses counting towards the major there must 
be at least one course each in three of the fol- 
lowing geographical regions. 

Africa 

East Asia and Central Asia 

Europe 

Latin America 

Middle East and South Asia 

North America 

Courses both in the field of concentration and 
outside the field of concentration may be used to 
satisfy this requirement. AP credits may not be used 
to satisfy this requirement. 

The S/U grading option is not allowed for 
courses counting toward the major. 

A student may count one (but only one) AP 
examination in history with a grade of 4 or 5 as the 
equivalent of a course for 4 credits toward the ma- 
jor. If the examination is in American history and 
the student's field of concentration is United States, 
the course it replaces must be in the concentration; 
otherwise, the course it replaces must be one of 
the additional courses. Similarly, if the examina- 
tion is in European history, the student may use it 
toward the concentration in Europe, 1650 to the 
present; otherwise, the course it replaces must be 
one of the additional courses. 



Study Away 



A student planning to study away from Smith during 
the academic year or during the summer must con- 
sult with a departmental adviser concerning rules 
for granting credit toward the major or the degree. 
Students must consult with the departmental ad- 
viser for study away both before and after their 
participation in Junior Year Abroad programs. 

Adviser for Study Away: Richard Lim 



The Minor 



Advisers: same as those listed for the major. 



The minor comprises five semester courses. At 
least three of these courses must be related chron- 
ologically, geographically, methodologically or the- 
matically. Students should consult their advisers. 

Honors 

Director: Robert Eskildsen 

431 Thesis 

8 credits 

Offered Fall semester each year 

The honors program is a one-year program taken 
during the senior year. Students who plan to enter 
honors should present a thesis project, in consulta- 
tion with an adviser, no later than preregistration 
week of the spring semester of their junior year. 
Students spending the junior year away should 
submit their proposal to the director of honors in 
the spring semester and must apply not later than 
the second day of classes of the fall semester of 
their senior year. 

The central feature of the history honors pro- 
gram is the writing of a senior thesis, which is due 
on the first day of the spring semester of the senior 
year. The preparation of the thesis counts for eight 
credits during the fall semester of the senior year. 
Each honors candidate defends her thesis in the 
week before spring recess at an oral examination 
in which she relates her thesis topic to a broader 
field of historical inquiry, defined with the approval 
of the director of honors. 

The history honors major comprises 1 1 semes- 
ter courses, at least six of which shall normally be 
taken at Smith, distributed as follows: 

1. Field of concentration: four semester courses, at 
least one of which is a Smith history department 
seminar. Two of these may be historically ori- 
ented courses at the 200-level or above in other 
disciplines, approved by the student's adviser. 

2. The thesis counting for two courses (eight cred- 
its). 

3. One semester course in ancient history. 

4. Four history courses or seminars (16 credits) 
in a field or fields other than the field of con- 
centration. One of these may be a course cross- 
listed in the history department. 



History 271 

5. No more than two courses taken at the 100-level 
may count toward the major. 

6. Geographical breadth: among the 1 1 semester 
courses counting towards the major there must 
be at least one course each in three of the fol- 
lowing geographical regions. 

Africa 

East Asia and Central Asia 

Europe 

Latin America 

Middle East and South Asia 

North America 

Courses in the field of concentration and 
outside the field of concentration may be used to 
satisfy this requirement. AP credits may not be used 
to satisfy* this requirement. 



Graduate 



511 Problems in European History to 1300 
{H} 4 credits 

521 Problems in Early Modern History 

{H} 4 credits 

541 Problems in Modern European History 

{H} 4 credits 

571 Problems in American History 

{H} 4 credits 

580 Special Problems in Historical Study 

Arranged individually with graduate students. {H} 

4 credits 

Offered both semesters each year 

590 Research and Thesis 

{H} 4 credits 

Offered both semesters each year 

590d Research and Thesis 

{H} 8 credits 

Full-year course; offered each year 



272 



Program in the History of Science 
and Technology 

Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisers 

Lale Aka Burk, Senior Lecturer in Chemistry 

David Dempsey, Museum of Art 

Robert Dorit, Associate Professor of Biological 

Sciences 
n Craig Felton, Professor of Art 
n Nathanael Fortune, Associate Professor of Physics 
Salman Arshad Hameed, Visiting Assistant 

Professor, Astronomy 
Caroline M. Houser, Professor of Art 
t2 Laura Katz, Associate Professor of Biological 

Sciences 



Albert Mosley, Professor of Philosophy 
* ' Douglas Lane Patey, Professor of English 

Language and Literature 
Jeffry Ramsey, Associate Professor of Philosophy 

Director 
" H Nicholas Russell, Assistant Professor of French 

Studies 
Marjorie Senechal, Professor of Mathematics and 

of History of Science and Technology 
Gregory Young, Instructor, Science Center Machine 

Shop 



Smith's Program in the History of Science and 
Technology is designed to serve all Smith students. 
Courses in the program examine science and tech- 
nology in their historical, cultural and social con- 
texts, and the ways in winch they have shaped and 
continue to shape human culture (and vice versa). 
Linking many disciplines and cultures, the minor 
complements majors in the humanities, social sci- 
ences and the natural sciences. 

112 Images and Understanding 

Plato contended that god did not give the uni- 
verse eyes because, since the universe contains 
everything, there is nothing external to see. On 
the other hand, we use the expression "I see" as 
a synonym for "I understand." In this course we 
will study key historical events that have shaped the 
images through winch we understand the world. 
Topics and questions to be considered include the 
structure of the eye and the process of perception; 
theories of light; visual instrumentation; imaging in 
science and in art; and the use of visual metaphors 
in scientific thinking. {H/N} 4 credits 
Jeffry Ramsey 
Offered Fall 2004 



211 Perspectives in the History of Science 

211/EGR 102 Ancient Inventions 

The dramatic pace of technological change in the 
20th century obscures the surprising fact that most 
of the discoveries and inventions on which modern 
societies have been constructed were made in 
prehistoric times. Ancient inventions tell detailed 
stories of complex knowledge for which no written 
records exist. In the first part of the course, we will 
survey what is known about the technology of daily 
life in several very 7 ancient societies. In the second 
part, we will study one important technology in 
detail. During the third part of the course students 
will work on group projects in the Science Center 
machine shop, reconstructing an ancient invention 
of their choice. {H/N} 4 credits 
Marjorie Senechal and Domenico Grasso 
Offered Fall 2004 

225 /ENG 209 Explorations in Science and 
Literature 

Scientific discovery and the lives and experiences 
of scientists have long engaged literary' artists. 
Writers have tried to anticipate the future through 



Program in the History of Science and Technology 



273 



science fiction, and to re-create the past in works 
that imagine the experiences of historical figures 
engaged in scientific exploration and research. 
By juxtaposing nonfiction and imaginative books 
about scientific ideas, we evoke curiosity and 
knowledge about the ideas themselves, understand 
science as a fictional subject and explore the 
complex interrelationships among scientific ideas. 
cultural history and literature. Some of the authors 
will be invited to Smith to discuss their work with 
the class and to give public presentations. Enroll- 
ment limited to 20. (E) {L/H} 4 credits 
Carol Christ and Marjorie Senechal 
Offered Spring 2005 

285/CLT 285 Mnemosyne: Goddess or Demon 

For the ancient Greeks, Menmosyne (the Greek 
word for memory) was a goddess who gave them 
control over time and truth. More recendy, the 
Western tradition has described memory rather as 
a source of uncertainty and chaos. However, wheth- 
er in fear or in awe, the West has always described 
memory as central to the human experience. This 
course will explore literary and scientific descrip- 
tions of memory in several periods from antiquity 
to the present. Texts by Hediod, Pindar, Plato, Au- 
gustine, Aquinas, Petrarch, Marguerite de Navarre, 
Freud, Proust, Borges and Kis, among others. 
{L} 4 credits 
Nicolas Russell 
Offered Fall 2004 



communication prove to be a vision or a trap' 
{S/N} 4 credits 
Elizabeth Hopkins 

Offered Spring 2006 

ANT 248 Medical Anthropology 

The cultural construction of illness through an 
examination of systems of diagnosis, classification, 
and therapy in both non-Western and Western 
societies. Special attention given to the role of the 
traditional healer. The anthropological contribution 
to international health care and to the training of 
physicians in the United States. Enrollment limited 
to 30. {S/N} 4 credits 
Donald Joralemon 
Offered Fall 2004 

ARC 211 Introduction to Archaeology 

An introduction to interdisciplinary* archaeological 
inquiry. The goals of archaeology; concepts of time 
and space; excavation techniques; ways of ordering 
and studying pottery, skeletal remains, stone and 
metal objects, and organic materials. Archaeologi- 
cal theory and method and how each affects the 
reconstruction of the past. Illustrative material, 
both prehistorical and historical will be drawn 
primarily but not exclusively from the culture of the 
Mediterranean Bronze Age and the time of Homer. 
Enrollment limited to 30. {H/S} 4 credits 
Susan Allen 
Offered Fall 2004 



404 Special Studies 

4 credits 

Offered both semesters each year 

Cross-listed Courses 

ANT 131 Perspectives on Human Behavior 
and Evolution 

The physiological, social and ecological premises 
of human behavior and their basis in primate so- 
cial and communication systems. Our biological 
development as hominids and its behavioral cor- 
relates. The uniqueness of language and technology 
as human adaptations. Contemporary political 
implications of the agricultural revolution and the 
rise of the early city and early state. Will our cur- 
rent dependency on modern technology and global 



AST 102 Sky I: Time 

Explore the concept of time, with emphasis on the 
astronomical roots of clocks and calendars. Ob- 
serve and measure the cyclical motions of the sun, 
the moon and the stars and understand phases of 
the moon, lunar and solar eclipses, seasons. En- 
rollment limited to 25 per section. {N} 3 credits 
Meg Tbacher, Salman Hameed 
Offered both semesters each year 

215 FC15b History of Astronomy 

Examination of revolutionary ideas in science, with 
an emphasis on astronomy. How do observations, 
culture, politics, religion and personalities influ- 
ence scientific debates? How have new theories, 
such as a heliocentric universe, a steady state 
universe, physical and biological evolution, chal- 
lenged accepted scientific ideas? Explore current 



274 



Program in the History of Science and Technology 



unresolved issues, such as dinosaur extinctions 
and evidence for life in Martian meteorites. Non- 
technical. {H/N} 4 credits 
Salman Hameed 
Offered Fall 2004 

EGR 101 Structures and the Built 
Environment 

This course, designed for a general audience, 
examines the development of large structures 
(towers, bridges, domes) throughout history with 
emphasis on the past 200 years. Following the evo- 
lution of ideas and materials, it introduces students 
to the interpretation of significant works from sci- 
entific, social and symbolic perspectives. Examples 
include the Brooklyn Bridge, the Eiffel Tower and 
the Big Dig. {N} 4 credits 
Andrew Guswa 
Offered Fall 2004 

PHI 224 Philosophy and History of Scientific 
Thought 

Case studies in the history of science are used 
to examine philosophical issues as they arise in 
scientific practice. Topics include the relative 
importance of theories, models and experiments; 
realism; explanation; confirmation of theories and 
hypotheses; causes; and the role of values in sci- 
ence. {N} 4 credits 
Jeffry Ramsey 
Offered Spring 2005 

PHI 228 Philosophy and Technology 

This course will survey recent literature in the 
philosophy of technology. It will cover the nature 
of technology, its relationship to physical labor, 
the use of information technology to replace and 
enhance managerial functions and the impact of 
developments in biotechnology. The course will 
discuss various views concerning the nature of 
science, whether technology should be viewed as 
applied science and how science and technology 
should be viewed from a multicultural perspective. 
Finally, the course will look at the relationship be- 
tween technology, ethics, politics and risk-assess- 
ment. {S} 4 credits 
Albert Mosley 
Offered Spring 2005 



PHY 105 Principles of Physics: Seven Ideas 
that Shook the Universe 

This conceptual course explores the laws of me- 
chanics, electricity and magnetism, sound and 
light, relativity and quantum theory. It is designed 
for nonscience majors and does not rely on math- 
ematical tools. Lecture demonstrations and some 
hands-on investigation will be included. 
{N} 4 credits 

Malgorzata Zielinska-Pfabe 
Offered Spring 2006 

PPY 209 Philosophy and History of 
Psychology 

The course will examine how the child learns her 
first language. What are the central problems in the 
learning of word meanings and grammars? Evi- 
dence and arguments will be drawn from linguis- 
tics, psychology, and philosophy, and cross-linguis- 
tic data as well as English. Prerequisite: either PSY 
111, PSY 233, PHI 100, or PHI 236, or permission 
of the instructor. {N} 4 credits 
Peter de Villiers and Jill de Villiers 
Offered Spring 2006 



The Minor 



Requirements: Two courses in the natural or 
mathematical sciences and two courses in history, 
chosen in consultation with the student's minor 
adviser, and two courses in (or cross-listed in) 
the history of science and technology program. 
Normally one of the history of science and technol- 
ogy courses will be Special Studies, 404a or 404b, 
but another course may be substituted with the 
approval of the adviser. Work at the Smithsonian 
Institution in the Picker Program counts as one 
course toward the minor. Students considering a 
minor in the history of the science and technology 
are urged to consult with their advisers as early as 
possible. 



275 



International Relations 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisers 

"-Steven Martin Goldstein, Professor of 

Government 
'*' Elizabeth Erickson Hopkins, Professor of 

Anthropology 
'-Elliot Fratkin, Professor of Anthropology 



Gregory White, Associate Professor of Government 
J Mahnaz Mahdavi, Associate Professor of 

Economics 
Mlada Bukovansky, Associate Professor of 

Government, Director 
Jacques Hymans, Assistant Professor of 

Government 



The international relations minor offers an oppor- 
tunity for students to pursue an interest in interna- 
tional affairs as a complement to their majors. The 
program provides an interdisciplinary course of 
study designed to enhance the understanding of the 
complex international processes — political, eco- 
nomic, social, cultural and environmental — that 
are increasingly important to all nations. 

In keeping with the interdisciplinary' nature of 
the minor, beyond completion of GOV 241, stu- 
dents may take no more than two courses in any 
one department to count toward the minor. 

Requirements: six semester courses including 
i GOV 24 1 , plus one course from each of the follow- 
ing five groups: 

1. One course in global institutions or problems, 
such as international law or organizations, 
economic development, arms control and 
disarmament, the origins of war, resource and 
environmental issues, or world food problems. 
Among courses at Smith would be the following: 

ANT 232 Third World Politics: Anthropological 

Perspectives 
ANT 24 1 Anthropology of Development 
ANT 243 Political Ecology 
ANT 340 Seminar: Postcolonial Politics: 

Identity, Power and Conflict in the 

Developing World 
ECO 2 1 1 Economic Development 
ECO 2 1 3 The World Food System 



GEO 109 The Environment 

GOV 233 Problems in Political Development 

GOV 246 Perspectives on War 

GOV 252 International Organizations 

GOV 254 Politics of the Global Environment 

GOV 34 1 Seminar in International Politics: 
Weapons of Mass Destruction 

2. One course in international economics or fi- 
nance: 

ECO 209 Comparative Economic Systems 

ECO 296 International Finance 

GOV 242 International Political Economy 

3. One course in contemporary American foreign 
policy: 

GOV 244 Foreign Policy of the United States 
HST 273 Contemporary America 

4. One course in modem European history or 
government with an international emphasis: 

GOV 221 European Politics 

GOV 352 Seminar in Comparative Government 

and International Relations: European 

Integration 
HST 245 The Middle Ages and the Renaissance 

in European Thought, 1750-1870 
HST 247 The Rise and Collapse of the Russian 

and Soviet Empires 
HST 250 Europe in the 19th Centun 
HST 251 Europe in the 20th Centun 



276 



International Relations 



5. One course on the economy, politics or society 
of a region other than the United States and Eu- 
rope: 

Africa 

ANT 231 Postcolonial Africa: Contemporary' 

Priorities and Challenges 
ANT 232 Third World PoHtics: 

Anthropological Perspectives 
ECO 3 1 1 Seminar: Topics in Economic 

Development — Topic: Economic 

Development in East Asia 
GOV 224 Islam and Politics in theMiddle East 
GOV 227 Contemporary African Politics 
GOV 232 Women and Politics in Africa 
GOV 345 Seminar in International Politics: 

South Africa in the Globalized Context 
GOV 346 Seminar in International Relations: 

Regionalism and the International 

System 
GOV 347 Seminar in International Politics and 

Comparative Politics: Algeria in the 

International System 

Asia 

GOV 228 Government and Politics of Japan 
GOV 230 Government and Politics of China 
GOV 344 Seminar on Foreign Policy of 

the Chinese People's Republic: 

The Cross-Strait Controversy: 

Taiwan, the United States and the 

People's Republic of China 
GOV 348 Seminar in International Politics: 

Conflict and Cooperation in Asia 
GOV 349 Seminar in International Relations and 

Comparative Politics: 

The Political Economy of the Newly 

Industrializing Countries of Asia 
HST 212 China in Transformation A.D. 700-1900 
HST 2 1 3 Aspects of East Asian History: 

The Japanese Colonial Empire, 

1895-1945 
HST 2 18 Thought and Art in China: Medieval 

Thought and Art 



REL 270 Religious History of India (Ancient and 

Classical) 
REL 2 7 1 Religious History of India (Medieval 

and Modern) 
REL 272 Buddhist Thought 



Middle East 

GOV 224 Islam and Politics in the Middle East 
GOV 229 Government and Politics of Israel 
GOV 248 The Arab-Israeli Dispute 
HST 208 The Shaping of the Modern 

Middle East 
HST 209 Aspects of Middle Eastern History: 

Introduction to Islamic History 
REL 275 The Islamic Tradition 

Latin America 

ANT 237 Native South Americans: Conquest 

and Resistance 
ECO 318 Seminar: Latin American 

Economics 
GOV 226 Latin American Political Systems 
GOV 322 Seminar in Comparative Government: 

Mexican Politics from 1910 to the 

Present 
HST 261 National Latin America, 182 1 to the 

Present 
HST 263 Continuity and Change in Spanish 

America and Brazil 

At the discretion of the adviser, equivalent courses 
mav be substituted. 



277 



Interterm Courses Offered for Credit 



Visiting faculty and some lecturers are generally appointed for a limited term. 



EAL 1 1 5j Kyoto Then and Now (2 credits) 

ESS 175j Applied Exercise Science (2 credits) 

ESS 910j Badminton (1 credit) 

ESS 9^5j Physical Conditioning ( 1 credit) 

FRN 255) Speaking (Like the) French: 

Conversing. Discussing, Debating, 
Arguing (4 credits) 

GEO 223) Geology- of Hawaiian Volcanoes 
(1 credit) 

IDP lOOj Critical Reading and Discussion: 
Book title ( 1 credit) 

SPN 218j Speaking Spanish in Context (4 credits) 



A schedule of important dates and information 
applicable to January Interterm courses is issued 
bv the Registrar's Office prior to preregistration in 
the fall. 



278 



Italian Language and Literature 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professor 

Alfonso Procaccini, Ph.D. 



Assistant Professor 

Federica Anichini, Ph.D. 



Associate Professors Senior Lecturer 

Giovanna Bellesia, Ph.D. §1 Vittoria Offredi Poletto, M.A. 

Anna Botta, Ph.D., Chair (Italian and Comparative 

Literature) Lecturer 

Serena Grattarola, M.A. 



Students planning to major in Italian and/or in- 
tending to spend their Junior Year in Italy should 
start studying Italian in their first semester in order 
to meet all requirements. ITL 1 lOy, the Accelerated 
Beginning Italian course, carries 10 credits and 
meets for both the fall and spring semesters. 

All students going to Florence for their Junior 
Year Abroad must take ITL 250 in the spring of 
their sophomore year. Those students who decide 
belatedly to begin their study of Italian in the 
second semester, must take ITL 1 1 1 in the spring 
and ITL 1 12 in the following fall semester. In their 
sophomore year they will also be required to do 
some extra readings during Winter Break in order 
tobereadyforITL250. 

Students who did not take Italian in their first 
year and wish to apply to the JYA program in Flor- 
ence must successfully complete an intensive sum- 
mer program approved by the Italian Department. 



A. Language 



Credit is not granted for the first semester only of 
our introductory language course. ITL HOy. 

llOy Elementary Italian 

One-year course that covers the basics of Italian 
language and culture and allows students to enroll 
in ITL 220, ITL 230 and ITL 250 the following 
year. Preference is given to all first-year students 



planning to go to Italy for their junior year. Three 
class meetings per week plus required weekly 
multimedia work and a discussion session. Enroll- 
ment limited to 16 per section. Students entering in 
the spring need permission of the department and 
must take a placement exam. Students must stay in 
the same section all year. {F} 10 credits 
Giovanna Bellesia, Director, Fall 2004 
Federica Anichini, Director, Spring 2005 
Members of the department 
Full-year course; Offered each year 

111 Accelerated Elementary Italian I 

One-semester course designed for students who 
might have missed the opportunity to take our 
highly recommended yearlong ITL 1 lOy course. It 
will cover two-thirds of the material of ITL llOyin 
one semester. Should one choose tins alternative, 
we strongly recommend continuing in ITL 1 12 in 
the fall of the following year (see description be- 
low) . Three class meetings per week plus required 
weekly multimediawork and a discussion session. 
Preference is given to all first-year students plan- 
ning to go to Italy for their junior year. Enrollment 
limited to 16 per section. 5 credits 
Members of the department 
Offered each Spring 

112 Accelerated Elementary Italian II 

Prerequisite ITL 1 1 1 or placement test. This course 
completes the BASIC study of Italian grammar and 



Italian Language and Literature 



279 



introduces students to the reading of authentic 
materials. Emphasis will be on the development of 
reading and writing skills. Three class meetings per 
week plus required weekly multimedia work and a 
discussion session. With a teacher's recommenda- 
tion and/or extra readings during winter break, 
students will be allowed to enter ITL 250 and/or 
231 in the spring. Preference is given to students 
continuing from ITL 1 1 1. Enrollment limited to 16 
per section. {F} 5 credits 
Members of the department 
Offered each Fall beginning Fall 2005 

220 Intermediate Italian 

Comprehensive review through practice in writing 
and conversation. Discussion, compositions and 
oral reports based on Italian literary texts and cul- 
tural material. Weekly conversation meetings and 
multimedia work required. Prerequisite: ITL HOy 
or ITL 1 1 1 and 1 1 2 or permission of the depart- 
ment. {F} 4 credits 
Serena Grattarola 
Offered each Fall 

230 High Intermediate Italian 

Readings of contemporary literary texts. Review 
of grammar, regular practice to improve oral 
and written expression. Open by permission only. 
Prerequisite: ITL 1 lOy or permission of the depart- 
ment. {F} 4 credits 
Federica Anichini 
Offered Fall 2004 

231 Advanced Italian 

A continuation of 220 or 230, with emphasis on 
development of style. Intensive oral and written 
work. Highly recommended for students planning 
to go to Florence for their Junior Year Abroad who 
need extra work on their language skills. Prereq- 
uisite: 220 or permission of the department. {F} 4 
credits 

Serena Grattarola 
Offered Spring 2005 



B. Literature 



The prerequisite for ITL 250 is ITL 220 or ITL 230 
or ITL 231. 



The prerequisite for 300-level courses is ITL 230 
or ITL 231 or permission of the instructor. 

250 Survey of Italian Literature I 

Prerequisite for students applying for Junior Year 
Abroad in Florence. Reading of outstanding works 
and consideration of their cultural and social 
backgrounds from the Middle Ages to the Renais- 
sance. Smdents must also enroll in a discussion 
section where they will do intensive work on their 
writing skills. Prerequisite: ITL 220, and/or 230. 
and/or 231 or permission of the instructor. {L/F} 
5 credits 

Alfonso Procaccini, Serena Grattarola, to be an- 
nounced 
Offered each Spring 

251 Survey of Italian Literature II 

A continuation of ITL 250, concentrating on repre- 
sentative literary works from the High Renaissance 
to the Modern period. Normally to be taken 
during Junior Year in Florence. May be taken in 
Northampton as a special studies with the permis- 
sion of the chair of the department. Prerequisite: 
ITL 250 or permission of the chair. 

252 Italy: "La Dolce Vita" 

To acknowledge it with an adjective of its own 
making, Italy continues to project and exemplify 
a way of life that can only be described simply as 
« Italian. » We will look at Italy's rich cultural his- 
tory, thus examine its illustrious artistic tradition as 
well as some of the reasons that Italy has achieved 
over the centuries the recognition and the mystique 
of cultivating a philosophy of living best expressed 
by the title of Fellini's classic film, La dolce vita. 
Following Fellini's masterpiece we will explore 
the premise that art provides imaginative ways of 
viewing and enjoying, as well as offering unique 
insights into how we may leam to fashion creative 
responses to many of life's more bitter and tragic 
experiences — a recurring theme present through- 
out Italian cultural history, from Dante's own clas- 
sic epic The Divine Comedy (1304), to Bocaccio's 
subversive/plavful ZtetY////m>// ( 1350), to Puccini's 
melodramatic opera Tosca (1900), to Benigm's 
recent popular film, Life Is Beautiful. The class 
will follow a lecmre/discussion format: invited 
Smith faculty members from other departments will 
join the class to share her/his passion and special- 



280 



Italian Language and Literature 



ized knowledge of Italian culture. Required work 
includes weekly readings, oral presentation in class 
and regular film viewings. Knowledge of Italian 
is recommended but not required. Conducted in 
English. {L} 4 credits. 
Alfonso Procaccini 
Offered Fall 2004 

332 Dante: Divina Commedia — Inferno 

Detailed study of Dante's Inferno in the context of 

his other works. Conducted in Italian. {L/F} 

4 credits 

Alfonso Procaccini, Fall 2004 

Offered each year 

333 Dante: Divina Commedia — Purgatorio 
andParadiso 

Detailed study of Dante's Purgatorio andParadiso 
in the context of his other works. Conducted in 
Italian. {L/F} 4 credits 
FedericaAnichini, Spring 2005 
Offered each year 

341 Italian Seminar for Sight Location in 
Italian Cinema 

For students currently enrolled in ITL 342 wishing 
to view and discuss the films in Italian and read 
film criticism written in Italian. Readings in Italian 
of such directors as Gianni Amelio, Federico Felli- 
ni, Michelangelo Antonioni, Pier Paolo Pasolini and 
film critics such as Aristarco, Brunetta, Rondolino, 
Zagarrio. Optional one-credit course. Graded S/U 
only. {L/F} 1 credit 
Anna Botta 
Offered Spring 2005 

342 Sight Location in Italian Cinema 

Examining Italian cinema from neorealism to today, 
this course will investigate how the Italian national 
self-image on the screen has changed in response 
to the changes of the political and cultural context 
over the last fifty years. In particular, we will focus 
on the determining role that landscape and interi- 
ors play in constructing the screen image of Italy 
noting how characters and their movements are 
framed within these chosen locations. Directors 
include Visconti, Fellini, Antonioni, Bertolucci, 
Risi, Moretti, Amelio, Soldini, Ozpetek. Conducted 
in English. This course does not count as a senior 
seminar for Italian language and literature majors. 



It counts as a course toward the major in Italian 
language and literature only if it is taken in con- 
junction with ITL 341. {L/A} 4 credits 
Anna Botta 
Offered Spring 2005 

344 Italian Women Writers 

Topic: Mothers and Daughters. This course 
provides an in-depth look at the changing role of 
women in Italian society. It focuses on the portrayal 
of motherhood by Italian women writers in the 20th 
century 7 . Authors studied include Sibilla Aleramo, 
Elsa Morante, Natalia Ginzburg and Dacia Maraini. 
Limited enrollment, permission of the instructor 
required. Conducted in Italian. {L} 4 credits 
Giovanna Bellesia 
Offered Fall 2004 



Cross-listed Courses 

The following courses, may count towards the Ital- 
ian major if all written work is done in Italian. 

CLT 305 Studies in the Novel: The Postmodern 

Novel 

Offered Fall 2004 

CLT 355 Consuming Passions: Eating/ 

Reading 

Offered Spring 2005 

404 Special Studies 

By permission of the chair, for senior majors. 

4 credits 

Members of the department 

Offered both semesters each year 

408d Special Studies 

By permission of the chair, for senior majors. 

8 credits 

Full-year course; Offered each year 



The Major in Italian 
Language and Literature 

Advisers: Federica Anichini, Giovanna Bellesia, 
Anna Botta, Vittoria Poletto, Alfonso Procaccini. 



Italian Language and Literature 



281 



Advisers for Study Abroad: Federica Anichini, 
Giovanna Bellesia, Anna Botta, Yittoria Poletto, 
Alfonso Procaccini 

Basis: ITL 1 lOy or ITL 1 1 1 and 1 12, ITL 220 or ITL 

230 (or permission of the department). 

Requirements: the basis, ten semester courses. 

The following courses are compulsory for majors 

attending the JYA in Florence: 

Sophmore year — Spring : ITL 250 

JYA— Fall: Survey 2 

J\A— Spring: ITL 235 

The following courses are compulsory for majors 

not attending the JYA in Florence: 

250,231,251 

All majors in Italian language and literature must 
attend ITL 332 and 333 (two semesters) and a 
senior seminar in Italian during their senior year. 

The rest of the courses can be chosen among the 
following: 334, 338, 340, 342, 344, 346, 404, 
408d, 430d, CLT 305, CLT 355. (All written work in 
the CLT courses and in the courses taught in Eng- 
lish must be done in Italian to be accepted for the 
Italian major). 

Courses taken during the Junior Year Abroad in 
Florence will be numbered differently and will 
be considered as equivalent to those offered on 
the Smith campus, subject to the discretion of the 
department. 

Italian majors are required to take ITL 332 and 
333 (two semesters) and at least one advanced 
literary seminar in Italian during their senior year. 



The Major in Italian Studies 

Advisers: Federica Anichini, Giovanna Bellesia, 
Anna Botta, Vittoria Poletto, Alfonso Procaccini. 



Basis: ITL 1 lOv or ITL 1 1 1 and 1 12, ITL 220 or 
ITL 230. 



Italian studies majors are expected to achieve com- 
petence in both written and spoken Italian. Partici- 
pation in the Junior Year Abroad in Florence is not 
required but it is strongly recommended. 

Requirements: the basis plus additional ten se- 
mester courses which include: 

ITL 231 or 235 (offered only in Florence) 

ITL 250 

Three (non-language) courses taken in the Italian 
department on campus or during the JYA in Flor- 
ence. Courses in Florence must be approved by the 
chair of the Italian department to count towards 
the major in Italian studies. All courses taught by 
Italian faculty members outside the Italian Depart- 
ment will also fulfill the requirement (for instance 
CLT 305 or CLT 355) when all written work is done 
in Italian. Independent studies and Honor theses 
may count as part of this category. 

Three courses in other Smith departments/pro- 
grams or at the University 7 of Florence. These 
courses will be chosen in accordance with the 
interests of the student and with the approval of the 
Italian department adviser. 

Relevant departments include but are not limited 
to american studies, archeology, art history, com- 
parative literature, classics, education, film studies, 
government, history, history of science, interna- 
tional relations, linguistics, music, philosophy, 
religion, sociology. 

One senior literature seminar (all work done in 
Italian). In special cases, ITL 340 (Theory and 
Practice of Translation), can be taken instead of 
the senior literamre seminar (department permis- 
sion required) . 

One semester of ITL 332 or 333 (Dante). All work 
must be done in Italian. Students should normally 
enroll in the first semester (ITL 332) unless there 
is a scheduling conflict. 



282 



Italian Language and Literature 



The Minor 



Graduate 



Advisers: Federica Anichini, Giovanna Bellesia, 
Anna Botta, Vittoria Poletto, Alfonso Procaccini 

A minor in Italian offers the student the opportu- 
nity to acquire the basic skills and a reasonable 
knowledge of the Italian language as well as an 
overview of the history of Italian literature and 
culture. Furthermore, it offers the possibility for 
students returning from study abroad to continue 
with Italian on a limited program. If a student does 
not wish to major in Italian, a minor would grant 
her the opportunity of official recognition for the 
courses taken. 

Basis: ITL 1 lOd, ITL 220 or ITL 230, or permission 
of the department. 

Required: six semester courses including the fol- 
lowing: 23 land 250. Choice of two from two dif- 
ferent periods including: 251, 332y, 334, 338, 340, 
342, 343, 344, 346, 404. At least one 300-level 
course must be taken during senior year. 

Courses taken during the Junior Year Abroad in 
Florence will be numbered differently and will 
be considered as equivalent to those offered on 
the Smith campus, subject to the discretion of the 
department. 



Advisers: Giovanna Bellesia, Anna Botta, Alfonso 
Procaccini 

An excellent knowledge of both written and spoken 
Italian is a prerequisite for the program. Candi- 
dates spend their first year in Florence, enrolled at 
the University of Florence and at the Smith Center. 
Required minimum of 32 credits. The thesis is 
written during the second year, on campus, under 
the direction of a member of the department. 

550d Research and Thesis 

8 credits 

Full-year course; Offered each year 



Honors 



Directors: Federica Anichini, Giovanna Bellesia, 
Anna Botta, Vittoria Poletto, Alfonso Procaccini 



430d Thesis 

8 credits 

Full-year course; Offered each year 



283 



Jewish Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Galina Aksenova, Ph.D., Lecturer in Jewish Studies 
1 Justin Cammy, Ph.D., Assistant Professor of 

Jewish Studies 
Yehudit Heller, M.Ed., Lecturer in Jewish Studies 

Jewish Studies Advisory Committee 

1 Ernest Benz, Associate Professor of History 
Silvia Berger, LecUirer in Spanish and Portuguese 
' ' Darcy Buerkle, Assistant Professor of History 



1 Justin Cammy, Ph.D., Assistant Professor of 

Jewish Studies 

2 Lois Dubin, Associate Professor of Religion and 

Biblical Literature 
Myron Peretz Glazer, Professor of Sociology 
n Joel Kaminsky, Associate Professor of Religion 

and Biblical Literature, Director 
Ellen Kaplan, Associate Professor of Theatre 
**' Jocelyne Kolb, Professor of German Studies 



lOOy Elementary Modern Hebrew 

A yearlong introduction to modern Hebrew Em- 
phasis on developing skills necessary for fluent 
reading, speaking and writing. Vocabulary and 
grammar are enhanced through the weekly study 
of a classic or contemporary hit from the Israeli 
"Top-40" and articles in elementary Hebrew from 
a newspaper designed for new immigrants. Enroll- 
ment limited to 20. Normally offered every second 
year. {F} 8 credits 
Yehudit Heller 
Full-year course; Offered 2004-05 

120 Intermediate Modern Hebrew 

A semester-long interaction with modern Hebrew, 
with emphasis on oral proficiency in practical 
conversational Hebrew and on reading and writing. 
Students review grammar, develop their skills as 
readers and writers in modern Hebrew and gain an 
understanding of the language as a living culture. 
Readings include short stories and poetry by Naomi 
Shemer, Lea Goldberg, Zelda and Rachel, and explo- 
rations of Hebrew popular culture through newspa- 
pers, film and music {Sha'arla-Oleh). Prerequisite: 
at least one year of college Hebrew or equivalent, or 
permission of the instructor. {F} 4 credits. 
To be announced 
Offered Fall 2005 

187 Text and Tradition: Jewish Civilization 
Through the Ages 

The development of Jews and Judaism from antiq- 



uity through the rabbinic, medieval and modem 
periods. Close readings of classic texts from the 
library of Jewish religious and national experience. 
Central themes and issues that undergird the tradi- 
tion, including God and Godliness; revelation and 
covenant; peoplehood and chosenness; messianism 
and redemption; sacred space and sacred time; 
canon and the text-centered community; prayer 
and study; philosophical and mystical trends; gen- 
der and Jewish law; Jews under Christianity and 
Islam; revivalist movements and denominations; 
and contemporary Jewish religious, cultural, and 
political self-definition. How Jewish law and culture 
in the past negotiated such pressing present-day 
concerns as "who is a Jew?," abortion, capital 
punishment, same-sex relations, ecological aware- 
ness, collective memory, tensions between diaspora 
and homeland, and creative betrayals of tradition. 
{L/H} 4 credits 
Justin Cammy 
Offered Spring 2005, Spring 2006 

200-Level Courses 

CLT 218 Holocaust Literature 

Explores Jewish literary responses to national 
catastrophe, differentiating between literature of 
the Holocaust (texts written in extremis in the ghet- 
tos, camps, and in hiding) and post-War literature 
about the Holocaust. Does Holocaust literature 
build upon existing archetypes from Jewish litera- 



284 



Jewish Studies 



tures of catastrophe or establish itself as an entirely 
new literary 7 genre? In what ways do culture, lan- 
guage and the passage of time influence the tenor 
and function of responses to the destruction of 
European Jewry? Which people are authorized to 
tell the story of the Holocaust, and how are they 
to balance the claims of subjective and national 
experience, aesthetic standards and historical ac- 
curacy? Considers works, all in translation, from 
both Jewish (Yiddish and Hebrew) and European 
languages, and from multiple genres (diaries, 
reportages, partisan song lyrics, oral testimonies, 
memoirs, essays, novels, poetry, comic strips, films, 
and monuments). {L} 4 credits 
Justin Cammy 
Offered Spring 2006 

261 The Same or Other: Images of Jews in 
Russian Cinema 

A century of Russian-Jewish intellectual dialogue 
on the silver screen, from the official anti-Semitism 
of the imperial state through the revolutionary and 
Soviet eras to Russia today. Weekly screening of 
films from the 1910s to the present highlighting 
the Jew and Jewishness. The powerful, complex, 
controversial and often tragic fusion of Russian 
and Jewish identities as presented in cross-cultural 
artifacts. {H/A} 4 credits 
GalinaAksenova 
Offered Fall 2004 



tion in European historical consciousness. {H} 4 
credits 

Justin Cammy 
Offered Fall 2005 

285 Jews and Islamic Civilization 

Subject to the approval of the Committee on Aca- 
demic Priorities. 

A survey of the relationship between Judaism and 
Islam since the era of the Prophet Muhammad. 
Themes include religious pluralism and impe- 
rial statecraft in the Middle East, the theological 
tensions of the Judeo-Christian-Muslim tradition, 
the notions of dhimma and Peoples of the Book 
in Sunni and Shi'i theory and practice, Jewish 
self-government under the Caliphate, the Karaite 
schism, the world of the Cairo Geniza, the flower- 
ing of Jewish life in the Ottoman period, Sabbatian 
messianism and schism, communal strains and 
decline in the era of nationalism and European 
influence. {H} 4 credits 
Benjamin Braude 
Offered Spring 2005 

400 Special Studies 

1 to 4 credits 

Offered both semesters each year 



The Minor 



284 Beyond the Pale: The Jews of Eastern 
Europe 

The history of the largest Jewish community in 
the world, from subjection under the tsars until 
its extermination in World War II. The interaction 
between external pressures on the Jews (tsarist leg- 
islation and popular discrimination, the upheavals 
of World War 1, the Bolshevik Revolution, Polish 
nationalism) and Jewish self-assertion (religious 
revitalization under Hasidism and its opponents; 
domestic forces of enlightenment; language wars 
between Yiddish, Hebrew, Russian and Polish; the 
birth of a modern Jewish historical conscious- 
ness; varieties of Jewish political expression such 
as Zionism, Yiddishism and Jewish socialism; the 
shtetl as virtual homeland versus the new multicul- 
tural city) . Provides perspective on contemporary 
European debates regarding diaspora, minority 
and marginality nationalism and transnationalism, 
hybridity borderland cultures and the Jewish ques- 



Advisers: Members of the Jewish Studies Advisory 
Committee 

Students contemplating a minor in Jewish stud- 
ies should see an adviser as early as possible to 
develop a minor course program. This program 
should be approved by an adviser no later than the 
beginning of the senior year, though earlier discus- 
sion is preferable. 

Requirements: a total of five courses: 

1. JUD 187 the basis of the minor; 

2. Four additional courses to be chosen from the 
list below, and distributed over any three of the 
areas of Jewish studies (i.e. classical texts, lan- 
guage, history, thought, literature and the arts, 
and contemporary issues) . Some courses ap- 
pear in more than one area. A student may use 
such a course to fulfill either one or the other 
of the distribution requirements, but may not 



Jewish Studies 



285 



use the same course to satisfy more than one 
such requirement. Normally, at least three of the 
courses for the minor shall be Smith courses. 

I. Classical Texts 

REL 2 1 Introduction to the Bible I 

REL 2 1 1 Wisdom Literature and Other Books 

from the Writings 
REL 2 1 3 Prophecy in Ancient Israel 
REL 2 1 5 Introduction to the Bible II 
REL 217 The Dead Sea Scrolls, Judaism and 

Christianity 
REL 3 10 Sibling Rivalries: Israel and the Other in 

the Hebrew Bible 
REL 3 1 5 The Search for the Historical Jesus 

II. Language 

Courses at Smith 

JUD lOOy Elementary Modern Hebrew 
JIT) 1 20 Intermediate Modern Hebrew 
REL 295 Hebrew Religious Texts I 
REL 296 Hebrew Religious Texts II 

III. History 



GOV 248 
IUD 265 



JUD 285 

REL 110 

: REL 223 



The Arab-Israeli Dispute 

Jews and Judaism in America, 1650— 

Present 
JIT) 284 Beyond the Pale: The Jews of Eastern 

Europe 

Jews and Islamic Civilization 

Archaeology of Israel and Palestine 

Insiders/Outsiders I: Jews in Modern 

Europe 
REL 22-t Insiders/Outsiders II: Jews and Judaism 

in Europe and America, 19th and 20th 

Centuries 
REL 320 lying and Untying the Knot: Women. 

Marriage and Divorce in Judaism 

IV. Thought 

REL 221 Jewish Spirituality: Philosophers and 

Mystics 
REL 223 Insiders/Outsiders I: Jews in Modern 

Europe 
REL 22* Insiders/Outsiders II: Jew s and Judaism 

in Europe and America, 19th and 20th 

Centuries 
REL 22^ Judaism/Feminism/Women's Spirituality 



V. Literature and the Arts 

CLT 201 Literary Anti-Semitism 

CLT218 Holocaust Literature 

CLT 275 Literatures of Zionism 

CLT 277 Language, Lineage and Locus: The 

Jewish Writer in the 20th Century 
GER 1 5 1 Jews in German Culture 
JUD 253 Hebrew Poetry Through the Ages 
JUD 260 Between Tvvo Worlds: Yiddish Literature 

and Culture from 1862 to the Present 
JUD 261 The Same or Other: Images of Jews in 

Russian Cinema 
JUD 262 Jewish American Literature, Culture and 

Performance 
JUD 362 Post-War American Fiction 
REL 110 People of the Story 
SPN 246 Life Stories by Latin American Jewish 

Writers (in Spanish) 
SPN 280 Life Stories by Latin American Jewish 

Writers 
THE 313 Staging the Jew 

VI. Contemporary Issues 



CLT 218 
CU275 

CLT 2" 

GOV 229 
GOV 248 
GOV 323 



JUT) 262 

JUD 362 
REL 110 

REL 227 
REL 335 



Holocaust Literature 

Literatures of Zionism 

Language, Lineage and Locus: The 

Jewish Writer in the 20th Century 

Government and Politics of Israel 

The Arab-Israeli Dispute 

Warring for Heaven and Earth: Muslim 

and Jewish Political Activism in the 

Middle East 

Jewish American Literature, Culmre and 

Performance 

Post-War American Fiction 

Renewal and Invention in Contemporary 

Judaism 

Judaism/Feininism/Women *s Spirituality 

Problems in Jewish Religion and Culmre: 

Women, Feminism and Spirituality 



Additional reading courses in Hebrew or Yid- 
dish language and literature may be available. 
supervised by members of the program. Students 
who plan to study in Israel or who wish to pursue 
advanced work in Jewish studies should begin 
Hebrew as soon as possible. Consult the director 
of the Jewish Studies Program or a member of the 
advisory committee. 



286 



Landscape Studies 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Ann Leone, Professor of French Studies, Director 
Nina Antonetti, Lecturer in Art and Landscape 
Studies 

Associated Faculty 

Carl John Burk, Professor of Biological Sciences 
Dean Flower, Professor of English Language and 

Literature 
Andrew Guswa, Assistant Professor of Engineering 



Helen Lefkowitz Horowitz, Professor of American 

Studies and of History 
Barbara Kellum, Professor of Art 
Michael Marcotrigiano, Professor of Biological 

Science and Director of the Botanic Garden 
Douglas Patey, Professor of English Language and 

Literature 
Gretchen Schneider, Lecturer in Art 



LSS 100 Issues in Landscape Studies 

Through readings, discussions and a series of lec- 
tures by Smith faculty and guests, we will examine 
the history and influences out of which landscape 
studies is emerging. We will look at the relationship 
of this new field with literary and cultural studies, 
art, art history; landscape architecture, history, 
biology and environmental sciences. What is land- 
scape studies? Where does it come from? Why is it 
important? How does it relate to, for instance, land- 
scape painting and city planning? How does it link 
political and aesthetic agendas? Students may take 
this course twice for credit. S/U only. (E) {H/S/A} 
2 credits 

Ann Leone, Director; Nina James, Co-Director 
Offered Spring 2005 

LSS 105 Introduction to Landscape Studies 

This introductory course will be a chronological 
and thematic exploration of the issues that define 
the evolving field of landscape studies. Topics will 
range from ancient to contemporary scientific to 
artistic, cultural to political, theoretical to practical. 
We will consider corporate, domestic, industrial, 
postindustrial, tourist, landfill and agricultural 
landscapes. Attention will be paid to such designs 
as Versailles, Royal Botanical Garden at Kew, 
Boston's Back Bay, Central Park and the Vietnam 



Veterans Memorial. (E) {H/S/A} 

Ninajames 

Offered Fall 2004 



credits 



LSS 200 Socialized Landscapes: Private 
Squalor and Public Affluence 

Certain landscapes dissolve economic, political, 
social, cultural constructs to foster diversity on 
common ground. This course will trace the devel- 
opment of these socialized landscapes, specifically 
in Europe and North America in the last two centu- 
ries, as places of reform, respite and refuge. Focus- 
ing on a series of case studies — including urban 
parks, cemeteries, shopping malls, hiking and bike 
trails, and amusement parks — we will characterize 
what makes a place a socialized landscape, identify 
how they improve their communities, and consider 
how a dysfunctional space might be transformed 
into a socialized landscape. This discussion-based 
course will have a practical, i.e., studio, compo- 
nent, as each student will attempt to socialize a 
local site. Enrollment limited to 20. (E) {H/S/A} 
4 credits 
Ninajames 
Offered Spring 2005 

LSS 300 Rethinking Landscape 

This seminar on landscape theory will explore 
myriad issues in the field — including territory, 



Landscape Studies 



287 



expansion, sexuality, disjunction, fantasy, dwelling, 
memory, nationalism — in the context of critical 
approaches such as modernism, deconstruction. 
structuralism, poststructuralism, phenomenology, 
and feminism. Priority given to senior, then juniors. 
Enrollment limited to 12. Prerequisite: two of the 
following: LSS 100. LSS 105. LSS 200, LSS 210 
or permission of the instructor. (E) {H/S/A} 4 
credits 
Mnajames 
Offered Fall 2004 

Cross-Listed Courses 

ARH 101 Approaches to Visual 
Representation: 

Designing. Depicting, and Destroying Land- 
scapes 

Landscapes cover the globe. How have humans 
dealt with their landscapes through the ages and 
around the world? This course will examine how 
and why places have been conquered, designed, 
painted, printed, sculpted, filmed, woven, recycled, 
forgotten or destroyed. Balancing the real and the 
representational, specific topics will include land 
art. memorials, public parks, historic preservation, 
gardens of paradise, Chinese scrolls, medieval tap- 
estries and Impressionism. {H/A} 4 credits 
Mnajames 
Offered Spring 2005 

ENG 221 Reading the Landscape 

A study of the ways in which language and litera- 
ture inscribe the landscape, shaping as well as 
being shaped by it. Discussion of such problematic 
issues as wilderness mythology, modern ecology, 
non-intervention theories, ecofeminism. nativist 
perspectives and the eye as designer. Emphasis 
on American essays, poems and narratives written 
in the aftermath of Rachel Carson *s Silent Spring, 
including works by Annie Dillard, Wendell Berry. 
Man Oliver, Terry Tempest Williams, Edward Ab- 
bey. Barry Lopez and Gretel Ehrlich. Also some 
attention to 19th-century namre writers like Coo- 
per, Audubon, Thoreau and Mary Austin — whose 
works are now seen to address modem ecological 



issues. At least one field trip. Open to nonmajors. 
(E) {L} 4 credits 
Dean blower 
Offered Spring 2005 

FRN 230 Readings in Modern Literature 

An introduction to literature, designed to develop 
skills in oral expression and expository writing, A 
transition from language courses to more advanced 
courses in literature and culture. A student may 
take only one section of 230. Prerequisite: 220, or 
permission of the instructor. 

Topic: Dream Places and Sight mare Spaces: 
French Literary Landscapes 
Through texts by authors from Louis XIV to Colette, 
we will discuss questions about literary uses of 
landscape: Why do we flee or search for a land- 
scape? What makes us cherish or fear a particular 
place? What do landscapes tell us that the narrator 
or characters cannot or will not tell? Other authors 
may include Rousseau, Victor Hugo. Chateaubri- 
and, Maupassant, Apollinaire, Robbe-Grillet and 
James Sacre. {L/F} 4 credits 
Ann Leone 
Offered Fall 2004 

CLT 288 Bitter Homes and Gardens: Domestic 
Space and Domestic Discord in Three Modern 
Women Novelists 

We will analyze the ways Edith Wharton. Colette 
and Elizabeth von Amim depict domestic dis- 
cord — loss. rage, depression — through local 
landscapes and domestic spaces: houses, rooms 
and gardens. Texts will include Wharton's essays on 
landscape and domestic design, and novels, short 
stories, letters, and autobiographical writings by all 
three authors. {L} -k credits 
Ann Leone 
Offered Spring 2005 

For courses throughout the curriculum that are 
related to landscape studies and that may count 
for an independently designed landscape studies 
minor, please see our Web site http:/Avww. smith, 
edii/landscapestudies. 



288 



Latin American and 
Latino/a Studies 

Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisers and Members of the Latin American 
and Latino/a Studies Committee 

Susan C. Bourque, Professor of Government 
Ginetta Candelario, Assistant Professor of Sociology 

and of Latin American and Latino/a Studies 
Velma Garcia, Associate Professor of Government 
t2 Maria Estela Harretche, Associate Professor of 

Spanish and Portuguese 
fl Marguerite Itamar Harrison, Assistant Professor 

of Spanish and Portuguese 
Michelle Joffroy, Assistant Professor of Spanish and 



Portuguese 
** 2 Donald Joralemon, Professor of Anthropology 
' ' Marina Kaplan, Associate Professor of Spanish 

and Portuguese and of Latin American and 

Latino/a Studies 
Dana Leibsohn, Associate Professor of Art, 

Director 
**' Nola Reinhardt, Professor of Economics 
Nancy Saporta Sternbach, Professor of Spanish and 

Portuguese 
Ann Zulawski, Associate Professor of History and of 

Latin American and Latino/a Studies 



100 Topics in Latin American and Latino/a 
Studies 

An interdisciplinary introduction to critical themes 
and issues in Latin American culture and history. 
Lectures and discussions will focus on such top- 
ics as perceptions of conquest; women in colonial 
times; nation building in the 19th century; 20th- 
century revolutions and the international context. 
Recommended for first- and second-year students. 
{H/S} 4 credits 
Ginetta Candelario 
Offered Spring 2005 

301 Seminar: Topics in Latin American and 
Latino/a Studies 

4 credits 

Contemporary Latina Playwrights and Performers 
From the shoestring budgets of their collective 
theatre pieces of the 1960s to their high-tech, 
multimedia performance art of the 1990s, U.S. 
Latinas have moved from their marginal positions 
backstage to become the central protagonists of the 
efflorescent, hybrid, multicultural art form that is 
Latina theatre today. In this course, we will read a 



variety of plays, performance pieces, puppet shows, 
and other art forms that define U.S. Latina theatre 
from the early seventies to the present. Critical 
readings will accompany the texts. Every effort will 
be made to actually see a performance of some 
manifestation of Latina theatre. {L/A} 
Nancy Saporta Sternbach 
Offered Spring 2005 

Culture and Society in the Andes 
{H/S} 4 credits 
Ann Zulawski 
Offered Spring 2006 

404 Special Studies 

4 credits 

Offered both semesters each year 



The Major 



This major builds on a basic understanding of 
the history of Latin America and a developing 
proficiency in Spanish. (A reading knowledge of 
Portuguese is also recommended.) Following this, 



Latin American and Latino/a Smdies 



289 



a program of studies is developed that includes 
courses related to Spanish America and/or Brazil 
from the disciplines of anthropology, art, dance, 
economics, government, history, literature, sociol- 
ogy and theatre. 

The S/U grading option is not allowed for 
courses counting towards the major. 

Students choosing to spend the junior year 
studying in a Latin American country should con- 
sult with the appropriate advisers: 

Adviser for Study Abroad in Spanish America: 

Majors should see their academic advisers. 

Adviser for Study Abroad in Brazil: Malcolm Mc- 
Nee, Department of Spanish and Portuguese. 

Five-year option with Georgetown University: 

students interested in pursuing graduate smdies in 
LAS have the option of completing an M.A. in Latin 
American smdies at Georgetown University in only 
one extra year and a summer. Those interested 
must consult with an LALS adviser during their 
sophomore year or early in their junior year. 

Students primarily interested in Latin American 
literature may wish to consult the major programs 
available in the Department of Spanish and Portu- 
guese. 

Basis: HST 260 and HST 261. 

Other Requirements: 

! 1. Two courses in Spanish American literature usu- 
ally SPN 260 and SPN 26 1. Advanced language 
students may replace one of these with a topics 
course, such as SPN 372 or SPN 373. A reading 
knowledge of Portuguese and/or one course 
related to Brazil is recommended. 

Six semester courses (at the intermediate or 
advanced level) dealing with Spanish America 
and Brazil; at least two of the six must be in the 
social sciences (anthropology, economics, his- 
tory, government, sociology) ; at least one four- 
credit course must be in the arts (art history, 
dance, theatre, film); at least two of the six must 
be at the 300-level. 



Approved courses for 
2004-05: 

American Studies 



102 

Art 

130 
204 



Thinking Through Race 
Offered Fall 2004 



Introduction to Art History: Africa, 

Oceania, and the Indigenous Americas 

Offered Fall 2004 

Ancient America: Art, Architecture, and 

Archaeology 

Offered Spring 2005 



Comparative Literature 

268 Latina and Latin American Women 
Writers 
Offered Spring 2005 

Economics 

2 1 1 Economic Development 

Offered Fall 2004 



Government 

216 Minority Politics 

Offered Fall 2004, Fall 2005 
226 Latin American Political Systems 

Offered Spring 2005 
237 Colloquium: Politics of the U.S./Mexico 

Border 

Offered Spring 2005 
307 Seminar in American Government 

Topic: Latinos and Politics in the 

United States 

Offered Fall 2004 



History 

260 
261 



Colonial Latin America, 1492-1821 

Offered Fall 2004, Fall 2005 

National Latin America, 1821 to the 

Present 

Offered Spring 2005, Spring 2006 



290 



Latin American and Latino/a Studies 



263 Continuity and Change in Spanish 

America and Brazil 

Topic: Gender and the Study of Latin 

American History 

Offered Spring 2005 
36 1 Problems in the History of Spanish 

America and Brazil 

Topic: Public Health and Social Change 

in Latin America, 1850-Present 

Offered Fall 2004 

Sociology 

2 1 3 Ethnic Minorities in the United States 
Offered Spring 2005 

2 1 4 Sociology of Hispanic Caribbean 
Communities in the United States 
Offered Fall 2004 

222 Blackness in the Americas 

Offered Spring 2006 
314 Seminar in Latina/o Identity: Latina/o 

Racial Identities in the United States 

Offered Fall 2004 

Spanish and Portuguese 

POR 22 1 Topics in Portuguese and Brazilian 

Literature and Culture 

Topic: Envisioning "Lusofonia": A 

Focus on Film from the 

Portuguese-Speaking World 

Offered Spring 2005 
SPN 230 Topics in Latin American and Peninsular 

Literature 

Topic: From Euphoria to 

Disenchantment: The Return to 

Democracy on Stage 

Offered Fall 2004 
SPN 240 From Page to Stage 

Topic: "From Magic Realism to the End 

of the Utopias" 

Offered Spring 2005 
SPN 246 Topics in Latin American Literature 

Topic: Modern Amazonian Literature 

Offered Spring 2005 

Topic: Negotiating the Borderlands: 

Text, Film, Music 

Offered Fall 2004 

Topic: Literary Constructions of 

Afro-Cuban Identity 

Offered Spring 2005 



SPN 260 Survey of Latin American Literature I 

Offered Fall 2004, Fall 2005 
SPN 261 Survey of Latin American Literature II 

Offered Spring 2005, Spring 2006 
SPN 370 Literary Genres in Latin America: 

Contemporary 

Topic: Dislocations of Culture 

Offered Spring 2005 
SPN 37 1 Latin American Literature in a Regional 

Context 

Topic: Central America: Texts, Films, 

Music 

Offered Fall 2004 

Topic: Interrogating the 

Commonplace: The Southern Cone 

Offered Fall 2005 
SPN 380 Advanced Literary Studies 

Topic: Translating Poetry 

Offered Spring 2005 

The Minor in Latin 
American Studies 

Requirements: six courses dealing with Latin 
America to be selected from anthropology, art, eco- 
nomics, government, history and literature. They 
must include HST 260, HST 261, and SPN 260 or 
SPN 261, and at least one course at the 300 level. 

Minor in Latino/a Studies 

Requirements: six courses which must include 
the Mowing: HST 260 or HST 261, SPN 260 or 
SPN 261, one other class on Latin America to be 
chosen from anthropology, art, economics, govern- 
ment, history or literature; and three classes in 
Latino/a studies to be chosen from CLT 268, GOV 
216, GOV 307, SOC 214, SOC 314, or any other 
course in LALS, SPN, etc., dealing with Latino/a 
studies. At least one of the six courses must be at 
the 300 level. Students may count one course in La- 
tino/a studies from another Five College institution 
towards the minor; students may also substitute 
a Spanish-language class at the 200 level for SPN 
260/SPN261. 



Latin American and Latino/a Studies 291 

Honors 

Director: Dana Leibsohn 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 
8 credits 
Offered each Fall 

Admission by permission of the Latin American and 
Latino/a Studies Committee. 

Requirements: the same as those for the major; 
a thesis proposal, preferably prepared during the 
second semester of the student's junior year and 
submitted for consideration no later than the end 
of the first week of classes the following Septem- 
ber; a thesis and an oral examination on the thesis. 

For Five-College Certificate in Latin American Stud- 
ies see the description on page 404. 



292 



Logic 



Visiting faculty and some lecturers are generally appointed for a limited term, 



Advisers 

* 2 James Henle, Professor of Mathematics 
' ' Merrie Bergmann, Associate Professor of 
Computer Science 



Jay Garfield, Professor of Philosophy, Director 
Albert Mosley, Professor of Philosophy 



In this century, logic has grown into a major disci- 
pline with applications to mathematics, philosophy, 
computer science, linguistics and cognitive science. 
The goal of the logic minor is to provide students 
with the tools, techniques and concepts necessary 
to appreciate logic and to apply it to other fields. 

100 Valid and Invalid Reasoning: What 
Follows from What? 

Formal logic and its application to the evaluation 
of everyday arguments, the abstract properties of 
logical systems, the implications of inconsistency. 
Examples drawn from law, philosophy, economics, 
literary criticism, political theory, commercials, 
mathematics, psychology, computer science, off- 
topic debating and the popular press. Deduction 
and induction, logical symbolism and operations, 
paradoxes and puzzles. May not be taken for credit 
with PHI 202. {M} Wl 4 credits 
James Henle (Mathematics), Jay Garfield (Phi- 
losophy) 
Offered Fall 2004 

PHI 202 Symbolic Logic 

Symbolic logic is an important tool of contempo- 
rary philosophy, mathematics, computer science 
and linguistics. This course provides students with 
a basic background in the symbols, concepts and 
techniques of modern logic. It will meet for the 
first half of the semester only. Enrollment limited to 
20. {M} 2 credits 
To be announced 
Offered Spring 2005 



PHI 203 Topics in Symbolic Logic 

Applications of logic to fundamental issues in phi- 
losophy, mathematics and computer science. Pre- 
requisite: LOG 100 or PHI 202. Topic: fuzzy logic. 
After the initial meeting, the course will meet for 
the second half of the semester. {M} 2 credits 
To be announced 
Offered Spring 2005 

404 Special Studies 

4 credits 

Offered both semesters each year 



The Minor 



Minors in logic, to be designed in consultation 
with a Co-director, will consist of at least 20 credits 
including: 

LOG 100 or PHI 202, but not both 
MTH 153 or CSC 250 
MTH 217 or PHI 220 

Additional courses may be chosen from the follow- 
ing list: 
CSC 111 
CSC 250 
CSC 270 
CSC 290 
CSC 294 



LOG 404 
MTH 153 



Computer Science I 

Foundations of Computer Science 

Digital Circuits and Computer Systems 

Introduction to Artificial Intelligence 

Introduction to Computational 

Linguistics 

Special Studies in Logic 

Discrete Mathematics 



Logic 293 

MTH 217 Mathematical Structures 
PHI 203 Topics in Symbolic Logic 
PHI 220 Logic and the I ndecidable 
PHI 236 Linguistic Structures 
PHI 322 Topics in Advanced Logic 

Depending on the topic, the courses listed below 
may also be taken for logic minor credit: 

CSC 390 Seminar in Artificial Intelligence 
MTH 224 Topics in Geometry 
MTH 238 Topics in Number Theory 
MTH 343 Topics in Mathematical Analysis 
MTH 350 Topics in the History of Mathematics 
PHI 362 Seminar: Philosophy of Language 

There are also courses at Five College institutions 
that may be acceptable, courses in linguistics and 
law, for example. 



294 



Marine Sciences 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Advisers 

H. Allen Curran, Professor of Geology, Co-Director 
" 2 Paulette Peckol, Professor of Biological 
Sciences, Co-Director 



C. John Burk, Professor of Biological Sciences 
L. David Smith, Associate Professor of Biological 
Sciences, Co-Director 



The marine sciences minor permits students to 
pursue interests in coastal and oceanic systems 
through an integrated sequence of courses in the 
natural and social sciences. 

An introduction to marine sciences is obtained 
through completion of the two basis courses. Stu- 
dents then may choose to concentrate their further 
study principally on the scientific investigation 
of the oceans or on the policy aspects of ocean 
exploitation and management. Students should 
consult with one of the co-directors as early as 
possible in the course selection process. 

Requirements: six courses, no more than three of 
which can be taken at other institutions, including 
three required courses as follows: 
GEO 108 Oceanography; BIO 264 Marine Ecology 
(BIO 265 must be taken concurrently); a special 
studies or seminar course chosen in consultation 
with the minor adviser; and three elective courses 
from the following areas, only two of which may be 
counted in a major: 



Geology 



Biological Sciences 



242/243 Invertebrate Zoology and required 

Concurrent Laboratory 7 243 
260 Principles of Ecology and optional 

Concurrent Laboratory 261 
338 Morphology of Algae and Fungi and 

required Concurrent Laboratory' 339 
356/357 Plant Ecology- and required Concurrent 

Laboratory 
364 Topics in Environmental Biology 

Coral Reefs: Past, Present and Future 
400 Special Studies 



231 


Invertebrate Paleontology and 




Paleoecology 


232 


Sedimentology 


270j 


Carbonate Svstems and Coral Reefs of 




the Bahamas 


311 


Environmental Geophysics 


355 


Geology Seminar: Coral Reefs: Past, 




Present and Future 


Social Sciences 



ECO 224 Environmental Economics 

GOV 254 Politics of the Global Environment 

GOV 306 Politics and the Environment 

GOV 404 Special Studies 

Five College Course Possibilities 

Courses can be chosen with consultation and ap- 
proval of minor advisers; examples would be (all 
UMass): 

Biology 7 524s: Coastal Plant Ecology- 
Geology 59 1 f: Marine Micropaleontology 
Geography 392As: Coastal Resource Policy 
WF Conser. 261: Fisheries Conservation and 
Management 

Off-Campus Course Possibilities 

Some students may elect to take two or three of 
their courses for the minor away from Smith Col- 
lege by participation in a marine-oriented, off-cam- 
pus program. In recent years Smith students have 
been enrolled in the following programs: 



Marine Sciences 295 

Marine Biological Laboratory (Boston University 

Marine Program, tall semester) and Woods Hole 
Oceanographic Institution (summer) — Smith is 
an affiliate through the Five College Coastal and 
Marine Sciences Program; Williams/Mystic Seaport 
Program (Smith is an affiliate); SEA Semester; 
Duke University Marine Laboratory, Semester and 
Summer Program; marine programs of School for 
Field Studies, and Shoals Marine Laboratory. 



296 



Mathematics 



Visiting faculty and some lecturers are generally appointed for a limited term. 



Professors 

Marjorie Lee Senechal, Ph.D. 
t2 James Joseph Callahan, Ph.D. 
fl Michael 0. Albertson, Ph.D. 
David Warren Cohen, Ph.D. 

'James M. Henle, Ph.D., Chair 
** 2 Katherine Taylor Halvorsen, D.Sc. 
Ruth Haas, Ph.D. (Mathematics and Engineering) 

Associate Professors 

Patricia L. Sipe, Ph.D. 



PauAtela,Ph.D. 
Christophe Gole, Ph.D. 

Assistant Professors 

fl Leanne Robertson, Ph.D. 
Yoonjin Lee, Ph.D. 
Nicholas Horton, D.Sc. 

Senior Lecturer 

Mary Murphy, M.A.T. 



A student with three or four years of high school 
algebra (the final year may be called analysis, 
precalculus, trigonometry; functions, or AP math- 
ematics) but no calculus, will normally enroll in 
Calculus I ( 1 1 1 ) . A student with a year of calculus 
will normally enroll in Calculus: Effective Computa- 
tion and Power Series (1 14) or Discrete Math- 
ematics (153) — or both — during her first year. If 
a student has a year of BC calculus, she may omit 
MTH114. 

A student with two years of high school algebra, 
but no calculus or precalculus, should enroll in 
Elementary Functions (102). This course provides 
a solid basis for calculus and some of our majors 
start here. 

Discovering Mathematics (105), and Statistical 
Thinking (107) are intended for students not ex- 
pecting to major in mathematics. 

A student who chooses to accelerate and who 
has a score of 4 or 5 on the AB Calculus Examina- 
tion may receive 4 credits, providing she does not 
take 1 1 1 or 1 12 for credit. If she has a score of 4 
or 5 on the BC Examination she may receive four 
credits providing she does not take 1 1 1 or 1 12 for 
credit; or eight credits if she does not take 111, 
1 12, or 1 14 for credit. She can receive credit for at 
most one of these examinations. A student who has 
a score of 4 or 5 on the AP Statistics Examination 



may receive four credits, providing she does not 
take 107 or 245 for credit. 

Students who are considering a major or minor 
in mathematics should talk with members of the 
department. 

For further information about the mathemat- 
ics program, consults Guide to Mathematics at 
Smith (available from department members and at 
our Web site, www.math.smith.edu). 

EDP/QSK 101 Quantitative Skills 

This course is intended for students who need 
additional preparation to succeed in courses con- 
taining quantitative material. It will provide a sup- 
portive environment for learning or reviewing, as 
well as applying, pre-calculus mathematical skills. 
Students develop their numerical, statistical and 
algebraic skills by working with numbers drawn 
from a variety of current media sources. Enroll- 
ment limited to 20. Permission of the instructor 
required. (E) {M} 4 credits 
To be announced 
To be arranged 

102 Elementary Functions 

Linear, polynomial, exponential, logarithmic and 
trigonometric functions; graphs, mathematical 
models and optimization. For students who need 



Mathematics 



297 



additional preparation before taking calculus or 
quantitative courses in scientific fields, economics, 
government and sociology. Also recommended for 
prospective teachers whose precalculus mathemat- 
ics needs strengthening. {M} 4 credits 
James Henle 
Offered Fall 2004 

105 Discovering Mathematics 

Contemporary applications of mathematics. Stu- 
dents are introduced to beautiful topics in math- 
ematics that do not require a great deal of previous 
knowledge. We stress the intuition, creativity and 
aesthetics involved in mathematical problem solv- 
ing and quantitative reasoning. Topics come from 
management science, statistics, social choice (vot- 
ing), measurement and geometry. {M} 4 credits 
Ruth Haas 
Offered Spring 2005 

107 Statistical Thinking 

An introduction to statistics that teaches broadly 
relevant concepts. Students from all disciplines are 
welcome. Topics include graphical and numeri- 
cal methods for summarizing data; binomial and 
normal probability distributions; point and interval 
estimates for means and for proportions; one- and 
two-sample tests for means and for proportions; 
principles of experimental design. The class meets 

, in a computer lab and emphasizes using the com- 
puter for analysis of data. We will design our own 
experiments, collect and analyze the data, and 
write reports on our findings. Prerequisite: high 

I school algebra. {M} 4 credits 
Nicholas Morton 
Offered Fall 2004 

111 Calculus I 

Rates of change, differential equations and their 
numerical solution, integration, differentiation and 
the fundamental theorem of the calculus. The sci- 
entific context of calculus is emphasized. {M} 
4 credits 

Members of the department 
Offered both semesters each year 

112 Calculus II 

Applications of the integral, dynamical systems, 
infinite series and approximation of functions. The 



scientific context of calculus is emphasized. Pre- 
requisite: MTU 1 1 1 or the equivalent {M} 4 credits 
Members of (be department 
Offered both semesters each year 

114 Calculus: Effective Computation and 
Power Series 

Power series and convergence, differential equa- 
tions, difference equations, dynamical systems: 
numerical methods and qualitative analysis. The 
scientific context of calculus is emphasized. Intend- 
ed for students who have had a year of calculus 
elsewhere. Students may not receive credit for both 
ll4and 1 12. {M} 4 credits 
Members of the department 
Offered both semesters each year 

153 Introduction to Discrete Mathematics 

An introduction to discrete (finite) mathematics 
with emphasis on the study of algorithms and on 
applications to mathematical modeling and com- 
puter science. Topics include sets, logic, graph 
theory, induction, recursion, counting and combi- 
natorics. {M} 4 credits 
Members of the department 
Offered both semesters each year 

190/PSY 140 Statistical Methods for 
Undergraduate Research 

.An overview of the statistical methods needed for 
undergraduate research. The course emphasizes 
methods for data collection, data description and 
statistical inference including an introduction to 
confidence intervals, testing hypotheses, analysis 
of variance and regression analysis. Techniques 
for analyzing both quantitative and categorical data 
will be discussed. Applications will be emphasized, 
and students will learn to use the SPSS statistical 
software for data analysis. Classes meet for lecture/ 
discussion and for a required weekly laboratory. 
Lab sections limited to 20. This course satisfies the 
Basis requirement for the psychology department 
major and is recommended for all psychology stu- 
dents. Other students who have taken MTH 111. AP 
Calculus, or the equivalent should take MTH 245. 
Students will not be given credit for both MTH l l )() 
and MTH 245. (E) {M} 4 credits 
Nicholas Horton. David Palmer 
Offered Spring 2005 



298 



Mathematics 



204 Differential Equations and Numerical 
Methods in Engineering 

An introduction to the computational tools used 
to solve mathematical and engineering problems 
such as error analysis, root finding, linear equa- 
tions, optimization, ordinary and partial differential 
equations. Prerequisites: MTH 112 or MTH 114 or 
permission of the instructor. {M} 4 credits 
Christophe Gole 
Offered Spring 2005 

211 Linear Algebra 

Vector spaces, matrices, linear transformations, 
systems of linear equations. Applications to be 
selected from differential equations, foundations of 
physics, geometry and other topics. Prerequisite: 
MTH 1 12 or the equivalent, or MTH 1 1 1 and MTH 
153; MTH 153 is suggested. {M} 4 credits 
Members of the Department 
Offered both semesters each year 

212 Calculus III 

Theory and applications of limits, derivatives, and 
integrals of functions of one, two and three vari- 
ables. Curves in two and three dimensional space, 
vector functions, double and triple integrals, polar, 
cylindrical, spherical coordinates. Path integra- 
tion and Green's Theorem. Prerequisites: MTH 
112 or MTH 114. It is suggested that MTH 211 be 
taken before or concurrently with MTH 212. {M} 
4 credits 

PauAtela, Fall 2004 
James Callahan, Spring 2005 
Offered both semesters each year 

217 Mathematical Structures 

The logic, language and methods of proof. Topics 
include sets, relations and functions, and proofs in 
the contexts of introductory analysis and algebra. 
Prerequisites: LOG 100, PHI 121, or a 200-level 
mathematics course, or permission of the instruc- 
tor. (MTH 153 is recommended). {M} 4 credits 
Offered during 2005-06 

222 Differential Equations 

Theory and applications of ordinary differential 
equations. Prerequisites: MTH 211, and MTH 212; 
MTH 212 may be taken concurrently. {M} 4 credits 
Offered during 2005-06 



224 Topics in Geometry 

Prerequisite: MTH 21 1 or permission of the in- 
structor. {M} 4 credits 
Offered during 2005-06 

225 Advanced Calculus 

Functions of several variables, vector fields, diver- 
gence and curl, critical point theory; implicit func- 
tions, transformations and their Jacobians, theory 
and applications of multiple integration, and the 
theorems of Green, Gauss and Stokes. Prerequi- 
sites: MTH 2 1 1 and MTH 2 1 2 , or permission of the 
instructor. {M} 4 credits 
James Callahan 
Offered Spring 2005 

227 Topics in Modern Mathematics 

The goal of the course is to create mathematical 
sculptures made of metal strips or other appro- 
priate materials which represent mathematically 
significant three-dimensional geometrical objects. 
We will study their mathematical context and prop- 
erties, initially visualizing them on the computer. 
Using the computer for reference, we will then 
work in groups to construct them physically. Pre- 
requisite: MTH 212. {M} 4 credits 
PauAtela 
Offered Spring 2005 

233 An Introduction to Modern Algebra 

An introduction to the concepts of abstract algebra, 
including groups, quotient groups, rings and fields. 
Prerequisites: MTH 1 12 or the equivalent, and 
MTH 2 1 1 , or permission of the instructor. {M} 4 
credits 
Ruth Haas 
Offered Fall 2004 

238 Topics in Number Theory 

Topic: The integers, prime numbers, congru- 
ences, Diophantine problems, arithmetical func- 
tions. Applications will be drawn from computing, 
cryptography and coding theory Prerequisite: MTH 
153, MTH 211, or permission of the instructor. 
{M} 4 credits 
Yoonjin Lee 
Offered Spring 2005 



Mathematics 



299 



243 Introduction to Analysis 

The topological structure of the real line, compact- 
ness, connectedness, functions, continuity, uniform 
continuity, sequences and series of functions, 
uniform convergence, introduction to Lebesgue 
measure and integration. 

Prerequisites: MTH 211 and MTH 212, or permis- 
sion of the instructor. {M} 4 credits 
Cbristopbe Gole 
Offered Fall 2004 

245 Introduction to Probability and Statistics 

An application-oriented introduction to statistical 
inference: descriptive statistics; random variables; 
bionomial and normal probability distributions; 
sampling distributions; point and interval estimates; 
standard parametric and nonparametric hypothesis 
tests; type I and type II test errors; correlation; and 
regression. A wide variety of applications from the 
sciences and social sciences will be used. Classes 
meet for lecture/discussion and for a required 
laboratory. Laboratories emphasize computer 
analysis of real data and a laboratory section is of- 
fered for biological sciences majors. Prerequisite: 
MTH 1 1 1 , or MTH 1 53, or one year of high school 
calculus, or permission of the instructor. Lab sec- 
tions limited to 24. {M} 4 credits 
Katherine Halvorsen, Nicholas Horton, Virginia 
Hayssen (Biological Sciences) 
Offered both semesters each year 

246 Probability 

An introduction to probability, including combina- 
torial probability; random variables, discrete and 
continuous distributions. Prerequisites: MTH 153 
and MTH 212, or permission of the instructor. {M} 
4 credits 

Katherine Halvorsen 
Offered Fall 2004 

247 Statistics: Introduction to Regression 
Analysis 

The analysis of data using linear models. Applica- 
tions of least squares theory including regression, 
analysis of variance. Prerequisites: one of the fol- 
lowing: MTH 107, MTH 245, ECO 190, SSC 190, 
PSY 113. {M} 4 credits 
Nicholas Horton 
Offered Fall 2004 



248 Design of Experiments 

Ad introduction to statistical methods needed for 
scientific research, including planning data collec- 
tion and data analyses that will provide evidence 
about a research hypothesis. The course empha- 
sizes four basic designs: completely randomized 
factorial designs, randomized block designs, Latin- 
Squares and split-plot/repeated measures designs. 
The course includes one-way and two-way analyses 
of variance, interactions, contrasts, multiple com- 
parisons and grapliical methods. Statistical soft- 
ware will be used for data analysis. Prerequisites: 
MTH 245, or a score of 4 or 5 on the AP Statistics 
examination, or the equivalent. {M} 4 credits 
Offered during 2005-06 

254 Combinatorics 

Enumeration, including recurrence relations and 
generating functions. Special attention paid to 
binomial coefficients, Fibonacci numbers, Catalan 
numbers and Stirling numbers. Combinatorial 
designs, including Latin squares, finite projective 
planes Hadamard matrices and block designs. 
Necessary 7 conditions and constructions. Error 
correcting codes. Applications. Prerequisites: MTH 
153 and MTH 21 1 or permission of the instructor. 
{M} 4 credits 
Ruth Haas 
Offered Spring 2005 

255 Graph Theory 

The course will begin with the basic structure of 
graphs including connectivity, paths, cycles and 
planarity. We will proceed to study independence, 
stability, matchings and colorings. Directed graphs 
and networks will be considered. In particular, 
some optimization problems including maximum 
flow will be covered. The material will include the- 
ory and mathematical proofs as well as algorithms 
and applications. Prerequisites: MTH 153 and MTH 
211 or permission of the instructor. {M} 4 credits 
Offered during 2005-06 

264 Topics in Applied Mathematics 

Pine cones, artichokes, pineapples, asparagus, 
sunflowers, ... a great number of plants exhibit 
spirals. Most often, when counting the number of 
spirals, we get Fibonacci numbers (0, 1. 1.2. 3. 
5, 8, 13, 21,... each number being the sum of the 
previous two). This course will be an introduction 



300 



Mathematics 



to the mathematical theory of discrete dynamical 
systems and its applications to this botanical phe- 
nomenon. Prerequisites: MTH 211 or MTH 212 or 
permission of the instructor {M} 4 credits 
PauAtela 
Offered Fall 2004 



400 Special Studies 

By permission of the department, for majors who 
have had at least four semester courses at the inter- 
mediate level. 
1-4 credits 
Offered both semesters each year 



325 Complex Analysis 

Complex numbers, functions of a complex variable, 
algebra and geometry of the compl