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College Archives.

Digitized by the Internet Archive
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http://archive.org/details/smithcat0405smit

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 I7

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

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 lc^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

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

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

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.

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.

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

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

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.

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

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.

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.

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

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.

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

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-

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

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.

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 area1
Not in residence3

663

450
226

694 646

7 0

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

Geographical Distribution of Students by Residence, 2003-04

UNITED STATES

West Virginia

Singapore

Alabama

Wisconsin

Slovakia

Alaska

Wyoming

South Africa

Arizona

Sri Lanka

Arkansas

FOREIGN COUNTRIES

Swaziland

California

209

Bangladesh

Sweden

Colorado

Bolivia

Taiwan

Connecticut

156

Bosnia-Herzegovina

Thailand

Delaware

Bulgaria

Trinidad and Tobago

District of Columbia

Canada

Turkey

Florida

Cayman Islands

Turkmenistan

Georgia

Denmark

Uganda

Hawaii

Ecuador

Ukraine

Idaho

Ethiopia

United Kingdom

Illinois

Fiji

United Republic of Tanzania

Indiana

France

Venezuela

Iowa

Germany

Vietnam

Kansas

Ghana

Zambia

Kentucky

Greece

Zimbabwe

Louisiana

Guatemala

Maine

Honduras

Maryland

India

Massachusetts*

649

Israel

Michigan

Italy

Minnesota

Jamaica

Mississippi

Japan

Missouri

Kenya

Montana

Latvia

Nebraska

Lithuania

Nevada

Macedonia

New Hampshire

Malaysia

New Jersey

121

Myanmar

New Mexico

Namibia

New York

287

Nepal

North Carolina

Netherlands

North Dakota

Netherlands Antilles

Ohio

Nicaragua

Oklahoma

Nigeria

Oregon

Norway

Pennsylvania

107

Oman

Rhode Island

Pakistan

South Carolina

6
12

People's Republic of China
Philippines

Tennessee

* This includes Ada Comstock

Texas

Poland

Scholars and Graduate

Utah

Republic of Korea (South)

students who move to

Vermont

Romania

Northampton for the pur-

Virginia

Saudi Arabia

pose of their education.

Washington

Senegal

The Student Body

Majors

Class of 2004 Class of Ada Comstock

(Seniors) (Honors) 2005 Scholars

Totals

Government

162

Psychology

154

Art

Art: Architecture & Urbanism

Art: History

Art: Studio

Economics

115

English Language & Literature

Biological Sciences

American Studies

Sociology

History

Education & Child Study

Engineering Science

Anthropology

Neuroscience

Mathematics

Women's Studies

Spanish & Portuguese

Portuguese-Brazilian Studies

Spanish

Theatre

Computer Science

French Studies

Chemistry

Geology

Biochemistry

Philosophy

Comparative Literature

Religion & Biblical Literature

Italian Language & Literature

Latin American Studies

Afro-American Studies

Classics

Classical Studies

Classics

East Asian Languages & Cultures

German Studies

Music

Physics

Sociology & Anthropology

Dance

Russian Language & Literature

Russian Civilization

Russian Literature

East Asian Studies

Medieval Studies

Astronomy

Linguistics

Exercise Science

Logic

Biogeochemistry

Cognitive Science

Digital Media

Environmental Science & Development

Film

History of Science

Luso-Brazilian Studies

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.

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 psychology7.

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 Society7 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

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

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

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
mineralogy7

The Elizabeth Montagu Prize for the best essay
on a literary7 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

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.

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.

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

$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

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.

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.

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

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

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

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.

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.

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

Admission

possibility of Early Decision and to help her coun-
selors advise her appropriately about college. All
examinations taken through January7 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

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

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.

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

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

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 even7 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

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

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.

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

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-

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

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

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

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, satisfactory7 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

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

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/unsatisfactory7 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

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

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

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.

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.

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

AMS

ANS

I/II

ANT

ARC

I/II

ART

ARU

ARH

ARG

ARS

AST

III

APH

III

BCH

III

BIO

III

CHM

III

CLS

CST

GRK

LAT

CLS

CLT

CSC

III

CDA

III

CSA

III

CSL

III

CSF

III

DAN

EAL

EAC

EAS

I/II

ECO

EDC

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

EVS

III

ETH

I/II/III

ESS

III

FLS

I/II

FRN

FYS

I/II/III

GEO

III

GER

GOV

HST

HSC

I/II/III

IRL

ITL

ITS

JUD

I/II

LAS

I/II

LATS

I/II

LOG

I/III

MSC

III

MTH

III

MED

I/II

MUS

NSC

PHI

PHY

PEC

PSY

PPL

ii/iii

REL

RUS

RUL

RUC

SOC

SPP

SPN

SPB

SPN

SPB

THE

1AM)

i/ii

IRS

i/n

WST

i/ii/iii

*Portuguese language courses are designated POR.

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

• 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

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 UC" 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 anthropology7 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

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.

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 267 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 History7 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.

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

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 0 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

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

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

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

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 variety7

American Studies

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

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

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

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.

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

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 century7. 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

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

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

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
anthropology7 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

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 Anthropology7
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 archaeology7 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 archaeology7 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 archaeology7 minor. Only four credits of a lan-
guage course may be counted toward the minor.

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.

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

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 archaeology7; 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

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

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:

Art

one 100-level art history7 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

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

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

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 history7 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
history7 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 history7 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

Biochemistry7

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 biology7: 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.

114

Biological Sciences

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

Biological Sciences

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 laboratory7 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 overview7 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 contemporary7 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

Biological Sciences

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

120

Biological Sciences

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

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 ecology7 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 laboratory7 investigations of the ecology7 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, Evolutionary7 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

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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 biology7. 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
chemistry7 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

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

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

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
history7 (ARH), government (GOV), ancient history7
(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

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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

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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

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

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

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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-

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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
literary7 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

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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 primary7 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

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)

cs< 252 (Algorithms)

C9 262 (OpSvs)

CSC 270 (Circuits)

fcSC274 (CompGeom)

esc 290 (AI)

CSC ji)4 ( Linguistics)

CSC 249 (Networks)

CSC 2lH (Compilers)

BNG321 (Dig.Sig.Proc.)

CSC 352 (Parallel Prog.)

CSC 353 (Robotics)

CSC 364 (Architecture)

CSC 390 (AI seminar)

CSC 3 54 (Music)

esc $70 (Vision)

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 theory7 courses is strongly
recommended. Enrollment in dance composition
courses is limited to 20 students, and priority is
given to seniors and juniors. UP" 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

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

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-
tory7 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

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

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

The Major in East Asian
Languages and Cultures

Prerequisites

The first year of Chinese (CHI 1 1 0 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 0 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 0 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 0 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

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 0 '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. How7 do policy options to slowT
climate change compare with respect to efficiency
criteria? How7 do they affect equity domestically,
internationally and intertemporally? In addressing
these and other questions w7hich 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, how7 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 theory7 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-
etary7 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
JDomenico 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;

0 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

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

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}

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,
imagery7 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-
ry7 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 /I7, 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 sociology7
(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

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

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 History7 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; 0 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 chemistry7
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 physiology7 and kinesiol-
ogy. Such subjects as energy7 expenditure, energy
systems, aerobic power, effort perception, applied
anatomy and training principles are studied using
a system of lecture and laboratory7 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 biology7. {N}
4 credits
Jamesjohnson
Offered Fall 2004

220 Psychology of Sport

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

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 strategy7 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 contemporary7 "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

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 heresy7. 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, history7 and ethnic-
ity7 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.

"' *2JanieVanpee, Ph.D.

t2 Eglal Doss-Quinby, Ph.D., Chair

Martine Gantrel, Agregee de l'Universite, Docteur

en Litterature Frangaise
§1DeniseRochat,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 vocabulary7 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 laboratory7 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

Geology

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 literary7 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

Government

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,

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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

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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,

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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

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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

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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

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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

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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, Gary7 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.
•2DarcyBuerkle,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
necessary7 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 athletic program; exercise and

sport studies.
Physical fitness, 20-21
Physics, 324-327
Placement, advanced, 42, 51-52
Playwriting, master of fine arts in, 58-59
Poetry Center, 19
Political economy, 328
Political science. See Government.

Pomona-Smith Exchange, 16
Portuguese, 357-365

See also Spanish and Portuguese.
Praxis Summer Internship

Funding Program, 22
Prehealth professions program, 10, 126
Prelaw advising, 10
Prebusiness advising, 10
Premedical professions program, 10, 126
PRESHCO, 15

Privacy of student records, 53
Prizes, 28-32
Probationary status, 52

Programa de Estudios Hispanicos en Cordoba, 15
Program for Mexican Culture and Society in

Puebla, 15
Protestant chaplain, 23
Protestant Ecumenical Christian Church, 23
Psi Chi, 28

Psychology, 329-336
Public Policy, 337-339

Rare Book Room, 17

Readmission, 54

Recognition for academic achievement, 27-32

Refunds, withdrawal, 36

Junior Year Abroad, 13-14
Registration, course, 47-48, 62

late fee, 48
Regular Decision Plan, 42
Religion and biblical literature, 340-346

master's degree, 57
Religious expression, 23
Repeating courses, 50

Required course work for graduate students, 62
Requirements

for admission, 41-42

for completion of course work, graduate, 62

for the degree, 46

advanced placement credit toward, 51-52

residence
graduate, 56
transfer, 44
undergraduate, 46
Research, career, 21-22
Research fellowship, 61-62
Research, scientific, 18

social science center, 19

Index

149

Residence requirements, 46

for graduate students. 56
Residential houses for undergraduates, 21
Resumes, 21-22
Riding lessons, fees for, 35
Room and board. 34

Ada Comstock Scholars, 34

graduate students, 61

undergraduates, 34

refund policy, 36
Russian language and literature, 347-349

Sabin-Reed Hall, 18

Sage Hall, 19

Satisfactory progress toward degree. 52

Satisfactory/unsatisfactory grading option, 49-50

SATs, 41-42

Schedule of class times, inside back cover

Scholarships, 39-40

graduate, 62
Science Center, 18

Science courses for beginning students, 350
Science Library, 18

hours, 18
Scott Gymnasium, 20-21
Secondary-school preparation, 41
Seelye, Laurenus Clark, 1-2
Semester-in-Washington Program, 15, 259
Semesters, vii

course program, 46
Seminars, admission to, 46-47
Senior year, credit requirements for

entering, 50
Separation from the college, 52
Seven major fields of knowledge, 7-8

abbreviations in course listings, 68
Shortage of credits, 50
Sigma Xi, Society of the, 28
Simmons. Ruth J.. 4, 412
Smith Outdoors, 21
Smith, Sophia, viii, 1
Smith Scholars Program, 12
Smithsonian Institution internship, 15, 80
Social Science Research Center, 19
Social work, master/Ph.D. of, 59-60
Sociology, 351-356
Sophia Smith Collection, 17-18
South India Term Abroad, 1 5

Spanish and Portuguese. 357-565
Spanish-speaking countries, foreign study in. IS
Special Studies, admission to, 47
Sports, 20,-21,211-220. 4OM10
Squash courts, 20
Standardized tests

for admission, 41 — 42

for graduate applicants, 55
Student Counseling Service, 22-23
Student-designed interdepartmental majors and

minors. 9
Student Government Association, 17, 34

activities fee, 34
Student housing, 2 1
Student organizations, religious, 23
Students

enrollment statistics, 24

geographical distribution, 25
Studio art fees, 35
Study abroad, 13-15
Study at historically black colleges, 16
Summer courses, credit for, 11,51
Summer internships, 22
Summer jobs, help rinding, 21-22
Supplemental Educational Opportunity

Grants, 39
Swimming pool, 20
Switzerland, study abroad, 14
Symbols and abbreviations, explanations of, 66-68

Teacher certification, 178, 186
Teaching fellowships, 61-62
Teaching, master of arts in, 57-58
Tennis courts, 20-2 1
Theatre, 366-372

master of fine arts in playwriting, 58-59
Theatre building, 19

Third World development studies, 373-374
Track, 20-21
Transfer students

admission, 44

financial aid, 38
Trinity, study at, 16
Trustees, board of, 411
Tryon Hall, 18-19
Tuition

for graduate students, 61

grants to area students, 40

450 Index

payment plans, 37

refund policy, 36
Twelve College Exchange Program, 16
TV studio, 19

University of Massachusetts
cooperative Ph.D. program, 59
cooperative program with, 12

Urban studies, 375

Vacations, academic, vii
Vassar, study at, 16
Visiting Year Programs, 44
Visits to the college, v

Wallfisch, Ernst, music scholarship, 40
Washington intern programs, 15, 80
Weight training room, 20
Wellesley, study at, 16
Werner Josten Library, 19

hours, 19
Wesleyan, study at, 16
Wheaton, study at, 16
William Allan Neilson Library, 17-18
Williams, study at, 16
Williams-Mystic Seaport Program in

American Maritime Studies, 16
Withdrawal from the college

Junior Year Abroad Programs, 14

medical, 54

personal, 53-54

refund policy, 36
Women's studies, 376-385
Work-study program, 39
Wright, Benjamin Fletcher, 3
Writing assistance, 20
Writing courses, 196, 202-203
Writing requirements, 8

Zoology. See Biological sciences.

Class Schedule

A student may not elect more than one course in a single time block
except in rare cases thai involve no conflict.

Monday

Tuesday

Wednesday

Thursday

Friday

A 8-8:50 a.m.

A 8-8:50 a

B 8-8:50 a.m.

A 8-8:50 a

8:30-