Full text of "Smith College Catalogue"

SC O AO OAC OA« OAO OAC OAC O AC ©AC CJAC O AC O AC OAC I 



SMITH COLLEGE LIBRARY 



NORTHAMPTON MASSACHUSETTS 



i £x£> sV© dV£> fiVs 1 £*£ fiVs £Vs> sV© £Ys> ©Vs> £*£ £*£ sVi} £Vf» 



College Archives. 



Digitized by the Internet Archive 
in 2013 



http://archive.org/details/smithcat0607smit 



« SMITH COLLEGE 

2006-07 
Catalogue 



Bulletin 



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. 

Smith's 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, Neilson 
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 99 September 2006 
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. 69-424 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. 

15M3753-8/06 



Smith College 

Northampton, Massachusetts 01063 

(413) 584-2700 



! SMITH COLLEGE BULLETIN 



2006-07 CATALOGUE 



Smith College 

Northampton, Massachusetts 0106S 

(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 10 

Advising 10 

Academic Honor System 11 

Special Programs 11 

Accelerated Course Program 11 

The Ada Comstock Scholars Program 11 

Community Auditing: Nonmatriculated Students 12 

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 16 

The Campus and Campus Life 17 

Facilities 17 

Student Residence Houses 21 

Intercollegiate Athletics, Intramurals and Club Sports 21 

Career Development 22 

Health Services 22 

Religious Expression 23 

The Student Body 24 

Summary of Enrollment 24 

Geographical Distribution of Students bv Residence 25 

Majors 26 

Recognition for Academic Achievement r 

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 37 

Admission 41 

Secondary School Preparation 4l 

Entrance Tests 41 

Applying for Admission 42 

First-Year Students' Admission Deadline Dates 42 

Advanced Placement 42 



ii Contents 

International Baccalaureate 42 

Interview 42 

Deferred Entrance 42 

Deferred Entrance for Medical Reasons 43 

Transfer Admission 43 

International Students 43 

Visiting Year Programs 43 

Readmission 43 

Ada Comstock Scholars Program 43 

Academic Rules and Procedures 45 

Requirements for the Degree 45 

Academic Credit 48 

Academic Standing 50 

The Age of Majority 52 

Leaves, Withdrawal and Readmission 52 

Graduate Study 54 

Admission 54 

Residence Requirements 54 

Leaves of Absence 55 

Degree Programs 55 

Nondegree Studies 57 

Housing and Health Services 58 

Finances 58 

Financial Assistance 59 

Changes in Course Registration 59 

Policy Regarding Completion of Required Course Work 60 

Courses of Study 6l 

Deciphering Course Listings 63 

African Studies 67 

Afro-American Studies 69 

American Ethnicities 73 

American Studies 76 

Ancient Studies 82 

Anthropology 83 

Archaeology 89 

Art 90 

Astronomy 102 

Biochemistry 7 106 

Biological Sciences Ill 

Chemistry 125 

Classical Languages and Literatures 130 

Comparative Literature 134 

Computer Science 142 

Dance 149 

East Asian Languages and Literatures 159 

East Asian Studies 166 

Economics 170 

Education and Child Study 177 

Engineering 185 

English Language and Literature 193 

Environmental Science and Pol icv 205 

Ethics 208 

Exercise and Sport Studies 209 

Film Studies 218 

First-Year Seminars 222 

Foreign Language Literature Courses in Translation 226 

French Studies 227 



Contents 



Geology 234 

German Studies 

Government 

History 255 

Program in the History of Science and Technology 266 

International Relations 268 

Interterm Courses Offered for Credit 270 

Italian Language arid Literature 271 

Jewish Studies 276 

Landscape Studies 279 

Latin American and Latino/a Studies 283 

Linguistics 287 

Logic 289 

Marine Science and Policy 291 

Mathematics and Statistics 293 

Medieval Studies 300 

Music 303 

Neuroscience 310 

Philosophy 315 

Physics 321 

Political Economy 325 

Psychology 326 

Public Policy 334 

Quantitative Courses for Beginning Students 337 

Religion 343 

Russian Language and Literature 350 

Science Courses for Beginning Students 353 

Sociology 354 

Spanish and Portuguese 359 

Statistics 367 

Theatre 368 

Third World Development Studies 375 

Urban Studies 377 

Study of Women and Gender 378 

Interdepartmental and Extradepartmental Course Offerings 386 

Five College Course Offerings by Five College Faculty 388 

Five College Certificate in African Studies 397 

Five College Certificate in Asian/Pacific/American Studies 398 

Five College Buddhist Studies Certificate Program 400 

Five College Coastal and Marine Sciences Certificate Program 401 

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 Certificate in Native American Indian Studies 408 

Five College Film Studies 409 

Five College Self-Instructional Language Program 410 

The Athletic Program 411 

Directory 413 

The Board of Trustees 413 

Faculty 4I4 

Administration 440 

Standing Committees 443 

Alumnae Association 444 

Index 44S 

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, Massachusetts, 
which is 20 miles south of Northampton. From the 
train station, you can reach Northampton by taxi, 
rental car or bus. The Springfield bus station 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 almost 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 four sets of traffic 
lights, turning left into College Lane shortly after the 
third set. The Office of Admission is on your right, over- 
looking Paradise Pond. Parking is available next to the 
office and along Route 9- 



Smith College, Northampton, Massachusetts 









/ 



m 



^ 



@ 



2 £ 



MAIN STREET 



© 4 



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 associa- 
tion indicates that the institution has been carefully evaluated and found to meet standards agreed upon by quali- 
fied educators. 



Inquiries and Visits 



Visitors are always welcome at the college. Student 
guides are available to all visitors for tours of the cam- 
pus: 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, telephone, e-mail or appointment. 

Admission 

Audrey Smith, Dean of Enrollment 

Debra Shaver. Director of Admission 

7 College Lane, (413) 585-2500; (800) 383-3232 

We urge prospective students to make appointments 
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 January, appointments can 
also be made on Saturdays from 9 a.m. to noon. Gen- 
eral information sessions are also held twice daily and 
on Saturdays from mid-July through January. Please 
visit www.smith.edu/admission for details. 

Financial Aid, Campus Jobs and Billing for 

Undergraduates 

Deborah Luekens, Director of Student 

Financial Services 

College Hall 
(413)585-2530 
E-mail: sfs@smith.edu 

Academic Standing 

Maureen A. Mahoney, Dean of the College 

College Hall, (413) 585-4900 

Tom \MM\, Associate Dean of the College and Dean 

of the First -Year Class 
Jane Slangl Acting Dean of the First-Year Class 
Margaret Bmzelius, Dean of the Sophomore and 

Junior Classes and Acting Associate Dean of the 

College 
Margaret Zelljadt. Dean of the Senior Class 
College Hall, (413)585-4910 



KnkaJ. LaquenAw/ of Ada Comstock Scholars and 

transfer Students 

College Hall. (413)585-3090 

Advancement 

Patricia Jackson, Vice President for Advancement 

Alumnae House, (413) 585-2020 

Alumnae Association 

Carrie Cadwell Brown, Executive Director 

Alumnae House, (413) 585-2020 

Career Planning and Alumnae References 
Stacie Hagenbaugh, Director of Career 

Development Office 
Drew Hall, (413) 585-2570 

College Relations 

Laurie Fenlason, Executive Director of Public 

Affairs and Special Assistant to the President 
Garrison Hall, (413) 585-2170 

Graduate Study 

Susan Etheredge, Director 
College Hall, (413) 585-3000 

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 

Julianne Ohotnicky, Dean of Students 

College Hall, (413) 585-4940 

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



- 




Academic Calendar, 2006-07 



Fall Semester, 2006 

Friday, September 1. and Saturday, September 2 

Central check-in 

Saturday, September 2-Wednesday, September 6 

Orientation for entering students 

Tuesday, September 5, and Wednesday, September 6 
Central check-in 

Wednesday, September 6, 7:30 p.m. 
Opening Convocation 

Thursday, 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 7-Tuesday, October 10 

Autumn recess 

Friday, October 20-Sunday, October 22 
Family Weekend 

Thursday, November 9 

Otelia Cromwell Day — Afternoon and evening classes 
are canceled. 

Monday, November 6-Friday, November 17 

Advising and course registration for the second semester 

Wednesday, November 22-Sunday, November 26 

Thanksgiving recess (Houses close at 10 a.m. on Novem- 
ber 22 and open at 1 p.m. on November 26.) 

Thursday, December 14 
Last day of classes 

Friday, December 15-Monday, December 18 

Pre-examination study period 

Tuesday, December 1 9— Friday, December 22 
Midyear examinations 

Saturday, December 2 3-Sunday, January 7 
Winter recess (Houses and Friedman apartments close 
at 10 a.m. on December 23 and open at 1 p.m. on 
January 7.) 



Interterm, 2007 



Monday, January 8-Saturday, January 27 

Spring Semester, 2007 

Thursday, January 2 5-Sunday, January 28 
Orientation for entering students 

Monday, January 29, 8 a.m. 
Classes begin 

Wednesday, February 2 1 

Rally Day — All classes are canceled. 

Saturday, March 17-Sunday, March 25 

Spring recess (Houses close at 10 a.m. on March 17 and 
open at 1 p.m. on March 25.) 

Monday, April 2-Friday, April 13 

Advising and course registration for the first 
semester of 2007-08 

Friday, May 4 
Last day of classes 

Saturday; May 5-Monday, May 7 

Pre-examination study period 

TUesday, May 8-Friday, May 1 1 
Final examinations 

Saturday, May 12 

Houses close for all students except '07 graduates, 
Commencement workers and those with Five College 
finals after May 11. 

Sunday, May 20 
Commencement 

Monday, May 21 

All houses close at noon. 

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



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 woman- 
hood." 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 provide 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 educational 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 educates 
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 lib- 
eral 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 community — 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 under- 
graduate education for women to enable them to develop their intellects and talents and to participate 
effectively and full) insocietj 
The college began more than a hundred years ago in the mind and conscience ot a New England 
woman. The sum of money used tobuj the first land, erect the first buildings anil begin the endowment 
was the bequest of Sophia Smith. When she inherited a large fortune at age 65, Sophia Smith decided, alter much 
deliberation and advice, that lea\ ing 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 herein make the following provisions for the establishment and maintenance of an Insti- 
tution 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 
refonning 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 en- 
during 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 un- 
derdeveloped 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 physi- 
cal 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 Laurenus 
Clark Seelye. Its small campus was planned to make the college part of what John M. Greene called "the real prac- 
tical 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 Seelve's inaugural address, remain valid today: then as 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 fine arts and the natural and social sciences. 



History of Smith 



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 student body 
to 1,635; its buildings to 35. These buildings included Alumnae Gymnasium, site of the first women's basketball 
game, which now houses the College Archives and is connected to the William Allan Neilson Library, one of the 
best-stocked undergraduate libraries in the country. 

Smith's second president, Marion LeRoy Burton, took office in 19 10. President Burton, a graduate of Yale Di- 
vinity School, was a gifted public speaker with an 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 college at that time. With the 
college's increased endowment, President Burton was able to increase faculty salaries substantially and improve the 
faculty-to-student ratio. President Burton's fund drive also invigorated the alumnae, bringing them closer to the 
college than ever before and increasing their representation on the board of trustees. 

Along with improving the financial state and business methods of the college, President Burton contributed to a 
revision of the curriculum and initiated college honors programs to recognize outstanding students. He also helped 
to organize a cooperative admission system among Smith, Mount Holyoke, Wellesley and Vassar, the finest women's 
colleges of the day. President Burton's accomplishments are commemorated today by Burton Hall, the science 
building that his fund drive helped to finance. 

When William Allan Neilson became president in 1917, Smith was already one of the largest women's colleges 
in the world. President Neilson shrewdly developed the advantages of large academic institutions while maintain- 
ing the benefits of a small one. Under his leadership, the size of the faculty continued to increase while the number 
of students remained at about 2,000. The curriculum was revised to provide a pattern still followed in many Ameri- 
can colleges — a broad foundation in various fields of knowledge, later complemented by the more intensive study 
of a major subject. The college expanded honors programs and initiated interdepartmental majors in science, 
landscape architecture and theatre. The School for Social Work, a coeducational 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. 

Not only did President Neilson help make Smith College one of the leading colleges in the United States, 
whether for men or women, but he also developed it into an institution of international distinction and concerns. 
President Neilson, himself a Scotsman, married to a well-educated German woman, transformed the college from 
a high-minded but provincial community in the hinterland of Massachusetts into a cosmopolitan center constant- 
ly animated by ideas from abroad. Between the two world wars, he brought many important exiled or endangered 
foreign teachers, scholars, lecturers and artists to the college. Meanwhile, as long as peace lasted. Smith students 
went to study in France, Italy and Spain on the Junior Year Abroad Program instituted by the college in 1924. 

President Neilson retired in 1939, just before the outbreak of World War II, and for one year Elizabeth Cutter 
Morrow, an alumna trustee, served as acting president. Herbert Davis took office as Smith's fourth president in 
1940 and reaffirmed the 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 now emblematic of the college. 

Soon after the 1941 bombing of Pearl Harbor, the college agreed to provide facilities on its campus for the first 
Officers' Training Unit of the Women's Reserve, or WAVES. The college added a summer term from 1942 to 1945 
so some students could graduate more quickly and go on to government, hospital or military' service. Though 
physically isolated by travel restrictions, the college retained its cosmopolitan character as refugees came to lecture, 
teach and study. And foreign films were shown regularly in Sage Hall — a practice that would give generations of 
students their sensitivity both to other cultures and to an important, relatively new art. President Davis' administra- 
tion was marked by intensified academic life, reflecting his belief that serious study was a way of confronting the 
global threat to civilization. 

Benjamin Fletcher Wright came from Harvard to become Smith's fifth president in 1949. The college had by 
then resumed its regular calendar and completed several much-needed building projects, including a new heating 
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. 



niMun ui oiiiiui 



In 1950. the $7 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, gning Smith its own place oi wor- 
ship. The early 1950s were not, though, easy wars tor colleges; McCarth) Ism bred a widespread suspicion of an) 
writing or teaching that might seem left of center. In defending his faculty members right to political and intellec- 
tual independence, President \\ 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 independent study encouraged. The college made more varied 
educational experiences available to Smith undergraduates by extending cooperation with its neighbors — Am- 
herst, Hampshire and Mount Holyoke colleges and the University of Massachusetts. And Smith joined other private 
colleges in the Northeast to develop the T\velve College Exchange Program. The college added buildings with the 
most modem 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, the students' rights and the anti-war movements 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 responsibility. 

Meanwhile, life in the college houses was changing. The old rules governing late evenings out and male visi- 
tors were relaxed, then abandoned. Not surprisingly, when Yassar began to admit men, and Yale, Princeton 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 admitting 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 1970s another important movement — the women's movement — was gathering 
momentum. This was to have a profound effect on American society and to confirm the original purpose of Smith 
College. The college began its second century in 1975 by inaugurating its first woman president, Jill Ker Conwav. 
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 accom- 
plishments: 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 be- 
yond the traditional college age could earn a Smith degree; and exceptionally successful fund-raising efforts. Also 
during President Conway's administration, the Career Development Office was expanded to better counsel Smith 
students and alumnae about career opportunities and graduate training for women. Recognizing the rapidly grow - 
irig emphasis on fitness and athletics for women, Smith built the Ainsworth Gymnasium and broke ground for new 
indoor and outdoor 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 college served 
by Presidents Seelye, Burton and Neilson. When Mary Maples Dunn came to Smith in 1985 after main years as a 
professor of history and then as dean of Bryn Mawr College, Smith's student body had diversified. During its earl) 
decades the student body had been overwhelmingly Protestant, but by the 1970s, Roman Catholic and Jewish col- 
lege chaplains served alongside the Protestant chaplain. All racial, ethnic and religious groups are now well repre- 
sented on campus, evidence of Smith's continuing moral and intellectual commitment to diversity. 

In her decade as president, Man 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 renovated many more, 
enhanced communication on and off campus, attracted record numbers of applicants (while upholding the same 



History of Smith 



academic standards) and doubled the value of its endowment. Computer technology 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 1995 Ruth Simmons became Smith's ninth president, 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 in- 
clude intensive seminars for first-year students and programs to encourage students' speaking and writing skills. 

A number of building projects were launched during Simmons' administration; most significant was a ^-mil- 
lion expansion and renovation of the Smith College Museum of Art, art department and art library: Construction of 
the campus center began, and the Lyman Conservatory was renovated. Simmons left Smith in June 2001. assuming 
the presidency of Brown University. John M. Connolly, Smith's first provost, served as acting president for one year, 
skillfully guiding the college through the trauma of September 1 1, 2001, and its aftermath. 

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 four years at Smith, Christ launched an energetic program of outreach, innovation and 
long-range planning, including capital planning. She encouraged the development of coursework emphasiz- 
ing fluency in the diversity of 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 distinctive 
intellectual traditions of the Smith curriculum. In 2002-04 she shaped dialogue and programs to address con- 
straints on Smith's budget caused by the nation's economic situation, a process that culminated in a comprehen- 
sive plan to avoid deficits and bring the college's budget into equilibrium, ensuring continued excellence, access 
and affordability as well as funding for new initiatives. Under her leadership, hundreds of alumnae, students, 
faculty and staff have participated in presidential dialogues, as part of strategic planning for Smith's next decade. 
Major building projects have come to fruition: the renovation of and addition to the Brown Fine Arts Center; a 
dramatic new Campus Center; a renovated Lyman Conservatory; the impressive Olin Fitness Center; new homes for 
the Poetry Center and Mwangi Cultural Center; the renovation of Lilly Hall, home of the college's School for Social 
Work; and the construction of Conway House, an apartment building for Ada Comstock Scholars with children. 
Plans are moving forward for a comprehensive new science center and, for the shorter term, a state-of-the-art, 
sustainably designed classroom and laboratory facility for the college's pioneering Picker Engineering Program 
and the sciences. Apartments slated for removal for the science expansion are being replaced by the college, reflect- 
ing Smith's commitment to assisting Northampton with issues of affordable housing. 

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 major- 
ity 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 com- 
puter 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. 



\\ illiam Allan Neilson Professorship 



The William Allan Neilson Chair 
of Research 

The William Allan Neilson Professorship, commemo- 
rating Presidenl Neilson's profound concern forschol- 
arship and research, hits been held by the following 
distinguished scholars: 

Kun Kbffka, Ph.D. 
Psychology, I ( L>~ 32 

G. \ntonio Borgese, Ph.D. 
Comparative Literature, 1932-35 

Sir Herbert J.C. Grierson, MA., LL.D., Utt.D. 
English, second semester. 1937 38 

Alfred Einstein, Dr. Phil. 

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

George Edward Moore, D.Lin., LL.D. 
Philosophy, first semester. 1940-41 

Karl Kelchner Darrow, Ph.D. 
Physics, second semester. 1940-41 

Carl Lotus Becker, Ph.D., Utt.D. 

History, second semester, 1941-42 

Albert F. Blakeslee, Ph.D., Sc.D. (Hon.) 
Botany, 1942-43 

Edgar Wind, Ph.D. 

Art. 1944-48 

David Nichol Smith, M.A, D.Utt. (Hon.), LL.D. 
English, first semester, 1946-47 

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

international Relations, second semester, 1950-51 

Pieter Geyl, Utt.D. 

History, second semester, 1951-52 

Wwan 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 



EudoraWeltv B.V. Litt.D. 
English, second semester, 1961 62 

Denes Banna. 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., 1) IV (Hon.) 
Art, second semester 1968 99 

Robert A. Nisbet. Ph.D. 

Sociology and. \nibropobgy, first semester 19' '1 ~2 

Louise Cuyler, Ph.D. 

Music, second semester, 1974-75 

Herbert G. Gutman, Ph.D. 

American studies. 1977-78 

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

Sociology 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-Ameriain Studies, second semester. 1991-92 

Roy S. Bryce-Laporte, Ph.D. 

Sociolog}', first semester, 1993-94 

Trinh T. Minh-ha. Ph.D. 

Women 'S Studies, second semester l ( ) ( {j-94 

Rey Chow, Ph.D. 

Comparative Literature, second semester 1995-96 

June Nash, Ph.D. 

Latin American Studies, first semester. / 9 l >(>-97 



miaul :uicui 



1VJ1WV1V71 JlllU/ IYUU1 clllU VjlcUl_llCt. 1\V_U11CU\ 1 LVlGOOUlOlll 



Judith Plaskow, Ph.D. 

Women 's Studies and Jewish Studies, second se- 
mester, 1996-97 

Irwin P. Ting, Ph.D. 

Biological Sciences, first semester, 1997-98 

Ruth Kliiger, Ph.D. 

German Studies, first semester 1998-99 

RomilaThapar, 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, Ph.D. 

Women 's Studies, first semester, 2003-04 

Nawal El Saadawi, M.D. 

Comparative Literature, first semester, 2004-05 

The Ruth and Clarence Kennedy 
Professorship in Renaissance 
Studies 

The Ruth and Clarence Kennedy Professorship in the 
Renaissance, commemorating the Kennedys' commit- 
ment 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 LetteraUira 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 

HendrikW. 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 

Phvllis 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, Ph.D. 

Art History, second semester, 2003-04 

Richard Cooper, Ph.D. 

French, first semester, 2004-05 

Deborah Howard, Ph.D. 

Art, second semester, 2005-06 

Andreas Kleinert, Ph.D. 

History of Science, first semester, 2006-07 



The Academic Program 



Smith: A Liberal Arts College 

The tradition of the libera] arts reaches back 
into classical antiquity. Training 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 Nth century the liberal arts were characterized as 
providing "the discipline and furniture of the mind: 
expanding its powers, and storing it with knowledge," 
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 understood as implying both 
breadth and depth in each student's course of studies, 
as well as the acquisition 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 innovation for its time. 
In the same spirit the faculty has continued to integrate 
the new and the old, respecting all the while the indi- 
vidual 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] largeness 
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 student a faculty member as 
academic adviser: each student later chooses a major 
adviser. Students, in consultation with their advisers, are 
expected 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 stu- 
dents "pursue studies in the seven major fields of knowl- 
edge" 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 Hon- 
ors on p. 27). 



The Curriculum 



Each discipline within the liberal arts framework offers 
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 lan- 
guage, because it is a crucial form of expression, 
contributes to our understanding of human experi- 
ence and plays a central role in the development of 
culture; 

2) Historical studies, either in history or in historically- 
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 contribu- 
tion to our understanding of the world around us and 
its significance in modem culture; 

5 1 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 ex- 
press their deepest feelings and values; 

7 1 .1 foreign language, because it frees one from the 
limits of one's own tongue, provides access t< 1 another 
culture and makes possible communication outside 
one's own societv. 



nc AtaueuiiL nugiain 



We further recommend that students take performance 
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 with a grade of 

C- or higher at least one writing-intensive course. Based fflg M^IOf 

on their level of proficiency, students will be directed 

toward appropriate intensive writing courses. Writing 

intensive courses will devote a significant amount of 

class time to teaching students to write with precision, 

clarity, economy and some degree of elegance. That is 

to say, 



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. 



1) to articulate a thesis or central argument, or to cre- 
ate a description or report, with an orderly sequence 
of ideas, apt transitions, and a purpose clear to the 
intended audience; 

2) to support an argument and to enrich an explana- 
tion with evidence; 

3) when appropriate, to identify and to evaluate suit- 
able primary and secondary sources for scholarly 
work, demonstrating awareness of library cata- 
logues and databases and of the values and limita- 
tions of Internet resources; 

4) to incorporate the work of others (by quotation, 
summary or paraphrase) concisely, effectively 
and with attention to the models of citation of the 
various disciplines and with respect for academic 
integrity; 

5) to compose paragraphs that are unified and coher- 
ent; 

6) to edit work until it is orderly, clear and free of 
violations of the conventions of standard written 
English (grammar, usage, punctuation, diction, 
syntax). 

For the bachelor of arts degree, there are no further 
required courses outside the student's field of concen- 
tration. 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 department 
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 Engineer- 
ing. Furthermore, students who wish to become eligible 
for Latin Honors (see p. 27) at graduation must elect 



A student's program requires a minimum of 36 credits 
in a departmental or interdepartmental major. For the 
bachelor of arts degree, one-half of a student's total 
program, or at least 64 credits, shall be taken outside 
the department or program of the major. Any course 
(including prerequisites) which is explicitly listed 
in the catalogue as required for, or counting toward, 
fulfilling the requirements of the major shall be con- 
sidered to be inside the major for the purposes of this 
rule. The sole exception to the 64-credit rule is that in 
the case of a major requiring study of two foreign lan- 
guages taught within a single department or program, 
no fewer than 56 credits shall be taken outside the 
department or program of the major. The requirements 
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 faculty in the major 
department, either chosen or assigned, serves as the 
student's adviser. 

Major programs are offered by the following depart- 
ments: 

Afro-American Studies Education and Child 

Anthropology Study 

Art Engineering 

Astronomy English Language and 

Biological Sciences Literature 

Chemistry French Studies 

Classical Languages and Geology 

Literatures German Studies 

Computer Science Government 

Dance History 

East Asian Languages Italian Language 

and Literatures and Literature 

Economics Italian Studies 



I ne Acaueiiiic rrogram 






y 


Mathematics and 


Russian Language 


African Studies 


Latin American and 


Statistics 


and Literature 


Ancient Studies 


Latino/a Studies 


Music 


Sociology 


Archaeology 


Linguistics 


Philosophy 


Spanish and 


tetrophysics 


Logic 


Physics 


Portuguese 


Digital \ri 


Marine Science and 


Psychology 


Theatre 


Digital Music 


Policy 


Religion 




East Asian Studies 


Medieval studies 






Environmental Science 


Neuroscience 


Interdepartmental majors 


are offered in the 


and Policy 


Political Economy 


following areas: 




Ethics 


Public Policy- 


American Studies 


Medieval Studies 


Film Studies 


Study of Women and 


Biochemistry 


Neuroscience 


History 7 of Science 


Gender 


Comparative Literature 


Study of Women and 


and Technology 


Statistics 


East Asian Studies 


Gender 


International Relations 


Third World Development 


Latin American and 




Jewish Studies 


Studies 


Latino/a Studies 




Landscape Studies 


I 'man Studies 



If the educational needs of the individual student 
cannot be met by a course of study in any of the speci- 
fied majors, a student may design and undertake an 
interdepartmental major sponsored by advisers from 
at least two departments, subject to the approval of the 
Committee on Academic Priorities. The guidelines for 
proposed student-designed interdepartmental majors 
are available in the class deans' office, College Hall. 

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

On its official transcripts, the college will recognize 
the completion of no more than two majors, or one 
major and one minor, or one major and one Five Col- 
lege Certificate for each student, even if the student 
chooses to complete the requirements for additional 
majors, minors or certificates. No minor or second 
major may be in the same department or program as 
the first major. 



The Minor 



Students may consider the option of a minor in ad- 
dition to a major. A minor consists of a sequence, des- 
ignated by the faculty, of 20 to 24 credits from one or 
more departments. The minor may not be in the same 
department or program as the student's major. 

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



Student-Designed 
Interdepartmental 
Majors and Minors 

This course of study must differ significantly from an 
established major or minor and must include concen- 
trated work in more than one department. For majors, 
at least one of the departments or programs must itself 
offer a major. Majors are expected 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. Examples of self-designed majors include lib- 
eral studies and linguistics. 

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 earlier 
than the first semester of the sophomore year and no 
later than the end of advising week of the second se- 
mester of the junior year. The deadlines for submission 
of proposals are November 15 and April 15. Proposals 
for minors may be submitted at any time after the ma- 
jor 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 state- 
ment explicitly defining the subject matter and method 
of approach underlying the design of the major or 



ic ncduciniL riugicUJ 



minor; course lists; and, for the major, a clearly for- 
mulated integrating course or piece of work. Proposals 
must include letters of support from all advisers repre- 
senting the areas of study central to the major and writ- 
ten recommendations signed by the chairs indicating 
approval of the departments or programs in the major. 

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

Students in a student-designed interdepartmental 
major apply to undertake an honors program in that 
major through one of the departments or programs of 
the major. 

Five College Certificate 
Programs 

Five College Certificate Programs provide a directed 
course of study in various interdisciplinary fields 
through the resources available at the five area col- 
leges. Certificate programs are offered in addition to 
or in conjunction with the student's major. Certificates 
are awarded upon successful completion of a program 
by the appropriate Five College faculty councils on 
the recommendation of designated faculty advisers 
from the student's home institution. Current certificate 
programs require that the student earn a grade of B 
or above in all courses counting for the certificate and 
many require students to demonstrate competence in 
a language other than English. Each institution deter- 
mines the method by which competence will be mea- 
sured. (See pages 388-408 for individual Five College 
Certificate offerings). 

Advising 

Premajor and Major Advisers 

Each student has a faculty adviser who helps her select 
and register for courses that will satisfy the broad ex- 
pectations 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 stu- 
dent. 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 responsibility 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 balanced 
academic program, making full use of the courses and 
programs available. The adviser approves all registra- 
tion decisions, including changes made to the course 
program after the beginning of a semester. An adviser 
can help a student find academic and personal resourc- 
es 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 
successful completion of all degree requirements. 

In addition to aiding in the selection of courses, 
major advisers often counsel students about prepara- 
tion 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 ad- 
viser. 

Minor Advisers 

A student electing a minor will have the guidance of 
a faculty adviser who represents the discipline, in ad- 
dition 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 185. 

Prebusiness Advising 

Students who are interested in pursuing a graduate 
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 admis- 
sions 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 



1 IICrtLrtUCIIllL 



IW^UUII 



major in any subject, provided their program Includes 
courses that will satisfy the minimum entrance re- 
quirements tor health professions schools. 

Students interested in a premedical or other health 
related program should consult page 124 tor important 
information. 

Prelaw Advising 

Law schools accept students from an) 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 Office (CDO) handout 
on "Law School," and bring their questions to the CDO 
and/or to the faculty pre law ad\ iser (usually Alice 
Hearst in the government department.) 

Academic Honor System 

In 1944, the students of Smith College voted to estab- 
lish the Academic Honor System in the belief that each 
member of the Smith community has an obligation 
to uphold the academic standards of the college. The 
b;isic 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 com- 
munity: 



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 resi- 
dence 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 Advanced 
Placement (or similar), pre-matriculation. Interterm 



and summer school credits. Students whose ac 
celeration plans include courses to be taken during 
[nterterm should be aware ol the fad thai these courses 
are limited both in number and in enrollment and 
cannot be guaranteed as part oi the acceleration plan. 
Requests for permission to accelerate should be filed 
with the student's class dean at least two full semesters 
before the proposed date of graduation. 

The Ada Comstock Scholars 
Program 

The Ada Comstock Scholars Program at Smith com- 
bines the rigorous academic challenges of the under- 
graduate program with flexibility for women beyond 
traditional college age. 

Many women choose to work or raise a family 
rather than complete an education, but later wish to 
return to earn a degree. Established in 1975, the Ada 
Comstock Scholars Program allows nontraditional 
students to complete a bachelor's degree either part- 
time or full-time. Each Ada Comstock student attends 
the same classes and fulfills the same requirements 
as do all other Smith students. The program provides 
academic advising, orientation programs, peer advis- 
ing, 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 trans- 
ferable 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 confinn the academic 
standard of the college. 

A student admitted as a traditional first-year or 
transfer student normally will not be pennitted to 
change her class status to Ada Comstock Scholar. A 
candidate's status as an Ada Comstock Scholar must be 
designated al the time of application. 

For information about application procedures, see 
pages 43-44. Information about expenses and how to 
apply for financial aid can be found on pages 33 and 
37. For more information about the Ada Comstock 
Scholars Program, contact the Office of Admission at 



i lie rtLdueuiiL riugrdiii 



(413) 585-2523; e-mail, admission@smith.edu; or fax 
(413) 585-2527. 

Community Auditing: 
Nonmatriculated Students 

Members of the local community who have earned 
a high school diploma are eligible to audit a lecture 
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 infor- 
mation about auditing are available at the Office of the 
Registrar. A fee is charged and is determined by the type 
of course. Normally studio art courses are not open to 
non-matriculated students. Auditors are invited to at- 
tend classes, but they do not participate in other aspects 
of college life. Records of audits are not maintained. 

Five College Interchange 

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 first-semester 
first-year student must obtain the permission of the 
class dean before enrolling in a Five College course. 
A list of Five College courses approved for Smith Col- 
lege 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 Col- 
lege 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 departmental direc- 
tor of honors about application deadlines. Students 
must have departmental permission and a 3-3 aver- 
age 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 department's course offerings. Information re- 
garding procedures can be obtained from departmental 
directors of honors, the class deans or the dean of the 



Ada Comstock Scholars. The culmination of the work is 
a thesis written under the direction of a member of the 
department. 

Independent Study Projects/ 
Internships 

Independent study projects may be proposed by juniors 
and seniors who wish to complete a special project of 
work or study on or off campus. All projects must be 
approved by the Committee on Academic Priorities 
and are under the direct supervision of Smith College 
faculty members. The maximum that may be granted 
for an off-campus project is eight credits. The maxi- 
mum that may be granted for an on-campus project 
is 16 credits. Any independent study project must be 
completed within a single semester. The deadline for 
submission of proposals is November 15 for a second- 
semester program and April 15 for a first-semester 
program. Information about the Independent Study 
Program is available in the office of the class deans. No 
independent study project may be undertaken during 
the summer or January. 

All internships for credit must be approved in ad- 
vance by the Committee on Academic Priorities and are 
under the direct supervision of a member or members 
of the faculty of Smith College. A maximum of eight 
credits can be granted for approved internships. Credit 
is not given for internships undertaken during January. 
For summer internships, tuition is charged by the cred- 
it. The deadline for submission of proposals is Novem- 
ber 1 5 for a second-semester program and April 15 for 
a summer or first-semester program. Information and 
applications for internships are available in the class 
deans' office. A maximum of 16 credits for independent 
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 devis- 
ing, 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 recom- 
mendations from instructors who have taught her in 
class. The deadlines for submission of proposals for the 



ine.\cauemic rrogram 



L3 



Smith Scholars Program are November 15 and April 

IS of the student's junior war. The proportion ol work 
to be done in normal courses will be decided jointK b\ 
the student, her adviser(s) and the Subcommittee on 
Honors and Independent Programs. Work done in the 
program may result in a thesis, a group of related pa- 
pers, an original piece of work, such as a play, or some 
combination of these. 

A Smith Scholar ma\ or may not complete a regu- 
lar departmental major. Further details, guidelines and 
applications are available from the class deans. 

Study Abroad Programs 

Smith College offers a wide variety 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 pro- 
grams, students must submit a plan of study for college 
approval by February 1 S for fall, full year or spring 
semester study. Students should contact the Office for 
International Study for infomiation on deadlines and 
procedures. 

For all programs, the Smith College comprehensive 
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. Incidental 
expenses vary 7 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 obtain 
approval from the Office for International Study. Stu- 
dents must be in good academic standing with a mini- 
mum GPA of 3-0, must be in good standing in 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 pail 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, Trinit\ ) receive credit onh it the) have taken the 
final exams and final grades have been issued by the 
host institution. 

Smith College Junior Year Abroad 
Programs 

The Smith College Junior Year Abroad Programs provide 
students in a variety of disciplines the opportunity for 
study, research, internships and residence in foreign 
countries. Smith faculty direct the four programs in Eu- 
rope: France (Paris), Germany (Hamburg). Italy (Flor- 
ence) and Switzerland (Geneva). The programs provide 
a rich opportunity to observe and stud) the countries 
visited. Students are encouraged to enjoy the music, art 
and theatre of each country; meetings are arranged with 
outstanding scholars, writers and leaders. During the 
academic year students board with local families (Paris 
and Florence) or live in student residence halls (Geneva 
and Hamburg). During vacations students are free to 
travel, although by special arrangements in some pro- 
grams they may stay in residence if they prefer. 

Each Smith JYA program lasts a full academic war: 
students are not accepted for a single semester except 
for the Hamburg program, which also offers a one- 
semester option in the spring term. 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 students. Dur- 
ing 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. 

To be eligible to apply, students must have a mini- 
mum cumulative 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 considered for selection to spend the year abroad. 
All prospective candidates are urged to seek advice, be- 



14 



The Academic Program 



ginning 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 the senior year. 

Each year, interested students for the Junior Year 
Abroad programs are chosen by a selection committee, 
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 recommendations, must be filed with the 
Office for International Study by February 1. 

If a student should withdraw from a Junior Year 
Abroad Program during the course of the year, it is col- 
lege 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 Pro- 
gram are withdrawn from Smith and may not return to 
the college the following semester. 

Florence 

The year in Florence begins with three weeks of inten- 
sive 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 aca- 
demic year. The students are matriculated at the Uni- 
versitadi Firenze, together with Italian students. Stu- 
dents 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 sub- 
jects is available 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 private 
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 and a 3.0 GPA are 
required for possible admission into the program. 

Geneva 

The year in Geneva is international in orientation 
and offers unique opportunities to students of govern- 
ment, economics, economic history, European history, 
international relations, comparative literature, 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 asso- 
ciate institutes as well, where the present and past roles 
of Geneva as a center of international organization are 
consciously fostered. Exceptional opportunities include 
internships in international organizations, the faculty 
of psychology and education that continues the work of 
Jean Piaget, and the rich holdings of the museums of 
Geneva in Western and Oriental art. 

Students in the program attend a preliminary four- 
week session of intensive language training in Aix-en- 
Provence in September. The academic year in Geneva 
begins in mid-October and continues until early July. 
Since classes in Geneva are conducted in French, stu- 
dents are expected to have an excellent command of 
the language. For prerequisites, see the requirements 
for study abroad under French Studies. Also, a 3.0 GPA 
is required for possible admission into the program. 

Hamburg 

The academic year in Germany consists of two semes- 
ters (winter semester from mid-October to mid-Febru- 
ary 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 providing language review, an introduction 
to current affairs and to the city of Hamburg, and ex- 
cursions 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 7 of courses is available, 
including art (studio and history), biology, economics, 
history; history of science and technology, literature, 
mathematics, music history, philosophy, physics, psy- 
chology; religion and sociology. Since classes in Ham- 
burg are conducted in German, students are expected 
to have an excellent command of the language; nor- 
mally, four semesters of college German are required 
for participation in the program. A 3-0 GPA is also 
required for possible admission into the program. 

The program offers a one-semester study option for 
the spring semester. Interested students should consult 
with the German studies department or the Office for 
International Study for details and application dead- 
lines. 



The Academic Program 



15 



Paris 

The program in France begins with a three week period 
devoted to Intensive work in the language, supplement- 
ed by courses, lectures and excursions. In earl) October 
each student selects a program of courses suited to her 
particular major. A wide variety of disciplines can be 
pursued in the various branches oi the I niversitede 
Paris; tor example, art historj at the Institul d Art et 
d'Archeologie; history, literature, philosophy, religion 
and main other subjects at the Sorbonne (Paris IV). 
Courses at such institutions are sometimes supplement- 
ed b] special tutorials. A tew 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 Studies. Also, a 3.0 GPA is required im- 
possible admission into the program. 

Smith-Approved Study Abroad 

Smith-approved programs are in all regions of the 
world, including Latin .America, Asia, Africa, English- 
speaking countries, and countries in Europe not served 
h\ Smith programs. Smith-approved study-abroad 
programs are selective but generally open to students 
with a strong academic background and sufficient 
preparation in the language and culture of the host 
country and a minimum GPA of 3.0. A list of approved 
programs is available from the Office for International 
Stud) along with the guidelines for study abroad. Stu- 
dents wishing to petition for approval for a program 
not approved by Smith must do so by the semester prior 
to the deadline for study abroad applications. Students 
should consult the Office for International Study for 
petition deadlines and procedures. 

Faculty at Smith advise students about study 
abroad course selection, and several academic depart- 
ments have a special affiliation with specific Smith-ap- 
proved programs. Consult the Web page of the Office for 
International Study, wwwsmith. edu/stud\ abroad, for 
the complete list of approved programs. Programs with 
a Smith consortia! affiliation include the following: 

Associated Kyoto Program (Akp) 
Smith is one of the IS institutional sponsors of the 
yearlong AKP program in Japan and conducts the 
selection process. Interested students should consult the 
facultj in Fast Asian languages and cultures and East 
Asian studies. 



Programa de Estudios Hispanicos In Cordoba (Preshco) 
Smith is one of the sponsors of the program in Cor- 
doba, Spam, and conducts the selection process. Inter- 
ested Students should consult faculty in the Department 
of Spanish and Portuguese. 

South India Term Abroad (Sita) 
Smith is i me i if the sp him irs < if tins fall or spriri - 
mester program. Interested students should consult the 
Office for International Study. 

Program for Mexican Culture and Society in Puebla (PMCSP) 
This semester or yearlong residential stud) program is 

offered in collaboration with the Benemerita Univer- 
sidad Autonoma de Puebla (BUAP), one of Mexio i's 
leading public universities. It offers an extensive and 
strong focus in the humanities and social sciences. 
Smith conducts the selection process. 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 government 
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 253- Students participating in this program are 
not considered to be in residence at Smith College. 

Internship at the Smithsonian 
Institution 

The American Studies Program offers a one- 
semester internship at the Smithsonian Institution in 
Washington, D.C. Under the supervision of outstanding 
scholars, qualified students may examine some of the 
finest collections of materials relating to the develop- 
ment of culture in America. The program is described 
in detail on page ^ ( ). Students participating in this 
program are not considered to be in residence at Smith 
College. 



1 b The Academic Program 

Twelve College Exchange Program 

Smith College participates in an exchange program 
with the following colleges: Amherst, Bowdoin, Con- 
necticut, Dartmouth, Mount Holyoke, Trinity, Vassar, 
Wellesley, Wesleyan and Wheaton. The exchange is 
open to a limited number of students with a minimum 
3.0 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 colleges may limit or eliminate their partici- 
pation 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, and the Williams-Mystic Seaport Program in 
American Maritime Studies, in Mystic, Connecticut, 
sponsored by Williams College. 

Students accepted into the program are expected 
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 ex- 
change with Pomona College in Claremont, California. 
Sophomores and juniors in good standing, with a 
minimum 3.0 (B) average, are eligible to apply Appli- 
cations are available in the class deans' office. 

Spelman-Smith Exchange 

The college participates in a one-to-one student 
exchange with Spelman College in Atlanta, Georgia. 
Sophomores and juniors in good standing, with a 
minimum 3.0 (B) average, are eligible to apply. Appli- 
cations are available in the class deans' office. 



1 



The Campus and Campus Life 



Smith's 125-acre campus is a place of physi- 
cal beaut\' and interesting people, ideas and 
events. Students enjoy fine facilities and 
services in a stimulating environment 
We continual!) improve our library and 
museum holdings, which are already among the fin- 
est in the country and upgrade our equipment to give 
students here even technological advantage. 

Smith attracts faculty members and students who 
are intellectually energetic and highly motivated. To- 
gether, we form a community with diverse talents and 
interests, skills and training, and religious, cultural, 
political, geographic and socioeconomic backgrounds. 
Many groups, activities and events arise from our 
broad range of interests. Members of the Five College 
community are welcome in classes and at most cam- 
pus 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 supports 
approximately 100 student organizations and their 
projects and programs. These organizations enrich 
the lives of their participants and of the general com- 
munity through a wealth of concerts, presentations, 
lectures, readings, movies, workshops, symposia, 
exhibits and plays that enhance the rhythm of campus 
life. Academic and administrative departments and 
committees, resource centers, individual faculty mem- 
bers 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 movement 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: K ach student 
learns through the overwhelming choices open to her 
how to develop and sustain a pace of life that is bal- 
anced 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, microfonns. maps, scores, recordings, rare 
books, archives, manuscripts and computer databases, 
the Smith College Libraries rival many university li- 
braries. We are committed to providing undergraduates 
with firsthand research opportunities not only through 
our extensive resources but also through specialized 
services. We maintain open stacks, provide individual 
research assistance, 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 (www. 
smith.edu/libraries) links students to the Five College 
Library catalog, with the holdings of Smith, Amherst, 
Mount Holyoke and Hampshire colleges and the Uni- 
versity of Massachusetts at Amherst, to general and 
subject databases, and to full-text resources. 

The William Allan Neilson Library, named after 
Smith's third president, serves as the main social sci- 
ences and humanities library and includes the librarj 
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 Neilson 
Library, houses the Sophia Smith Collection, the oldest 
national repository 7 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 subject areas. The 
three branches, described in sections below, are the 



L8 



I he Campus and Campus Lite 



Hillyer Art library in the Brown Fine .Arts Center, the 
Young Science Library in Bass Hall (Clark Science Cen- 
ter) 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 lOa.m.-llp.m. 

Sunday 10 a.m.-midnight 

Hours van- during reading and exam periods, interses- 
sion. summer, vacations and holidays. 

Clark Science Center 

The Clark Science Center is composed of six intercon- 
nected buildings housing eight academic departments 
(astronomy biological sciences, chemistry, computer 
science, geology mathematics, physics and psychol- 
ogy) 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 engineering building and Young 
Science Library, meets the most exacting specifications 
for modem scientific experimentation and equipment. 
Science center facilities include traditional and computer 
classrooms, seminar rooms, a large lecture hall, a com- 
puter resource center, student laboratories and faculty 
offices and research space. The educative mission in the 
sciences is supported by an administrative office, stock- 
room, 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 largest science libraries at a 
liberal arts college in the United States, houses more than 
163,000 volumes, 22,500 microforms, 700 periodical 
subscriptions, and 154,000 maps, and provides a wide 
array of electronic resources including access to the Inter- 
net. Student 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 10 a.m.-ll p.m. 

Sunday 10 a.m.-midnight 

Hours vary during reading and exam periods, interses- 
sion, summer, vacations and holidays. 

Brown Fine Arts Center 

The three portions of the Fine Arts Center serve different 
functions. Hillyer Hall, which houses the art depart- 
ment, is a center for the creative endeavors of students 
and faculty. Its studios for students of drawing, paint- 
ing, 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, 3-000 microforms. 250 current pe- 
riodicals, and a broad range of biliographic databases 
and full-text electronic resources. The newly renovated 
art library 7 facilities provide a variety 7 of spaces for indi- 
vidual and group study with power and data connectiv- 
ity 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 2-1,000 objects, 
represents works dating from the 25th century B.C.E. 
to the present. 



Art Library hours 
Monday-Thursday 
Friday 
Saturday 
Sunday 



9 a.m -11 p.m. 

9 am -9 p.m. 

10 a.m.-9 p.m. 
noon-midnight 



Hours vary during reading and exam periods, interses- 
sion, summer, vacations and holidays. 

Museum hours 

The museum hours from July 1. 2006, through June 

30, 2007, are as follows: 

Tuesday-Sunday, 10 a.m.-4 p.m. 

Sunday, noon— i p.m. 

Closed Mondays and major holidays 



1 he Campus and Campus Lite 



\") 



Mendenhall Center for the 
Performing Arts 

Named for Thomas Mendenhall, president of the col- 
legeftom 1959 to l c r^. the Center for the Performing 
Arts celebrates music, theatre and dance. Three sides of 
the quadrangle were completed in Nus. joiningSage 
Hall to complete the college's commitment to modem 
and comprehensive facilities for the performing arts. 
Berenson Studio for dancers accommodates both in- 
dividual and class instruction in two mirrored studios. 
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 TV studio, which has flexible seating 
for 80. The Werner Josten Library welcomes students, 
making available more than 98,000 books and scores, 
1 .()()() \ ideo recordings. 237 current periodical titles 
and 57,000 recordings to enjoy in comfortable read- 
ing rooms and in listening rooms for individuals and 
groups. Sage Hall allows students to practice their 
music at one end and perform it in a gracious 750-seat 
auditorium at the other. In between are faculty offices 
and classrooms. The Mendenhall Center for the Per- 
forming Arts is crowned by a tower with a peal of eight 
bells hung for change ringing. 

Werner Josten 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-1 1 p.m. 

Hours van- during reading and exam periods, interses- 
sion, summer, vacations and holidays. 

Poetry Center 

Located on the first floor of Wright Hall, the Poetry 
Center is a bright, serene reading room, with a librarj 
that includes signed copies of books by all the poets 
who have visited Smith since 1997. It also features a 
rotating display, often including poetry materials bor- 
rowed from the Mortimer Rare Book Room. While the 
room mainly provides a space in which to read, write 
and meditate, it can also be reserved for appropriate 
events by Smith faculty, academic departments and 
administrative offices. 



Reading room hours: 

Monday-Friday 8 a.m. -4 p.m. 

except when hooked for events 

Wright Hall 

Wright Hall supports many activities of learning in a 
variety ofways. The 400-seat Leo Weinstein Auditorium. 
the seminar rooms; the \\ right Student Computer 
Center, comprising the Center for Foreign Languages 
and Cultures and the Jahnige Social Science Research 
Outer with 24 computer stations and more than 500 
data sets; the Poetry Center and the 51 faculty offices 
draw students for formal classroom study; for lectures 
and special presentations; for informal discussions and 
for research. 

Center for Foreign Languages and 
Cultures (CFLAC) 

The Center for Foreign Languages and Cultures main- 
tains a multimedia resource center (Wright Hall 7) and 
media classroom (Wright Hall 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 other cultures with the aid of interactive 
CDs and DVDs, digitized video and audio and CALL 
(computer assisted language learning) 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 center in evaluating commercial 
courseware, in creating original interactive audio 
and video as well as CALL materials, or in organizing 
research projects in the field of second language ac- 
quisition. 



Center Hours 




Monday-Thursday 


8 a.m -midnight 


Friday 


8a.m.-9p.m. 


Saturday 


10a.m.-9p.m. 


Sunday 


10 a.m.-midnight 



Information Technology Services 

Information Technology Services' academic facilities 
span the campus, with public computing labs in sev- 
eral buildings and a campuswide fiber-optic network 



li) 



The Campus and Campus Life 



allowing computer access from all buildings and 
residential houses. Resources, which are continually 
expanding, include more than 500 Windows and Mac- 
intosh computers used for word processing, graphics, 
numerical analysis, electronic mail and access to the 
Internet; and numerous UNIX computers, used for statis- 
tical analysis, computer programming, electronic com- 
munications and other class assignments. In addition, 
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, but there is a small fee for printing. Smith stu- 
dents 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 Inter- 
net through CyberSmith, the residential house network, 
and through a growing number of campus locations 
providing wireless access. 

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 rea- 
sonable and appropriate accommodations to students, 
staff and faculty with documented disabilities. The 
Office of Disability Services coordinates accommoda- 
tions and facilitates the provision of services to students 
with documented disabilities. A student may voluntarily 
register with the Office of Disability Services by complet- 
ing the disability identification form and providing 
documentation of her disabilities, after which proper 
accommodations will be determined and implemented 
by the college. 

Jacobson Center for Writing, 
Teaching and Learning 

The Jacobson Center, located in Seelye 307, offers a 
variety of services and programs to help students develop 
skills in writing, quantitative reasoning, public speaking 
and effective learning. Professional writing counselors 
are available to review student drafts, point out strengths 
and weaknesses, and offer suggestions for improvement. 
Similar help is provided by student writing assistants in 
the evenings and on weekends. 



The quantitative skills counselor supports students 
in dealing with the quantitative content of a broad 
variety of classes. The tutorial program provides help by 
matching students with master tutors in most sciences 
and languages, or peer tutors in all other subjects. In 
addition, Jacobson staff members regularly conduct 
study-skills and time-management workshops. For 
those students interested in improving their presentation 
skills, the center offers classes and individual meetings 
in public speaking. 

These services are free and well utilized by Smith 
students, ranging from the first-year student in an intro- 
ductory course to the senior completing an honors the- 
sis. In addition, the center houses a library of pedagogi- 
cal resources and sponsors colloquia on teaching issues 
for faculty. Full information on the Jacobson Center is 
available at www.smith.edu/jacobsoncenter/index.html. 

The Louise W. and Edmund J. Kahn 
Liberal Arts Institute 

The Kahn Liberal Arts Institute is an innovative institute 
that supports multidisciplinary, collaborative research 
at Smith College. Located on the third floor of the 
Neilson Library, the institute enhances intellectual life 
on the campus by bringing together students, faculty 
and distinguished visiting scholars to work on yearlong, 
multidisciplinary projects of broad scope. Each of these 
collaborative projects spawns a broad range of intellec- 
tual and artistic events that are open to the entire Smith 
College community, while providing the space and the 
resources for organized research colloquia for desig- 
nated groups of faculty and student fellows. In these 
intensive weekly meetings, Kahn fellows discuss and 
debate the issues and problems arising out of their com- 
mon research interests, generating a level of intellectual 
exchange that exemplifies the best of what a liberal arts 
education can offer. For more information, visit the 
Kahn Institute Web site at www.smith.edu/kalininstimte. 

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-building athletic com- 
plex is equally impressive. Scott Gymnasium is home 
to a dance studio, gymnasium, training room and the 
Human Performance Laboratory. Ainsworth Gymna- 
sium provides a swimming pool with one- and three- 



The Campus and Campus Life 



21 



meter diving boards, five 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 6.500-plus square foot 01 in Fitness Center 
features 4() pieces of aerobic machines, each with 
individual TV screens as well as 50-plus weight-lifting 
stations. The facilities of the sports complex are aug- 
mented by 30 acres of athletic fields Soccer, lacrosse, 
field hockey, rugby and Softball fields are encircled by a 
5/4-mile cinder 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-Thursdav 6 a.m-10 p.m. 

Friday 6 a.m.-7 p.m. 

Saturdav-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 entertainment. Informal and formal 
meetings spaces, recreation and dining spaces, lounges, 
work space for student organizations, the college book- 
store, student mailboxes and a cafe are all housed in 
the center. 



Campus Center Hours 
Monday-Thursday 

Fridav 

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 e 
to reside on campus during their academic studies at 
Smith. Students live in 36 residence buildings with 
capacities of 1 2 to 102 students. The houses range in 
architectural style from modem to Gothic to classic 
revival. Each house has a comfortable living room, a 
stud\ or library, and laundry facilities. Students at all 
levels, from first-years to seniors, live together in each 
house, advising, supporting and sharing interests with 
one another. Smith provides many dining options and 
plenty- of variety, including vegetarian and vegan meals. 
The 15 dining rooms offer different menus, themes 
and types of food, and no matter which house a student 
lives in, she may choose to eat wherever she wishes. A 
variety of specialty living options are also available for 
students: two cooperative 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, 
Recreation and Club Sports 

A three-tier system of intercollegiate athletics, recre- 
ational activities and club sports provides satisfying and 
successful experiences that will develop 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 intercol- 
legiate teams. Recreational activities provide fitness 
opportunities as well as special events, while our club 
sports introduce training in several sports. Visit www 
smith.edu/athletics/facilities for a current listing of 
activities and opportunities. 

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-em- 
powerment and education. Activities vary from foliage 
hikes and ice-skating to more adventurous trips like 



n 



The Campus and Campus Life 



rock climbing, backpacking 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 www.smith.edu/athletics/club- 
sports/smithoutdoors.html. 

Career Development 

The Career Development Office provides assistance to 
students and alumnae preparing for changing career 
environments and climates. We work with Smith wom- 
en to help them develop global and personal foresight 
so that they can direct the change in their lives. 

Our professional staff offers advising, both individu- 
ally and in groups, and our services are available 52 
weeks a year. We hold seminars, workshops and panel 
discussions that cover internships, industry panels, 
career choice and decision making, resume writing, 
interviewing and job search techniques, alumnae net- 
working, career presentations, applying to graduate and 
professional schools, and summer jobs. We teach stu- 
dents how to assess their individual interests, strengths 
and weaknesses; how to establish priorities and make 
decisions; and how to present themselves effectively. Our 
extensive career resource library and Web site support 
students in their research. 

The CDO is a service that allows students to translate 
their academic and extra-curricular pursuits and their 
hopes and expectations into fruitful plans. We also sup- 
port alumnae as they undertake their plans and ask 
them to support the students yet to come by participat- 
ing as informal advisers in the Alumnae Career Advising 
Service. Students and alumnae are encouraged to visit 
the CDO home page at www.smith.edu/cdo for updated 
calendar and career resource connections. Check us out. 
See the possibilities for your future. 

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 of- 
fering financial support, the college acknowledges the 
importance of internships in helping students explore 
careers, observe the practical applications of their aca- 
demic studies, and gain work experience that enhances 
their marketability to employers and graduate schools. 



Since the majority (about 70 percent) of internships 
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 students in locating 
opportunities that meet their individual 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.smith.edu/health 

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

Health Service 

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

In case of unusual or serious illness, specialists in 
the Northampton and Springfield areas are available for 
consultation in addition to service provided at a nearby 
hospital. 

Counseling Service 

The Counseling Service provides consultation, in- 
dividual and group psychotherapy and psychiatric 
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 supervised graduate interns. 



The Campus and Campus Lite 



O 



College Health Insurance 

The college offers its own insurance policy, under- 
written by an insurance company, that covers a studenl 
in the special circumstances of a residential college. 
It extends coverage for in- and outpatient sen toes not 
covered by main other insurance plans However, this 
polic\ does have some distinct limitations. Therefore, 
we Strongly urge that students having a pre-existing or 
recurring medical or psychiatric condition continue 
their precollege health insurance. A student electing 
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 enrollment 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 Infomiation Form and send it to the Health 
Services. It is important to note that Massachusetts law 
now mandates that students must get the required im- 
munizations before registration. 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 com- 
munity 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 student organiza- 
tion; the Newman Association; the Protestant Ecu- 
menical Christian Church; several meditation groups; 
Inter-Varsity Christian Fellowship; Keystone Campus 
Crusade for Christ; the Baha'i Fellowship; the Korean 
Christian Church; the Kpiscopal-Lutheran Fellowship; 



the Eastern Orthodox studenl group; the I nitarian 

student group and the Association of Smith Pagans A 
multi-faith council of representatives of student religious 
organizations meets six times a year with the dean and 

chaplains to discuss the spiritual needs ot students and 
how to foster a climate supportive of religious expression 

on campus. 

The chapel is 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 musicians offer concerts and 
occasional^ perform at worship services. The college 
organist uses the chapel's Aolian-Skinner organ for 
teaching as well as performances. 

The college recognizes that meals are an important 
part of religious observance and practice for some stu- 
dents. Kosher and halal meals are available to students 
in the Cutter-Ziskind dining room. The student co-op 
in Dawes House prepares a kosher Shabbat meal and 
community gathering each week. In addition, religious 
holidays such as Ramadan, Passover, Easter and Diwali 
are often marked with lively celebrations open to the 
whole campus. 

The director of voluntary services and Service Or- 
ganizations 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 un- 
able because of religious observances to attend classes 
or to participate in an examination, study or work on 
a particular day will be excused from such activities 
without prejudice and will be given an opportunity to 
make them up. provided such make-up examinations 
or work does not create an unreasonable burden on 
the college. No fees will be charged for rescheduling an 
examination. 



24 



The Student Body 

Summary of Enrollment, 2005-06 



Undergraduate Students 


Class of 
2006 


Class of 
2007 


Class of 
2008 


Class of 
2009 


Ada 
Comstock 
Scholars Totals 


Northampton area 1 
Not in residence 


703 

32 


400 

228 


689 
8 


622 



136 2,550 
2 270 


Five College course enrollments at Smith: 
First semester 626 
Second semester 670 










Graduate Students 


Full-time 
degree candidates 




Part-time 
degree candidates 


Special students 



residence 



49 



r 



Smith students studying in off-campus programs 



Florence 



Geneva 



Hamburg 



Paris 



Smith students 
guest students 



17 

I 



22 




1 . Guest students are included in the above counts. 



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 1999 was 86 percent by May 2005. (The period covered is 
equal to 150 percent of the normal time for graduation.) 



The Student Both 



Geographical Distribution of Students by Residence, 2005-06 



United States 




Vermont 


""l 


Republic of Korea (South) -h 


Alabama 


8 


Virgin Islands 


1 


Romania 3 


Alaska 


6 


Virginia 


37 


Saint Lucia 1 


Arizona 


21 


Washington 


53 


Saudi Arabia 1 


Arkansas 


1 


West Virginia 


5 


v M icgal 1 


California 


236 


Wisconsin 


21 


Singapore 1 


Colorado 


26 


Wyoming 


3 


Slovakia 2 


Connecticut 


160 






Sri Lanka 2 


Delaware 


8 


Foreign Countries 




Swaziland 1 


District of Columbia 


13 


Argentina 


1 


Sweden 1 


Florida 


62 


Australia 


1 


Switzerland 3 


Georgia 


20 


Bangladesh 


6 


Taiwan 8 


Hawaii 


10 


Belarus 


1 


Thailand 1 


Idaho 


4 


Bolivia 


3 


Tlirkey 3 


Illinois 


48 


Botswana 


3 


Turkmenistan 1 


Indiana 


23 


Bulgaria 


2 


Uganda 2 


Iowa 


9 


Canada 


17 


Ukraine 1 


Kansas 


9 


Cayman Islands 


1 


United Arab Emirates 1 


Kentucky 


11 


Costa Rica 


1 


United Kingdom 4 


Louisiana 


3 


Ecuador 


1 


Venezuela 1 


Maine 


69 


England 


4 


Vietnam 4 


Mankind 


52 


Ethiopia 


1 


Zambia 1 


Massachusetts* 


581 


Fiji 


1 


Zimbabwe 3 


Michigan 


27 


France 


2 




Minnesota 


38 


Germany 


6 




Mississippi 


2 


Ghana 


3 




Missouri 


20 


Greece 


1 




Montana 


6 


Grenada 


1 




Nebraska 


2 


Guatemala 


1 




Nevada 


2 


Honduras 


1 




New Hampshire 


62 


India 


10 




New Jersey 


132 


Israel 


1 




New Mexico 


16 


Italy 


2 




New York 


310 


Jamaica 


2 




North Carolina 


18 


Japan 


15 




Northern Mariana Islands 


1 


Lesotho 


1 




Ohio 


49 


Macedonia 


1 




Oklahoma 


8 


Mauritius 


1 




Oregon 


20 


Myanmar 


1 




Pennsylvania 


94 


Nepal 


4 




Puerto Rico 


2 


Netherlands 


1 




Rhode Island 
South Carolina 
South Dakota 
Tennessee 
Texas 


28 
9 
1 

10 
66 


Nicaragua 

Nigeria 

Norway 

Pakistan 

People's Republic of China 


1 
1 
1 
8 


* This includes Ada Comstock 
Scholars and graduate students 
who move to Northampton for 
the purpose of their education. 


Utah 


5 


Philippines 


2 





26 








The Student Bodv 


Majors 


Class of 2006 


Class of 


Ada Comstock 




(Seniors) 


(Honors) 


2007 


Scholars 


Totals 


Government 

Art 

Art: History 


81 


4 


59 


4 


148 


25 


1 


26 


6 


58 


Art: Studio 


30 





13 


2 


45 


Art: Architecture & Urbanism 


13 


2 


9 


3 


27 


Psychology 


66 


3 


52 


6 


127 


Economics 


56 


3 


50 


2 


111 


English Language & Literature 


44 


6 


42 


9 


101 


.American Studies 


24 


1 


34 


7 


66 


History 


32 


3 


28 


2 


65 


Biological Sciences 


31 


9 


22 


1 


63 


Engineering 


30 


3 


28 





61 


Anthropology 


22 





23 


6 


51 


Neuroscience 


23 


2 


23 


2 


50 


Sociology 


28 





15 


4 


47 


Spanish & Portuguese 












Spanish 


18 





19 





37 


Portuguese-Brazilian Studies 


5 


1 








6 


Education & Child Study 


21 





15 


7 


43 


French Studies 


24 


1 


17 





42 


Mathematics 


16 


1 


22 


1 


40 


Women's Studies 


16 





18 


2 


36 


Biochemistry 


15 


3 


14 





32 


Theatre 


12 


1 


14 





27 


Religion & Biblical Literature 


12 





10 


2 


24 


Philosophy 


7 


1 


13 





21 


East Asian Languages & Cultures 


9 


1 


9 





19 


Latin .American Studies 


11 





8 





19 


Geology 


5 


4 


10 





19 


Chemistry 


4 


4 


10 





18 


Music 


9 


3 


4 





16 


Afro-American Studies 


6 


2 


7 





15 


Italian Language & Literature 


8 


1 


6 





15 


Physics 


6 


2 


6 





14 


Classics 












Classics 


5 





3 


1 


9 


Classical Studies 


2 





1 





3 


Latin 


1 











1 


Russian Language & Literature 












Russian Literature 


3 


1 


4 


2 


10 


Russian Civilization 


1 





2 





3 


Comparative Literature 


5 





7 


1 


13 


German Studies 


9 





1 


2 


12 


Computer Science 


4 


1 


5 





10 


Italian Studies 


4 





3 





7 


Astronomy 


4 





3 





7 


Medieval Studies 


2 





2 


2 


6 


Film Studies 


1 





5 





6 


Sociology & Anthropology 7 


4 


1 


1 





6 


Dance 


2 





3 





5 


East Asian Studies 


3 





1 





4 


Linguistics 


2 


1 








3 


Logic 


1 





1 





2 


Cognitive Science 





1 


1 





2 


African Studies 


1 











1 


Exercise Science 


1 











1 



Recognition for 
Academic Achievement 



Academic Achievements 

Each year approximately 25 percent of the graduating 

class is awarded the bachelor of arts degree with Latin 
Honors and/or departmental honors. 

Latin Honors 

Latin Honors are awarded to eligible graduating 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 this country or abroad are 
counted. Pluses and minuses are taken into account; 
grades of P/F (Pass or Fail ) or Si I Satisfactory or 
I nsatisfactory) 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 Program), 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 depend- 
ing on the overall grade distribution in the senior class 
and is not published. The degree may be awarded cum 
laude. magna cum laudeotsumma cum laudeon 
the basis of meeting eligibility requirements and of a 
very high level of academic achievement. 

Students who wish to become eligible for Latin 
1 lonors 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 andviho graduate in 1998 or later). Course list- 
ings in this catalogue indicate in curb' brackets which 
aiva(s) of knowledge a given course covers (see p. 65 
for a listing of the designations used for the major 
fields of knowledge). 

Please note that oneyear of an introductory 
language course or one course at a higher level satis- 



fies the foreign language Latin Honors requirement. 
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 in the English department, 
the comparative literature program or in classics in 
translation) to satisfy the "foreign language" part of 
the Latin Honors requirement. The class dean will 
notify the registrar that such an arrangement has been 
approved. Any appeals should be sent to the dean of the 
faculty. Non-native speakers of English are considered 
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 independent 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 semi- 
nars. See page 12. Departmental honors students must 
also fulfill all college and departmental require- 
ments. 

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 student's major 
subject. 

First Group Scholars 

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



28 



Recognition for Academic Achievement 



The Dean's List 

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

Society of the Sigma Xi 

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

Phi Beta Kappa 

The Zeta of Massachusetts Chapter of the Phi Beta Kap- 
pa 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 se- 
mester course in each of the three divisions; 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 September 
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 requirements by the end of the junior year. 
Students and faculty may consult with the president or 
the secretary of the chapter for more information. 



Psi Chi 

The Smith College Chapter of Psi Chi was established 
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. According to the char- 
ter, those honored are enjoined to develop programs 
that enhance student opportunity to explore the field of 
psychology. 

Prizes and Awards 

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

The Anne Bradstreet Prize from the Academy of 
American Poets 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/Division of Analyti- 
cal Chemistry Award to a junior chemistry major who 
has excelled in analytical chemistry 

The American Chemical Society/Polymer Education 
Division Organic Chemistry Award for Achievement 
in Organic Chemistry to a student majoring in chem- 
istry who has done outstanding work in the organic 
chemistry sequence 

An award from The American Institute of Chemists/ 
New England Division to an outstanding chemist or 
chemical engineer in the graduating class 

The Newton Arvin Prize in American Studies for the 
best long paper in the introductory course on the study 
of American Society 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 start- I 
ed German at Smith, has taken it for four years and 
made unusual progress; and to a student 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 

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



Recognition for Academic Achievement 



The Unmet I)e\ Barnum Memorial Prize tor out- 
standing work in music to the best all-around student 

of music in the senior class 

The Gladys Lumpen '28 and Edward Beenstock 

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 eco- 
nomics 

The Samuel Bow les Prize for the best paper on a so- 
ciological 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 contri- 
butions to the Smith College community 

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

The Margaret Wemple Brigham Prize to a senior 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 history to 
a senior majoring in history in regular course 

The Yvonne Sarah Bernhardt Buerger Prize to the 

students who have made the most notable contribution 
to the dramatic activities of the college 

The David Burres Memorial Law Prize to a senior 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 
chemistrv or biochemistry who has an excellent record 
and who has shown high potential for further study in 
science 

The James Gardner Buttrick Prize for the be^' 
in the field of religion and biblical literature 

The Marilyn Knapp Campbell Prize to the student 

excelling in stage management 



The Michele Cantarella Memorial "Dante Prize" to a 
Smith College senior tor the best essav in Italian on any 
aspect 'it The Dilute Comedy 

The Carlile Prize tor the best original composition lor 
carillon; and lor the best transcription tor carillon 

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

The Julia Harwood Caverno Prize for the best perfor- 
mance 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 Susan Cohen '62 and Paula Deitz '59 Prize in 

Landscape Studies for excellence in a thesis, paper or 
project that examines the science, design or culture of 
the built environment 

The Ethel Olin Corbin Prize to an undergraduate 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 se- 
nior class for excellence in the study of Greek literature 
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 under- 
graduate 

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 literarv subject; and tor the best 
classroom essa\ 

The Hazel L. Edgerly Prize to a senior honors historv 

student for distinguished work in that 

subject 



30 



Recognition for Academic Achievement 



The Constance Kambour Edwards Prize to the stu- 
dent 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 Hetlin Award for distin- 
guished directing in the theatre 

The Settie Lehman Fatman Prize for the best composi- 
tion 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 outstanding 
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 excel- 
lence in course work in biblical courses 

The Clara French Prize to a senior who has advanced 
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 outstanding 
paper or other project in American studies by a Smith- 
sonian intern or American studies major 

The Ida Deck Haigh Memorial Prize to a student of 
piano for distinguished achievement in performance 
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 senior 
chemistry major with the best record in that subject 

The Hellman Award in Biochemistry for outstanding 
achievement in the second semester of biochemistry 

The Nancy Hellman Prize, established in 2005, to the 
Smith engineering student who has made extraordi- 



nary contributions to the advancement of women in 
engineering 

The Ettie Chin Hong '36 Prize to a senior majoring or 
minoring in East Asian Languages and Literatures who 
has demonstrated leadership and academic achieve- 
ment 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 Am- 
herst, Hampshire, Mount Holyoke, or Smith colleges, or 
the University of Massachusetts 

The Megan Hart Jones Studio Art Prize for judged 
work in drawing, painting, sculpture, photography, 
graphic arts or architecture 

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

The Mary Augusta Jordan Prize, an Alumnae Associa- 
tion 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 land- 
scape 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 thoughtful 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 preference 
given to students interested in studying art history, 
especially classical art, at the graduate level 

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



Recognition tor Academic Achievement 



51 



The Barbara Ann Liskin-Bonagura M.D. Prize to a 
senior who plans to enter the field of mental health 

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-war student; 
and the best honors thesis submitted to the Department 
of English Language ami 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 excel- 
lence in computer science: and to a senior majoring in 
computer science for excellence in that subject 

The Thomas Corwin Mendenhall Prize for an essaj 
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 Undergradu- 
ate Award for excellence in the field of mineralogy 

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

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

The-Newman Association Prize for outstanding lead- 
ership, dedication and service to the Newman Associa- 
tion at Smith College 

The Josephine Ott Prize, established in 1992 by for- 
mer 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 award- 
ed by the physics department to honor the contribution 
of Adelaide Paganelli "30, to a senior majoring in phys- 
ics with a distinguished academic record 



The Arthur Shattuck Parsons Memorial Prize to 
the student with the outstanding paper in sociological 
theory or its application 

The Adeline I)e\or Penbertln Memorial Prize, 
established in 2002 b\ the Penberthy family, to an 
undergraduate engineering major tor her academic 

excellence in engineering and outstanding contribu- 
tions toward building a community of learners within 
the Picker Engineering Program 

The Ann Kirsten Pokora Prize to a senior with a dis- 
tinguished academic record in mathematics 

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

The Meg Quigley Prize for the best paper in the Intro- 
duction to Women's Studies course 

The Judith Raskin Memorial Prize for the outstand- 
ing senior voice student 

The Elizabeth Killian Roberts Prize for the best draw- 
ing by an undergraduate 

The Mollie RogersAewman Association Prize to a 

student who has demonstrated a dedication to human- 
ity and a clear vision for translating that dedication 
into service that fosters peace and justice among people 
of diverse cultures 

The Rosenfeld Prize in Organic Chemistry for excel- 
lence in the first semester of organic chemistry 

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 outstanding 
work in the field of economics by a Smith senior 

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

The Rita Singler Prize for outstanding achievement in 
technical theatre 

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



3- 



Kecognition ror Academic Acnievement 



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

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 Gertrude Posner Spencer Prize for excellence in 
writing nonfiction prose; and for excellence in writing 
fiction 

The Nana" Cook Steeper '59 Prize to a graduating 
senior who, through involvement with the Alumnae 
Association, has made a significant contribution 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, beaut)' 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 undergraduate for the best 
piece of writing on a work or works of art at the Smith 
College Museum of Ait 

The Ruth Dietrich Tuttle Prize to encourage further 
study, travel or research in the areas of international 
relations, race relations or peace studies 

The Unity Award of the Office of Multicultural Affairs 
to the student who has made an outstanding contribu- 
tion toward promoting diversity and multiculturalism 
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 College for 
an essay or other project in French that shows original- 
ity and engagement with her subject 

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 dedica- 
tion to the field is notable 

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

The Jochanan H. A. Wijnhoven Prize for the best es- 
say 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 experience are en- 
couraged to apply for international and domestic fel- 
lowships 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. SLx 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 fellowships for which students must 
apply in earlier undergraduate years: the Truman and 
the Beinecke. 

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

Fellowship information and application assistance 
for eligible candidates are available from the coordina- 
tor for fellowships and grants in the Class Deans office. 



Fees, Expenses and Financial Aid 



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

Many Smith students receive financial assistance 
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 am. and 4 p.m. weekdays; 10 am. to 4 
p.m. on Wednesdays (Eastern time). Send e-mail com- 
munications to SFS@smith.edu or visit their Web site at 
w\\\v.smith.edu/finaid. 

Your Student Account 

Smith College considers the student to be responsible for 
ensuring that payments — whether from loans, grants, 
parents, or third parties — are received in a timely man- 
ner. All student accounts are managed by the Office of 
Student Financial Services. Initial statements detail- 
ing 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 
15th 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 



- \ugust 10. 2006. For spring 2007, the payment 
deadline is January 10. 2007. 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 alter any pay- 
ment is due, monthly late payment fees, which are 
based on the outstanding balance remaining after any 
pa) ment due date, will be assessed at the rate of $1.25 
on every $100 (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 obli- 
gations, the student is responsible for paying the out- 
standing balance including all late payment fees, col- 
lection 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 months 
bill must be received by the Office of Student Financial 
Services by the payment due date. If paying by mail, 
please allow at least 5 to 7 business days for mail and 
processing time. If paying in person, payment should 
be made before 4 p.m. on the payment due date. 

The college expects the student to fulfill her fi- 
nancial 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 semester courses, re- 
cei\ ing 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 withdrawn and may refer such 
account for collection in her name. Students and 
parents are welcome to contact the Office of Student 
Financial Sen ices for assistance in meeting payment 
responsibilities. 

Most credit balance refunds are issued directly by 
check in the student's name; those that result from a 



yi 



tees, Expenses and financial Aid 



PLUS or MEFA loan are issued to the parent borrower. 
With the student's written release, credit balance re- 



funds may be issued to the parent or the designee of the 
student. 



Fees 

2006-07 Comprehensive Fee (required institutional fees) 





Fall Semester 


Spring 


Semester 


Total 


Tuition 


$16,160 




$16,160 


$32,320 


Room and Board* 


5,440 




5,440 


10,880 


Student activities fee 


119 




119 


238 


Comprehensive fee 


$21,719 




$21,719 


$43,438 



* 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 



Fee for Nonmatriculated Student 

Per credit $1,010 

Fees for Ada Comstock Scholars 

Application fee $60 

Transient Housing (per semester) 

Room only (weekday nights) $360 

Room and full meal plan 

(weekday nights) $770 

Tuition per semester 

1-7 credits $1,0 10 per credit 

8-1 1 credits $8,080 

12-15 credits $12,120 

16 or more credits $16,160 

Student Activities Fee 

The $238 student activities fee is split between the two 
semesters and is used to fund chartered student orga- 
nizations on campus. The Student Government As- 
sociation 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. 



2006-07 Optional Fees 

Student Medical Insurance— $2,054 

The $2,054 Student Medical Insurance fee is split 
between the two semesters and covers the student from 
August 15 through the following August 14. Massachu- 
setts law requires that each student have comprehensive 
health insurance; Smith College offers a medical insur- 
ance plan through Koster Insurance (wwwkosterweb. 
com) for those students not otherwise insured. Details 
about the insurance are mailed during the summer. 
Students are automatically billed for this insurance 
unless 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. The Student Health Insur- 
ance is mandatory for all students who are enrolled 
in the Smith JYA programs (Paris, Hamburg, Geneva, 
Florence). For students who are admitted for spring 
semester, the charge will be $1,324 for 2006-07. 



rees. r.xpenses anu nnaner.u uu 



33 



MassPIRG— $12 

The $12 MassPIRG fee is approved b) avoteol the 
student body. It funds the Massachusetts Public Interest 
Research Group, a nonprofit environmental and con- 
sumer organization. A student has the option to haw 
the fee canceled l>\ completing a waiver card at the 
beginning of the spring semester 

Other Fees and Charges 

Application for Admission— $60 

The application fee of $60, which helps defra) the cost 

of handling the paperwork and administrative reviev* 

of applications, must accompam a paper version of the 
application. The fee Is waived if applying online. 

Enrollment Deposit — $300 

I pon admittance, a new student pays an enrollment 
deposit which serves to reserve her place in class and a 
room if she will reside in campus housing. $100 repre- 
senting a general deposit component is held until six 
months after the student graduates from the college. 
The S 100 is refunded onlv after deducting any unpaid 
fees or fines and is not refunded to a student who 
withdraws (including an admitted student who does 
not attend); $200 representing a room deposit compo- 
nent 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 students 
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 7 
and staff for use of the practice rooms. For other indi- 
viduals, the following schedule of fees will apply. 
Use of a practice room, one hour daily 

$25 per year 

Use of a practice room, one hour daily 

and of a college instrument $50 per year 

I fse of organ, one hour daily $100 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 I'ann will also hoard hoiSCS for 
students, at a cost ol $475 pennonili. Inquiries about 
boarding should be addressed to Sue Payne, c o Smith 
College Riding Stables. The Smith intercollegiate rid 
ing team uses their facilities tor practice and tor horse 
shows. The fees listed below are per semester and are 
payable directly to Fox Meadovt Farm when a student 
registers for lessons each semester. 

Iwo lessons per week $460 

Studio Art Courses per Semester 
Certain materials and supplies are required for studio 
art courses and will be provided to each student. Stu- 
dents may require additional supplies as well and will 
be responsible for purchasing them directly. The ex- 
penses will vary from course to course and from student 
to student. 

Required materials $20-$ 150 

Additional supplies SIS— $100 

Chemistry Laboratory Course per Semester 

$20— $25 plus breakage 

Continuation Fee 

$55 per semester 

Students on leave of absence or attending other institu- 
tions 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 pavments 

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 Central 

Check-In will be assessed a fee. 

Late Registration Fee— S30 

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

Bed Removal Fee— $100 

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



36 



Fees, Expenses and Financial Aid 



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, stairways 
or entrances. These items create a hazard and violate 
compliance with the Americans with Disabilities Act, as 
well as city and state building, fire, and safety codes. 

Institutional Refund Policy 

A refund must be calculated if a student has withdrawn 
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 bal- 
ances 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 institu- 
tional charges, insurance and MassPIRG. All disbursed 
Title IV aid, institutional aid, state and other aid will be 
returned to the appropriate account by the college. 

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

If a student should withdraw from a Junior Year 
Abroad Program during the course of the year, it is col- 
lege policy not to grant credit for less than a full year's 
work and to refund only those payments for room and 
board which may be recovered by the college. Tuition 
charges for the year are not refundable. Normally, 
students who withdraw from a Junior Year Abroad Pro- 
gram are withdrawn from Smith and may not return to 
the college the following 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 enrollment period, a student 
earns Title IV funds in direct proportion to the length 
of time she remains enrolled. 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 
remainder of the aid must be returned to the appropri- 
ate 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 purchased, 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 remain 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 7 fines, parking fines, 
and infirmary charges are not adjusted upon the 
students withdrawal. 

Contractual Limitations 

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



Payment Plans and Loan 
Tons 



Opti 



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

Smith's payment plans allow you to distribute pay- 
ments 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 Web at 
www.smith.edu/finaid. 



? ees, Expenses and Financial Aid 



57 



Financial Aid 



We welcome women from all economic backgrounds. 
No woman should hesitate to appl) to Smith because of 
an inability to pay the entire cost of her education. We 

make ever} effort to fully meet the documented finan- 
cial need of all admitted 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 college 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 personal qualities. However, the college 
may choose to consider a student's level of financial 
need when making the final admission decision. Appli- 
cants 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 finan- 
cial 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 admission are eligible to 
apply after completing 32 credits 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 Fed- 
eral Student Aid ( FAFSA) and the College Scholarship 
Service PROFILE form, requesting that data be sent 
to Smith. Both fonns ma\ be completed on-line. The 
FAFSA can be accessed at www.fafsa.ed.gov (Smith Col- 
lege code is 002209) and the PROFILE can be accessed 
at www.collfigeboard.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 applicant's completed 
FAFSA and PR( )FILE. we review each student's file 
individuallv. We take into consideration 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 federal income tax returns to veriT) all the finan- 
cial information before we credit awards to a student's 
account. International students should complete the 
Smith College Financial Aid Application for Students 
Living \broad. and an official government statement or 
income tax return will be required to verih income. 

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

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 annual ly 
With Smith College forms, FAFSA and PROFILE forms, 
and tax returns. The amount of aid may vary 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 in early December. Students are expected to 
complete 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 de- 
gree in order to continue receiving aid — that is, com- 
pletion of at least 75 percent of all credits attempted in 
any academic year. Students not meeting this criterion 
are put on financial aid probation and may become 
ineligible for aid if the probationary period exceeds one 
year. 

Unless the administrative board decides that miti- 
gating 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. 51). 

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 require- 
ments are sent to all applicants for admission. Students 
must not wait until they haw been accepted for admis- 
sion to apply for aid. Each student's file is carefulK 
reviewed to determine eligibility for need-based aid. 
Since this is a detailed process, the college exacts 
students to follow published application guidelines and 



38 



Fees, Expenses and Financial Aid 



to meet the appropriate application deadlines. Students 
and parents are encouraged to contact Student Finan- 
cial 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 wait- 
ing period before becoming eligible to receive college 
grant aid. This means that only federal, state and pri- 
vate 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 document 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 qual- 
ify 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 fam- 
ily circumstances such as a sibling entering college, 
reductions in parent income or unanticipated medical 
expenses. Returning 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 expenses. There 
are limited circumstances that qualify 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 application 
procedures detailed on their specific financial aid ap- 
plications. 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 Federal 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 apply for 
aid at the time of admission cannot apply for institu- 
tional 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. 

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 circumstances. Aid is 
determined based on the information 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 appli- 
cation 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 (Canadian citizens 
excepted). (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 responsi- 
bility of the student and her family. 

For application deadlines and details, please check 
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 paying 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. 

Follow procedures for applicants residing 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 Finan- 



ies and Financial Aid 



» 



rial Aid Application for Non-U.S. Citizens so that we can 
consider the actual expenses incurred by your family. 
l S. citizens and permanent residents must reappl) 

for aid each year. 

Financial Aid Awards 

Smith's resources for financial aid include loans, cam 
pus 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 usuallv the first components 
of an aid package, with an) remaining 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 Par- 
ent 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, usually 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. Additionally, a term- 
time internship program is administered by the Career 
Development Office. The college participates in the 
federal ly funded College Work-Study Program, which 
funds a portion of the earnings of eligible students, 
some of them in nonprofit, community service posi- 
tions 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- 



basal grants such as tin* Federal Pell Grant and state 
scholarships. Smith receives an allocation each year fot 
Federal Supplemental Educational opportunity Grants 
and for staterfunded Gilbert Grants for Massachusetts 
residents. 

Outside Aid 

If you receive an) assistance from an organization 
outside ol the college this aul must be taken into con- 
sideration in calculating your financial aid award. For 
this reason, you are required to report such aid. 

Most outside scholarships are given to recognize 
particular achievement on the part of the recipient. 
These awards are allowed to reduce the suggested loan, 
job or institutional family contribution. However, in no 
case will the family contribution be reduced below the 
federally calculated family contribution. When outside 
awards have replaced the suggested loan and job, and 
the family contribution has been reduced to the feder- 
ally 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 parents' 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 af- 
fect 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. 

Music Grants 

Each year the college awards grants equal to $200 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 commitment, mav 
be granted by the Music Department to a Smith student 



40 Fees, Expenses and Financial Aid 

(first-year, sophomore or junior) enrolled in a perfor- 
mance course at Smith College. 

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, conforms to the regulations of the col- 
lege, and continues to be a resident of Northampton or 
Hatfield. The Trustee Grant may only be used for study 
at the Northampton campus. 

ROTC 

Air Force ROTC is available at most colleges and 
universities in western Massachusetts, including 
Smith College. Air Force ROTC offers two-, three- and 
four-year enlistment scholarships to qualified new and 
continuing college students. For more information, call 
(413) 545-2437, send e-mail to afrotc@acad.umass. 
edu or visit www.umass.edu/afrotc. 



Admission 



From the college's beginning, students at 
Smith haw been challenged b) 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 mem- 
bers 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 approxi- 
mated 640 able, motivated, diverse students whose 
records show academic achievement, intellectual 
curiosity and potential for growth. Because our students 
come from every state and 60 countries, their edu- 
cational and personal experiences and opportunities 
van tremendously. In selecting a class, the Board of 
Admission, which is made up of faculty members as 
well as members of the admission staff, 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 avail- 
able information. Of critical importance is the direct 
communication we have with each student through 
her essay. 

Smith College meets fully the documented finan- 
cial need, as calculated by the college, of all admitted 
students. TWo-thirds of our students receive some form 
of financial assistance 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 33-40. 

Secondary School 
Preparation 

There is no typical applicant to Smith and no typical 
academic program, but we strongly recommend that 
a student prepare for Smith by taking the strongest 



courses ottered In her high school. Specifically this 
should include the following, where possible: 

• four years of English 

• 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 nonnal minimum require- 
ments, we expect each candidate to pursue in greater 
depth academic interests of special importance to her. 
Candidates who are interested in our engineering 
major should pursue coursework 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 perfonnance in Advanced 
Placement, International Baccalaureate and equivalent 
foreign examinations. Please refer to the Academic 
Rules and Procedures section for further infonnation 
regarding eligibility for and use of such credit. 

Entrance Tests 

We require each applicant to take the Scholastic As- 
sessment Test (SAT I) or the American College Test 
(ACT). SAT II: Subject Tests are recommended but not 
required. We recommend that a candidate take the 
examinations in her junior year to keep open the pi >s- 
sibility of Early Decision and to help her counselors 
advise her appropriately about college. All examina- 
tions taken through January 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. It is the student's responsibility, in 
consultation 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 Entrance 



4Z 



Admission 



Examination Board to send to Smith College the results 
of all tests taken or to confirm with her counselor or 
other school official that the test results are included 
with her high school transcript. 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, www.act.org. 

Applying for Admission 

A student interested in Smith has three options for ap- 
plying — Fall Early Decision, Winter Early Decision and 
Regular Decision. Visit www.smith.edu/admission for 
information about requirements and deadlines. 

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 differ from each 
other only in application deadline, recognizing that 
students may decide on their college 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 application to one college only. It is important 
to note that if accepted under Early Decision, a candi- 
date 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 SAT II tests before her senior year. The 
ACT may be substituted for the SAT I. Supporting mate- 
rials must include mid-semester senior grades. 

Applicants deferred in either Early Decision plan 
will be reconsidered in the spring, together with ap- 
plicants in the Regular Decision Plan. Offers of admis- 
sion 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 applica- 
tions anytime before the January 15 deadline. 

A student interested in Smith should complete the 
Common Application online at www.commonapp.org. 



Included with the application are all the forms she will 
need, and instructions for completing each part of the 
application. A Common Application Supplement is also 
required. 

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 Placement 
Program administered by the College Entrance Exami- 
nation 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 registrar's 
office. Guidelines for use are comparable to those for 
Advanced Placement. 

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. Oth- 
ers should visit our Web site to obtain the name of an 
alumna interviewer 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 
volunteer. Infomiation sessions for students and their 
families begin in mid-March and interviews must be 
completed by January 31 . (Interviews for transfer can- 
didates are offered year-round.) 

Deferred Entrance 

An admitted first-year or transfer applicant who has ac- 
cepted Smith's offer and paid the required deposit 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. 



Admission 



Deferred Entrance for 
Medical Reasons 

An admitted first-year or transfer applicant who has ac- 
cepted Smith's otter and paid the required deposit may 
request a deferral of one year to work, travel or pursue 
a special interest. Requests must be made in writing by 
June 1 to the director ot admission who will review the 
request and notify the student within two m 

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 re- 
quests 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 applica- 
tion 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. The application 
deadline is May 1 5. Candidates whose applications are 
complete by March 1 will receive admission decisions 
by the first week in April. Students whose applications 
are complete by May 1 5 will receive decisions by June 
1. Letters from the financial aid office are mailed at the 
same time as admission letters. 

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

We require a candidate for the degree of bachelor 
of arts to spend at least two years in residence at Smith 
College in Northampton, during which time she nor- 
mally 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 international 
students and advise applicants to communicate with 
the director of admission at least one vear in advance 



of their proposed entrance. The initial letter should 
include Information about the students complete 
academic background, f financial aid is needed, this 
fad should he mack- dear in the initial correspon- 
dence. 

Visiting Year Programs 

Smith College welcomes a number of guest students 
for a semester or a year of study. In the Visiting Student 
Program, students enrolled in accredited, four-year 
liberal arts colleges or universities in the 1'nited 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 Program. 
(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 universitv entrance in their 
own country or currently enrolled in a universitv- pro- 
gram abroad. If accepted, candidates will be expected 
to present examination results — Baccalaureate. Abitur 
or GCSE, for example — 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 recommenda- 
tions, an adviser's or dean's reference and a completed 
application. .Applications must be completed byjuly 1 
for September entrance and by December 15 for Janu- 
ary entrance. Financial aid is not available for these 
programs. 

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

Readmission 

See Withdrawal and Readmission, page 53- 

Ada Comstock Scholars 
Program 

The admission process for Ada Comstock Scholars is 
competitive. Particular emphasis is placed on aca- 



44 Admission 

demic achievement, an autobiographical essay and an 
exchange of information in the interview. A candidate 
should schedule her interview appointment before 
submitting Part I of her application prior to the dead- 
line, February 1. It is recommended that an applicant 
bring copies of her college transcripts to her interview 
appointment. 

Ada Comstock Scholars are expected to have com- 
pleted a minimum of 32 transferable liberal arts credit 
before matriculation at Smith. The average number 
of transfer credits for an admitted student is 50. Those 
students who offer little or no college-level work are 
advised to enroll elsewhere to fulfill this requirement 
before initiating the application process. 

For a candidate to be considered for September 
entrance, Part I of the application must be in the ad- 
mission office by February 1, and Part II with all sup- 
porting material by February 9- 

A candidate's status as an Ada Comstock Scholar 
must be designated at the time of application. Normal- 
ly, 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 guideline must apply as an Ada Com- 
stock Scholar //she also meets the federal government's 
guidelines defining independent students: 

• at least 24 years old 

• a veteran 

• responsible for dependent(s) other than a spouse 
A brief description of the program can be found on 

page 11. Information about expenses and procedures 
for applying for financial aid can be found in the sec- 
tion entitled Fees, Expenses and Financial Aid. Inqui- 
ries in writing, by phone or by e-mail may be addressed 
to the Office of Admission. 



Academic Rules and Procedures 



Requirements for the Degree 

The requirements tor the degree from Smith College 

are completion of 1 28 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, satisfactory 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 bach- 
elor of science degree in engineering are listed in the 
courses of study section under Engineering. 

Candidates for the degree must complete at least 
four semesters of academic work, a minimum of 64 
credits, in academic residence at Smith College in 
Northampton; two of these semesters must be com- 
pleted 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- 
\\ a>hington Program or the Internship Program at the 
Smithsonian Institution is not in academic residence 
in Northampton. 

Each student is responsible for knowing all regula- 
tions governing the curriculum and course registration 
and is responsible for planning a course of studv in ac- 
cordance with those regulations 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 de- 
gree requirements in fewer or more than eight semes- 
ters. 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 readmission for the following semester. 



Approved summer-school or intertemi 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, intertemi. AP and pre-matncu- 
lation credits may be applied toward the degree. See 
Academic Credit, pages 48-50. 

\ student enters her senior year after completing 
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 earn no 
more than 24 credits per semester unless approved by 
the Administrative Board. 

Admission to Courses 

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

Permissions 

Some courses require written permission of the instruc- 
tor 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 submit- 
ted to the class dean. 

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 instruc- 
tor and with the approval of the department chair or 



the program director, 15 students may enroll. If enroll- 
ment exceeds this number, the instructor 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 elec- 
tion 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 appropri- 
ate department (s) and the Committee on Academic 
Priorities is required. Time spent on independent study 
off campus cannot be used to fulfill the residence re- 
quirement. 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 Priori- 
ties is required. The deadline for submission of propos- 
als 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 obtained. 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 reg- 
istrar. An auditor must submit a completed 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 writ- 
ten 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 11th 
through the 15th day of class, a student may enter a 
course with the permission of the instructor, 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 semester: 

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 provi- 
sion 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 college — once dur- 
ing 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 ad- 
vantage 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 No- 
vember, with the approval of her adviser. In January, a 
student may drop or enter an Interterm course within 
the first three days with a class dean's signature. Other- 
wise, the student who registers but does not attend will 
receive a "U" (unsatisfactory 7 ) for the course. 

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



Academic Rules and Procedures 



4 



will be assessed for each approved petition to add or 
drop a course after the deadline. It a student has not 

completed registration b\ the end of the first tour weeks 
of the semester, she will he 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 activities 
without prejudice and shall be given an opportunity to 
make them up. 

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

Students are asked to introduce guests to the in- 
structor 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 at- 
tend class with reasonable 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 format, 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 circumstances, will 
always be confirmed in writing with the faculty mem- 
ber, the registrar and the student. An individual faculty 
member, without authorization 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 oi final examinations 

aside tor students to prepare tor examinations. There- 
tore, the college does not schedule social, academic 
or cultural activities during this tune. Deadlines tor 
papers, take-home exams or other course work cannot 
be during the pie-examination study period 

Final Examinations 

Most final exams at Smith are self-scheduled and 
administered by the registrar during predetennined 
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 re- 
turned to the same center no more than two hours and 
20 minutes from the time they are received by the stu- 
dent. 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 additional 
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 Sen ices at extension 
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 (www.smith.edu/sao/hand- 
book). Regulations of the faculty and the 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 administrative board. 
\\ ritten 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; therefore, travel plans must be 
made accordingly. 

Five College Course Enrollments 

.Application forms to elect a course at one of the other 
four institutions may be obtained from the Office of the 



48 



Academic Rules and Procedures 



Registrar. Application forms should be submitted during 
the period for advising and election of courses for the 
coming semester. Course information is available online 
through the Five College online course guide or at the 
individual Web sites of the other four institutions. Free 
bus transportation to and from the institution is avail- 
able for Five College students. Students in good standing 
are eligible to take a course at one of the other institu- 
tions: first-semester first-year students must obtain the 
permission of the class dean. A student must: a) enroll 
in a minimum of eight credits at Smith in any semester, 
or b) take no more than half of her course program off 
campus. A student must register for an approved course 
at one of the other four institutions by the end of the 
interchange deadline (the first two weeks of the semes- 
ter). Students must adhere to the registration procedures 
and deadlines of their home institution. 

Five College courses are those taught by special Five 
College faculty appointees. These courses are listed on 
pages 388-396 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 participating 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 
available 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 Con- 
tinuing 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 in- 
stitutions are, in that course, subject to the academic 
regulations, including the calendar, deadlines and 
academic honor system, of the host institution. It is 
the responsibility of the student to be familiar with the 
pertinent regulations of the host institution, includ- 
ing those for attendance, academic honesty, grading 
options and deadlines for completing coursework and 
taking examinations. Students follow the registration 
add/drop deadlines of their home institution. Regula- 
tions 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 recorded 
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. 

Satisfactory/Unsatisfactory Option 

Coursework in any one semester may be taken for a 
satisfactory (C- or better) /unsatisfactory grade, provid- 
ing 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. 
Students enrolled in Five College courses must de- 
clare the option at the host campus and follow the 
deadlines of that institution. The fall deadline also 
applies to yearlong courses designated by a "D" in 
the course number. In yearlong courses designated 
by a "Y" students may elect a separate grading 
option for each semester. 

Within the 128 credits required for the degree, 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. 



Academic Hull's and Procedures 



[9 



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

An Ada Comstock Scholar or a transfer student may 
elect the satisfactory/unsatisfactorj grading option for 
tour credits out ol even 32 that she takes at Smith Col- 
lege. 

Repeating Courses 

Normally, courses ma\ not he repeated lor 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 ma\ repeat it with the original 
grade remaining on the record. The second grade is 
also recorded. A student who wank 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 appropriate departments. 
Excess performance credits are included on the tran- 
script but do not count toward the degree. 

Shortage of Credits 

A shortage of credits incurred by failing or dropping a 
course may be made up by an equivalent amount of 
work carried above the nonnal 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 
students 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 96 credits of Smith College or approved transfer 
credit; exceptions require a petition to the Administra- 
tive Board prior to the student's return to campus for 
her final two semesters. A student may not participate 
in a Smith-sponsored or affiliated Junior Year Abroad 
or exchange program with a shortage of credit. 



Transfer Credit 

\ student who attends another accredited college or 
universit) 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 c;ise ot seniors, in accordance with the regula- 
tions 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 pro- 
gram approved in advance by the Committee on 
Study Abroad. 

final evaluation of credit is made after receipt of the 
official transcript showing satisfactory completion of 
the program. 

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

Summer-School Credit 

Students may accrue a maximum of 12 approved sum- 
mer-school credits toward their Smith degree with an 
overall maximum of 32 credits of combined summer, 
intertenn, 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 credits 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 earn 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 ac- 
cepted for each intertenn course (normally up to 3) 
will be detennined by the registrar upon review of the 
credits assigned h\ the host institution. Any intertenn 
course designated ;is 4 credits b\ a host institution 
must be reviewed by the class deans and the registrar to 



so 



Academic Rules and Procedures 



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-matricula- 
tion 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 mem- 
bers 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 departments 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 Col- 
lege guidelines for transfer credit and submitted on an 
official college or university 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 
listed 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 col- 
lege credit earned before matriculation. Credits earned 
before matriculation may be used in the same manner 
as AP credits toward the Smith degree 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 Placement 
Program administered by the College Entrance Ex- 



amination Board. Advanced Placement credit may be 
used with the approval of the Administrative 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 credits to be 
recorded for each examination are determined 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 semesters work. 

Students who complete courses that cover substan- 
tially the same material as those for which Advanced 
Placement credit is recorded may not then apply that 
Advanced Placement credit toward the degree require- 
ments. The individual departments will determine what 
courses cover the same material. 

The individual departments will determine place- 
ment in or exemption from Smith courses and the use 
of Advanced Placement credit to fulfill major require- 
ments. No more than eight credits will be granted 
toward the major in any one department. 

Advanced Placement credit may be used to count 
toward the 64 credits outside the major department 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 Baccalau- 
reate 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 distribu- 
tion 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 standing of all stu- 
dents is reviewed at the end of each semester. 



Academic Rules and Procedures 



51 



Academic Probation 

K student whose academic record is below 2.0, cither 
cumulative!) or in a given semester; will he placed 
on academic probation tor the subsequenl semester. 
Probationary status is a warning. Notification of 
probationary status is made in writing to the student, 
her family and her academic adviser Instructors ol a 
student on probation ma) he asked to make academic 
reports to the class deans' offices during the period 
of probation. The administrative hoard will review a 
student's record at the end of the following semester to 
determine what action is appropriate. The administra- 
tive 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 spoils. 

Standards for Satisfactory Progress 

A student is not making satisfactory" progress toward 
the degree if she remains on academic probation 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 7 5 percent of all credits attempted in any aca- 
demic year must be completed satisfactorily. Students 
not meeting this criterion may be placed on academic 
probation; if students are receiving financial aid. they 
will be placed on financial aid probation and may 
become ineligible for financial aid if the probationary 
period exceeds one year. Further information is avail- 
able 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 administratively 
withdrawn from the college. 



Separation from the College 

A student whose college work or conduct is deemed 
unsatisfacton is subject to separation from the college 
In action of the administrative hoard, the honor board, 
the college judicial hoard or the dean of the college 
There will he no refund for tuition or room 

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 recommendation. The board con- 
sists of the dean of the college (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 infonnation 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 dedi- 
cated to the advancement of learning and the pursuit 
of truth under conditions of freedom, trust, mutual 
respect and individual integrity. The learning experi- 
ence 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, procedures have been estab- 
lished to achieve formal resolution. These procedures 
are explained in detail in the Smith College Handbook 
(www.smith.edu/sao/handbook). 



">! 



Academic Rules and Procedures 



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 mat- 
ters concerning grades, academic credit and standing. 

However, the regulations of the federal Family Edu- 
cational Rights and Privacy Act of 1974 make clear that 
information from the educational records of students 
who are dependents of their parents for Internal Rev- 
enue Service purposes, may be disclosed to the parents 
without the students prior consent. It is the policy of 
the college to notify both the student and her parents 
in writing of probationary status, dismissal and certain 
academic warnings. Any student who is not a depen- 
dent 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 respect the 
privacy of the student and not to disclose information 
from student educational records without 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 student's class dean by- 
May 1 for a fall semester or academic year absence; by 
December 1 for a second semester absence. No requests 
will be approved after May 1 for the following fall se- 
mester 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 pro- 
gram must file a request for approved off-campus 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 the Class Deans by the 
deadline to request approval of off-campus study. 

A student who expects to attend another college 
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 transfer credit through the class 
deans' office. For final evaluation of credit, an official 
transcript must be sent directly from the other institu- 
tion to the registrar at Smith College. 

A student who wants to be away from the college 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 considered 
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 specified). The student's health 
will be evaluated and a personal interview and docu- 
mentation 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 administrative board, which makes the final deci- 
sion 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 extended pe- 
riod of time (i.e., a week or more) for medical 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 medical 
leave, whether by Health Services or through her class 



Academic Rules and Pr(x:edures 53 

dean, must receive clearance (nun Health Servio 
fore returning to campus. Health Services ma) 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 ot the counseling 
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 he effective!} treated or 
managed while the student is a member of the college 
community. 

Withdrawal and Readmission 

A student who plans to withdraw from the college 
should notify her class dean. When notice of with- 
drawal 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 w ithdrawn student must apply to the registrar for 
readmission. Application for readmission in September 
must be sent to the registrar before March 1; for read- 
mission in January, before November 1. The admin- 
istrative 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 
semester. 

A student who was formerly enrolled as a tradition- 
al 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 appoint- 
ment to speak with the dean of Ada Comstock Scholars 
before applying for readmission. 



}1 



Graduate Study 



Smith College offers men and women gradu- 
ate work leading to the degrees of master of 
arts in teaching, master of fine arts, master 
of education, master of education of the 
deaf and master of science. In addition, 
master of arts and doctoral programs are offered in the 
School for Social Work. In special one-year programs, 
international students may qualify for a certificate of 
graduate studies or a diploma in American studies. 

Each year more than 100 men and women pursue 
such advanced work. Smith College is noted for its su- 
perb facilities, bucolic setting and distinguished faculty 
who are recognized for their scholarship and interest 
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 de- 
partments offering this work present a limited number 
of graduate seminars, advanced experimental work or 
special studies designed for graduate students. Gradu- 
ate students may take advanced undergraduate courses, 
subject to the availability and according to the provi- 
sions stated in the paragraphs describing the require- 
ments for the graduate degrees. Departmental graduate 
advisers help graduate students individually 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 under- 
graduate record of high caliber and acceptance by the 
department concerned. All domestic applicants who 
wish to be considered for financial aid must submit 
all required application materials before January 15 
of the proposed year of entry into the program, and all 
financial aid forms before February 15 (refer to Finan- 
cial Aid, page 58). 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. (For the master 
of fine arts in dance, the only deadline is January 15.) 
All international applications for a master's degree or 
for the Diploma in American Studies Program must be 
received on or before January 15 of the proposed year of 
entry into the program. 

Applicants must submit the following: the formal 
application, the application fee ($60), an official 
transcript of the undergraduate record, letters of recom- 
mendation from instructors at the undergraduate insti- 
tution and scores from the Graduate Record Examina- 
tion (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- 
speaking countries must submit the Graduate Record 
Examination. Candidates must also submit a paper 
written in an advanced undergraduate course, except 
for MFA 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 di- 
verse community in an atmosphere of mutual respect 
and appreciation of differences. 

Residence Requirements 

Students who are registered for a graduate degree 
program at Smith College are considered to be in resi- 
dence. 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 ac- 
ademic 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 col- 
leges or the University of Massachusetts. No more than 



Graduate Programs, College Hall, Smith College, Northampton, MA 01063 
Telephone: (413) 585-3050 E-mail: gradstdy@smith.edu 



Graduate Stud\ 



53 



two courses (eight credits) will be accepted In transfer 
from outside oi the Five Colleges. We strongl) recom- 
mend that work for advanced degrees be continuous; it 

it is interrupted or undertaken on a part-time hash, an 
extended period is permitted, but all work tor a masters 
degree normall) must be completed within a period oi 
tour years. Exceptions to this polic) will he considered 

In petition to the Administrative Board. During this 
period a continuation fee of $55 will k j charged lor 
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 persona] reasons may 
request a leave of absence. The request must be filed 
with the director of graduate programs 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 ad- 
here 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 

For all degree programs, all work to be counted toward 
the degree (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. Cours- 
es for graduate credit may not be taken on a satisfac- 
tory/unsatisfactorv basis. The requirements described 
below are minimal. Any department may set additional 
or special requirements and thereby increase the total 
number of courses involved. 

Master of Science in Biological 
Sciences 

The Department of Biological Sciences maintains 
an active graduate program leading to the master of 



science in biological sciences The program of Study 
emphasizes independent research supported by ad- 
vanced course work. Candidates are expected to dem- 
onstrate a strong background in the life sciences and 
a clear commitment to independent laboratory, field 
and/or theoretical research. The department offers op- 
portunities for original work in a wide vanet\ of fields. 
including animal behavior, biochemistry, cell and 
developmental biology, ecology, environmental science, 
evolutional") biology, genetics, marine biology, micro- 
biology, molecular biology, neurobiology, plant sciences 
and physiology. Students pursuing the M.S. degree are 
required to participate in the Graduate Seminar I BI( I 
507) and are expected to undertake a course' of study, 
designed in conjunction with their adviser, that will 
include appropriate courses both within and outside 
the department 

A thesis is also required of each candidate for this 
degree. It may be limited in scope but must dem- 
onstrate scholarly competence; it is equivalent to a 
two-semester, eight-credit course. Two copies must be 
presented to the committee for deposit in the library. 
The thesis may be completed in absentia only by spe- 
cial permission of the department and of the director of 
graduate programs. 

Master of Science in Exercise and 
Sport Studies 

The graduate program in exercise and sport studies 
focuses on preparing coaches for women's intercol- 
legiate teams. The curriculum blends theory courses 
in exercise and sport studies with hands-on coaching 
experience at the college level. By design, the pro- 
gram 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 academics 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. Individuals who do not have undergraduate 
courses in exercise physiology and kinesiology should 
anticipate work beyond the normal 4<S credits. For more 
information, contact Michelle Finley. Department of 
Exercise and Sport Studies. Smith College. Northamp- 
ton, MA 01063, (413) 585-3971; e-mail: mfinley@ 
smith.edu; WAvw.smith.edu/ess. 



56 



Graduate Study 



Master of Arts in Teaching 

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

The degree of master of arts in teaching 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 teaching field) with 
experience in teaching and the study of American edu- 
cation. Prospective candidates should have a superior 
undergraduate record, including an appropriate con- 
centration — normally, a major — in the subject of the 
teaching field, and should present evidence of personal 
qualifications for effective teaching. Applicants are 
asked to submit scores for the Graduate Record Exami- 
nation. 

Candidates earn the degree in one academic year 
and one six-week summer session. Admission prereq- 
uisites and course requirements vary among cooperat- 
ing departments; more detailed information 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 gradu- 
ate credit may not be taken on a satisfactory/unsatis- 
factory basis. 

Master of Education 

The program leading to the degree of master of educa- 
tion is designed for students who are planning to teach 
in elementary or middle schools and those wishing to 
do advanced study in the field of elementary education. 
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 academic 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 education 
are selected on the basis of academic aptitude and gen- 



eral fitness for teaching. They should supply scores for 
either the Graduate Record Examination or the Miller 
Analogies Test. All applicants should submit a paper or 
other piece of work that is illustrative of their writing. 
Applicants with teaching 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 2007 
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 program 
of specialized training for candidates who demonstrate 
interest and unusual ability in dance. Choreography, 
perfonnance, production, and history 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 
production designs and written supportive materials. 
Interested students may consult the graduate ad- 
viser, Robin Prichard, Department of Dance, Berenson 
Studio, Smith College, Northampton, Massachusetts 
01063; e-mail: q3richar@smith.edu. 

Master of Fine Arts in Playwriting 

This program, offered by the Department of Theatre, 
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, direc- 
tors 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, 



Graduate Study 



57 



a student would haw eight required courses in direct- 
ing, advanced playwriting and dramatic literature 
and a total of eight electives at the 300 level or above, 

with thi' recommendation that halt he in dramatic 
literature. Elective ma\ Ix- chosen from acting, direct- 
ing 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 stu- 
dent who has no grade above this minimum. 

Interested students ma) consult the graduate ad- 
viser, Leonard Berkman, Department of Theatre. Smith 
College. Northampton. MA01063; (413) 585-3206; 
e-mail: IberkmanCs smith.edu. 

Cooperative Ph.D. Program 

A cooperative doctoral program is offered by Amherst, 
Hampshire. Mount llolyoke 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 in- 
terested in this program should write to the dean of the 
graduate school. ( Iniversity of Massachusetts. Amherst, 
Massachusetts 01003, (413) 545-0721. 

Master/Ph.D. of Social Work 

The School for Social Work offers a master of social 
work ( M.SAV. ) degree, which focuses on clinical social 
work and puts a hea\y emphasis on direct field work 
practice. The program stresses the integration of clini- 
cal theory and practice with an understanding of the 
social contexts in which people live. It also emphasizes 
an understanding of the social policies and organiza- 
tional structure which influence our service deliver} 
system. In addition, the school offers a Ph.D. program 
designed to prepare MSWs for leadership positions in 
clinical research education and practice. It also has ex- 
tensive postgraduate offerings through its Continuing 
Education Program. For more information on admis- 
sion or program detail, call the School for Social Work 
Office of Admission at (413) 585-7960 or e-mail at 
sswadmis(« smith.edu. Information can also be found 
at the school's Web site at wwv.smith.edu/ssw. 



Nondegree Studies 

Certificate of Graduate Studies 

l nder special circumstances we ma\ award the Certili 
cate of Graduate Studies to international students who 
have received undergraduate training in an institution 
of recognized standing and who have satisfactorily 
completed a year's program of study under the direc- 
tion of a committee on graduate study. This program 
must include at least 24 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 undergradu- 
ate 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 master)' of spoken and written English. The closing 
date for application is January 1 5. 

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 diplo- 
ma thesis. A cumulative 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 application along 
with an official undergraduate transcript showing their 
degree and date awarded. Applications can be obtained 
from the director of graduate programs. The applica- 
tion deadline is August 1 for the fall semester and De- 
cember I for the spring semester. Tuition must be paid 
in full before a nondegree student is allowed to register 
The permission of each course instructor is necessarj at 
the time of registration, during the first week of classes 



>s 



Graduate Study 



each semester. Nondegree students are admitted and 
registered for only one semester and are not eligible for 
financial aid. Those wishing to take courses in subse- 
quent 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 cooperative gradu- 
ate house with single bedrooms, large kitchen and no 
private bathrooms. Included is a room furnished with a 
bed, chest of drawers, mirror, desk and easy chair. Stu- 
dents 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 www.gazettenet.com/classifieds 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 
pp. 22 and 23 for complete information). 

Finances 

Tuition and Other Fees 

Application fee $60 

Full tuition, for the year $32,320 

16 credits or more per semester 
Part-time tuition 

Fee per credit $1,010 

Summer Intern Teaching Program tuition for 

degree candidates $2,500 

Continuation fee, per semester $55 

Room only for the academic year $5,460 



Health insurance estimate 

(if coverage will begin August 15) $2,054 

(if coverage will begin June 15) $2,301 

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 $100 is required from each student 
upon admittance. This is a one-time deposit that will 
be refunded in October, or approximately six months 
following the student's last date of attendance, after 
deducting any unpaid charges or fees, provided that the 
graduate director has been notified in writing before 
July 1 that a student will withdraw for first semester or 
before 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 scholarships, 
and federal loans. Students interested in applying for 
any type of financial aid should read this section care- 
fully in its entirety; required materials and deadlines 
for application vary with the type of financial assistance 
requested. 

All applicants for financial assistance (fellow- 
ships, scholarships and/or loans) must 1) complete 
their application for admission by January 15 (new 
applicants), 2)complete an application for financial 
assistance by February 15, including all supplementary 
materials (required of both returning students and new 
applicants) indicating the types of financial assistance 
for which they will apply. 



Graduate StucK 



59 



Fellowships 

Teaching Fellowships: Teaching fellowships are avail- 
able in the departments of biological sciences, educa- 
tion and child study, exercise and sport studies and 
dance. For the academic year 2006 -07, the stipend for 
full teaching fellows is $11,150 for a first-year fellow 
and S 11,660 for a second-year fellow. Teaching fellows 
also receive assistance to reduce or eliminate tuition 
expenses. 

Research Fellowships: Research fellowships are 
granted for work in various science departments as 
funds become available; stipends vary m accordance 
with the nature and length of the appointment. 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 com- 
petence in a special field of study. In accepting one of 
these appointments, the student agrees to remain for 
its duration. 

The number of fellowships is limited, and all ap- 
plicants are strongly urged also to apply for tuition 
scholarships and loans, as described below; 

Scholarships 

The college offers a number of tuition scholarships for 
graduate study. Amounts vary according to circum- 
stances and funds available. Applicants for scholarships 
must meet the January 15 deadline for submitting all 
materials for the admission application. In addition, 
the application for financial assistance, with all materi- 
als described on that form, is due by February 1 5 for 
both new applicants and returning students. 

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 tor MAT. candi- 
dates m the field of mathematics. I nder this program. 
prospective students can appr) lor loans to meet tuition 
expenses not covered b) scholarships. For each of the 
graduates first three years ol teaching, the college will 
forgive a portion ol that loan up to a total of 65 percent. 

Applications tor loans received by February 15 will 
be given top priority. The processing of later applica- 
tions will be delayed 

Changes in Course 
Registration 

During the first 10 class days < September in the first 
semester and February in the second semester), a stu- 
dent 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 semester 
(October in the first semester and February in the sec- 
ond semester): 

1) after consultation with the instructor; and 

2) with the approval of the adviser and the director of 
graduate programs. 

Instructions and deadlines for registration in Five 
College courses are distributed by the director of gradu- 
ate 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 the extension is 
needed and a specific date by which the student proposes 



bO Graduate Study 

to complete the work. The instructor of the course should 
also submit a statement in support of the extension. If 
the extension is granted, the work must be completed by 
the date agreed on by the director, instructor and student. 
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. 






(.1 



Courses of Study, 2006-07 



Designation 



Academic 
Division 



Interdepartmental Minor in African Studies 

Major and Minor in the Department of Afro-American Studies 
Interdepartmental Major in \mencan Studies 
Interdepartmental Minor in Ancient Studies 
Majors and Minor in Anthropology 
Interdepartmental Minor in Archaeologj 
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 

Digital Music 
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 



AFS 
AAS 

A.MS 
ANS 
ANT 
ARC 
ART 
ARU 
ARH 
ARG 
ARS 
AST 
APH 
BCH 
BIO 
CHM 

CLS 

CST 

GRK 

LAT 

CLS 

(IT 

CSC 

CDA 

CDM 

CSA 

CSL 

CSF 

EAL 
EAC 

EAS 
ECO 
EDC 
EGR 



li 



I/I I 
I 

,11 



I/II 

II 

II 

III 



Ke\ : Division I The Humanities 

Division II The Social Sciences and Historj 
Division 1 1 1 The Natural Sciences 

•Currently includes Chinese (CHI). Japanese (JPN) and Korean (KOR I 



62 



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 
Minor in Landscape Studies 
Interdepartmental Major and Minor in Latin American 

and Latino/a Studies 

Major: Latino/a Studies 
Interdepartmental Minor in Linguistics 
Interdepartmental Minor in Logic 
Interdepartmental Minor in Marine Science and Policy 
Major and Minor in the Department of Mathematics and Statistics 
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 
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 
Latin American Area Studies 

Minors: Spanish 

Portuguese-Brazilian Studies 
Latin American Area Studies 
Interdepartmental Minor in Statistics 
Major and Minor in the Department of Theatre 





Courses of Study 


ENG 


I 


EVS 


III 


ETH 


I/II/III 


ESS 


III 


FLS 


I/II 


FRN 


I 


FYS 


I/II/III 


GEO 


III 


GER 


I 


GOV 


II 


HST 


II 


HSC 


I/II/III 


IRL 


II 


ITL 


I 


ITS 


I 


JUD 


I/II 


LSS 


I 


LAS 


I/II 


LATS 


I/II 


LNG 


I/II/III 


LOG 


I/III 


MSC 


III 


MTH 


III 


MED 


I/II 


MUS 


I 


NSC 


III 


PHI 


I 


PHY 


III 


PEC 


II 


PSY 


III 


PPL 


II/III 


REL 


I 


RUS 


I 


RUL 


I 


RUC 


I 


soc 


II 


SPP 


I 


SPN 


I 


SPB 


I 


SLS 




SPN 


I 


SPB 


I 


SLS 




STS 


III 


THE 


I 



'Portuguese language courses are designated POR. 



Courses of Studv 



63 



Interdepartmental Minor in Third Work! Development Studies 

Interdepartmental Minor in Urban Studies 

Interdepartmental Major and Minor in Study of Women and Gender 

Extradepartmental Course in Accounting 

Interdepartmental Courses in Philosophy and Psychology 

Other Extradepartmental Courses 

Other Interdepartmental Courses 

Five College Course Offerings b) Five College Faculty 

Five College Film Studies Major 

Five College Certificate in African Studies 

Five College Asian/Pacific/American Certificate Program 

Five College Certificate in Buddhist Studies 

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 Logic 

Five College Certificate in Middle East Studies 

Five College Certificate in Native American Indian Studies 

Five College Self-Instructional Language Program 

Foreign Language Literature Courses in Translation 

Interterm Courses Offered for Credit 

Science Courses for Beginning Students 

American Ethnicities Courses 

Quantitative Courses for Beginning Students 



TWD 


I/II 


1 KS 


l/II 


SWG 


I/II/III 


v:c 


II 


PPV 


I/III 


EDP 




IDP 




FI.S 




AFC 




APA 




BDHC 




MSCC 




CHS 




IRC 




LAC 




LOGC 




MFC 




NAIS 




SIL 





Deciphering Course Listings 

Course Numbering 

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

1 00 level Introductory courses (open to all 
students) 

200 level Intemiediate courses (may have 
prerequisites) 

300 level Advanced courses (have prerequisites) 

4(H) 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. 

-KX) 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, 1 2 credits) 
500 level Graduate courses — for departments 

that offer graduate work, independent 

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. 



64 



Courses of Studv 



A course in which the spring semester is a continu- 
ation 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 permis- 
sible for a student to receive credit for one semester 
only. 

Language courses are numbered to provide consis- 
tency among departments. 

• The introductory elementary course in each lan- 
guage is numbered 100. 

• The intensive course in each language is numbered 
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 intermediate. 

Introductory science courses are numbered to pro- 
vide consistency among departments. 

• The introductory courses that serve as the basis for 
the major are numbered 1 1 1 (and 1 12 if they con- 
tinue 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-let- 
ter 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 semi- 
nars appear as a separate and clearly designated group 
in the department's course listing. The current topic, if 
applicable, 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 con- 
ducted in the manner of a graduate seminar but open 
to undergraduate students. 



Instructors 

The symbols before an instructor's name in the list of 
members of a department indicate the following: 

* 1 absent fall semester 2006-07 

*2 absent fall semester 2007-08 

** 1 absent spring semester 2006-07 

**2 absent spring semester 2007-08 

f 1 absent academic year 2006-07 

t2 absent academic year 2007-08 

§ 1 director of a Junior Year Abroad Program, 
academic year 2006-07 

§2 director of a Junior Year Abroad Program, 
academic year 2007-08 

Visiting faculty and some lecturers are generally 
appointed for a limited term. The phrase "to be an- 
nounced" 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 parentheses 
following the name of an instructor in a course 
listing indicates the instructor's usual affilia- 
tion. 

(E) : An "E" in parentheses at the end of a course 
description designates an experimental course 
approved by the Committee on Academic Pri- 
orities to be offered not more than twice. 

(C) : The history department uses a "C" in parenthe- 
ses after the course number to designate collo- 
quia that are primarily reading and discussion 
courses limited to 20 students. 



Courses ofStudv 



65 



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

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

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

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

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

AP: Advanced Placement. See p. 50. 

S/U: Satisfactory/unsatisfactory. See p. 48. 

Wl Writing intensive. Each first-year student is 
required, during her first or second semester 
at Smith, to complete at least one writing- 
intensive course. See page 8 for a more 
complete explanation. 

[ ] 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 



(normall) four credits) in each of the seven 
major fields of knowledge; see page 7. < 11 a 
course is fewer than four credits bul designated 
for Latin Honors, this will be indicated. This 
applies to those students who begin at Smith 
m 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 
hyashLsh.e.g.,{L/H/F}: ' 



L 


Literature: 


H 


Historical studies 


S 


Social science 


N 


Natural science 


M 


Mathematics and analytic philosophy 


A 


The arts 


F 


A foreign language 



The course listings on pp. 67-412 are maintained by the Office of the Provost/Dean of the Faculty. 
For current information on courses offered at Smith, visit vvww.smith.edu/catalogue. 



66 




67 



African Studies 



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



Advisers and Members of the African Studies 

Committee: 

Elliot Fratkin. Professor of Anthropology, Co-Director 

Elizabeth Hopkins. Professor of Anthropi ill 

T - Albert Mosley Professor of Philosophy 
Katwiwa Mule, Assistant Professor of Comparative 
literature, Co-Director 



Catharine Newbury, Professor of Government 
I )a\ id Newbury. Professor of African Studies and 
of History 

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



300 Capstone Colloquium in African Studies 

This colloquium represents an interdisciplinary cap- 
stone experience for students concentrating in African 
studies. Six broad Africa-based themes will be treated: 
( 1 ) Issues in African Historiography, (2) Health and 
Society. (3) Knvironment and Development. (4) Youth 
and Popular Culture. ( 5 > Power and Representation 
and (6) .Arts and Literature. Each section is developed 
and led by tenure system faculty in the Five College 
African Studies Council, with coordination and conti- 
nuity provided by the course instructor. Prerequisites: 
junior or senior standing and permission of the in- 
structor. The colloquium is designed for students with 
substantial coursework in African studies and/or those 
with study-abroad experience in Africa. Enrollment 
limited to 20. (E) 4 credits 
Elliot Fratkin (Anibropofogy) 
Offered Spring 2007 at Smith College 

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 student interdisciplinarv 
training within key fields of knowledge: literature and 
the arts, social science and historical studies. 



Requirements: Six semester courses on Africa are re- 
quired. 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 intennediate-level compe- 
tence in an African language may petition for this to 
count as one of the required courses in the field of arts, 
literature and humanities. 

Students with required language component may ap- 
ply for the Five College .African Studies Certificate (see 
page 39^ 

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



African Studies 



Courses: 

AFS 300 Capstone Colloquium in African Studies 

Arts, Literature and Humanities 

ARH 130 Introduction to Art History: Africa, Oceania 

and Indigenous Americas 
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 278 Gender and Madness in African and 

Caribbean Prose 
CLT 305 Studies in the Novel: The Modern African 

Novel: Texts and Issues 
CLT 3 1 5 The Feminist Novel in Africa 
DAN 377 Interpretation and Analysis of African 

Dance 
ECO 2 14 The EU, the Mediterranean and the Middle 

East: Hellenism or Bonapartism? 
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 

Historical Studies 

AAS 2 18 History 7 of Southern Africa 

AAS 2 58 History of Modem Africa 

AAS 287 History' of Africa to 1900 

AAS 370 Seminar: Modem Southern Africa 

HST 256 Introduction to West African History 

HST 257 East Africa in the 19th and 20th Centuries 

HST 258 History of Central Africa 

HST 298 Decolonization of Africa 

HST 299 Ecology and History 7 in Africa 

FYS 126 Biography in African History 

Social Sciences 

ANT 230 Africa: Population, Health and 

Environment Issues 
ANT 348 Seminar: Health in Africa 
GOV 227 Contemporary African Politics 
GOV 232 Women and Politics in Africa 
GOV 233 Problems in Political Development 
GOV 254 Politics of the Global Environment 
GOV 32 1 Seminar: The Rwanda Genocide in 

Comparative Perspective 
GOV 347 Seminar: North Africa in the International 

System 






Afro-American Studies 



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



Professors 

PaulaJ.Giddings,BA 
- Andrea Hairston, MA (Theatre and Afro-American 

Studies) 
" ! Louis E. Wilson, Ph.D. 

Associate Professor 

Kevin E. Quashie, Ph.D.. Chair 



Adjunct Associate Professor 
Carolyn Jacobs, Ph.D. 

Assistant Professor 
Daphne Lamothe, Ph.D. 

Mellon Post-Doctoral Fellow 

Carlotta Arthur 



111 Introduction to Black Culture 

An introduction to some of the major perspective, 
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 
infonn what it means to read, write about, view and 
listen to Black culture. {S} 4 credits 
Ker in Quashie 
Offered Fall 2006 

112 Methods of Inquiry 

This course introduces students to the many methods of 
inquiry used for research in interdisciplinary fields such 
as Afro-American studies. Guided by a general research 
topic or theme, students will be exposed to different 
methods for asking questions and gathering evidence. 
{S} 4 credits 
Adrianne Andrews 
Offered Spring 2007 

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

An introduction to the themes, issues and questions 
that shaped the literature of African Americans during 
its period of origin. Texts will include poetry, prose and 
works of fiction. Writers include Harriet Jacobs, Frances 
Harper and Charles Chesnutt, Frederick Douglass. Phil- 
lisW'heatlev.fL} 4 credits 
Daphne Lamothe 
Offered Fall 2006 



117 History of Afro-American People to 1960 

An examination of the broad contours of the history of 
the Afro-American in the United States from ca. 1600 
to I960. Particular emphasis will be given to: how 
Africans influenced virtually even' aspect of U.S. society; 
slavery and constitutional changes after 1865; the phi- 
losophies of W.E.B. DuBois, Booker T. Washington and 
Marcus Garvey, and the rise and fall of racial segrega- 
tion in the U.S. {H} 4 credits 
To be announced 
Offered Spring 200" 7 

202 Topics in Black Studies 

Topic: Death and Dying in Black Culture. Using a 
cultural studies perspective, this course will look at the 
distinction between and representational meanings 
of death and dying in Black culture. The course will 
explore how representations of death and dying mani- 
fest in various historical periods (including but not 
limited to enslavement and emancipation: the Harlem 
Renaissance and Northern migration; urban realism 
and the 1940s; the 1960s; and the 1980-90s). It will 
also consider how gender, nationalism, sexuality, class 
and religion impact the discourse of death and dying. 
{L/H} 4 credits 
Kern 1 Quashie 
Offered Spring 200" 



70 



Afro-American Studies 



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

This interdisciplinary course will explore the histori- 
cal 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 the exami- 
nation of how Black women shaped, and were shaped 
by the intersectionality of race, gender and sexuality in 
American culture. Not open to first-year students. (E) 
{H} 4 credits 
Paula Giddings 
Offered Fall 2006 

222 Introduction to African American Music: Gospel, 
Blues and Jazz 

The course introduces the student to the various music 
fomis and their histories within the African American 
community from the early 19th-century to the present. 
Specifically, the course will focus on spirituals, folk, 
blues, gospel and jazz. Enrollment limited to 40. (E) 
{A} 4 credits 
Not offered during 2006-07 

237/ENG 236 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 1 13, Survey of Afro- 
American Literature 1746 to 1900. Writers include 
Langston Hughes, Richard Wright, James Baldwin, 
Toni Morrison and Paule Marshall. {L} 4 credits 
Daphne Lamothe 
Not offered during 2006-07 

245/ENG 282 The Harlem Renaissance 

A study of one of the first cohesive cultural movement 
in African-American history. This class will focus on 
developments in politics and civil rights (NAACP, Urban 
League, UNIA), creative arts (poetry, prose, painting, 
sculpture) and urban sociology (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. {8} 4 credits 
Daphne Lamothe 
Offered Spring 2007 



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

An interdisciplinary study of Afro-American history 
beginning with the Brown decision in 1954. Particular 
attention 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-Americans 
in the Vietnam War. Recommended background: survey 
course in Afro-American history, American history, or 
Afro-American literature. Not open to first-year stu- 
dents. Prerequisite: 117 and/or 270, or permission of 
the instructor. Enrollment limited to 40. {H} 4 credits 
Louis Wilson 
Offered Fall 2006 

348/ENG 334 Black Women Writers 

How does gender matter in a Black context? That is the 
question we will ask and attempt to answer through 
an examination of works by such authors as Phillis 
Wheatley, Pauline Hopkins, Nella Larsen, Zora Hurston, 
Toni Morrison, Alice Walker, Gayl Jones and Audre 
Lorde. Prerequisite: one college-level literature course 
or permission of the instructor. {L} 4 credits 
Daphne Lamothe 
Offered Fall 2006 

366 Seminar: Contemporary Topics in Afro-American 
Studies 

Classic Black Texts (Capstone Course) 
This seminar will study closely a dozen or so classic 
texts of the Black canon. The intent here will be to 
look at each text in its specific historical context, in its 
entirety, and in relation to various trajectories of Black 
history and intellectual formation. Though this course 
will necessarily revisit some works that a student might 
have encountered previously, it will consider these 
works in a more complete context than is possible in 
survey courses. Authors might include W.E.B. DuBois, 
Jean Toomer, Zora Neale Hurston, Ralph Ellison, Mice 
Walker, Toni Morrison, Rita Dove, Patricia Hill Collins, 
bell hooks, Lorraine Hansberry, Malcolm X, Marlon 
Riggs and Audre Lorde. This seminar serves as the cap- 
stone course required for all majors including honors 
thesis students. {L} 4 credits 
Kevin Quashie 
Offered Fall 2006 



Afro-American Studies 



71 



Literatures of the African Diaspora 

Migration andthe Performance of Memory Thiscourse 

identifies migration as a central narrative of African 
Diasporic literature. We will explore fictional repre 
sentations of migration experiences that prove central 
to the construction of African -American subjectivities, 

looking in particular at the slave trade and Middle 
Passage, reverse migrations, immigration and experi- 
ences of exile. We will explore 20th-centurj narratives 

that foreground issues such as modernity, displace- 
ment, colonialism and post-colonialism, constructions 
of home and diasporic consciousness. In particular 
we will focus on how the "performance of memor\ 
allows the displaced subject to imagine and construct 
national and/or diasporic identities. We will also ex- 
plore some theoretical readings that focus on notions 
of Diaspora, the Black Atlantic, colonialism and post- 
colonialism. Narratives of African Diasporic migration 
share an awareness of the redemptive force memory 
and the trauma, challenges and possibilities posed by 
experiences of dislocation. This seminar serves as the 
capstone course for majors. {L} 4 credits 
Daphne Dunothe 
Offered Spring 2007 

Stress and Coping of Black Women in the United 
States 

This interdisciplinary course will examine the stress 
and coping of Black women in the United States. We 
will review definitions of stress and briefly examine 
research on the psychosocial and physiological path- 
ways through which it acts. We will explore the vari- 
ous forms and sources of stress experienced by Black 
women of the African Diaspora in the US, the multitude 
of coping strategies employed by these women, and 
their resilience in the face of such stress. Emphasis will 
be placed on the ways in which psychological factors 
interact with the social, cultural, economic and envi- 
ronmental contexts of stress and coping. This course 
will examine multidisciplinary literature (e.g., psy- 
chology, Afro-American tudies, sociology, women and 
gender studies) as well as current knowledge gaps in 
this area. Prerequisite: AAS 1 1 1, PSY 1 1 1, or permission 
of the instructor. {8/N} 4 credits 
Carlotta Arthur 
Offered Fall 2006 

370 Seminar: Modern Southern Africa 
In 1994 South Africa underwent a "peaceful revolu- 
tion" with the election of Nelson Mandela. This course 



studies the historical events that led to this dramatic 
development InSouth fcfricafrom I948to2000 {H/S} 
\ credits 
Louis it Uson 
Offered Fall 2006 

400 Special Studies 

By permission of the department, for junior and senii >r 

majors. 1-4 credits 

Offered both semesters each year 

Additional Courses Related 
to Afro-American Studies 

As an interdisciplinary department, we encourage 
students to explore course opportunities in other de- 
partments and in the Five Colleges. Some examples 
are listed below. Students should check departmental 
entries to find out the year and semester particular 
courses are being offered. 

AMS 102 Race Matters 

ANT 232 Third World Politics: Anthropological 

Perspectives 
CLT 305 Studies in the Novel: The Making of 

the African Novel 
DAN 142 Comparative Caribbean Dance I 
DAN 375 The Anthropology of Dance 
ECO 230 Urban Economics 
ENG 120 Growing Up Caribbean* 
ENG 289 Trauma, Mourning and Memory in 

Black Literature* 
GOV 311 Seminar in Urban Politics 
HST 266 The Age of the American Civil War 
HST 267 The United States Since 1890 
HST 273 Contemporary America 
HST 275 Intellectual History of the United States 
MUS 206 Improvising History: The Development 

ofjazz* 
PHI 210 Issues in Recent and Contemporary 

Philosophy 
PHI 254 African Philosophy 
PSY 247 Psychology of the Black Experience* 
SOC 213 Ethnic Minorities in America 
SOC 218 Urban Politics* 
THE 214 Black Theatre* 
THE 215 Minstrel Shows* 
*These courses are cross-listed with Afro-American 
studies 



72 



Afro-American Studies 



The Major 



Requirements for the Major 

Eleven four-credit courses as follows: 

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

2. General concentration: four 100- and 200-level 
courses at least one of which must have a primary 
focus on the African Diaspora. Courses at the 300- 
level may also be used when appropriate. 

3. Advanced concentration: three courses organized 
thematically or by discipline. Of the three courses, at 
least one must be at the 300-level; and at least one 
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 same as those for the major, with the 
addition of a thesis. The thesis is normally pursued in 
the first semester of or throughout the senior year; it 
substitutes for one or two of the courses listed in the 
major requirements above. The thesis includes a public 
presentation and an oral examination. 



The Minor 

Requirements for the Minor 

Six four-credit courses as follows: 

1. Two of the three required courses: 1 1 1, 1 12, 1 17. 

2. Four elective courses, at least one of which must 
be a seminar or a 300-level class; and at least one 
of which must have a primary focus on the African 
Diaspora. 

Adviser for Study Abroad: Louis Wilson 



Honors 

Director: Kevin Quashie 

430d Thesis 

8 credits 

Full-year course; Offered each year 



431 Thesis 

8 credits 
Offered each Fall 



American Ethnicities 



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



_ ^ 



The following courses haw been revised or added to the 
curriculum as a result of the American Ethnicities (Diver- 
sity) Seminar held in the summers of 2003 and 2004. 
They represent a sampling of courses in the curriculum 
that focus on ethnic diversity in the I nited States. 

AAS 245 ENG 282 The Harlem Renaissance 
A study of one of the first cohesive cultural movements 
in African-American history. This class will focus on de- 
velopments in politics, and civil rights ( \AACP, Crban 
League. I MM. creative arts (poetry, prose, painting, 
sculpture) and urban sociology (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 4). {8} 4 credits 
Daphne Lamotbe 
Offered Spring 200^ 

ANT 240 Anthropology of Museums 

This course critically analyzes how museums operate 
as social agents in both reflecting and informing public 
culture. Who is represented in museum exhibits? What 
messages are conveyed and for whom? The relationship 
between the development of anthropology as a disci- 
pline and the collection of material culture from indig- 
enous populations in an effort to document "vanishing 
races" will be discussed and contemporary practices of 
self-representation analyzed. Topics include the art/ar- 
tifact debate, corporate sponsorship, the construction of 
identity, indigenous curation methods, legislative acts 
such as repatriation and contested ideas about authen- 
tic^ and authority. (Tl ) {S/H} 4 credits 
Nancy Marie Mithfo 
Offered Fall 2007 

ARH 101 Approaches to Visual Representation (C) 
Topic: Advertising mid l isual Culture. B\ analyzing 
advertisements — from ancient Pompeian shop signs 
and graffiti to contemporary multi-media appropria- 
tions — this course will seek to understand how images 



function in a wide array of cultures. In developing a 
historical sense of visual literacy we'll also explore the 
shifting 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 
Not offered during 2006-07 

ARH 289/LAS202 Talking Back to Icons: Latino/a 
Artistic Expression 

This class focuses upon Latino/a artistic cultures and 
the role of icons in representation. We examine visual 
images, poster and comic book art, music, poetrv. short 
stories, theatre, performance art and film, asking: What 
is a cultural icon? Our perspective stretches across time, 
addressing the conquest of the Americas, the Treatv of 
Guadalupe Hidalgo, the annexation of Puerto Rico, the 
Chicano/a movement and contemporary transmigra- 
tion of peoples from the Caribbean. Among the icons 
we discuss: Che Guevara, the Virgin of Guadalupe and 
Selena. Prerequisite: one course in Latino/a or Latin 
.American art. or permission of the instructors. Reading 
knowledge of Spanish recommended. Enrollment lim- 
ited to 35. {A/L} 4 credits 
Dana Leibsohn and Nancy Stern bach 
Not offered during 2006^07 

EDC 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 envi- 
ronment. Our essential question asks how 7 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? Us- 
ing relevant social theon to guide our analvses. we'll 
investigate school reform efforts at the macro-level by 
looking at policy-driven initiatives such as high stakes 
testing, vouchers and privatization and at the local 



74 



American Ethnicities 



level by exploring the work of teachers, parents, youth 
workers and reformers. Fieldwork opportunities will be 
available for students. Enrollment limited to 35. 
{S} 4 credits 
Sam Intrator 
Offered Fall 2006 

ENG 239 American Journeys 

A study of American narratives, from a variety of ethnic 
traditions and historical eras, that explore the forms 
of movement — immigration, migration, boundary 
crossing — so characteristic of American life. Emphasis 
on each author's treatment of the complex encounter 
between new or marginalized Americans and an es- 
tablished culture, and on definitions or interrogations 
of what it might mean to be or become "American." 
Works by Willa Cather, Anzia Yezierska, Ralph Ellison, 
Frank Chin, Richard Rodrigues, Leslie Marmon Silko, 
Joy Kogawa, Junot Diaz, Tony Kushner and the film- 
makers John Sayles and Chris Eyre. {L} 4 credits 
Richard Millington 
Offered Spring 2007 

MUS 205 Topics in Popular Music 

Topic: Ethnicity, Race and Popular Song in the Unit- 
ed States from Stephen Foster to Elvis Presley. 
From the early 19th century Irish melodies of Thomas 
Moore to contemporary hip hop, popular vocal music 
in the United States has been tied to processes of ethnic 
and racial formation. This course will examine how 
some ethnic and racial minorities in America (African, 
Jewish, Chinese, Latino) were portrayed through the 
medium of commercially published popular song in 
the period c. 1850-1950. Questions of historical and 
cultural context will be considered but the emphasis 
will be on the relationship (or nonrelationship) be- 
tween music and text. Readings in history, sociology, 
and cultural studies as well as music history. Listening, 
viewing videos and consultation of online resources. A 
reading knowledge of music is not required. {A/H} 
4 credits 
Richard Sherr 
Offered Spring 2007 

PHI 246 Race Matters: Philosophy, Science and Politics 

This course will examine the origins, evolution, and 
contemporary status of racial thinking. It will explore 
how religion and science have both supported and 
rejected notions of racial superiority; and how preexist- 
ing European races became generically white in Africa, 



Asia and the Americas. The course will also examine 
current debates concerning the reality of racial differ- 
ences, the role of racial classifications, and the value of 
racial diversity 7 . {H/S} 4 credits 
Albert Mosley 
Offered Spring 2007 

PSY 313 Seminar in Psycholinguistics 

Topic: La?iguage Diversity and Child Language As- 
sessment. 

The seminar will focus on assessment of language 
development, considering issues of dialect and cultural 
differences, and the nature of language disorders in 
3- to 7-year-old children. The background research, de- 
sign and data from the first testing of a new diagnostic 
test for children who speak African American English, 
and from a new test for bilingual Spanish speakers, will 
be central topics of the seminar. Prerequisites: One of: 
PSY/PHI 213, PHI 236, PSY 233, EDC 235 or permis- 
sion of instructor. {N} 4 credits 
Jill de Villiers 
Offered Fall 2006 

REL 266 Colloquium: Buddhist Studies 

Topic: Buddhism in America. This course will sur- 
vey various forms of Buddhism in America and their 
history, from the middle of the 19th century to the 
present. Topics will include Japanese American Bud- 
dhist pioneers, Buddhist and Western thought, World 
Parliament of Religions (1893), Buddhist churches of 
America (Jodo Shinshu), Zen and the Beats, Soka Gak- 
kai, Chinese Buddhism in America, the insight medita- 
tion movement, Buddhism of the new immigrants, and 
"Tibetan" Buddhism. Enrollment limited to 20. 
{H} 4 credits 
Peter Gregory 
Not offered during 2006-07 

S0C 213 Ethnic Minorities in America 

The sociology of a multiracial and ethnically diverse 
society. Comparative examinations of several American 
groups and subcultures. {S} 4 credits 
Ginetta Candelario 
Offered Spring 2007 

S0G 314 Seminar in Latina/o Identity 

Topic: Latina/o Racial Identities in the United States. 
This seminar will explore theories of race and ethnic- 
ity as well as the manner in which those theories 
have been confronted, challenged and assimulated by 



American Ethnicities 75 

Latina/os in the United States. Special attention will be 
paid to the relationship of Latina/os to the white/black 
dichotomy. A particular concern throughout the cour>e 
will be the theoretical and empirical relationship 
between Latina/o racial, national, ckiss, gender and 
sexual identities. Students will be expected to engage in 
extensive and intensive critical reading and discussion 
of course texts. 4 credits 
Ginetta Candelario 
Offered Spring 2007 

SWG 260 The Cultural Work of Memoir 
This course will explore how queer subjectivity inter- 
sects with gender, ethnicity, race and class. How do 
individuals from groups marked as socially subordinate 
or non-normative use life-writing to claim a right to 
write? The course uses life-writing narratives, published 
in the United States over roughly the past 30 years, to 
explore the relationships between politicized identities, 
communities and social movements. Students also 
practice writing autobiographically. Prerequisites: WST 
150 and a literature course. {L/H} 4 credits 
Susan Van Dyne 
Offered Spring 2007 

THE 141 Acting I 

Introduction to physical, vocal and interpretative as- 
pects of perfonnance, with emphasis on creativity, con- 
centration and depth of expression. Enrollment limited 
to K {A} 4 credits 
Sec. 1 .Don Jordan, Fall 2006 
Sec. 1: Hillary Bucs, Fall 2006 
Sec. I. Ellen Kaplan, Spring 2007 
Sec. 2: Paul Zimet, Spring 2007 
Offered Fall 2006, Spring 2007 

THE 213 American Theatre and Drama 

A survey of theatre history and practices, as well as 
dramatic literature, theories and criticism, and their 
relationship to the cultural, social and political envi- 
ronment of the United States from the beginning of 
colonial to contemporary theatre. Lectures, discussions 
and presentations will be complemented by video 
screenings of recent productions of some of the plays 
under discussion. {L/H/A} 4 credits 
Kiki Gounaridou 
Offered Spring 2007 



76 



American Studies 



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



Daniel Horowitz, Ph.D., Professor of American Studies 

and of History 
Helen Lefkowitz Horowitz, Ph.D., Professor of 

American Studies and of History 
Richard Millington, Ph.D., Professor of English 

Language and Literature, Director 
Floyd Cheung, Ph.D., Assistant Professor of English 

Language and Literature 
Kevin Rozario, Ph.D., Assistant Professor of American 

Studies 
Steve Waksman, Ph.D., Assistant Professor of Music 
Michael Thurston, Associate Professor of English 

Language and Literature 
James Hicks, Ph.D., Lecturer 
Donald L. Robinson, Ph.D., Lecturer 
Sherry Marker, M.A., Lecturer 
George Colt, .M.A., Lecturer 
Richard T. Chu, Lecturer 
Laura Katzman, Ph.D., Lecturer 
Kern 7 Buckley, Lecturer 
Karen Cardoza, Lecturer 

American Studies Committee 

** 2 Rosetta Marantz Cohen, Ed.D., Professor of 

Education and Child Study 
John Davis, Ph.D., Professor of Art 
Daniel Horowitz, Ph.D., Professor of American Studies 

and of History 
Helen Lefkowitz Horowitz, Ph.D., Professor of 

American Studies and of History 
Richard Millington, Ph.D., Professor of English 

Language and Literature 



Donald Leonard Robinson, Ph.D., Professor of 

Government 
Christine Shelton, M.S., Professor of Exercise and Sport 

Studies 
Susan R. Van Dyne, Ph.D., Professor of the Study of 

Women and Gender 
**' Louis Wilson, Ph.D., Professor of Afro-American 

Studies 
Alice Hearst, J.D., Associate Professor of Government 
n Marc Steinberg, Ph.D., Associate Professor of 

Sociology 
Michael Thurston, Ph.D., Associate Professor of English 

Language and Literature 
Nina Antonetti, Assistant Professor of Landscape Studies 
' ' Justin D. Cammy, Assistant Professor of Jewish 

Studies 
Floyd Cheung, Ph.D., Assistant Professor of English 

Language and Literature 
+1 Jennifer Guglielmo, Ph.D., Assistant Professor of 

History 
Alexandra Keller, Ph.D., Assistant Professor of Film 

Studies 
Nancy Marie Mithlo, Ph.D., Assistant Professor of 

Anthropology 
Kevin Rozario, Ph.D., Assistant Professor of American 

Studies 
Steve Waksman, Ph.D., Assistant Professor of Music 
M Frazer Ward, Ph.D., Assistant Professor of Art 
Sherrill Redmon, Director of the Sophia Smith 

Collection 



102 Globalization and the Culture of the United States 

Recent events remind us of how enmeshed the United 
States is in a wider world. The Iraq War, 9/11, the 
debate over immigration, protests about the condi- 
tions under which workers produce goods for the U.S. 
market, the internationalization of capital markets 
all bring home to us on a daily basis the relationship 
between our lives in the United States and what goes 



on around the world. Moreover, the nation's involve- 
ment in global affairs makes urgent a number of is- 
sues. What does it mean when labor, capital, ideas and 
people cross national borders? How does the nation's 
relationship to globalization shape and reshape indi- 
vidual and group identity — all the while transforming 
both the role of the nation state and the nature of citi- 
zenship; to what extent does the nation's global reach 



American Studies 



" 



underscore the imperial ambitions? How do different 
groups in l .S. society absorb and respond to globaliza- 
tion? Graded S/U only (E) 1 credit 
Daniel llorointz. Director 
Kevin Rozario, Alexandra Keller. Daphne Lamothe, 
Mere Waksman. Michael Thurston 
Offered Fall 2006 

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 Nth- and 20th-century American 
women writers. All wrestled with specific issues that 
confronted them as women: each wrote about impor- 
tant issues m American society. Enrollment limited 
to 15. Priority given to first-year students. {L/H} Wl 4 
credits 

Sherry Marker 
Offered Spring 2007, Spring 2008 

201 Introduction to the Study of American Society and 
Culture 

An introduction to the methods and concerns of Ameri- 
can studies through the examination of a critical pe- 
riod of cultural transformation: the 1890s. We will draw 
on literature, painting, architecture, landscape design, 
social and cultural criticism, and popular culture to 
explore such topics as responses to economic change, 
ideas of nature and culture, America's relation to Eu- 
rope, 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 senior majors. {L/H} 4 credits 
Helen LefkowUz Horowitz, Kevin Rozario, Steve 
Waksman. Michael Thurston. Spring 2007 
To be announced, Spring 2008 
Offered Spring 2007, Spring 2008 

202 Methods in American Studies 

A multidisciplinary exploration of different research 
methods and theoretical perspectives (Marxist, feminist, 
myth-symbol, cultural studies) in American studies. 
Prerequisite: AMS 201 or pennission of the instructor. 
Enrollment limited to American studies majors. {H/S} 
4 credits 

Kevin Rozario. Fall 2006 
Daniel Horowitz. Spring 2007 
Offered both semesters each year 



220 Colloquium 

Enrollment limited to 20. Admission In permission of 

the instructor. A credits 

Papular Culture 

An analytical history of American popular culture since 
L865. We start from the premise that popular culture, 
tar from being merely a frivolous or debased alterna- 
tive 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 Hollywood movies, the pornography 
industry to spectator 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} 
Kei in Rozario 
Offered Fall 2006 

Asian Americans in Film and Video 
This course introduces students to films made by and 
about Asian Americans. Using a chronological and the- 
matic approach, various genres — including narrative 
dramas, documentaries and experimental 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 7 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 Mian-American films. These theo- 
ries include contemporary theories of race and ethnic- 
ity, current debates about identity and representation, 
and film theory. {L/H} 
Karen Cardoza 
Offered Fall 2006 

221 Colloquium 

Enrollment limited to 20. Admission by permission of 
the instructor. 4 credits 

New England Material Culture. 1860-1940 
Students will acquire a vocabularj and syntax for 

reading and interpreting the texts of material culture 
objects. The\ will stud) architecture, artifacts, clothing 
and textiles, furniture, photographs and paintings. 



-\s 



American Studies 



Students will also research photographs, letters and 
diaries of contemporaries to interpret articles of cloth- 
ing and accessories in terms of the shifts in social and 
economic roles during this period. They will identify, 
research and interpret material culture objects in light 
of their historical documentation and the conventions 
of current practice. The course will use the holdings of 
Historic Northampton Museum and Education Center, 
a collection of 50,000 objects and three historic build- 
ings. Enrollment limited to 20. Admission by permis- 
sion of the instructor. 4 credits 
Kerry Buckley 
Offered Spring 2007 

Pacific Empires of the 19th and 20th Centuries: The 
Race to World Dominance 
How does a study of "empire" help us understand the 
history of migration? This 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 movement 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 impacted 
by their general projects. Themes to be discussed 
include imperialism, racism, gender, colonialism, neo- 
colonialism, globalization and migration. {H} 
Richard T. Chu 
Offered Spring 2007 

230 Colloquium: The Asian American Experience 

Through the course of the semester, students will con- 
sider the many histories, experiences and cultures that 
shape and define the ever-changing, ever-evolving field 
of Asian American studies, an interdisciplinary 7 space 
marked by multiple communities, approaches, voices, 
issues and themes. The course will cover the first wave 
of Asian immigration in the 19th century; the rise of 
anti-Asian movements, the experiences of Asian Ameri- 
cans during World War II, the emergence of the Asian 
American movement in the 1960s and the new wave of 
post- 1965 Asian immigration. Topics will include but 
are not limited to racial formation, immigration, citi- 
zenship, transnationalism, gender and class. {L} 
4 credits 

Floyd Cheung, Spring 2007 
Offered Spring 2007, Spring 2008 



302 Seminar: The Material Culture of New England, 
1630-1860 

Using the collections of Historic Deerfield, Inc., and 
the environment of Deerfield, Massachusetts, students 
explore the relationship of a wide variety 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 
Nan Wolverton, Spring 2007 
Offered Spring 2007, Spring 2008 

340 Symposium in American Studies 

Limited to senior majors. Contact the American studies 
office for details. 

The United States as a Consumer Society 
Among the issues we will consider are: In what ways is 
shopping a social, moral or political experience? What 
does it mean to look at travel sites that offer a view of 
history 7 (Historic Deerfield and Yankee Candle Com- 
pany; for example) as part of a consumer's experience? 
What is the relationship between consumer culture and 
public life or political participation (such as protests 
against the World Trade Organization or boycotts 
against goods produced under oppressive conditions?) 
How does the experience of shopping van 7 with one's 
race, class, gender or sexuality? {H/S} 4 credits 
Daniel Horowitz 
Offered Fall 2006 

Creating Independence 

While the so-called "culture industry" has a powerful 
influence upon the sights and sounds of U.S. popular 
culture, a considerable amount of cultural production 
exists outside of that industry's dominant channels. 
This course will examine some of the varieties of "in- 
dependent" culture created in the United States since 
the end of World War II, with a particular focus upon 
the media of film and music. In film, we will explore 
the historical tension between independent film as a 
mode of experimental practice clearly at odds with the 
mainstream Hollywood industry, and independent film 
as an adjunct of that industry with expanding com- 
mercial prominence in its own right. In music we will 
explore similar tensions, concentrating on the role of 
independent record labels and artist-based efforts to 
distribute their own work in the genres of jazz, folk, 
rock and rhythm and blues. Among the larger ques- 
tions we will pursue are: What are the dominant goals 



American Studies 



79 



of independent cultural production? How is "indepen- 
dence" defined in different creative settings? What is 
the connection between the economic dimensions oi 

cultural "independence" and the aesthetic dimensions? 
{H/A} 4 credits 
Sieve Waksman 
Offered Fall 2006 

341 Symposium in American Studies 

Limited to senior majors, contact the American studies 
office for details. 

Why Did/Do . \mericans Feel That Way' 
This course will focus on how Americans haw under- 
stood and understand their emotions and illnesses, es- 
pecially those that somehow link mind and body. How 
have they seen, how do they see at present the mind/ 
body problem and the nature of mental illness? We will 
work together to understand the ways that, guided by 
physicians, Americans have looked at the problem from 
the late 19th century until the present. We will consider 
the role that gender has played Each student will de- 
velop an independent project dealing with some aspect 
of the question, past or present. Among the texts that we 
will consider are George Beard '$ American Nervous- 
ness ( 1880) and Peter Kramer, listening to Prozac 
(1933). W 4 credits 
Helen Lefkowitz Horowitz, Spring 2007 
Offered Spring 2007, Spring 2008 

351/ ENG 384 Seminar: Writing About American Society 

An examination of contemporary .American issues 
through the works of such literary journalists as Ja- 
maica 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 expressing herself artfully in 
this form. May be repeated with a different instructor 
and with the permission of the director of the program. 
Enrollment limited to 15. Admission by permission of 
the instructor. {L/S} 4 credits 
George Colt, Spring 2007 
To be announced, Spring 2008 
Offered Spring 200". Spring 2008 

400 Special Studies 

Admission by permission of the instructor and the di- 
rector. 1 to 4 credits 
Offered both semesters each year 



408d Special Studies 

Admission In permission of the instructor and the 

director. 8 credits 

Full-year course; Offered each year 

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 development 
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 Smith- 
sonian, a tutorial on research methods and a research 
project under the supervision 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 his- 
tory of Western Union, Charles W'illson Peale'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 semester. 
It is not limited to American studies majors. Students 
majoring in art, history; sociology, anthropology, reli- 
gion and economics are especially encouraged to apply. 
Those in project-related disciplines (e.g., art history) 
may consult their advisers about the possibility of earn- 
ing credit toward the major for work done on the in- 
ternship. 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 member. 
Given in Washington, D.C. {H/S} 4 credits 
Donald Robinson. Director. Fall 2006 
lb be announced, Director Fall 2007 
Offered Fall 2006, Fall 2007 

411 Seminar: American Culture: Conventions and 
Contexts 

Exhibiting Culture: \n Introduction to Museum Stud- 
ies in America This seminar examines the history. 



American Studies 



functions and meanings of museums in society, focus- 
ing primarily on the art museum in the United States. 
Drawing on the ever-growing literature on museology, 
we will look critically at the ways that museums — 
through their policies, programs, architecture and 
exhibitions — can define regional or national values, 
shape cultural attitudes and identities, and influence 
public opinion about both current and historical 
events. As the course is concerned with both theory and 
practice, and the intersection of the two, we will make 
use of the rich resources of the Smithsonian as well as 
other museums in Washington, D.C. Class discussion 
will be balanced with behind-the-scenes visits/field 
trips to museums, where we will speak with dedicated 
professionals who are engaged in innovative and often 
challenging work in the nations capital. (Open only 
to members of the Smithsonian Internship Program. 
Given in Washington, D.C). {H} 4 credits 
Laura Katzman 
Offered Fall 2006, Fall 2007 

412 Research Project at the Smithsonian Institution 
Tutorial supervision by Smithsonian staff members. 
Given in Washington, D.C. {H/8} 8 credits 
Donald Robinson, Director, Fall 2006 
To be announced, Director, Fall 2007 
Offered Fall 2006, Fall 2007 

Requirements for the 
American Studies Major 

Advisers: Nina Antonetti, Justin Cammy, Floyd Cheung, 
Rosetta Cohen, John Davis, Jennifer Guglielmo, Alice 
Hearst, Daniel Horowitz, Helen Horowitz, Alexandra 
Keller, Richard Millington, Nancy Marie Mithlo, Kevin 
Rozario, Christine Shelton, Marc Steinberg, Michael 
Thurston, Susan Van Dyne, Steve Waksman, Frazer 
Ward, 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 American 
society and culture, majors will select a focus — such 
as an era (e.g., antebellum America, the 20th century) 
or a topical concentration (e.g., ethnicity and race, 
urban life, social policy, material 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 sev- 
eral courses in the major will explore issues outside the 
theme. 

Because American studies courses are located pri- 
marily 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. 

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 de- 
voted primarily to the years before the 20th century. 
At least one must be a seminar, ideally in the theme 
selected. (340/341 does not fulfill the seminar 
requirement). Students writing honors theses are 
exempt from the seminar requirement; 

3. International comparison. In order to foster inter- 
national perspectives and to allow comparisons with 
the American experience, all majors must take a 
course dealing with a nation or society other than 
the United States, a course preferably in the area of 
the student's focus; 

4. 340 or 341. 

Adviser for Study Abroad: Helen Lefkowitz Horowitz 



Honors 



Director: Daniel Horowitz 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 

Offered Fall 2006, Fall 2007 

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. 



American Studies 81 

Diploma in American 
Studies 

Director: James Hicks 

A one-year program for foreign students of advanced 
undergraduate or graduate standing. 

Requirements: American Studies 555; five additional 
courses in American studies or in one or more of the 
related disciplines. Students who choose to write a 
thesis, and whose projects are approved, will substitute 
American Studies 570. Diploma Thesis, for one of the 
additional courses. 

555 Seminar: American Society and Culture 
Tbpic: The ( ^exceptional U.S.: Global Readings in 
U.S. Culture. One of the most important trends in 
recent American historiography has been the growing 
movement to see ( f.S. history as part of world history. 
In this course, we will read and interpret in ways that 
move beyond national, and nationalist, readings of 
IS history. The course is divided into four clusters, 
each representing a different period and focusing on 
different aspects of I'. S. -American society 7 and culture in 
relation to world history. Each cluster will be organized 
around an interdisciplinary investigation of a single 
text: Mary Rowlandson's captivity narrative, Benjamin 
Franklin's autobiography, Nella Larsen's Quicksand 
and Tim O'Brien's The Things They Carried. Normally 
for Diploma students only. 4 credits 
James Hicks 
Offered Fall 2006, Fall 2007 

570 Diploma Thesis 

4 credits 

James Hicks 

Offered Spring 200 7 , Spring 2008 



82 



Ancient Studies 



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



Advisers 

Scott Bradbury, Professor of Classical Languages and 

Literatures 
Patrick Coby, Professor of Government 



*' Joel Kaminsky, Associate Professor of Religion 
Barbara Kellum, Professor of Art 
**' Susan Levin, Associate Professor of Philosophy 
Richard Lim, Professor of History, Director 



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 perspectives. Courses in 
history, art, religion, classics, government, philosophy 
and archaeology make up the minor. Students shape 
their own programs, in consultation with their advisers, 
and may concentrate on a particular civilization or 
elect a cross-civilizational 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 2 1 2 Ancient Cities and Sanctuaries 

ARH 216 The Art and Architecture of the Roman 

World 
ARH 228 Islamic Art and Architecture 
ARH 3 1 5 Studies in Roman Art 
ARH 352 Hellenistic Art and Architecture 
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 Gender and Sexuality in Greco-Roman 

Culture 



CLS 235 Life and Literature in Ancient Rome 
CLS 236 Cleopatra: Histories, Fictions, Fantasies 
GOV 26 1 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 124 History of Ancient and Medieval Philosophy 
PHI 324 Seminar in Ancient Philosophy 
REL 2 10 Introduction to the Bible I 
REL 2 1 1 Wisdom Literature and Other Books 

in the Bible 
REL 213 Prophecy in Ancient Israel 
REL 2 1 5 Introduction to the Bible II 
REL 2 17 Colloquium: The Dead Sea Scrolls, 

Judaism and Christianity 
REL 219 Christian Origins: Archaeological and 

Socio-Historical Perspectives 
REL 252 The Making of Muhammad 
REL 310 Seminar: Hebrew Bible 

Students are to check departmental entries in the cata- 
logue 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 

Elizabeth Erickson Hopkins. Ph.D. 

FrederiqueApffel-Marglin, Ph.D. 

Donald Joralemon, Ph.D.. 
Elliot Fratkin. Ph.D.. Chair 

Associate Professor 

RavinaAggarwal, Ph.D. 



Assistant Professors 
Suzanne Z. Gottschang, Ph.D. 

Nana Marie Mithlo, Ph.D. 

Lecturers 

Elizabeth Garland, \l. v 

Richard Wallace, MA. 

Associated Faculty 

Adrianne Andrews, Ph.D. 
Margaret Sarkissian, Ph.D. 



Students are strongly encouraged to complete ANT 130 
before enrolling in intermediate courses. First-} ear 
students must have the permission of the instructor for 
courses above the introductory 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, religious 
and family structures, with examples from Africa, the 
Americas, .Asia and Oceania. The impact of the modem 
world on traditional societies. Several ethnographic 
films are viewed in coordination with descriptive case 
studies. Total enrollment of each section limited to 25. 
{8} 4 credits 

Nancy Marie Mithlo. Suzanne Z. Gottschang 
Elizabeth Garland. Fall 2006 
Donald Joralemon. Elizabeth Garland. Spring 2007 
Donald joralemon . To be announced. Fall 2007 
Nancy Marie Mithlo. To be announced Spring 2008 
Offered both semesters each year 

230 Africa: Population, Health and Environment Issues 

This course looks at peoples and cultures of Africa with 
a focus on population, health and environmental is- 
sues on the African continent. The course discusses the 
origin and growth of human populations, distribution 
and spread of language and ethnic groups, the variety 
in food production systems (foraging, fishing, pastoral- 



ism, agriculture, industrialism), demographic, health, 
environmental consequences of slavery, colonialism 
and economic globalization and contemporary prob- 
lems of drought, famine and AIDS in .Africa. {S/N} 
4 credits 
Elliot Fratkin 
Offered Fall 2007 

236 Economy, Ecology and Society 

This course introduces theoretical approaches to the 
study of economy, ecology and cultural evolution in 
anthropology. As a theory-intensive course, it will ex- 
amine varying materialist approaches to the study of 
society including cultural ecology, political economy, 
formalist and substantivist perspectives. Topics include 
production, exchange, and consumption in non-West- 
ern societies, cultural evolution and historical change 
among tribal societies, early states, mercantilist, 
capitalist and socialist polities. Background courses in 
anthropology, archeology or history are recommended. 
Not open to first-year students. (TI) {S} 4 credits 
Elliot Fratkin 
Offered Fall 2006, Fall 2007 

237 Native South Americans: Conquest and Resistance 

The differential impact of European conquest on 
tropical forest, Andean and sub-Andean Indian societ- 
ies. How native cosmologies can contribute to either 
cultural survival or extinction as Indians respond to 



84 



Anthropology 



economic and ideological domination. {H/S} 4 credits 
Donald Joralemon 
Offered Spring 2008 

240 Anthropology of Museums 

This course critically analyzes how museums operate 
as social agents in both reflecting and infonning public 
culture. Who is represented in museum exhibits? What 
messages are conveyed and for whom? The relationship 
between the development of anthropology as a disci- 
pline and the collection of material culture from indig- 
enous populations in an effort to document "vanishing 
races" will be discussed and contemporary practices of 
self-representation analyzed. Topics include the art/ar- 
tifact debate, coiporate sponsorship, the construction of 
identity, indigenous curation methods, legislative acts 
such as repatriation and contested ideas about authen- 
ticity and authority. (TI) {S/H} 4 credits 
Nancy Marie Mithlo 
Offered Fall 2007 

241 Anthropology of Development 

The Anthropology of Development compares three ex- 
planatory models — modernization theory, dependency 
theory and indigenous or alternative development — to 
understand social change today. Who sponsors devel- 
opment programs and why? How are power, ethnicity 
and gender relations affected? How do anthropologists 
contribute to and critique programs of social and eco- 
nomic development? The course will discuss issues 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 2007 

248 Medical Anthropology 

The cultural construction of illness through an exami- 
nation of systems of diagnosis, classification and ther- 
apy 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 2007 

249 Visual Anthropology 

The process of translating culture by visual representa- 
tion often infers notions of authority, objectivity and 



fixed reality. Contextual and revisionist strategies in 
visual anthropology challenge these earlier interpreta- 
tive 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 arts, film, photography, museum exhibits and 
material culture. Global concerns such as appropria- 
tion, commercialization and representation will be 
discussed in case study analyses. (MI) {S} 4 credits 
Nancy Marie Mithlo 
Offered Fall 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 dis- 
cussed 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 
American women's life histories and perspectives will be 
emphasized. {S} 4 credits 
Nancy Marie Mithlo 
Offered Spring 2007, Spring 2008 

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 primarily 
agrarian society. However, economic reforms in the 
last twenty years have brought about dramatic growth 
in China's urban areas. This course examines 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 pres- 
ent day. Against this background, the course explores 
how broader social theoretical concerns with concepts 
such as tradition/modernity and state/society have 
been taken up in the anthropology of China. (TI) {S} 
4 credits 

Suzanne Z. Gottschang 
Offered Fall 2006 



Anthropology 



85 



253 Introduction to East Asian Societies and Cultures 
This course provides a survej of the anthropology of 
contemporary East Asian societies. We will examine 
the effects of modernization and development on the 

cultures of China, Japan and Korea Such topics as the 
individual, household and family; marriage and re 
production; 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 modem East 
Asia {S} 4 credits 
Suzanne Z. Gottschang 
Offered Spring 2007 

254 Gender, Media and Culture in India 

This course starts by examining the representations 
of Indian women in colonial and postcolonial media. 
Informed by ethnographic studies and sources drawn 
from radio, television, documentaries, Bollywood 
films, the advertisement industry and print journalism, 
students learn to assess gender roles and feminist inter- 
ventions in debates surrounding nationalism, violence, 
religion, caste, sexuality, family and political economy. 
{S} 4 credits 
RavinaAggarml 
Offered Fall 2006 

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 ethnographic and histori- 
cal sources to indicate how human communities have 
answered these questions, and to determine just how 
unusual are the circumstances surrounding dying in 
the contemporary Western world. Enrollment limited to 
30. Prerequisite; 130. Limited to anthropology 7 majors 
and minors or by permission of the instructor. (TI) 
{H/S} 4 credits 
Donald Joralemon 
Offered Spring 2007 

258 Performing Culture 

This course analyzes cultural performances as sites for 
the expression and formation of social identity Stu- 
dents 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 ef- 
fects of globalization on indigenous performances and 
the transformation ot folk performances in the wake 
of radio, him and television. Enrollment limited to 30. 
{L/H/S} a credits 
Margaret Sarkissian 
Offered Spring 2007 

263 The Third World in the Western Imaginary 
This course explores the nature and consequences of 
Euro-American stereotypes about people in the poorest 
parts of the world. Drawing on key works of literature 
and social theory, and on historical materials such as 
early ethnological accounts of Africa, Australia and the 
Middle East, the course will unravel the ways in which 
"the West" has come to conceptualize "the Rest." 
Contemporary transnational processes such as devel- 
opment, environmental conservation, tourism and 
the war on terrorism will be analyzed in light of the 
ways that they draw upon and reproduce the symbolic 
dimensions of global structures of inequality. (E) {L/H} 
4 credits 

Elizabeth Garland 
Offered Spring 2007 

264 The Anthropology of Tourism 

This course examines travel as a way of knowing the 
world using ethnographies, travelogues, films, tourist 
brochures and guidebooks. Topics include the trans- 
forming role that travel plays in the representation of 
other places and peoples, the emergence and organiza- 
tion of mass tourism, its impact on identity, family, race 
and class statuses of both hosts and guests, global eco- 
nomic pressures and sites of resistance to tourism, pos- 
sible ways to ensure alternative and responsible travel. 
{S} 4 credits 
Elizabeth Garland 
Offered Fall 2006 

265 The Anthropology of Nationalism and Patriotism 

(Pending approval of the Committee on Academic 
Priorities. ) 

This course addresses nationalism and patriotism 
h\ first introducing basic ideas about anthropology, 
including race and ethnicity; and how they relate to 
large-scale "imagined communities." We will con- 
sider cross-cultural ideas about what it means to be 
a "nation." a citizen of a state, and how we identify 
nationalistically or patriotically around these cultural 



Anthropology 



formations both in history and in our daily lives. This 
class includes a fieldwork component: students will 
carry out short-term ethnographic projects with people 
who use nationality/ethnicity/patriotism as part of their 
group identity. (E) {S} 4 credits 
Richard Wallace 
Offered Fall 2006 

266 Doing Ethnography: Research Methods in 
Anthropology 

(Pending approval of the Committee on Academic 
Priorities.) 

In this course, we examine anthropological fieldwork 
techniques including participant observation, eth- 
nographic filmmaking and both "open-ended" and 
directed interviewing, as well as qualitative approaches 
to the cultural analysis of data. Topics will include 
research design, ethical dilemmas, field techniques 
and applied anthropology. This is a doing course: self- 
designed ethnographic research projects will be integral 
to the course. (E) {8} 4 credits 
Richard Wallace 
Offered Spring 2007 

Seminars 

342 Seminar: Topics in Anthropology 

Topic: The Anthropology of Food. This seminar 
employs anthropological approaches to understand 
the role of food in social and cultural life. Using eth- 
nographic 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 anthropol- 
ogy. Students will conduct small field-based research 
projects as a part of their participation in the seminar. 
{8} 4 credits 

Suzanne Z. Gottschang 
Offered Spring 2007 

344 Seminar: Topics in Medical Anthropology 

Topic: Theory in the Social Sciences of Medicine. A 
selective review of social science theory applied to sick- 



ness and healing, drawing material from anthropology 
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, medi- 
cal ecology and world systems models applied to health 
and disease. Prerequisite: ANT 248 or permission of the 
instructor. (TI) {8} 4 credits 
Donald Joralemon 
Offered Spring 2008 

347 Seminar: Topics in Anthropology 

Topic: Ethnographic Film Studies. This course consid- 
ers the history and development of ethnographic and 
transcultural filmmaking. It is an in-depth exploration 
of important anthropological films in terms of content, 
methodology and techniques. The multiple and some- 
times conflicting motivations of filmmakers, subjects, 
sponsors and audience will be examined with a consid- 
eration given to the challenges of new anthropological 
paradigms and indigenous media productions. Issues 
of gender, authorship and power are discussed through 
screenings, lecture, ethnographies, theoretical readings 
and classroom discussions. Students will develop a 
critical perspective for viewing films, videos and repre- 
sentations. This course requires additional weekly film 
screenings outside of class. {H/S} 4 credits 
Nancy Marie Mithlo 
Offered Spring 2007, Fall 2007 

348 Seminar: Topics in Development Anthropology 

Topic: Health in Africa. This seminar focuses on issues 
of demography, health, nutrition and disease on the Af- 
rican 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 prevalence of infectious diseases in- 
cluding malaria, tuberculosis, 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 
medical anthropology preferred. {S} 4 credits 
Elliot Fratkin 
Offered Fall 2006, Spring 2008 

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 controver- 



Anthropology 



87 



sial works and by en gaging with various topics Mich as 
selection of subjects, identifying archives, questions oi 
style and genre, the ethics of representation, problems 
of translation and consumption, biograph) as cultural 
history, writing as witnessing and political action. (MI) 
{S} 4 credits 
Raima Aggarwal 
Offered Fall 2006 

351 Seminar: Humans and Animals 

This course explores the cultural dimensions of human 
relationships with animals. Topics to be covered in- 
clude the diversity of relationships between people and 
animals around the world, the nature and significance 
of the boundary between humans and animals, and 
the ways in which people use animals to think through 
and naturalize human social dynamics, particularly in 
relation to race, gender, sexuality 7 and class. Students 
will be expected to apply what they learn in a research 
project on a contemporary animal-related controversy. 
(E) {N/8} 4 credits 
Elizabeth Garland 
Offered Spring 2007 

Cross-listed and 
Interdepartmental Courses 

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 



Requirements: Eight (8) courses in anthropology and 
three (3) that may be in anthropologj or in related 
fields. Majors must take "Introduction to Cultural 
Anthropology ( 130), one course designated or approved 
as "theory intensive" (TI), one course designated or 
approved as "methods intensive" (MI), and a Smith 
anthropology seminar. In addition, students arc 
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 term or 
year in India, Kenya, Senegal, South Africa, Scotland. 
Ecuador, Mexico. Costa Rica and Nepal. Students plan- 
ning to spend the junior year abroad should take at 
least one but preferably two courses in anthropology 
during the sophomore year. Students 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 Massa- 
chusetts or enroll in a fieldwork program at a training 
university during their junior year. 



The Minor in Anthropology 

Advisers: Ravina Aggarwal, Elliot Fratkin, Donald Jo- 
ralemon, Nancy Marie Mithlo, Suzanne Z. Gottschang 

Requirements: Six (6) courses in anthropology, includ- 
ing 130 and a Smith anthropology seminar. Minors 
are encouraged to include either a theory or methods 
intensive course. 



Honors 



The Major in Anthropology 

Advisers: Ravina Aggarwal, Elliot Fratkin, Donald Jo- 
ralemon, Nancy Marie Mithlo, Suzanne Z. Gottschang 

Advisers for Study Abroad: Africa and other areas: Elliot 
Fratkin; Asia: Suzanne Z. Gottschang; Latin America: 
Donald Joralemon; Europe: Nana 7 Marie Mithlo 



Director: To be announced 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 
Offered each fall 



ob Anthropology 

432d Thesis 

12 credits 

Full-year course; Offered each year 

Requirements: 

1. A total of eight courses above the basis, including 
130 and all the requirements for the major. 

2. A thesis (430, 432) written during two semesters, or 
a thesis (431) written during one semester. 

3. An oral examination on the thesis. 



Archaeology 

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



Advisory Committee 

H. Allen Cumin. Professor of Geology 
BosiljkaGlumac, Associate Professor of Geology 
Elizabeth Hopkins. Professor of Anthropoli igj 
''Joel Kaminsky Associate Professor of Religion 
Barbara Kellum, Professor of Art 

Dana Leibsohn, Associate Professor of Art 
Richard Lim, Professor of History, Director 
Christopher Loring, Director of Libraries 



\anc\ Mithlo, Assistant Professor of Anthropol 

Thalia Pandin. Professor of Classical Languages and 

Literatures and of Comparative Literature 
Neal Salisbury, Professor of Historj 
Marjorie Senechal. Professor of Mathematics 

Lecturer 

Susan Allen, Ph.D. 



The interdepartmental minor in archaeology is a com- 
plement 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. Archaeological 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 . \llen 
Offered Spring 2007 

400 Special Studies 

By permission of the Archaeology Advisory Committee, 
for junior or senior minors. 2 or 4 credits 
Offered both semesters each year 



The Minor 

Requirements: 

l. ARC 211. 



2. A project in which the student works outside of a 
conventional classroom but under appropriate 
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 archaeology in a museum or 
laboratory, or in an area closely related to archaeol- 
ogy such as geology or computer science. Students 
are encouraged to propose projects related to their 
special interests. 

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 registrar 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 ( ii the ar- 
chaeological project does not earn' academic credit) 
are to be chosen, in consultation with the student's 
adviser for the minor, from the various departments 
represented on the Advisory Committee (above) or 
from suitable courses offered elsewhere in the Five 
Colleges. Please consult with an archaeology adviser 
regarding the list of such courses. 

No more than two courses counting toward the 
student's major program may be counted toward the 
archaeology minor. Only four credits of a language 
course may be counted toward the minor. 



90 



Art 



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



Professors 

Marylin Martin Rhie, Ph.D. (Art and East Asian 

Studies) 
* M Dwight Pogue, M.F.A. 

**' * 2 Gary L. Niswonger, M.Ed., M.F.A., Associate Chair 
Craig Felton, Ph.D. 
Susan Heideman, M.F.A. 
* ] John Davis, Ph.D. 
Barbara A. Kellum, Ph.D., Chair 
A. Lee Burns, M.S., M.F.A. 
** 2 Brigitte Buettner, Ph.D. 

Professor-in-Residence 

Barry Moser, B.S. 

Visiting Professor 

HenkvanOs,Ph.D. 

Associate Professors 

fl John Moore, Ph.D. 
fl Dana Leibsohn, Ph.D. 



Harnish Visiting Artist 

Paola Ferrario, M.F.A. 

Assistant Professors 

11 Frazer Ward, Ph.D. 
; ' Lynne Yamamoto, M.A. 
Fraser Stables, M.F.A. 
Andre Dombrowski, M.A. 

Senior Lecturer 

John Gibson, M.F.A. 

Lecturers 

Carl Caivano, M.F.A. 
Katherine Schneider, M.F.A. 
Martin Antonetti, M.S.L.S. 
Susan Kart, M.A., M.Phil. 
Elizabeth Meyersohn, M.F.A. 
Valija Evalds, MA, M.PhiL 
Kirin Joya Makker, M.A., MArch. 
Jeffrey Blankenship, M.L.A, M.R.P 



The Department of Art believes that visual literacy is 
crucial to negotiations of the contemporary world. Con- 
sequently, equal weight is given to studio practice and 
historical analysis. Courses focus on images and the 
built environment and seek to foster 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 it valuable to take courses in literature, 
philosophy, religion and history in the first two years. 
A reading knowledge of foreign languages 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 (G) 

Emphasizing discussion and short written assignments, 
these colloquia have as their goal the development of 
art historical skills of description, analysis and interpre- 
tation. Each section is limited to 18 students. 

The Home as a Work of Art 
Using examples of domestic design throughout the 
world and the ages, we will examine in detail various 
facets of the setting and the building, its spatial orga- 



Art 



91 



nization. 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. Enrollment limited to 16. {H/A} Wl 4 credits 

ValijaEvalds 

Offered both semesters 

Art and Death 

Through an examination of key architectural, sculpted 
and painted monuments from a variety of different cul- 
tures, we will study tunerarv 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 2007 

Moments and Monuments in \ isual culture 
What roles have the visual arts played in the organiza- 
tion and understanding of various cultures around 
the world? Focusing on ten important monuments 
and figures — from ancient Greek architecture and 
Mayan sculpture to later artists such as Rembrandt, 
Cassatt and Picasso — we will rely on close looking 
and contextual explorations to reveal the ideas, beliefs, 
histories and emotions inscribed bv humans in their 
material world. Examples drawn from Asia, Europe and 
the Americas. 
{H/A} 4 credits 
Valtja Evalds 
Offered both semesters 

Scenes of Sacrifice 

This class focuses on sacrifice and its ties to visual rep- 
resentation. Our primary concern: how and why sacrifi- 
cial acts, images and objects have been — and continue 
to be — invested with meaning in different contexts. 
Along with specific sacrificial 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 antiquitv to the present. 
{H/A} Wl 4 credits 
Susan Kurt 
Offered Fall 2006 

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 earliest human- 
made images to the invention of photography to com- 
puter-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 oth- 
ers still Realism has been used to suggest the pn \ 
of the divine in evervdav objects. Whether accurately 
or symbolically 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 
contextuallv from ancient times to the present. {H/A} 
4 credits 

Andre Dombrowski 
Offered Fall 2006 

ARH 120 Introduction to Art History: Asia 

This course presents a survey of the art of Asia by 
exploring the major periods, themes, monuments of 
architecture, painting and sculpture and the philo- 
sophical and religious underpinnings from the earliest 
times to the 18th century. Studv 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 
Marvlin Rhie 
Offered Fall 2006 

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 museums, galleries and 
tourist sites. Among the materials we examine: Inca 
architecture from South America, sculpture and pho- 
tography from West Africa and contemporarv 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 Karl 
Offered Fall 2006 

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 



92 



Art 



European and American art of the last 500 years. Over 
the semester we will 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 Felton 
Offered Spring 2007 

Lectures and Colloquia 

Group I 

ARH 204 Ancient America: Art, Architecture and 
Archaeology (L) 

Pre-Hispanic visual culture will be the focus of this 
class. We will cross both Mesoamerica and the Andes, 
giving particular attention to the Aztecs, Inca and 
Maya. Along with architecture, textiles, sculpted works 
and book arts, we will consider current debates in art 
history and archaeology. Among the themes we will 
discuss: collecting and questions of cultural patrimony; 
tourism and its ties to archaeology; relationships 
between art historical and anthropological modes of 
interpretation. {H/A} 4 credits 
Susan Kart 
Offered Spring 2007 

ARH 216 The Art and Architecture of the Roman World 
(L) 

From North Africa to Gaul, from the Pillars of Hercules 
(Straits of Gibraltar) to Asia Minor, the interrelation- 
ships of art and power in the visual culture of the 
ethnically diverse Roman empire, from the first century 
B.C.E. through the fourth century C.E., will be the 
subject of study. We will also examine works of art from 
later periods as well as literature and film that structure 
our perception of the Roman world. {H/A} 4 credits 
Barbara Kellum 
Offered Fall 2006 

Group II 

ARH 220 Art Historical Studies (C) 

Topic: Community and Contemplation: The Ar- 
chitecture of Monasticism. An introduction to the 
architectural tradition of medieval monasticism and 
an exploration of architecture's role in sustaining 



community and spiritual life. We will consider 
monasteries in the context of the life they were built to 
serve, from early experiments in Egypt and Ireland to 
Le Corbusier's friary of La Tourette, with an emphasis 
on the medieval West. Topics for discussion will include 
the parts and functions of a monastery; the major 
monastic orders and their distinct patterns of planning; 
nunneries and their traditions; and the extent to which 
architecture can shape interior life. Prerequisite: one 
100-level class and one 200-level class in art history, or 
permission of the instructor. Enrollment limited to 18. 
{H/A} 4 credits 
Valija Evalds 
Offered Spring 2007 

ARH 226 The Art of India (L) 

The art of India and bordering regions to the north 
from the Indus Valley civilization through the ancient 
and classical Gupta age, the medieval period and the 
Mughal-Rajput period, as expressed in the architecture, 
sculpture and painting of the Buddhist, Hindu, Jain 
and Muslim religions. Recommended background: 
ARH 101 or 120. {H/A} 4 credits 
Marylin Rhie 
Offered Spring 2007 

ARH 232 Romanesque Art (L) 

A study of a selected range of monuments — built, 
sculpted and painted — embedded in the larger histori- 
cal and cultural context of the "feudal age." Special 
emphasis on cross-disciplinary- perspectives as a way 
to understand the Romanesque visual landscape in 
relation to competing religious claims; local identities; 
relics and pilgrimages; stories of marvels and monsters; 
and the significance of images of women, both sub- 
lime and abject, in a world dominated by monks and 
knights. {H/A} 4 credits 
Brigitte Buettner 
Offered Fall 2006 

Group III 

ARH 242 Early Italian Renaissance Art (L) 

The reawakening of the arts in Italy with the fomiation 
of new religious organizations and the gradual emer- 
gence of political units will be studied through theoreti- 
cal and stylistic considerations in sculpture, beginning 
with the work of the Pisani, and followed by the revolu- 
tionary achievements in painting of Giotto (in Padua 



Art 






and Florence) and Duccio (in Siena) which will Inform 
the art of generations to come. A revival of interest m 
the liberal arts tradition and the Classical past begin 
ningal the end of the 14th century in Florence, leading 
to the period known as the Renaissance during the 
following century in which such architectural designers 
as Brunelleschi and Alberti. sculptors such as Donatello 
and Verrocchio. and the painters Masaccio. 1'ra Angeli- 
ca. Pierodella Francesca and Botticelli, among others, 
will be examined within the context of the flowering 
of humanist courts in Florence, Urbino, Mantua and 
Ferrara. {H/A} 4 credits 
Craig Felton 
Offered Fall 2006 

ARH 244 Italian 16th-century Art (L) 

The giants of the Italian Renaissance: Leonardo da 
Vinci, Michelangelo and Raphael will be studied 
against the backdrop of shifting political tides and the 
emergence of Pope Julius II whose patronage caused 
the aits in Rome — with such projects as the Sistine 
Chapel and the Stanze of the Papal Apartments — to 
give a particular meaning to the term Renaissance. 
This Julian Renaissance, or the High Renaissance 
in Rome, will be compared with the development in 
painting of the period from 1450 to 1575 in the courts 
of Mantua, Ferrara and the Republic of Venice, with the 
significant artists Andrea Mantegna, Giovanni Bellini, 
Giorgione, Titian, Tintoretto and Veronese. The course 
concludes with an examination of the later works of 
Michelangelo, both in painting and architecture, and 
those artists of the Florentine "Mannerist" period, in- 
cluding Andrea del Sarto, Pontormo and Rosso, as well 
as the artists Correggio and Parmigianino in Parma. 
{H/A} 4 credits 
Craig Felton 
Offered Spring 2007 

Group IV 

ARH 260 Art Historical Studies (C) 

4 credits 

Art in the Age of Impressionism, J 870-1 91 4 (C) 
Impressionism opened the pictorial field to light, 
perception, science, modernity, bourgeois leisure and, 
famously, the material qualities of painting itself. This 
course will survey the major proponents and contexts of 
the movement, from its origins in the 1860s to its de- 
mise in the 1880s, as well as its consequent adaptations 



throughout the world until WW I. We will pa\ particu- 
lar attention to Impressionism's critical reception and 
the historical conditions which allowed one nation. 
France, to claim the emergence of earl) Modernism so 
lirinl\ lor itself. Prerequisite: one LOO-level course in 
an history, or permission of the instructor Enrollment 
limited to 18. {H/A} 4 credits 
Andre* Dombrowski 
Offered Fall 2006 

20th-century Islamic Art and Architecture 
This course will address not only how Islam is repre- 
sented in 20th-century religious art and architecture, 
but also how Islam influences the work of contempo- 
rary artists working for a secular market. We will also 
look at how Islamic traditions interrelate with local 
artistic modes of representation. Units to be covered 
include contemporary architecture of the mosque, 
including the Great Mosque at Djenne (Mali), the 
London Central Mosque and the New York Mosque. The 
sculptures of Moustapha Dime (Senegal), multi-media 
works by Shahzia Sikander (Pakistan) and Mona 
Hatoum (Lebanon/Palestine) and the film, photogra- 
phy and writings of Shirin Neshat (Iran) and Susan 
Vogel (USA) will be discussed in terms of their complex 
relationships with Islam, ethnography and feminism. 
Prerequisite: one 100-level and one 200-level art history 
course in any subject, or pemiission of the instructor. 
Enrollment limited to 18. {H/A} 4 credits 
Susan Kart 
Offered Spring 2007 

ARH 273 Modern Architecture and Design in Europe, 
1789-1945 (L) 

This course spans the history of European architecture, 
urban development and design from the French Revo- 
lution to WWII. What did it mean to ascend the first 
immense iron structures or to wipe ornament from the 
surface of that deemed modem? How was the Gothic 
made newly relevant, and why did handicraft reemerge 
during the industrial revolution? We will study the 
period's most important developments (Historicism, 
Bauhaus, etc., to iconoclastic measures undertaken 
during war and revolution) in relation to socio-cul- 
tural debates about space and utility. Prerequisite: one 
100-level course in ait history, or permission of the 
instructor. {H/A} 4 credits 
Andre Dombrowski 
Offered Spring 2007 



94 



Ait 



ARH 293 The Artist's Book in the 20th Century (G) 

A survey of the genre from its beginnings in the politi- 
cal and artistic avant-garde movements of Europe at 
the turn of the 20th century 7 through contemporary 
American conceptual bookworks. In particular, the 
course will examine the varieties of form and expres- 
sion used by book artists and the relationships between 
these artists and the socio-cultural, literary, and graph- 
ic environments 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 oiLivres dArtistes, students will read 
extensively in the literature of artistic manifestos and of 
semiotics, focusing on those critics who have explored 
the complex relationship of word and image. Permis- 
sion of the instructor. Enrollment limited to 18. {H/A} 
4 credits 

Martin Antonetti 
Offered Fall 2006 

Other 200-Level Courses 

ARH 294 Art History— Methods, Issues, Debates (C) 

An examination of the work of the major theorists who 
have structured the discipline of art history. Recom- 
mended for junior and senior majors. Prerequisites: 
One 100-level and one 200-level art history course, or 
permission of the instructor. Enrollment limited to 18. 
{H/A} 4 credits 
Brigitte Buettner 
Offered Fall 2006 

Seminars 

Seminars require both an oral presentation and a re- 
search paper. Enrollment limited to 12 students. 

ARH 315 Studies in Roman Art: Augustan Rome (S) 

The first emperor Augustus claimed to have found 
Rome a city of mud brick and left it clothed in marble. 
This seminar will focus on the transformation of the 
city into a world capital considering the archaeological 
evidence for its building complexes and the representa- 
tion of the Rome in the literature of the time. This his- 
torical analysis of the Augustan city and its polyvalent 
meanings will also consider the perspectives offered by 
contemporary urban theory, mapping and virtual real- 
ity modeling. {H/A} 4 credits 
Barbara Kellum 
Offered Spring 2007 



ARH 321 Studies in Medieval Art: Monsters and 
Marvels (S) 

Dwelling near the edges of the known world (both 
real and imagined), the fabulous or monstrous races 
offered a major textual and visual paradigm in the 
Middle Ages to represent cultural, ethnic and even 
ontological alterity. Either physically deformed or strad- 
dling the boundaries between human and animal, 
these ancestors of modem aliens were powerful em- 
bodiments of the rhetoric of the marvelous, a source of 
fear and wonderment alike. The images of dog-headed 
or headless beings we study are drawn from illumi- 
nated manuscripts, sculpted works and cartography, 
while the readings range from Pliny the Elder and 
medieval encyclopedias to travel accounts (Mandeville, 
Marco Polo). We also look at contemporary theoretical 
models to enlarge our discussion to include such issues 
as identity formation, the dialectics of exclusion and 
inclusion, cultural self-fashioning, hybrid corporeality. 
Prerequisite: ARH 140, or its equivalent. {H/A} 4 credits 
Brigitte Buettner 
Offered Spring 2007 

ARH 352: Studies in Art History 

Topic: Diego Velazquez (1599-1660), painter to 
King Philip N of Spain, became one of the most 
influential painters in the history of European art. 
Studying with Francesco Pacheco in Seville, then a 
major intellectual and art center in Europe, Velazquez 
quickly transferred to Madrid where the recently 
crowned, young monarch, along with his prime min- 
ister the Count-Duke of Olivares were charting a new 
course for the declining power of Spain. Encouraged 
by Peter Paul Rubens, who was in Spain in 1628-1629 
on a diplomatic mission, Velazquez was permitted to 
make the first of two trips to Italy where a first-hand 
awareness of the Italian Renaissance and developing 
Baroque arts would change forever the direction of his 
aesthetic and technical development. Upon returning 
to Spain, Velazquez was intimately involved with plan- 
ning and directing the decoration of the new Palace of 
the Buen Retiro, which contained the Hall of Realms, 
one of the strongest political/aesthetic artistic state- 
ments of all times. Known primarily for his portraits 
of the Royal Family, and others associated with the 
Court, Velazquez was heralded by the mid-19th century 
French painter Edouard Manet as the greatest painter 
who ever lived. In this seminar, we will study the many 
facets of Velazquez's career, the artistic influences upon 
him, his technical prowess and his contributions to the 



Art 



95 



later history of western painting, including Kdouard 
Manet and the American painter Thomas Kakins. Pre- 
requisite: ARH 140, or its equivalent {H/A} 4 credits 
Craig Felton 
Offered Fall 2006 

ARH 372 Studies in 19th-century Art (S) 

Tbpic: Art and Politics in Men wis Paris. The art of 

Courbet, Manet and their followers fused formal in- 
novation with often radical politics. This seminar will 
excavate this explosive mixture within the artistic 
universe of Paris between the revolutions of 1848 and 
1871, setting it against the city's sweeping transforma- 
tion and the concomitant shifts within its social fabric. 
Our material will stretch from Courbet s, Daumier's 
and Manet's explicitly political imagery, to the pho- 
tographers who captured the destruction of Paris — in 
one of the earliest moments of photographic report- 
age — during the bloody uprising of the Commune. 
{H/A} 4 credits 
Andre Dombrowski 
Offered Spring 2007 

Cross-listed and Interdepartmental 
Courses 

Although the following courses are listed in other de- 
partments, student may receive credit for them toward 
the art major and minor. 

AM5 302 The Material Culture of New England 
1630-1860 

Not for seminar credit. 

ARC 211 Introduction to Archaeology 

EAS 279 Art and Culture of Tibet 

HST/EAS 218 Thought and Art of Medieval 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-vear course; Offered each vear 



B. Studio Courses 

A fee for basic class materials is charged 111 all studio 
courses. The individual student is responsible tor the 
purchase of any additional supplies she ma) require. 
The department reserves the right to retain examples of 
work done in studio courses. 

All studio courses require extensive work beyond the 
six scheduled class hours. 

Please note that all studio art courses have limited 
enrollments. 

Introductory Courses 

Studio courses at the 100 level are designed to accept 
all interested students with or without previous 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 stud) of 
the basic principles of design, f A) 4 credits 
A. Lee Burns 
Offered Fall 2006 

ARS 162 Introduction to Digital Media 

An introduction to visual experience through a stuck of 
basic principles of design. All course work will be devel- 
oped and completed using the functions of a computer 
graphics work station. Enrollment limited to 14. {A} 
4 credits 

Fraser Stables, Paola Ferrario 
Offered both semesters 

ARS 163 Drawing I 

An introduction to visual experience through a study of 
the basic elements of drawing. {A} 4 credits 
Carl Caivano, Elizabeth Meyersohn, Kdiherim 
Schneider. To be announced 
Offered both semesters 



96 



Art 



Intermediate Courses 

Intermediate courses are generally open to students 
who have completed two 100-level courses, unless 
otherwise stated. Priority will be given to plan B & 
C majors. Students will be allowed to repeat courses 
numbered 200 or above provided they work with a 
different instructor. 

ARS 264 Drawing II 

Advanced problems in drawing, including study of the 
human figure. Prerequisite: 163 or permission of the 
instructor. Enrollment limited to 15. {A} 4 credits 
Carl Caivano, John Gibson 
Offered both semesters 

ARS 266 Painting I 

Various spatial and pictorial concepts are investigated 
through the oil medium. Prerequisite: 163 or permis- 
sion of the instructor. Enrollment limited to 15. {A} 4 
credits 

Katherine Schneider, Elizabeth Meyersohn 
Offered both semesters 

ARS 269 Offset Printmaking I 

Introduction to the printmaking technique of hand 
drawn lithography, photographic halftone lithography 
through Adobe Photoshop and linocut. May be repeated 
once for credit. Prerequisites: l6l, or permission of the 
instructor. Enrollment limited to 12. {A} 4 credits 
Dwight Pogue 
Offered Spring 2007 

ARS 270 Offset Monoprinting 

Printmaking using the flat-bed offset press with em- 
phasis on color monoprinting. Prerequisites: 161 or 
permission of the instructor. Enrollment limited to 15. 
{A} 4 credits 
Dwight Pogue 
Offered Spring 2007 

ARS 272 Intaglio 

An introduction to intaglio techniques, particularly 
etching and engraving. Prerequisites: 161 or 162 or 
163, or permission of the instructor. Enrollment limited 
to 15. {A} 4 credits 
Gary Niswonger 
Offered Fall 2006 



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. Enrollment limited 
to 16. {A} 4 credits 
A. Lee Burns 
Offered Fall 2006 

ARS 275 The Book: Theory and Practice I 

Investigates (1) the structure and history of the Latin 
alphabet, augmenting those studies with brief lessons 
in the practice of calligraphy, (2) a study of typography 
that includes the composing of type by hand and learn- 
ing the rudiments of printing type, and (3) an intro- 
duction to digital typography Enrollment limited to 12. 
Admission by permission of the instructor. {A} 4 credits 
Barry Moser 
Offered Fall 2006 

ARS 281/LSS 250 Landscape Studies Introductory 
Studio 

This hands-on studio will ask students to consider the 
landscape a location of evolving cultural and ecologi- 
cal patterns, processes and histories. Beginning from 
this set of assumptions, students will work through a 
series of projects (research, interpretive, documentary, 
as well as proposal-based), that encourage an engage- 
ment with the landscape, prodding us to critically 
consider the environment as a socially and culturally 
constructed space/place as well as a manageable re- 
source. We will work in a variety of media including 
drawing, writing, photography and digital image ma- 
nipulation. Prerequisites: LSS 100 and 105. Admission 
by permission of the instructor. Priority given to LSS 
minors (starting with seniors), and then to students 
with one or no previous studios. Enrollment limited to 
12. (E) {A/S} 4 credits 
Jeffrey Blankenship 
Offered Fall 2006 

ARS 282 Photography I 

An introduction to visual experience through a study 
of the basic elements of photography as an expressive 
medium. Recommended: l6l, 163, or 164. Enrollment 
limited to 20 per section. {A} 4 credits 
Paola Ferrario, Fraser Stables 
Offered both semesters 

ARS 283 Introduction to Architecture: Site and Space 

The primary goal of this studio is to engage in the 



Art 



97 



architectural design process as a mode of discover) and 

investigation. Design docs not require innate spontane- 
ous talent. Design is a process of discoverj based on 
personal experience, the |o\ of exploration and a spir- 
ited intuition. Gaining skills In graphic communica- 
tion and model making, students will produce projects 
to illustrate their ideas and observations in response to 
challenging questions aboul the art and craft of space 
making. Overall, this course will ask students to take 
risks intellectually and creatively, fostering a keener 
sensitivitv to the built environment as something con- 
sidered, manipulated and made. Prerequisite: one art 
history course at the 100 level. Enrollment limited to 
11 {A} 4 credits 
KirmMakker 
Offered Fall 2006 

ARS 285 Introduction to Architecture: Language and 
Craft 

The primary goal of this studio is to gain insight into 
the representation of architectural space and form as 
a crafted place or object Students will gain skills in 
graphic communication and model making, work- 
ing in graphite, pen, watercolor and other media. We 
will look at the architecture of the past and present for 
guidance and imagine the future through conceptual 
models and drawings. Overall, this course will ask stu- 
dents to take risks intellectually and creatively, fostering 
a keener sensitivity to the built environment as some- 
thing considered, manipulated and made. Prerequisite: 
one art history course at the 100 level. Enrollment 
limited to 11 Note: LSS 255 can substitute for ARS 285 
in the studio art major. {A} 4 credits 
Kiriii Makker 
Offered Spring 2007 

Advanced Courses 

Advanced courses are generally open to students who 

have completed one intermediate course, unless stated 

otherwise. 

Priority is given to Plan A, B and C majors. 

ARS 362 Painting II 

Painting from models, still-lite and landscape using 
varied techniques and conceptual frameworks. Prereq- 
uisites: 266 and pennission of the instructor. Enroll- 
ment limited to 15. {A} 4 credits 
John Gibson 
Offered Spring 2007 



ARS 363 Painting III 

Advanced problems in painting. Kinphasis on thematic 
self-direction and group critical analysis. Prerequisite 
\KS 362 and permission of the instructor. Enrollment 
limited to II {A} a credits 
Susan Heideman 
Offered Fall 2006 

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 11 
{A} 4 credits 
.1. Lee Burns 
Offered Spring 2007 

ARS 383 Photography II 

Advanced exploration of photographic techniques and 
visual ideas. Examination of the work of contemporary 
artists and traditional masters within the medium. 
(Varying topics lor 2006-07 to include digital pho- 
tography and digital printing). Prerequisites: 282 and 
permission of the instructor. Enrollment limited to 15. 
{A} 4 credits 

Paola Ferrario, Fraser Stables 
Offered both semesters 

ARS 384 Advanced Studies in Photography 

Advanced exploration of photograph}' 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 
Fraser Stables 
Offered Spring 2007 

ARS 385 Seminar in Visual Studies 

An intensive examination of a theme in studio work. 
Students will work within the medium of their area of 
concentration. Each class will include students work- 
ing in different media. Group discussion of readings, 
short papers and oral presentations will be expected. 
The course will culminate in a group exhibition. 
Enrollment limited to 15 upper-level studio majors. 
Prerequisites: 1\vo or more courses in the student's 
chosen sequence of concentration and pennission oi 
the instructor. 
Fall topic: Form: the Theatre of Metamorphosis. 



Art 



Spring Topic: From Flora to Frame: Plant Forms as 
Inspiration. {A} 4 credits 
Susan Heideman. A. Lee Burns 
Offered both semesters 

ARS 386 Topics in Architecture 

This course will explore a rotating selection of themes 
in the built environment, with strong emphasis on 
interdisciplinary work. Topics may include preservation 
and nostalgia, vernacular architecture and landscapes, 
urban design and planning, architectural theory and 
practice, material culture methods, or other themes. 
Prerequisites: ARS 163, 283, 285, (or equivalent LSS 
studio) and two art history courses, or permission of the 
instructor. This course may be repeated for credit with a 
different topic. Enrollment limited to 12. {A} 4 credits 
Jeffrey Blankenship 
Offered Fall 2006 

ARS 388 Advanced Architecture: Complex Places, 
Multiple Spaces 

This course considers architecture as a socially con- 
structed place. We will examine the built environment 
through readings, slide presentations and film. A final 
project, involving either the manipulation/examina- 
tion/interpretation of place and space through model- 
ing and graphic communication or a multi-media 
research project exploring a socially constructed place 
will be required. 

Prerequisites: ARS 163, 283, 285 and two art history 
courses, or permission of the instructor. Enrollment 
limited to 12. {A} 4 credits 
Jeffrey Blankenship 
Offered Spring 2007 

ARS 390 Five College Drawing Seminar 

This course, limited to junior and senior art majors 
from the five colleges, is based on the assumption that 
drawing is central to the study of art and is an ideal 
way to investigate and challenge that which is impor- 
tant to each student. The course emphasizes thematic 
development within student work. Sketch book, written 
self-analysis, and participating in critique sessions will 
be expected. Prerequisites: selection by faculty; junior 
and senior art majors, advanced-level ability. Enroll- 
ment limited to 1 5, three students from each of the five 
colleges. (E) {A} 4 credits 
To be announced 
Offered Fall 2006 



ARS 398 Senior Exhibition Workshop Development 

This is a two-semester (see also ARS 399) capstone 
course for senior Plan B majors. It helps students devel- 
op the skills necessary for presenting a cohesive exhibi- 
tion of their work in the second semester of their senior 
year, as required 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 studio sequence, and the culling and 
augmentation of this work as necessary. Course mate- 
rial will include installation or distribution techniques 
for different media, curation of small exhibitions of 
each others' work, and development of critical dis- 
course skills through reading, writing and speaking 
assignments. In addition to studio faculty, Smith mu- 
seum staff may occasionally present topics of concep- 
tual and/or practical interest. Prerequisites: ARS 163, 
ARS 161 or ARS 162 or ARS 164, ARS 385; two 100-level 
art history courses; and at least two courses in selected 
area of concentration. Both courses (ARS 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 
Members of the department 
Offered Fall 2006 

ARS 399 Senior Exhibition Workshop 

The second course of the two-semester sequence re- 
quired to complete the Plan B major. See description of 
ARS 398. Prerequisite: ARS 398. Both courses (ARS 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 

Members of the department 
Offered Spring 2007 

ARS 400 Special Studies 

Normally for junior and senior majors. 

1 to 4 credits 

Offered both semesters each year 

ARS 408(1 Special Studies 

8 credits 

Full-vear course; Offered each vear 



Art 



99 



Cross-listed and Interdepartmental 
Courses 

Although the following courses are listed in other de- 
partments, students may receive credit for them toward 

the art major and minor. 

FLS 280 Introduction to Video Production 



Honors 

Co-directors of the Honors Committee: 

Art History: Brigitte Buettner; Studio Art: John Gibson 

ARH 430d Thesis 

8 credits 

Full-year course; Offered each year 

ARS 430d Thesis 

8 credits 

Full-year course; Offered each year 

Requirements: \RH 5)4 is recommended for art history 
majors. Honors candidates undertake a yearlong proj- 
ect or thesis (430d) for 8 credits. 

Presentation: The candidate will present her work in an 
oral critique or defense during April or May. 



Areas of Study 



The Major 



Advisers: Brigitte Buettner. Lee Burns. John Davis. Andre 
Dombrowski, Craig Felton, John Gibson, Susan Heide- 
man, Barbara Kellum, Dana Leibsohn, John Moore. 
Can Niswonger, Dwight Pogue. Marylin Rhie. Fraser 
Stables. Frazer Ward and Lynne Yamamoto 

Art History Adviser for Study Abroad: Brigitte Buettner 

Art Studio Adviser for Study Abroad: Susan Heideman 

There is one art major, which may be taken in one of 
three variations: Plan A (history of art). Plan B (studio 
art), or Plan C (architecture). 



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, 216 

Group It 220, 222, 224, 226, 228, 230, 232, 234 

Group III: 240, 242, 244, 246, 250, 252, 254, 255 2 

292 

Group IV: 260, 26l, 263, 264, 265, 270, 272, 273, 274, 
276,278,280,281,282,283,293 

No course counting toward the major or minor may be 
taken for an S/U grade, except ARS 398 and ARS 399- 

Students entering Smith College in the Fall 2004 
semester (or after) are subject to the following require- 
ments. 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. Students 
must take at least one course in each of four areas 
of study (Groups I-IY). 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 distribution group. 

4. One seminar in history of art (to be taken at Smith I . 
Seminars do not count toward the distribution re- 
quirement. 

Plan B, Studio Art 

Requirements: fourteen courses, which will include: 

1. ARS 163 

2. One of the following introductory design courses: 
ARS 161 orARS 162 or ARS 1^4 



100 



Art 



3. Two 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 
which should be in Group I, II or III. 

5. Five additional studio art courses, which must nor- 
mally include the full sequence of courses available 
(usually three) in one of the following five areas of 
concentration: 

a: electronic media. Smith or 5-ColIege digital or 
video production may count as upper-level digi- 
tal courses. 

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. 

To fulfill this requirement, Plan B majors will en- 
roll in ARS 398-399- 

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 each 
semester, just before the advising period. Students who 
receive a negative evaluation will be encouraged to take 
an additional studio course or courses, and resubmit 
their portfolio at a subsequent review time. Students 
who receive a negative evaluation may resubmit their 
portfolios in subsequent reviews up to and including 
the last portfolio review available during their sopho- 
more year. These students 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 requirements. 

Mapping the Plan B major 

Upon receiving a positive portfolio evaluation, a 
student should select and meet with a Plan B adviser. 



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 exceptional cases 
the student and her adviser may design a sequence of 
studio courses that draws from several areas of concen- 
tration. 

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 (or their equivalent) 

3. One other upper-level course in three-dimensional 
architectural design, such as ARS 386. 

4. One studio course in another medium. 

5. Three 200-level courses in history of art that focus 
on architectural monuments, urban environments 
or spatial experience. Students must take one course 
in at least two areas of study (Groups I— IV) . For 
2006— 07, the 200-level courses that focus on archi- 
tecture are for the Fall semester: ARH 216, 232. For 
the Spring semester: ARH 220, 222,260, 273- 

6. One seminar in the history of art normally taken at 
Smith, with the research paper written on an archi- 
tectural topic. 

Students who contemplate attending a graduate pro- 
gram 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 majoring in an- 
other department, wish to focus some of their attention 
on the history of art. With the assistance of their advis- 
ers, students may construct a minor as specific or com- 
prehensive as they desire within the skeletal structure of 
the requirements. 

Advisers: Brigitte Buettner, John Davis, Andre Dom- 
browski, Craig Felton, Barbara Kellum, Dana Leibsohn, 
John Moore, Marylin Rhie and Frazer Ward 



Ail 



101 



Requirements: six courses, which will include two 100- 
level courses, three additional courses in histoid of 
art (two of which must be in different areas of stud) 
[Groups l-ivj); and one seminar (to be taken al 

Smith). 

Plan 2, Studio Art 

Designed for students who wish to focus some of their 
attention on studio art although they are majors in 
another department. With the assistance of her adviser, 
a student may construct a minor with primary em- 
phasis on one area of studio art, or she may design a 
more general minor which encompasses several areas 
of studio art. 



Plan 4, Graphic Ails 

Advisers: G an Niswonger, Dwighl Pogue 

Graphic Arts: seeks to draw together the department's 
studio and history offerings in graphic arts into a cohe- 
sive unit. The requirements are: ( I » \KS 16 5 (basis) 
(2) ARH 292 or 293; and (3) any four ARS from: 269, 

270, 272, 275. 369, 372, 375 of which one should he at 
the 300 level or a continuation of one medium. 



Advisers: A. Lee Bums, John Gibson, Susan Heideman, 
Gary Niswonger, Dwight Pogue, Fraser Stables and 
L) nne Yam amoto 

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 attention 
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, 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 environments, 
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- For 
2006-07, the 200-level courses that focus on archi- 
tecture are for the Fall semester: ARH 216, 232. For 
the Spring semester: ARH 220, 222, 260, 273- 



102 



Astronomy 



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



Professor 

Suzan Edwards, Ph.D, Chair 

Associate Professor 

James Lowenthal, Ph.D. 

Laboratory Instructor 

MegThacher,M.S. 

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) 
Salman Hameed, Ph.D. (Assistant Professor, Hampshire 

College) 



Neal Katz (Assistant 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) 
Martin D. Weinberg, Ph.D. (Professor, University of 

Massachusetts) 
Grant Wilson, Ph.D. (Assistant 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 115 and 116 and the mathemat- 
ics 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 de- 
signed for non-science majors who would like to know 
something about the universe are AST 100, AST 102, 
AST 103, .AST 215 and AST 220. 

The astronomy department is a collaborative Five 
College department. Courses designated FC (Five Col- 
lege) are taught jointly with Amherst College, Hamp- 
shire College, Mount Holyoke College and the University 
of Massachusetts. Because of differences among the 
academic calendars of each school, courses designat- 
ed "FC" may begin earlier or later than other Smith 
courses. Students enrolled in any of these courses are 
advised to consult the Five College astronomy office 
(545-2194) for the time of the first class meeting. 



100 A Survey of the Universe 

Discover how the forces of nature shape our under- 
standing 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 galaxies, clusters of galaxies 
and the universe as a whole. Designed for non-science 
majors. {N} 4 credits 
Suzan Edwards 
Offered Fall 2006 

102 Sky I: Time 

Explore the concept of time, with emphasis on the 
astronomical roots of clocks and calendars. Observe 
and measure the cyclical motions of the sun, the moon 
and the stars and understand phases of the moon, 
lunar and solar eclipses, seasons. Designed for non-sci- 
ence majors. Enrollment limited to 25 per section. {N} 
3 credits 

Suzan Edwards, James Lowenthal, Meg lhacher 
Offered both semesters each year 



Astronomy 



103 



103 Sky II: Telescopes 

View the sky with the telescopes of the McConneU 

Rooftop Observatory, including the moon, the sun, the 

planets, nebulae and galaxies. Irani 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} 1 credits 

James Lowenthal, Meg Thacher 

Offered Fall 2006 

AST 109/ PHY 109 The Big Bang and Beyond 

According to modern science the universe as we know 
it began expanding about 14 billion years ago from an 
unimaginably hot, dense fireball. Why was the universe 
in that particular state? How did the universe get from 
that state to the way it is today, full of galaxies, stars 
and planets? What evidence supports this "big bang 
model"? Throughout this course we will focus not 
simply on what we know about these questions, but 
also on how we know it and on the limitations of our 
knowledge. Designed for non-science majors. Enroll- 
ment limited to 25. (E) {N} 4 credits 
GaryFelder 
Offered Spring 2007 

111 Introduction to Astronomy 

A comprehensive introduction to the study of modern 
astronomy, covering planets — their origins, orbits, 
interiors, surfaces and atmospheres; stars — their for- 
mation, 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 equivalent. {N} 4 credits 
James Loiveiithal 
Offered Rill 2006 

113 Telescopes and Techniques 

A beginning class in observational astronomy for stu- 
dents who have taken or are currently taking a physical 
science class or the equivalent. Become proficient using 
the telescopes of the McConneU 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 im- 
ages of celestial objects and learn basic techniques of 
digital image processing. Become familiar with mea- 
suring and classification techniques in observational 



astronomy. Enrollment limited to 20students. {N} 3 

credits 

Suzan Edwards, Meg Thacher 

Offered Spring 2007 

223 FC23 Planetary Science 

An introductory course for physical science majors. 

Topics include planetarj orbits, rotation and pn 
siou; gravitational and tidal interactions; interiors and 
atmospheres of the Jovian and terrestrial planets; sur- 
faces 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 
Tom Burbine at Mount Holyoke 
Offered Fall 2006 

225 FG25 Galactic and Extragalactic Astronomy 

The discovery of dark matter and the role of gravity in 
determining the mass of the universe will be explored 
in an interactive format making extensive use of com- 
puter simulations and independent projects. Offered in 
alternate years with 224. Prerequisites: PHY US. MTH 
111, plus one astronomy class. {N} 4 credits 
Suzan Edwards 
Offered Spring 2007 

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, detemiinations of the 
mean density of the universe and the Hubble constant, 
and tests of gravitational theories. Discussion of the 
foundations of cosmology and its future as a science. 
Prerequisites: MTH 111 and one physical science 
course. {N} 4 credits 
George Oreenstein at Smith 
Offered Fall 2006 

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 ol 
astrophysics allows us to evaluate the size of the observ- 
able universe. We begin with direct distance detemii- 
nations in the solar system and nearb\ stars. We then 
move on to spectroscopic distances of stars; star counts 
and the structure of our galaxy; Cepheid variables and 



104 



Astronomv 



the distances of galaxies: the Hubble Law and large 

scale structure 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 2006 

337 FG37 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. Instrumentation 
for imaging, photometry 7 and spectroscopy. Astronomi- 
cal detectors. Computer graphics and image process- 
ing. Error analysis and curve fitting. Prerequisites: one 
astronomy and one physics course at the 200-level. 
Taught in alternate years with 338. {N} 4 credits 
James Lowenthal 
Offered Spring 200" 

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, labora- 
tory astrophysics, gravitational theory, infrared balloon 
astronomy, stellar astrophysics, spectroscopy and exobi- 
ology. 1 to 4 credits 
Offered both semesters each year 



including 224 or 225; one astronomy course at the 300 
level; PHY 115 and 116. In advance consultation with 
her adviser, a student may select the remaining credits 
from 200- 300-level courses in astronomy or from an 
appropriate selection of intermediate-level courses in 
closely related fields such as mathematics, physics. 
engineering, geology, computer science or the history 
or philosophy of science. 



The Minor 



Advisers: Suzan Edwards, James Lowenthal 

The minor is designed to provide a practical introduc- 
tion to modem 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 background, which would prepare 
a student for future work as a scientist or technical 
specialist. .Alternatively 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 astronomical backgrounds in a broader context, 
that could include history of science, scientific writing 
or editing, or science education. 

Requirements: 24 credits, including 111: 224 or 22x 
and PHY 115. The remaining courses may be selected 
from at least one more astronomy course plus any 
astronomy or physics offerings. 



The Major 



: Suzan Edwards, James Lowenthal 



The astronomy major is designed to provide a good 
foundation in modem science with a focus on astron- 
omy. 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 math- 
ematics and a facility in computer programming are 
strongly encouraged. 

Requirements: 44 credits, including 1 1 1 or the equiva- 
lent; 1 13: three astronomy courses at the 200 level. 



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 back- 
ground, coupled with an exposure to topics in modem 
astrophysics. Students are advised to acquire a facility 
in computer programming. Especially well-prepared 
students may enroll in graduate courses in the Five 
College .Astronomy Department. 

Requirements: completion of physics major plus any 
three astronomy classes except AST 100, 102, 103. 



Astronomy 105 

Honors 

Director: Suzan Edwards 

430d Thesis 

8 credits 

Full-year course; Offered each year 

432d Thesis 

\1 credits 

Full-year course; Offered each year 

Requirements: Same as for the major and 8 or 12 thesis 
credits in the senior year 



106 



Biochemistry 



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



** 2 Christine White-Ziegler, Ph.D. (Biological 
Sciences), Director 

Professors 

Stylianos P. Scordilis, Ph.D. (Biological Sciences) 
"' Steven Williams, Ph.D. (Biological Sciences) 

Associate Professors 

David Bickar, Ph.D. (Chemistry) 
Cristina Suarez, Ph.D. (Chemistry) 



Assistant Professor 

n Adam Hall (Biological Sciences) 
Elizabeth Jamieson (Chemistry) 

Senior Lecturer 

LaleAkaBurk,Ph.D. 

Laborataory Instructor 

Katherine Dorfman, Ph.D. (Biochemist!} 7 ) 



Exemption from required introductory courses may be 
obtained on the basis of Advanced Placement or 
departmental examinations. 

Students are advised to complete all introductory 
courses (BIO 111, 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 macromolecules: 
proteins and nucleic acids. Mechanisms of conforma- 
tional change and cooperative activity; bioenergetics, 
enzymes and regulation. Prerequisites: BIO 230 and 
CHM 223. Laboratory (253) must be taken concur- 
rently by biochemistry majors; optional for others. {N} 
3 credits 

Elizabeth Jamieson 
Offered Spring 2007 

253 Biochemistry I Laboratory 

Techniques of modern biochemistry: ultraviolet spec- 
trophotometry and spectrofluorimetry, SDS polyacryl- 
amide gel electrophoresis, Scatchard analysis, and a 
project lab on linked enzyme kinetics. Prerequisite: BIO 
231. BCH 252 is a prerequisite or must be taken con- 
currently. {N} 2 credits 
Katherine Dorfman 
Offered Spring 2007 



352 Biochemistry II: Biochemical Dynamics 

Chemical dynamics in living systems. Enzyme mecha- 
nisms, metabolism and its regulation, energy produc- 
tion 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 2006 

353 Biochemistry II Laboratory 

Investigations of biochemical systems using experi- 
mental techniques in current biochemical research. 
Emphasis is on independent experimental design and 
execution. BCH 352 is a prerequisite or must be taken 
concurrently. {N} 2 credits 
Katherine Dorfman 
Offered Fall 2006 

380 Seminar: Topics in Biochemistry 

Topic: Biochemical Bases of Neurological Disorders. 
Following the decade of the brain there has been a 
surge in understanding of the biochemical and mo- 
lecular bases of neurological disorders. This seminar 
will explore how protein misfolding relates to a number 
of neuronal diseases including spongiform encepha- 
lopathies (e.g., "mad cow"), Lou Gehrig's, Alzheimer's 
and Parkinson's. Prerequisite: Cell Biology; BIO 230. 
{N} 3 credits 
Adam Hall 
Offered Fall 2006 



Biochemistry 



107 



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: 

BI0 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 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 experi- 
ments and data collection and analysis. {N} 4 credits 
Richard Briggs (Director), Esteban Monserrate, 
Judith Wopereis 
Offered Fall 2006 

BIO 230 Cell Biology 

The structure and function of eukaryotic cells. This 
course will examine contemporary topics in cellular 
biology: cellular structures, organelle function, mem- 
brane and endomembrane systems, cellular regulation, 
signaling mechanisms, motility, bioelectricity, com- 
munication and cellular energetics. This course is a 
prerequisite for Biochemistry I. Prerequisites: BIO 111, 
CUM 222. Laboratory (231) is optional. {N} 4 credits 
Stylianos Scordilis 
Offered Fall 2006 

BIO 231 Cell Biology Laboratory 
Inquiry-based laboratory using techniques such as 
spectrophotometry, enzyme kinetics, bright field, phase 
contrast and fluorescence light microscopy and scan- 
ning electron microscopy. There will be an emphasis on 
student-designed projects. Prerequisite: BIO 230, which 
should be taken concurrently. {N} 1 credit 
Graham Kent 
Offered Fall 2006 

BIO 234 Genes and Genomes 

An exploration of genes and genomes that stresses 



the connections between molecular biology, genetics, 
cell biology and evolution. Topics will include DNA 
and RNA structure, recombinant I >\ \ analysis, gene 
cloning, gene organization, gene expression, RNA 
processing, mobile genetic elements, geneexpression 
and development, the molecular biology of cancer, the 
comparative analysis of whole genomes and the origin 
and evolution of genome structure and content. Prereq- 
uisites: BIO 111, BIO 112. 
Laboratory 235 is optional. {N} 4 credits 
Robert Dorit, Steven Williams 
Offered Fall 2(H)() 

BIO 235 Genes and Genomes Laboratory 

A laboratory designed to complement the lecture ma- 
terial in 234. Laboratory and computer projects will 
investigate methods in molecular biology including 
recombinant DNA, gene cloning and DNA sequencing 
as well as contemporary bioinformatics. data min- 
ing and the display and analysis of complex genome 
databases; Prerequisite: BIO 234 which should be taken 
concurrently. {N} 1 credit 
To be announced 
Offered Fall 2006 

CHM 111 Chemistry I: General Chemistry 

The first semester of our core chemistry curriculum 
introduces the language (s) of chemistry and explores 
atoms, molecules and their reactions. Topics covered 
include electronic structures of atoms, structure shape 
and properties of molecules; reactions and stoichiom- 
etry; and an introduction to thermodynamics, includ- 
ing chemical equilibrium. Enrollment limited to 60 per 
lecture section. 16 per lab section. {N} 5 credits 
Kate Queeney, Idle Aka Bur k 
Offered Fall 2006, Fall 2007 

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 compounds with an 
emphasis on alkanes. alky] halides, alkenes. alkynes, 
cycloalkanes and carbonyl compounds. Spectroscopic 
methods of analysis focusing on infrared and nuclear 
magnetic resonance spectroscopy. Prerequisite: 1 1 1 or 
1 18. Enrollment limited to 16 per lab section. {N} 5 
credits 

Kerin Shea, Robert linck 
Offered Spring 2007, Spring 2008 



108 



Biochemistry 



GHM 223 Chemistry III: Organic Chemistry 

The chemistry of alcohols, ethers, amines, aldehydes, 
ketones, carboxylic acids and functional derivatives 
of carboxylic acids, aromatic compounds and multi- 
functional compounds. Introduction to retrosynthetic 
analysis and multistep synthetic planning. Prerequisite: 
222 and successful completion of the 222 lab. Enroll- 
ment limited to 16 per lab section. {N} 5 credits 
Kevin Shea. Rebecca Thomas 
Offered Fall 2006, Fall 2007 

CHM 224 Chemistry IV: Bonding, Structure and 
Energetics 

An introduction to electronic structure, chemical kinet- 
ics and mechanisms and thermodynamics. Introduc- 
tory 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 
Cristina Suarez, I 'irginia White 
Offered Spring 2007, Spring 2008 

One physiology lecture and lab course from: 

BIO 250 Plant Physiology 

Plants as members of our ecosystem; water economy; 
photosynthesis and metabolism; growth and develop- 
ment as influenced by external and internal factors, 
survey of some pertinent basic and applied research. 
Prerequisites: BIO 1 10 or 1 1 1 and CHM 1 1 1 or CHM 
1 18. Laboratory (251) is optional. {N} 4 credits 
Carolyn Wetzel 
Offered Spring 2007 

BIO 251 Plant Physiology Laboratory 

Processes that are studied include plant molecular biol- 
ogy, photosynthesis, growth, uptake of nutrients, water 
balance and transport and the effects of hormones. 
Prerequisite: BIO 250, which should be taken concur- 
rently. {N} 1 credit 
Carolyn Wetzel 
Offered Spring 2008 

BIO 254 Microbiology: Bacteria and Viruses 

This course examines bacterial morphology, growth, 
biochemistry, genetics and methods of controlling 
bacterial activities. Emphasis is on bacterial physiol- 
ogy and the role of the prokaryotes in their natural 



habitats. The course also covers viral life q-cles and 
diseases caused by viruses. Prerequisites: BIO 1 10 or 
1 1 1 and CHM 1 1 1 or equivalent advanced placement 
courses. Laboratory (255) must be taken concurrently. 
{N} 3 credits 
Christine White-Ziegler 
Offered Spring 2007 

BIO 255 Microbiology: Bacteria and Viruses 
Laboratory 

Experiments in this course explore the morphology, 
physiology, biochemistry and genetics of bacteria using 
a variety of bacterial genera. Methods of aseptic tech- 
nique; isolation, identification and growth of bacteria 
are learned. An individual project is completed at the 
end of the term. BIO 254 must be taken concurrently. 
{N} 2 credits 
Chi istine White-Ziegler 
Offered Spring 2007 

BIO 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 10 or 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 2006 

BIO 257 Animal Physiology Laboratory 

Experiments will demonstrate concepts presented in 
BIO 256 and illustrate techniques and data analysis 
used in the study of physiology. Prerequisite: BIO 256, 
which must be taken concurrently. {N} 1 credit 
Margaret Anderson 
Offered Fall 2006 

One physical chemistry course from: 

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 2007 



Biochemists 



109 



CHM 335 Physical Chemistry of Biochemical Systems 
A course emphasizing physical chemistrj ol biological 
systems. Topics covered include chemical thermo- 
dynamics, solution equilibria, enzyme kinetics and 
biochemical transport processes. Hie laborator) focuses 
on experimental applications of physical-chemical 
principles to systems of biochemical importance Pre- 
requisites: 224 or permission ol the instructor and MTU 
112. {M} 4 credits 
distinct Snare: 
Offered Full 2006 

One elective from: 

BIO 342 Molecular Biology of Eukaryotes 

The molecular biology of eukaryotes and their viruses. 
Topics will include eukarvotic chromosome structure 
and organization, regulation of gene expression. R\ \ 
processing, retroviruses, transposahle elements, gene 
rearrangement, methods forstudying 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 pre- 
sentation and write a term paper on a topic selected in 
consultation with the instructor. Enrollment limited to 
16. Prerequisite: BIO 234. Laboratory (343) is optional. 
(H) 4 credits 
lb be announced 
Offered Fall 2007 

BIO 344 Immunology 

An introduction to the immune system covering the 
molecular, cellular, and genetic bases of immunity to 
infectious agents. Special topics include immunode- 
ficiencies, transplantation, allergies, immunopathol- 
ogy and immunotherapies. Prerequisite: Cell biology 
(BIO 230 or 236). Recommended: a genetics course 
(BIO 232 or 234) and/or a microbiology course BIO 
(254/255). Laboratory (345) is optional. {N} 4 credits 
Christine Whtie-Ziegler 
Offered Fall 2006 



alternate years. {N} 4 credits 
StylianosScordilis 

Ottered 1 all 2008 

CHM 328 Bio-Organic Chemistry 
This course deals with the function, biosynthesis, struc- 
ture elucidation and total synthesis of the smaller mol- 
ecules of nature. Emphasis will be on the constituents 
of plant essential oils, steroids including cholesterol 
and the sex hormones, alkaloids and nature's defense 
chemicals, molecular messengers and chemical com- 
munication. The objectives of the course can be sum- 
marized as follows: To appreciate the richness, diversity 
and significance of the smaller molecules of nature, to 
investigate methodologies used to study and synthesize 
these substances, and to become acquainted with the 
current literature in the field. Prerequisite: 11?. Offered 
in alternate years. {N} 3 credits 
Late Burk 
Offered Spring 2007 

CHM 338 Bio-NMR Spectroscopy and Imaging 
This course provides an understanding of mathemati- 
cal formulations, electronic elements and experimen- 
tal!} determined parameters related to the study of 
molecular systems. We will focus on Nuclear Magnetic 
Resonance as the spectroscopic technique of choice in 
chemistry and biology. Prerequisites: A knowledge of 
W1R spectroscopy at the basic level covered in CHM 
222 and 223. Offered in alternate years. {N} 4 credits 
Cristina Suarez 
Offered Fall 2007 

CHM 347 Instrumental Methods of Analysis 
A laboratory-oriented course involving spectroscopic, 
chromatographic and electrochemical methods for the 
quantitation, identification, and separation of species. 
Critical evaluation of data and error analysis. Prerequi- 
site: 224 or permission of the instructor. {N/M} S credits 
Kate Oi teener. Ken n Shea. Virginia White 
Offered Fall 2006 



BIO 348 Molecular Physiology 

A study of cellular regulation at the molecular level, 
with emphasis on single molecule physiology, signal- 
ing cascades, their logic and cellular integration. 
membrane domains and transport mechanisms, and 
the application of molecular science to modem medi- 
cine. Prerequisites: BIO 230 and CHM 223. Offered in 



CHM 357 Selected Topics in Biochemistry 
Topic: Pharmacology and Drug Design. An introduc- 
tion to the principles and methodology of pharmacol- 
ogy toxicology and drug design. The pharmacology of 

several drugs will be examined in detail, and compu- 
tational software used to examine drug binding and to 
assist in designing a new or modified drug. Some of the 



110 



Biochemistry 



ethical and legal factors relating to drug design, manu- 
facture, 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 2006, Fall 2008 

CHM 369 Bioinorganic Chemistry 

This course will provide an introduction to the field of 
bioinorganic chemistry. Students will leani about the 
role of metals in biology as well as about the use of 
inorganic compounds as probes and drugs in biologi- 
cal systems. Prerequisites: CHM 223 and 224. Offered in 
alternate years. {N} 4 credits 
Elizabeth Jamieson 
Offered Fall 2007 



The Major 



Requirements: BCH 252 and 253, 352 and 353; BIO 1 1 1, 
230 and 231, 234 and 235; CHM 111, 222 and 223, 224 
or 118, 222 and 223. 



Advisers: Lale Burk, David Bickar, Elizabeth Jamieson, 
Stylianos Scordilis, Christine White-Ziegler, Steven 
Williams 



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 presentation of the honors 
research. 



One physiology course from: BIO 250 and 251, 254 and 
255 or 256 and 257. 

One physical chemistry course from: CHM 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 phys- 
ics in their program of study. 

The S/U 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 Placement or depart- 
mental examinations. 



Students are advised to complete all introductory 
courses (BIO 1 1 1, CHM 1 1 1 or 1 18, 222, 223) as well as 
BIO 230, 231 and CHM 224 before the junior year. 



Biological Sciences 



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



Professors 

Carljohn Burk, PhD 
Stephen G. Tilley, Ph.D., Chair 
''Robert B. Merritt. Ph.D. 
Margaret E. Anderson, Ph.D. 
Richard F.Olivo, Ph.D. 
St> lianos P. Scordilis, Ph.D. 

Steven A. Williams, Ph.D. 
Paillette Peckol. Ph.D. 
Richard T. Briggs, Ph.D. 
Virginia Hayssen, Ph.D. 
Michael Marcotrigiano. Ph.D. 

Associate Professors 

Robert Dorit, Ph.D. 
Laura A. Katz,Ph.D. 
"- Christine W'hite-Ziegler, Ph.D. 
L.David Smith, Ph.D. 

Adjunct Associate Professors 

Thomas S. Li twin, Ph.D. 
Leslie R.Jaffe, Ml). 



Assistant Professors 

n Adam Hall. Ph.D. 
Carolyn Wetzel, Ph.D. 
Michael Barresi, Ph.D. 

Aajunct Assistant Professor 

Gail E. Scordilis. Ph.D. 

Visiting Professor 

Kai Jensen, Ph.D. 

Lecturers 

Esteban Monserrate, Ph.D. 
Denise Lello, Ph.D. 
Lori Saunders. Ph.D. 

Senior Laboratory Instructor 

Graham R. Kent, M.Sc. 

Laboratory Instructors 

Esteban Monserrate. Ph.D. 
Gabrielle Immerman, B.A. 
Judith Wopereis, M.Sc. 

Research Associate 

Paul Wetzel, Ph.D. 



The following three courses are designed primarily for 
students not majoring in the biological sciences. For 
exceptions see requirements for the major. 

101 Modern Biology for the Concerned Citizen 

A course dealing with current issues in biology that 
are important in understanding today's modem world. 
Main 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 modi- 
fied foods, bioterrorism. emerging infectious diseases 
such as Ebola, SARS and West Nile, gene therapy, DNA 
diagnostics and forensics, genome projects, human 
origins, human diversity and others. The course will 



include guest lectures, outside readings and in-class 
discussions. {N} 4 credits 
Lori Saunders 
Offered Spring 2007 

106 Economic Botany: Plants and Human Affairs 

A consideration of the plants that are useful or harmful 
to humans: their origins and history, botanical rela- 
tionships, the chemical constituents that make them 
economically important, and their roles in prehistoric 
and modem cultures, civilizations and economies. 
Classes of plants surveyed include those that provide 
food, timber, fiber, spices, essential oils, medicines, 
stimulants and narcotics, oils and waxes and other 
major products. Topics include the history of plant 
domestication, ethnobotany, biodiversity issues, genetic 



112 



Biological Sciences 



engineering and biotechnology. No prerequisites. En- 
rollment limited to 25. (E) 4 credits 
Robert Nicholson 
Offered Spring 2007 

110 Introductory Colloquia: Life Sciences for the 21st 
Century* 

These colloquia provide entering and non-major stu- 
dents with interactive, small group discussion courses 
focusing on particular topics/areas of current relevance 
in the life sciences. Their writing-intensive and/or 
quantitative-intensive small class formats are meant 
to foster discussion and encourage active participation. 
Students engage with the topic of the colloquium us- 
ing the many styles of inquiry and tools available to 
contemporary biologists. While the emphasis will be 
on the subject matter, we will also be concerned with 
developing fundamental skills necessary for success in 
the sciences, including reading and analysis of primary 
literature, writing about science, data presentation and 
analysis, and hypothesis construction and testing. A 
number of concepts introduced in these colloquia are 
relevant to the 200-level courses intended for majors 
in the biological sciences. Individual colloquia are 
designed to emphasize a variety of skills: the designa- 
tions listed after the title of the colloquium indicate if 
the course will emphasis quantitative work (Q), written 
work (W), laboratory exercises (L) and/or reading of pri- 
mary literature (R). Certain of these colloquia will also 
fulfill the college requirement for a "writing-intensive" 
course indicated by the Wl designation. May be repeated 
for credit with a different subject. Enrollment limited to 
20 unless otherwise indicated. {N} 4 credits 
Members of the department 
Note: Permanent status from Experimental, addition of 
{N} and sections noted below as (Wl) are pending ap- 
proval of the Committee on Academic Priorities. 

Women and Exercise — What Is Really Going On In 
Our Muscles (Q, R, LJ 

Muscle is a very plastic tissue and responds to envi- 
ronmental changes and stresses in ways we don't even 
notice. It atrophies from disuse, hypertrophies from 



weight lifting, and is constantly changing in response 
to daily exercise. In this course we will explore the 
effects of exercise on ourselves. With the aid of vari- 
ous microscopies, we will examine different muscle 
cell types. We will carry out biochemical analyses of 
metabolites such as glucose and lactate, and enzymes 
such as creatine kinase and lactate dehydrogenase, to 
elucidate changes due to exercise. We will also explore 
some physiological and molecular alterations that 
help our bodies compensate for new exercise patterns. 
Enrollment limited to 15. 
Stylianos Scordilis 
Offered Fall 2006 

Island Biology (W. Q. R) 

Islands represent hospitable environments surrounded 
by areas that challenge living organisms. Using islands 
as the context, we will explore several topics in basic 
biology including evolution, genes and gene flow, 
reproduction, physiology, biogeochemical cycles of 
nutrients and energy and ecology 7 . Three island contexts 
will be covered: classical oceanic islands (the Hawaiian 
archipelago), islands of specific environments (frag- 
mented landscapes), and islands in outer space (space 
stations and spaceships). Class time will be spent on a 
combination of discussion, lecture, activities and short 
field trips. 
Carolyn Wetzel 
Offered Spring 2007 

Origins (WQ. R) 

This course focuses on (1) the origin of life; (2) the 
origin of modern humans; and (3) the genetic basis, 
if any, of human races. The first part of the course will 
focus on the diverse theories to explain the origin of 
life, with discussion of the evidence and philosophy 
behind each theory. Parts 2 and 3 will cover theories 
and evidence relating to the origin and diversification 
of humans. Readings will combine primary literature 
with a few sections from biology text books and novels. 
Students will be required to research topics, and to 
produce several written works. (Wl) 
Laura Katz 
Offered Fall 2006 



^Students who have attained scores of 4 or 5 on the Advanced Placement examination in biology may apply 
that credit toward either 110 and/or 111. Students without AP credit but with a strong background should 
discuss their options with a member of the department. TJ)e distribution requirements for the major vary 
depending on whether students have taken 110 and/or 111 (see The Major section following the department 
course listings). 



Biological Sciences 



113 



The Biology and Policy of Breast Cancer ( it. o. R) 
This colloquium examines the genetic and environ- 
mental causes of cancel; focusing on the molecular 
biology and epidemiology of this suite of diseases. We 

will pay particular attention to the health and polio 
implications of recent discoveries concerning the ge- 
netic causes of predisposition to breast cancer (WI) 
Robert Dorii 
Offered Fall 2006 

Conservation Biology (W, Q. 10 

The application of ecological, genetic and evolutionary 
knowledge to the global crisis of biodiversitv loss and 
environmental degradation. Topics include threats to 
buxiiversity, the value of biodiversity, and how popula- 
tions, communities, anil ecosystems can be managed 
sustamably. 
L David Smith 
Offered Spring 2007 

Bacteria: The (rood. The Bad dad the Absolutely 
Necessary 

This course will focus on topics of disease, on bacteria 
involved in biogeochemical cycles, and the use of 
bacteria in bioremediation and industry. Some of the 
concepts will include prokaryotic cell structure, diver- 
sit}', metabolism and growth. Once we have a general 
understanding of the biology of bacteria, the course 
will focus on their role as pathogens. This will be fol- 
lowed by a description of the different environments in 
which bacteria are found, and the role bacteria play 
in these environments. In addition, there will be an 
introduction to the many beneficial activities associated 
with bacteria and how can these activities are exploited 
to clean up the environment, produce food, beverages 
and medicines (antibiotics). Special topics covered 
in this class will include the use of bacteria in biode- 
grading petroleum products, xenobiotic compounds 
and biomass (garbage). Furthemiore we will explore 
bacteria in unusual or extreme environments. A num- 
ber of special topics will be covered through student 
presentations as well. The last week of the course will 
be dedicated to the discussion of current issues of 
relevance to microbiology (e.g.. emerging infectious 
diseases, biotechnology) and will be determined b\ the 
students' interests. 
Esteban Monserrate 
Offered Spring 2007 



111 Molecules, Cells and Systems 

This course is an introduction to fundamental biologi- 
cal concepts, including cell, organelle and membrane 
structure and function, biomolecules, bioenergenetics 
and metabolism, and the molecular basis and mecha- 
nisms of inheritance and information transfer \ por- 
tion of the course is devoted to the structure, function 
and regulation of select organ systems such as ex 
tory, circulatory and respiratory, immune and nervous 
systems. Investigative laboratorj exercises explore basic 
concepts through observation, self-designed experi- 
ments and data collection and analysis. {N} 4 credits 
Richard Briggs (Director), Graham Kent. Esteban 
Monserrate. Judith \\oj>ereis 
Offered Fall 2006, Spring 2007 

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 presen- 
tation, field trips, BIO 203 must be taken concurrently 
Enrollment limited to 40. {N} 3 credits 
Michael Marcotrigiano 
Offered Fall 2006 

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 Immerman 
Offered Fall 2006 

204 Horticulture 

An overview of the field of horticulture. 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 biotechnology. Class presentation. BIO 

205 must be taken concurrently. Enrollment limited to 
40. {N} 3 credits. 

Michael Marcotrigiano 
Offered Spring 2007 



114 



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 2007 

230 Cell Biology 

The structure and function of eukaryotic cells. This 
course will examine contemporary topics in cellular 
biology: cellular structures, organelle function, mem- 
brane and endomembrane systems, cellular regulation, 
signaling mechanisms, motility, bioelectricity, com- 
munication and cellular energetics. This course is a 
prerequisite for Biochemistry I. Prerequisites: BIO 110 
or 111, CHM 222. Laboratory (231) is optional. {N} 
4 credits 

Stylianos Scordilis 
Offered Fall 2006 

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-de- 
signed projects. Prerequisite: BIO 230, which should be 
taken concurrently. {N} 1 credit 
Graham Kent 
Offered Fall 2006 

232 An Introduction to Genetics and Molecular Biology 

This course explores central concepts in transmission, 
molecular and population genetics. Topics covered will 
include nuclear and cytoplasmic inheritance; gene 
structure, DNA replication and gene expression; ma- 
nipulation and analysis of nucleic acids; dynamics of 
genes in populations, mutation, natural selection and 
inbreeding. Discussion sections will focus on analysis 
of complex problems in inheritance, molecular biology 
and gene dynamics. Prerequisites: BIO 1 10 or 1 1 1. 
Laboratory (233) is optional. {N} 4 credits 
Robert Merritt 
Offered Spring 2007 

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 Spring 2007 

234 Genes and Genomes 

An exploration of genes and genomes that stresses 
the connections between molecular biology, genetics, 
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 biology of infectious 
diseases, the comparative analysis of whole genomes 
and the origin and evolution of genome structure and 
content. Prerequisites: BIO 110 or 111. Laboratory 235 
is optional. {N} 4 credits 
Robert Dorit. Steven Williams 
Offered Fall 2006 

235 Genes and Genomes Laboratory 

A laboratory designed to complement the lecture ma- 
terial in 234. Laboratory and computer projects will 
investigate methods in molecular biology including 
recombinant DNA, gene cloning and DNA sequencing 
as well as contemporary bioinformatics, data min- 
ing and the display and analysis of complex genome 
databases. Prerequisite: BIO 234 which should be taken 
concurrently. {N} 1 credit 
To be announced 
Offered Fall 2006 

236 Cell Physiology 

Survey of fundamental cell processes with a medical 
and disease pathology perspective. Topics will include, 
but are not limited to, cellular diversity, structure and 
function of cellular compartments and components, 
and regulation of cellular processes such as energy 
generation, information transfer (transcription and 
translation), protein trafficking, cell signaling and 
cell movement. Particular emphasis will be placed on 
how misregulation of these cellular processes leads to 
disease. Prerequisite: BIO 1 10 or 1 1 1 and CHM 1 1 1 or 
CHM 1 18. This course does not serve as a prerequisite 
for BCH 252. Laboratory (237) is not required. {N} 
4 credits 

Michael Barresi 
Offered Spring 2007 



Biological Sciences 



115 



237 Cell Physiology Laboratory 

Instimiedaiulselklesigned experimentation of single 
cells and multicellular tissues focused on investigating 
how cells are structured and function. Students will 
be introduced to a variety of cell types and microscopy 
techniques Mich as bright field, darkfield. phase con- 
trast, epifluorescence, confocai and scanning electron 
microscopy and time-lapse video microscopy. A main 
focus of the lab is to \ isualize molecular components of 
single cells using direct immunofluorescence and test 
how those components regulate cell function using the 
cell culture model system Prerequisite: BIO 236 which 
should be taken concurrently {N} 1 credit 
Michael Barresi, Graham Kent 
Offered Spring 2007 

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 compara- 
tive morphology reproduction, physiology and develop- 
ment. Plants will be examined at the cell, organismal 
and community levels. Prerequisites: BIO 1 10 or 1 1 1. 
Laboratorv (24l ) optional but highly recommended. 
{N} 4 credits 
Carolyn Wetzel 
Offered Fall 2006 

241 Plant Biology Laboratory 

Hands-on examination of plant anatomy, morphology, 
development and diversity using living and preserved 
plants. An emphasis on structure/function relation- 
ships, life cycles, plant interactions with the environ- 
ment (abiotic and biotio. and use of model plant sys- 
tems for experimentation. Prerequisite: BIO 240. which 
should be taken concurrently {N} 1 credit 
Carolyn Wetzel 
Offered Fall 2006 

242 Invertebrate Diversity 

Invertebrate animals account for the vast majority of 
species on earth. Although sometimes inconspicuous, 
invertebrates are vital members of ecological commu- 
nities. They provide protein, important ecosystem ser- 
vices, 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 un- 
derstand its nature and scope. This course is designed 



to surve\ the extraordinary diversity of invertebrates, 
emphasizing their form and function in ecological and 
evolutionary contexts. Enrollment limited to 20. Labo- 
ratory (24.->) must be taken concurrently {N} 3 credits 
L 1 kind Smith 
Offered Fall 2006 

243 Invertebrate Diversity Laboratory 
Examination ot a wide variety of live invertebrates with 
emphasis on the relationship between form and func- 
tion. Observations on aspects of invertebrate structure. 
locomotion, feeding and other behaviors. BI( I 242 must 
be taken concurrently. One required weekend field trip 
to the New England coast. {N} 1 credits 

/'.. David smith 
Offered Fall 20(H) 

244 Vertebrate Biology 

A review of the evolutionary origins, adaptations and 
trends in the biology of vertebrates. Laboratorv- (245) is 
optional. {N} 4 credits 
Virginia Hayssen 
Offered Spring 2007 

245 Vertebrate Biology Laboratory 

A largely anatomical exploration of the evolutionary 
origins, adaptations and trends in the biology 7 of verte- 
brates. {N} 1 credit 
Virginia Hayssen 
Offered Spring 2007 

250 Plant Physiology 

Plants as members of our ecosystem; water economy: 
photosynthesis and metabolism: growth and develop- 
ment as influenced by external and internal factors, 
survey of some pertinent basic and applied research. 
Prerequisites: BIO 1 10 or 1 1 1 and CHM 1 1 1 or CI l\l 
1 18. Laboratory (251) is optional. {N} 4 credits 
Carolyn Wetzel 
Offered Spring 2007 

251 Plant Physiology Laboratory 

Processes that are studied include plant molecular biol- 
ogy, photosynthesis, growth, uptake of nutrients, water 
balance and transport and the effects of hormones. 
Prerequisite: BIO 250, which should be taken concur- 
rently. {N} l credit 
Carolyn Wetzel 
Offered Spring 2008 



116 



Biological Sciences 



254 Microbiology: Bacteria and Viruses 

This course examines bacterial morphology, growth, 
biochemistry, genetics and methods of controlling 
bacterial activities. Emphasis is on bacterial physiol- 
ogy 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 10 or 
1 1 1 and CHM 1 1 1 or equivalent advanced placement 
courses. Laboratory (255) must be taken concurrently. 
{N} 3 credits 
Christine White-Ziegler 
Offered Spring 2007 

255 Microbiology: Bacteria and Viruses Laboratory 

Experiments in this course explore the morphology, 
physiology, biochemistry and genetics of bacteria using 
a variety of bacterial genera. Methods of aseptic tech- 
nique; isolation, identification and growth of bacteria 
are learned. An individual project is completed at the 
end of the term. BIO 254 must be taken concurrently. 
{N} 2 credits 
Christine White-Ziegler 
Offered Spring 2007 

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 10 or 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 2006 

257 Animal Physiology Laboratory 

Experiments will demonstrate concepts presented in 
BIO 256 and illustrate techniques and data analysis 
used in the study of physiology. Prerequisite: BIO 256, 
which must be taken concurrently. {N} 1 credit 
Margaret Anderson 
Offered Fall 2006 

260 Principles of Ecology 

Theories and principles pertaining to population 
growth and regulation, interspecific competition, pre- 
option, the nature and organization of communities, 
and the dynamics of ecosystems. Prerequisites: BIO 111 
or a BIO 1 10 colloquium dealing with ecological con- 
cepts. Laboratory (26l) is optional. A weekend field trip 



will be included. {N} 4 credits 
Stephen Title]' 
Offered Fall 2006 

261 Principles of Ecology Laboratory 

Introduction to ecological communities of southern 
New England, and to the investigation of ecological 
problems via field work and statistical analysis. Prereq- 
uisite: BIO 260, which should be taken concurrently. 
{N} 1 credit 
Stephen Tilley 
Offered Fall' 2006 

262 Evolutionary Biology I: The Mechanisms of 
Evolutionary Change 

The processes of organic evolution are central to un- 
derstanding the attributes and diversity of living things. 
This course deals with the mechanisms underlying 
change through time in the genetic structures of popu- 
lations change, the phenomenon of adaptation, the 
formation of species, and the reconstruction of evolu- 
tionary relationships. Topics include basic population 
genetics and molecular evolution, the mechanics of 
natural selection, phylogenetic reconstruction and hu- 
man evolution. Prerequisites: BIO 232, or 234, or a BIO 
1 10 colloquium dealing with evolutionary and genetic 
principles. Alternates with BIO 270. {N} 4 credits 
Stephen Tilley 
Offered Spring 2007 

264 Marine Ecology 

This course will initially focus on selected marine 
systems (e.g., shores, coral reefs, deep sea) in order to 
explore various natural factors that affect marine bio- 
diversity. 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 manage- 
ment strategies being implemented using various case 
studies. One of our goals is to familiarize you with 
some of the scientific concepts studied by marine ecol- 
ogy 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 repre- 
sentations and quantitative skills. Prerequisite: BIO 1 1 1 
or GEO 108 or permission of the instructor. Enrollment 
limited to 28. Laboratory (265) must be taken concur- 
rently and includes two field trips. {N} 3 credits 
Paulette Peckol Esteban Monserrate 
Offered Fall 2006 



Biological Sciences 



117 



265 Marine Ecology Laboratory 

The laboratory applies concepts discussal in lecture, fo- 
cusing on class and individual research projects in both 
the field and laboratory. Prerequisite: BIO 264, which 
should be taken concurrently. Two required weekend 
field trips to the New England coast. {N} 2 credits 
Paulette Peckol, Esteban Monserrate 
Offered Fall 2006 

266 Plant Systematics 

Classical and modern approaches to the taxonomy of 
higher plants, with emphasis on evolutionary trends 
and processes and principles of classification. Labora- 
tory (267) must be taken concurrently. {N} 3 credits 
John Burk 
Offered Spring 2007 

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 concur- 
rently. {N} 1 credit 
John Burk 
Offered Spring 2007 

268 Microbial Diversity 

This course focuses on the origin and diversification of 
eukaryotic cells (cells with nuclei). To provide context. 
the first weeks of lecture will cover the basics of evolu- 
tionary analyses, and the origin and diversification of 
microbes. From there, we will focus on the diversifica- 
tion of microbial eukaryotes, with specific lectures on 
topics such as microbes and AIDS, and the origins of 
plants, animals and fungi. Evaluation is based on a 
combination of tests, discussions and a research paper 
on a topic chosen by each student. {N} 4 credits 
Laura Katz 
Offered Spring 2007 

269 Microbial Diversity Laboratory 

The laboratory assignments allow students to observe 
microbial eukaryotes and use microscopy and molecu- 
lar techniques for experimentation with these organ- 
isms. Emphasis is on completion of an independent 
project. A one-day field trip is scheduled. BIO 268 must 
be taken concurrently. {N} 1 credit 
Judith Wopereis 
Offered Spring 2007 



270 Evolutionary Biology II: Biodiversity 

Our planet is inhabited b\ at least two million kinds oi 
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, descrip- 
tion, and preservation of biodiversity. Topics include 
discovering and narning species; species concepts and 
origins; major patterns in the paleontological record; 
geographic patterns; measuring, comparing and ex- 
plaining levels of diversity; and conserving biodiversity. 
The course includes a Saturday trip to the American 
Museum of Natural History in New York City. Prereq- 
uisites: a course in distribution Field D or a BIO 1 10 
colloquium dealing with biodiversity. Alternates with 
BIO 262. {N} 4 credits. 
Stephen Tiller 
Offered Spring 2008 

320 Colloquium on Molecular Medicine 

A study of cells and their diseased states in humans. 
The cellular, molecular, metabolic and physiological 
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. Several topics will be given by pathologists 
at Baystate Medical Center. Prerequisite: BIO 230. {N} 
4 credits 

Stylianos Scordilis 
Offered Fall 2008 

325 Cellular and Molecular Neuroscience 

Molecular-level structure-function relationships in the 
nervous system. Topics include development of neu- 
rons, neuron-specific gene expression, mechanisms of 
neuronal plasticity in learning and memory, synaptic 
release, molecular biology of neurological disorders, 
and molecular neuropharmacology. Prerequisites: BIO 
230, BIO 234, or BIO 236, or permission of the instruc- 
tor. Laboratory (326) should be taken concurrently. 
Enrollment limited to 20. {N} 4 credits 
Adam C. Hall 
Offered Spring 2007 

326 Cellular and Molecular Neuroscience Laboratory 

This laboratory initially uses tissue culture techniques 
to study the development of primary neurons in culture 
(e.g. extension of neurites and growth cones). This is 
followed bv an introduction to DNA microarrav tech- 



118 



Biological Sciences 



nology for studying gene expression in the brain. The 
rest of the laboratory uses ihe Xenopus oocyte expres- 
sion 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 semes- 
ter involves a lab project using the expression system to 
investigate channel characteristics or pharmacology. 
BIO 325 must be taken concurrently. Enrollment lim- 
ited to 20. {N} 1 credit 
Adam C. Hall 
Offered Spring 2007 

330 Neurophysiology 

The function of nervous systems. Topics include elec- 
trical signals in neurons, synapses, the neural basis 
of form and color perception, and the generation of 
behavioral patterns. Prerequisites: BIO 230, 236 or 256. 
Laboratory (331) must be taken concurrently. {N} 
4 credits 
Richard Olivo 
Offered Spring 2007 

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 2007 

332 Histology 

A study of the microscopic structure of animal tissues, 
including their cellular and extracellular composition, 
function, and arrangement into organs. Structural 
organization and structure-function relationships will 
be emphasized. Additional prerequisite: BIO 230 or 
236. Laboratory (333) is optional, but strongly recom- 
mended. {N} 4 credits 
Richard Briggs 
Offered Fall 2006 

333 Histology Laboratory 

An introduction to microtechnique: the preparation of 
tissue and organs for light microscopic examination, 
including fixation, embedding and sectioning, different 
staining techniques and cytochemistry, and photomi- 
crography. Also includes the study of cell, tissue and 
organ morphology through examination of prepared 
material. Minimum enrollment: 6 students. Prerequi- 



site: BIO 332, which should be taken concurrently. {N} 

1 credit 

Richard Briggs, Judith Wopereis 

Offered Fall 2006 

336 Introduction to Biological Microscopy 

This course will focus on theory, principles and tech- 
niques of light (fluorescence, confocal, DIC) microsco- 
py and scanning and transmission electron microscopy 
in biology, including basic optics, instrument design 
and operational parameters. Associated equipment and 
techniques for specimen preparation and image record- 
ing will also be considered, along with discussions of 
elucidating biological structure/function relationships. 
Admission by permission of the instructor. Prerequisite: 
BIO 230 or 236. Laboratory (337) must be taken con- 
currently. Enrollment limited to 6. {N} 3 credits 
Richard Briggs 
Offered Spring 2007 

337 Introduction to Biological Microscopy Laboratory 

The laboratory includes practical techniques for light 
(fluorescence, confocal, DIC) microscope operation 
and a more thorough introduction to the scanning 
and transmission electron microscopes. Selected tech- 
niques of biological specimen preparation (fixation, 
embedding, sectioning and staining) for the different 
microscopies, as well as associated data recording 
processes, will also be emphasized. In addition to the 
formal laboratory period, students will need to arrange 
blocks of time to practice the techniques and work on 
self-designed investigations. 
BIO 336 must be taken concurrently. {N} 2 credits 
Richard Briggs, Judith Wopereis 
Offered Spring 2007 

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 environmental and 
medical importance. Each student is responsible for 
two in-class presentations and associated research pa- 
pers. Prerequisite: a 200-level course in plant sciences, 
physiology, ecology or permission of the instructor. 
Enrollment limited to 12. {N} 4 credits 
Paulette Peckol 
Offered Spring 2007 

339 Algae and Fungi Laboratory 

The laboratory will focus on concepts discussed in 



Biological Sciences 



119 



lecture and will include an independent project. A 

weekend field trip is included. BIO 338 must be taken 

concurrently. {N} 2 credits 

Paillette Peckol 

Not offered in Spring 2007 

340 Molecular Evolution 

This course will focus on methods and approaches in 
the emerging field of molecular evolution. Topics will 
include the quantitative examination of genetic varia- 
tion; molecular mechanisms underlying mutation, 
recombination and gene conversion; the role of chance 
and selection in shaping proteins and catalytic RNA; 
comparative analysis of whole genome data sets; com- 
parative genomics and bioinformatics; applications of 
molecular evolution in the fields of molecular medi- 
cine, drug design and disease and the use of molecular 
data for systematic, conservation and population biol- 
ogy. Prerequisite: BIO 232, or 234, or 262 or permission 
of the instructor. {N} 3 credits 
Robert Dont 
Offered Spring 2007 

341 Molecular Evolution Laboratory 

This lab will introduce the computational and quanti- 
tative tools underlying contemporary molecular 
evolution. We will explore the various approaches to 
phylogenetic reconstruction using molecular data, 
methods of data mining in genome databases, compar- 

' ative genomics, and the use of molecular data to re- 
construct population and evolutionary history. Students 

\ will be encouraged to explore datasets of particular 

; interest to them. Prerequisite: should be taken concur- 

' rently with BIO 340, or by permission of the instructor. 

, Enrollment limited to 14. {N} 2 credits 

! Robert Dorit 

| Offered Spring 2007 

342 Molecular Biology of Eukaryotes 

Advanced molecular biology of eukaryotes and their 
viruses. Topics will include genomics, bioinformat- 
ics, eukaryotic gene organization, regulation of gene 
expression, RNA processing, retroviruses, transposable 
elements, gene rearrangement, methods for studying 
human genes and genetic diseases, molecular biol- 
ogy of infectious diseases, 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 paper 
on a topic selected in consultation with the instructor. 



Enrollment limited to 16. Prerequisite: BIO 234 Labo- 
ratory (343) is optional {N} + credits 
lb be announced 
Offered Fall 2007 

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-PCK, 
bioinlonnatics and others. Enrollment limited to 16. 
Prerequisite: BIO 235 and 342, which should be taken 
concurrently. {N} 1 credit 
To be announced 
Offered Fall 2007 

344 Immunology 

An introduction to the immune system covering the 
molecular, cellular and genetic bases of immunity to 
infectious agents. Special topics include immunode- 
ficiencies, transplantation, allergies, immunopathol- 
ogy and immunotherapies. Prerequisite: Cell biology 
(BIO 230 or 236). Recommended: a genetics course 
(BIO 232 or 234) and/or a microbiology course (BIO 
254/255). Laboratory (345) is optional. {N} 4 credits 
Christine Write-Ziegler 
Offered Fall 2006 

345 Immunology Laboratory 

Immunological techniques used in diagnosis and as 
research tools. Experimental exercises include immune 
cell population analysis, immunofluoresence, Western 
blotting, ELISA and agglutination reactions. An inde- 
pendent 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 White-Ziegler 
Offered Fall 2006 

346 Developmental Biology 

Developmental Biology is the study of the amazing 
processes by which a fertilized egg becomes a multicel- 
lular organism with thousands of different cell types. 
Observations of these remarkable phenomena are pre- 
sented in concert with the experiments underlying our 
current understanding of the control of these events. 
Emphasis is placed on learning to design experiments 



120 



Biological Sciences 



to answer questions about cause and effect in biologi- 
cal systems, developing or otherwise. In addition to 
textbook reading assignments, students will learn to 
read and present primary literature, design visual rep- 
resentation of developmental processes and compose 
an abbreviated grant proposal. To fully engage students 
with the research being conducted in developmental 
biology, selected investigators will Web conference with 
our class. Prerequisite: a course in molecular genetics 
(BIO 232 or BIO 234) and cell biology (BIO 236 or BIO 
230). Laboratory (347) is optional, but recommended. 
{N} 4 credits 
Michael Barresi 
Offered Fall 2006 



BIO 242, 244, a statistics course or permission of the 
instructor. {N} 3 credits 
Virginia Hayssen 
Offered Fall 2006 

353 Methods in Animal Behavior 

Research design and methodology for field and labo- 
ratory studies of animal behavior. Prerequisite, one 
of the following: BIO 242, 244, a statistics course or 
permission of the instructor. Enrollment limited to 15 
students. {N} 
3 credits 

Virginia Hayssen 
Offered Fall 2007 



347 Developmental Biology Laboratory 

Students will design and carry out their own experi- 
ments focused on neural ad muscle development using 
zebrafish as a model system. Techniques covered will 
be embryology, indirect immunocytochemistry, in situ 
hybridization, microinjection of RNA for gain or loss of 
function studies, pharmacological analysis, GFP-trans- 
genics, an array of microscopy techniques. This labora- 
tory is designed as a true research experience and thus 
will require time outside of the normally scheduled lab 
period. Your data will be constructed into a poster that 
will be presented at Smith and may be presented at an 
undergraduate developmental biology conference with 
participating local colleges and universities. Lecture 
346 must be taken concurrently. Enrollment limited to 
12. {N} 1 credit 
Michael Barresi 
Offered Fall 2006 

348 Molecular Physiology 

A study of cellular regulation at the molecular level, 
with emphasis on single molecule physiology, signal- 
ing cascades, their logic and cellular integration, 
membrane domains and transport mechanisms, and 
the application of molecular science to modern medi- 
cine. Prerequisites: BIO 230 and CHM 223. Offered in 
alternate years. {N} 4 credits 
Stylianos Scordilis 
Offered Fall 2008 

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 behavioral ecol- 
ogy and evolution. Prerequisite: one of the following: 



356 Plant Ecology 

Examines current approaches to studying ecological 
processes (plant-microbe, plant-herbivore and plant- 
pollinator interactions, succession, invasions, climate 
change etc.) that contribute to the plant assemblage 
patterns and dynamics that we observe. Prerequisite: a 
course in ecology or environmental science, or permis- 
sion of the instructor. Laboratory (357) must be taken 
concurrently. {N} 3 credits 
Denise hello, Kai Jensen 
Offered Fall 2006 

357 Plant Ecology Laboratory 

Field and laboratory investigations of the ecology of 
higher plants, with emphasis on New England plant 
communities and review of current literature. BIO 356 
must be taken concurrently. {N} 1 credit 
Denise hello, Kai Jensen 
Offered Fall 2006 

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 interactions, 
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 36 1, Evolutionary Analysis 
Laboratory. {N} 2 credits 
Stef)hen Tilley 
Offered Spring 2007 



Biological Sciences 



121 



361 Evolutionary Analysis Laboratory 

The analysis and application of evolutionary principles 
using computer modeling, phylogenetic analysis 
software and field investigation. Topics include the 
quantitative analysis of generic drift and natural selec- 
tion, phylogenetic relationships.and genetic variation 
in natural populations. The course assumes an under- 
standing 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- M 2 credits 
Stephen G. Til lev 
Offered Spring 2008 

400 Special Studies 

Variable credit ( 1 to 5) as assigned 
Offered both semesters each year 



Seminars 



360 Topics in Molecular Biology 
Ttpic: Application of New Molecular Technologies to 
the Study of Infectious Disease. 
The focus of this seminar will be on the study of newly 
emerging infectious diseases that are of great concern 
in the public health community. The bird flu (H5N1) is 
currently causing the greatest apprehension; however, 
the spread of diseases such as SARS, Ebola, Dengue 
Fever, West Nile, malaria and many others is also a 
worrisome trend. What can we learn from the great 
pandemics of the past (the great influenza of 1918, the 
Black Death of the Middle Ages, the typhus epidemic of 
1914-1921 and others)? How can modern biotechnol- 
ogy be applied to the development of new drugs and 
vaccines to prevent such pandemics in the future? 
In addition to natural infections, we now must also 
be concerned with rare diseases such as anthrax and 
smallpox that may be introduced to large populations 
by bioterrorism. The challenges are great but new tools 
of molecular biology (genomics, proteomics, RNA 
interference, microarrays and others) provide unprec- 
edented opportunity to understand infectious diseases 
and to develop new strategies for their elimination. {N} 
3 credits 

Steven A. Williams 
Offered Fall 2006 



364 Topics in Environmental Biology 
Tbpic: Ecology and Geology of Coral Reefs Past, Pres 
ent and Future. Coral reefsoccupy a relatively small 
portion of the earth's surface, but their importance to 

the marine ecosystem is great. This seminar will exam 
ine coral reefs in temis of their geologic importance, 
both past and present and their ecological interactions. 
Emphasis will be placed on the status of modern coral 
reefs worldwide, with a focus on effects of environmen- 
tal and anthropogenic disturbances (e.g., sedimenta- 
tion, eutrophication, overfishing). Prerequisite: permis- 
sion of the instructor. {N} 3 credits 
Paulette Peckol 
Offered Spring 2007 

366 Topics in Cellular Biology 

Topic to be announced. {N} 3 credits 
To be announced 
Offered Spring 2008 

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, 
with the aim of understanding the evolutionary forces 
that drive genome evolution. We will examine genome 
data from microbial organisms, including many dis- 
ease-causing microbes, as well as from plants, animals 
and fungi. Technologies for generating and annotating 
genome data will also be discussed. Finally the course 
will include hands-on training in bioinformatics 
through computer modules. {N} 3 credits 
Laura Katz 
Offered Spring 2007 

BIO 370/ EGR 370 Topics in Microbiology 

Topic to be announced. {N} 4 credits 
To be announced 
Offered Fall 2008 



The Major 



Advisers: Students should choose their advisers, accord- 
ing 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 2006, Paulette Peckol; 
Spring 2007, John Burk 



122 



Biological Sciences 



The major in biological sciences is designed to provide 
1) a strong basis for understanding biological perspec- 
tives on various issues, 2) conceptual breadth across 
several major disciplines in biology, 3) depth in one or 
more specialized fields in biology, 4) experience with 
modern tools and techniques of biological research and 
5) the opportunity to personally experience the excite- 
ment 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 sciences and expo- 
sure to related fields such as chemistry, physics, geology, 
engineering, mathematics and computer science. 

Prospective majors are encouraged to enroll in one of 
the introductory colloquia (BIO 1 10) or in BIO 1 1 1. or 
in both, as well as introductory chemistry (CHM 1 1 1 or 
1 18) in their first year. Some 200- and 300-level cours- 
es have chemistry, biology or statistics prerequisites. 
Note that one or two semesters of organic chemistry are 
prerequisites for a number of 300-level courses. 

The following requirements for the major apply to 
students entering the Class of 2006 and beyond. Stu- 
dents from other class years should consult with their 
advisers concerning major 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 semesters) 

The fundamental course requirement: Biology offers two 
entry paths into the major: entering students may take 
either a topic-oriented colloquium (BIO 1 10) or a 
survey course (BIO 1 1 1), or both. BIO 1 10 and BIO 1 1 1 
are offered in both semesters, providing additional flex- 
ibility to students undertaking introductory coursework 
in math or chemistry. The biology major also requires 
CHM 1 1 1 or 1 18 and a course in statistics (MTH 245 is 
strongly recommended for majors in the biological sci- 
ences). Students with Advanced Placement, or students 
with unusually strong preparation in the biological 
sciences should consult with a biology adviser at fall 



registration, as they may be eligible to bypass 100-level 
biology offerings entirely. Those credits would instead 
be replaced with distribution or advanced courses, as 
detailed in the Advanced Placement section below. 

The distribution course requirement: Provided you have 
completed both a BIO 1 10 and a BIO 1 1 1, four of the 
following courses, one from each of four distribution 
fields. (Laboratory courses are listed where they must be 
taken concurrently with the associated lecture course.) 

Field A. Cell 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. 
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 NSC 31 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 semester 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: Any course in the biology 7 department 
may be used for elective credit, unless it is a course 
explicitly designated as a "non-majors course" (BIO 
101, 102, 202/203). Non-majors courses can only be 
counted towards the major if they are taken prior to 
declaring the major. Students who choose to take two 
colloquia (BIO 1 10) may use one of them for elective 
credit. Up to two courses from other departments or 
programs maybe counted as electives, provided that 
these relate 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; NSC 311. 

Independent research: Independent research is strongly 
encouraged but not required for the major in biological 



Biological Sciences 



123 



sciences. Up to two semesters of Special Studies (400) 
or honors research (430. 431, < >r 432 • may be counted 
toward completion of the major. 

Options for majors with Advanced Placement credit 
or other forms of strong high school preparation in 
Biology. 

Prospective majors who enter Smith with AP credit. AP 
oouisework, or an exceptionally strong background in 
biology should consider bypassing introductory course- 
work and going directly into the more advanced (200- 
level) offerings. This option should be discussed with a 
biology adviser at fall registration, and will require the 
adviser's consent. If approved, students may undertake 
one of the following options: 

1. One introductory colloquium (BIO 110) and five 
distribution courses (one/distribution area). 

2. Biology 1 1 1 and five distribution courses (one/distri- 
bution area). 

3. Six distribution courses (one/distribution area). 



430d Thesis 
8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 
Offered Fall 2006 

432d Thesis 

12 credits 

Full-year course: Offered each year 

Biochemistry 

See pp. 106-110 

Environmental Science and 
Policy 

See pp. 205- 207 



The Minor 



Advisers: Members of the department also serve as advis- 
ers for the minor. 

The requirements for the minor in biological sciences 
comprise 24 credits chosen in consultation with an 
adviser. These courses usually include an introductory 
level course and must include one 300-level course. No 
more than one course designed primarily for non-ma- 
jors may be included. One course from another depart- 
ment or program may be included provided that course 
is related to a students particular interest in biology and 
is chosen in consultation with her adviser. 



Honors 



Director: Adam Hall 



Requirements: the same as that for the major, and 8 or 
12 credits (430d, 43L or 432d) in the senior year of 
individual investigation culminating in a written thesis 
and an oral presentation. 



Marine Sciences 

See pp. 291-292 

Neuroscience 



See p. 310-314 

Graduate 

The Department of Biological Sciences maintains an 
active graduate program leading to the master of sci- 
ence in biological sciences. The program of study em- 
phasizes independent research supported by advanced 
course work. Candidates are expected to demonstrate a 
strong background in the life sciences and a clear com- 
mitment to independent laboratory; field and/or theo- 
retical research. The department offers opportunities 
for original work in a wide variety of fields, including 
animal behavior, biochemistry, cell and developmental 
biology, ecology, environmental science, evolution- 
ary biology, genetics, marine biology, microbiology, 
molecular biology, neurobiology, plant sciences and 



L24 



Biological Sciences 



physiology. Students pursuing the master's degree are 
required to participate in the Graduate Seminar (BIO 
507); and are expected to undertake a course of study, 
designed in conjunction with their adviser, that will 
include appropriate courses both within and outside 
the department. 

Adviser: Robert Dorit 

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 biology 
and present on their own research projects. Journal 
articles will be selected to coordinate with departmental 
colloquia. In alternate weeks, students will present talks 
on research goals, data collection and data analysis. 
This course is required for graduate students and it 
must be repeated both years. 2 credits 
Laura Katz, Members of the department 
Offered Fall 2006 

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 

530 Advanced Studies in Microbiology 

3 to 5 credits 

Members of the department 

Offered both semesters each year 

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 



Prehealth Professional 
Programs 

Students preparing to attend health profession schools 
may major in any area, as long as they take courses 
that meet the minimum requirements for entrance. For 
most schools, these are two semesters each of English, 
inorganic chemistry, organic chemistry, physics and 
biology. The science courses must include laboratories. 
A student should select biology courses in consultation 
with her adviser, taking into consideration her major 
and specific interests in the health professions. Addi- 
tional courses often recommended include biochemis- 
try, calculus, statistics 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 Develop- 
ment Office or from Margaret E. Anderson, chair of the 
Board of Pre-Health Advisers. 

Preparation for graduate study in the 
biological sciences. 

Graduate programs that grant advanced degrees in 
biology vary in their admission requirements, but will 
likely include at least one year of mathematics (prefer- 
ably including statistics), physics and organic chem- 
istry. Many programs stress both broad preparation 
across the biological 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. 



125 



Chemistry 



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



Professor 
Robert G. linck, Ph.D. 



Senior Lecturer 

IileAkaBurk. Ph.D. 



Associate Professors 

David Bickar. Ph.D. 
Cristina Suarez. ?h.D. t Cbair 
- Kate Queeney, PhD. 

Assistant Professors 
- Kevin Shea, Ph.D. 
Hlizabethjamieson, Ph.D. 

Shizuka Hsieh. Ph.D. 
Maureen Pagan, Ph.D. 



Senior Laboratory Instructor and Laboratory 

Supervisor 

Virginia White, MA 

Laboratory Instructors 

Maria Bickar. M.S. 
Rebecca Thomas, Ph.D. 
Heather Shafer, Ph.D. 



Students who are considering a major in chemistry 

should consult with a member of the department early 
in their college careers. They are advised to take Gen- 
eral Chemistry ((TIM 1 1 1 or 118) as first-year students 
and to complete MTH 1 1 2 or MTH 1 14 and PHY 1 15 or 
1 1 7 and 1 18 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. 
Students who begin the chemistry sequence in their 
second year can still complete the major, and should 
work with a department member to chart an appropri- 
ate three-year course. 

100 Perspectives in Chemistry 

Topic: Chemistry of art objects. In this museum-based 
course, chemistry will be discussed in the context of art. 
We will focus on materials used by artists and how the 
chemistry of these materials influences their longevity. 
Current analytical methods as well as preservation and 
conservation practices will be discussed with examples 
from the Smith College Museum of Art. Three hours of 
lecture, discussion and demonstrations. Class meetings 
will take place in the museum and in the Clark Science 
Center. {N} 4 credits 
IMeAka Burk, David Dempsey 
Offered Spring 2007, Spring 2008 



108 Environmental Chemistry 

An introduction to environmental chemistry, apply- 
ing chemical concepts to topics such as acid rain, the 
greenhouse effect, the ozone layer, photochemical 
smog, pesticides and waste treatment. Chemical con- 
cepts will be developed as needed. {N} 4 credits 
To be announced, Spring 2007 
Shizuka Hsieh. Spring 2008 
Offered Spring 2007, Spring 2008 

111 Chemistry I: General Chemistry 

The first semester of our core chemistry curriculum 
introduces the language(s) of chemistry and explores 
atoms, molecules and their reactions. Topics covered 
include electronic structures of atoms, structure shape 
and properties of molecules; reactions and stoichiom- 
etrv; and an introduction to thermodynamics, includ- 
ing chemical equilibrium. Enrollment limited to 60 per 
lecture section, 16 per lab section. {N} 5 credits 
Kate Queeney, Lite Aha Burk 
Offered Falf 2006. Fall 200" 

118 Advanced General Chemistry 

This course is designed for students with a very strong 
background in chemistry. The elementary theories ol 

stoichiometry. atomic structure, bonding, structure, 
energetics and reactions will be quickly reviewed. The 



126 



Chemistry 



major portions of the course will involve a detailed 
analysis of atomic theory and bonding from an orbital 
concept, an examination of the concepts behind ther- 
modynamic arguments in chemical systems, and an 
investigation of chemical 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 1 1 or 224. Enrollment limited to 32. {N} 5 credits 
Elizabeth Jamieson, Fall 2006 
Robert Linck, Maria Bickar, Fall 2007 
Offered Fall 2006, Fall 2007 

222 Chemistry II: Organic Chemistry 

An introduction to the theory and practice of organic 
chemistry. The course focuses on structure, nomencla- 
ture, and physical and chemical properties of organic 
compounds and infrared and nuclear magnetic reso- 
nance spectroscopy for structural analysis. Reactions 
of carbonyl compounds will be studied in depth. Pre- 
requisite: 1 11 or 1 18. Enrollment limited to 16 per lab 
section. {N} 5 credits 

Kevin Shea, Maureen Fagan, Ldle Burk, Spring 2007 
Robert Linck, Maureen Fagan, Maria Bickar Spring 
2008 
Offered Spring 2007, Spring 2008 

223 Chemistry III: Organic Chemistry 

Material will build on introductory organic chemistry 
topics covered in 222 and will focus more heavily on 
retrosynthetic analysis and multistep synthetic plan- 
ning. Specific topics include reactions of alkenes, 
alkynes, alkyl halides, alcohols, ethers; aromaticity 
and reactions of benzene; and cycloaddition reactions 
including the Diels-Alder reaction. Prerequisite: 222 
and successful completion of the 222 lab. Enrollment 
limited to 16 per lab section. {N} 5 credits 
Kevin Shea, Rebecca Thomas, Fall 2006 
Maureen Fagan, Ldle Burk, Fall 2007 
Offered Fall 2006, Fall 2007 

224 Chemistry IV: Bonding, Structure, and Energetics 

An introduction to electronic structure, chemical kinet- 
ics and mechanisms, and thermodynamics. Introduc- 
tory 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 16 



per lab section. {N} 5 credits 
Cristina Suarez, Virginia Write, Spring 2007 
Elizabeth Jamieson, Virginia Wlrite, Spring 2008 
Offered Spring 2007, Spring 2008 

226 Synthesis 

Synthetic techniques and experimental design in the 
context of multistep synthesis. The literature of chem- 
istry, methods of purification and characterization. 
Recommended especially for sophomores. Prerequisite: 
223. {N} 3 credits 

David Bickar, Rebecca Thomas, Spring 2007 
Kevin Shea, Rebecca Thomas, Spring 2008 
Offered Spring 2007, Spring 2008 

321 Organic Synthesis 

An examination of modem methods of organic synthe- 
sis and approaches to the synthesis of complex organic 
compounds with a focus on the current literature. Pre- 
requisite: 223. Offered in alternate years. {N} 4 credits 
Kevin Shea 
Offered Spring 2007 

324 Organometallics 

Structure and reactivity of transition metal organome- 
tallic complexes. General organometallic and organic 
mechanistic principles will be applied to transition- 
metal catalyzed reactions from the current literature, 
such as polymerizations and cycloadditions. Prereq- 
uisite: 224 or permission of the instructor. Offered in 
alternate years. {N} 4 credits 
Maureen Fagan 
Offered Fall 2006 

328 Bio-Organic Chemistry 

This course deals with the function, biosynthesis, struc- 
ture elucidation and total synthesis of the smaller mol- 
ecules of nature. Emphasis will be on the constituents 
of plant essential oils, steroids including cholesterol 
and the sex hormones, alkaloids and nature's defense 
chemicals, molecular messengers and chemical com- 
munication. The objectives of the course can be sum- 
marized as follows: To appreciate the richness, diversity 
and significance of the smaller molecules of nature, to 
investigate methodologies used to study and synthesize 
these substances, and to become acquainted with the 
current literature in the field. Prerequisite: 223. Offered 
in alternate years. {N} 3 credits 
Ldle Burk 
Offered Spring 2008 



Chemistry 



127 



331 Physical Chemistry I 

Quantum chemistry: the electronic structure ot atoms 

and molecules, with applications in spectroscopy. An 

introduction to statistical mechanics links the quan- 
tum world to macroscopic properties. Prerequisf 
and MTU 112 or MTH 114. MTU 212 or PFH210, and 
PHY 1 IS or 1 T are strong!) recommended. {N} 

4 credits 

Cristma Suarez. Fall 2006 
Robert/J nek. Fall 2007 
Offered Fall 2006. Fall 2007 

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. Spring 2007 
Cristma Suarez, Shizuka Hsieh. Spring 2008 
Offered Spring 2007, Spring 2008 

335 Physical Chemistry of Biochemical Systems 

A course emphasizing physical chemistry of biological 
systems. Topics covered include chemical thermo- 
dynamics, solution equilibria, enzyme kinetics, and 
biochemical transport processes. The laboratory focuses 
on experimental applications of physical-chemical 
principles to systems of biochemical importance. Pre- 
requisites: 224 or permission of the instructor, and MTH 
1 12. {N} 4 credits 

Cristma Suarez. Fall 2006, Fall 2007 
Offered Fall 2006. Fall 2007 

337 EGR 337 Materials Chemistry 

This course provides an introduction to the interdis- 
ciplinary field of materials from a chemist's view- 
point. Students will learn fundamentals of solid state 
chemistry as well as techniques used to synthesize 
and characterize materials (including crystalline 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: CH.M 224 
or equivalent or permission of the instructor. Offered in 
alternate years. {N} 4 credits 
Kate Queeney 
Offered Spring 200" 



338 Bio-NMR Spectroscopy and Imaging 

This course is designed to provide an understanding ot 

the general principles governing 11) and 21) Nuclear 
Magnetic Resonance (NMR) spectroscopy Examples 
from the diverse use of biological NMR in the studv of 
protein structures, enzyme mechanisms, D.N A. R.VV etc. 
will be analyzed and discussed. A basic introduction to 
Magnetic Resonance Imaging (MR1 ) will also be in- 
cluded, concentrating on its application to biomedical 
issues. Prerequisite: A knowledge ot NMR s|>ectroscopy 
at the basic level covered in CHM 111 and 223. Offered 
in alternate years. {N} 4 credits 
Cristma Suarez 
Offered Fall 2007 

347 Instrumental Methods of Analysis 

A laboratory-oriented course involving spectroscopic, 
chromatographic, and electrochemical methods for the 
quantitation, identification, and separation of species. 
Critical evaluation of data and error analysis. Prerequi- 
site: 224 or permission of the instructor. {N/M} 5 credits 
Kate Queeney. Kevin Shea. Virginia White. Fall 2006 
Kate Queeney. Heather Shafer. Fall 200" 
Offered Fall 2006, Fall 2007 

357 Selected Topics in Biochemistry 
Topic: Pharmacology and 'Drug Design. An introduc- 
tion to the principles and methodology of pharmacol- 
ogy, toxicology, and drug design. The pharmacology of 
several drugs will be examined in detail, and compu- 
tational software used to examine drug binding and to 
assist in designing a new or modified drug. Some of the 
ethical and legal factors relating to drug design, manu- 
facture, 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 2006, Fall 2008 

363 Advanced Inorganic Chemistry 

Topics in inorganic chemistry. Application of group 
theory to coordination compounds, molecular orbital 
theory of main group compounds, and organometallic 
compounds. Prerequisite: 33 1 {N} 4 credits 
Elizabeth Jamieson 
Offered Spring 200', Spring 2008 

369 Bioinorganic Chemistry 

This course will provide an introduction to the field of 
bioinorganic chemistry. Students will learn about the 



128 



Chemistry 



role of metals in biology as well as about the use of 
inorganic compounds as probes and drugs in biologi- 
cal systems. Prerequisites: CHM 223 and 224. Offered in 
alternate years. {N} 4 credits 
Elizabeth Jamieson 
Offered Fall 2007 

395 Advanced Chemistry 

A course in which calculational techniques are illus- 
trated and used to explore chemical systems without 
regard to boundaries of subdisciplines. Topics include 
molecular mechanics, semi-empirical, mdab initio 
computations. Prerequisite: 331- Offered in alternate 
years. {N} 4 credits 
Robert Linck 
Offered Spring 2008 

Cross-listed and 
Interdepartmental Courses 

BCH 352 Biochemistry II: Biochemical Dynamics 

Chemical dynamics in living systems. Enzyme mecha- 
nisms, metabolism and its regulation, energy produc- 
tion and utilization. Prerequisites: BCH 252 and CHM 
224. Laboratory (BCH 353) must be taken concurrently 
by biochemistry majors; optional for others. {N} 
3 credits 
David Bickar 
Offered Fall 2006 

BCH 353 Biochemistry II Laboratory 

Investigations of biochemical systems using experi- 
mental techniques in current biochemical research. 
Emphasis is on independent experimental design and 
execution. BCH 352 is a prerequisite or must be taken 
concurrently. {N} 2 credits 
Katherine Dorfman 
Offered Fall 2006 

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 1 1 5 or 1 17 and 1 18 and MTH 
212 or 21 1 in their programs of study. A major program 
that includes these courses, one semester of biochemis- 
try and additional laboratory experience in the form of 
either (a) two semesters of research (400, 430 or 432), 
or (b) one semester of research and one elective course 
with laboratory, or (c) three elective courses with labo- 
ratory meets the requirements of the American Chemi- 
cal Society for eligibility for professional standing. 

Required courses: 111 and 224 or 118, 222, 223, 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. 



The Minor 



Advisers: Members of the department 

The specified required courses constitute a four-se- 
mester introduction to chemistry. The semesters are 
sequential, giving a structured development of chemi- 
cal concepts and a progressive presentation of chemical 
information. Completion of the minor with at least one 
additional course at the intermediate or advanced level 
affords the opportunity to explore a particular area in 
greater depth. 

Required courses: 21 credits in chemistry that must 
include 111,222, 223, and 224. Students who take 
118 are required to include 118, 222 and 223. Special 
Studies 400 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. 



Chemistry 129 

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 examination in the 
area of the thesis. 

Lab Fees 

There is an additional fee for all chemistry courses with 
labs. Please see the Fees. Expenses and Financial Aid 
section in the beginning of the catalogue for details. 



130 



Classical Languages and Literatures 



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



Professors 

JustinaW. Gregory, Ph.D. 

Thalia A. Pandiri, Ph.D. (Classical Languages and 
Literatures and Comparative Literature), Chair 



Scott A. Bradbury, Ph.D. 
* 2 Nancy J. Shumate, Ph.D 

Lecturer 

Maureen B. Rvan, Ph.D. 



Majors are offered in Greek, Latin, classics and classi- 
cal 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 advised 
to take relevant courses in other departments such as 
art, English, history, philosophy and modern 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 100y Elementary Greek 

A yearlong course that will include both the fundamen- 
tals of grammar and, in the second semester, selected 
readings. {F} 8 credits 
Nancy Shumate 
Full-year course; offered each year 

GRK 212 Attic Prose and Drama 

Prerequisite: lOOy. {L/F} 4 credits 
Justina Gregory 
Offered Fall 2006 



GRK 310 Advanced Readings in Greek Literature I & II 

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 repeated for credit, pro- 
vided that the topic is not the same. Prerequisite: GRK 
213 or permission of the instructor. {L/F} 4 credits 

Aristophanes and Athens 

A study of the development of Aristophanes as a comic 

poet viewed against the social, political and cultural 

background of democratic Athens. 

Thalia Pandiri 

Offered Fall 2006 

Aeschylus and Herodotus: Athens, the Savior of 

Greece 

A study of how two fifth-century authors, a tragedian 

and a historian, viewed the wars against Persia that 

were to transform Athens into an imperial power. 

Justina Gregory 

Offered Spring 2007 

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 



GRK 213 Homer, Iliad or Odyssey 

Prerequisite: 212 or permission of the instructor. {L/F} 

4 credits 

Thalia Pandiri 

Offered Spring 2007 



Graduate 



GRK 580 Studies in Greek Literature 

This will ordinarily be an enriched version of the 300- 



Classical Languages and Literatures 



131 



level course currently offered. 4 credits 
Offered both semesters each year 

Adviser for Graduate Study: Nancy Shumate 



Latin 

LAT 100y Elementary Latin 

Fundamentals of grammar, with selected readings from 
Latin authors in the second semester. {F} 8 credits 
Scott Bradbury. Maureen Ryan 
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. System- 
atic review of fundamentals of grammar. Prerequisite: 
I AT lOOy or the equivalent. {L/F} 4 credits 
Thalia Pandiri 
Offered Fall 2006 

LAT 213 Introduction to Virgil's Aeneid 

Prerequisite: 212 or permission of the instructor. {L/F} 
4 credits 

Nancy Shumate 
Offered Spring 2007 

LAT 330 Advanced Readings in Latin Literature I & II 

Authors read in LAT 330 vary 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. LAT 
330 may be repeated for credit, provided that the topic 
is not the same. Prerequisite: TWo courses at the 200- 
level or permission of the instructor. {L/F} 4 credits 

Internal and External Threats to Rome 
Sallust and Livy, two Roman historians with vastly con- 
trasting prose styles, bring to life, respectively, Rome's 
two greatest villains: Catiline and Hannibal. Readings 
from Sallust s Bellum Cantilinae and UvysAb urbe 
coudita, with special attention to the development of 
Roman historiography. Who wrote history; and why? 
How important were objectivity and accuracy versus 
entertainment value and literary skill? What Roman 
biases are revealed in the texts? 
Maureen Ryan 
Offered Fall 2006 



Ovid's Metamorphoses 

AstmK of Ovid's transmission and adaptation of Greek 
myths in [he Metamorphoses. tttention will be paid 
to Ovid's \ugustan milieu and to the extraordinary 
afterlife of the Metamorphoses, particularly in Renais- 
sance art. 
Scott Bradbury 
Offered Spring 2007 

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 



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 7 ? 
How does war affect men, women and children, win- 
ners 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. Enrollment limited to 20 students. 
WIR/A} 4 credits 
Justina Gregory 
Offered Spring 2007 

CLS 227 Classical Mythology 

The principal myths as they appear in Greek and Ro- 
man 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 at- 



132 



Classical Languages and Literatures 



tention to modern retellings and artistic representations 
of ancient myth. {L/A} 4 credits 
Scott Bradbury 
Offered Fall 2006 

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 literan' culture intersects with its 
social and historical context. Topics will include: popu- 
lar entertainment; literature as propaganda; Roman 
virtues — and vices; the Romans in love. {L} 4 credits 
Maureen Ryan 
Offered Spring 2007 

Cross-listed and 
Interdepartmental Courses 

CLT 202/ENG 202 Western Classics in Translation, from 
Homer to Dante 

Offered Fall 2006 

CLT 203/ENG 203 Western Classics in Translation, from 
Chretien de Troyes to Tolstoy 

Offered Spring 2007 

CLT 221 Studies in Comedy 

Offered Spring 2007 

The Major in Greek, Latin 
or Classics 

Advisers: Members of the department 

Adviser for Study Abroad: Scott Bradbury 

Basis: in Greek, lOOy; in Latin, lOOy; in classics, Greek 
lOOy and Latin lOOy. 

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 addition 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 



sis: GRK lOOy or LAT lOOy (or the equivalent). 
Competence in both Greek and Latin is strongly recom- 
mended. 

Requirements: nine semester courses in addition to the 
basis. Four chosen from GRK (200-level or above) or 
LAT (200-level or above); at least two from classics in 
translation (CLS); and at least two appropriate courses 
in archaeology (ARC), art history (ARH), government 
(GOV), ancient history (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 de- 
partments 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 (intermediate) level. 
The remaining courses may be chosen from Greek 
history, Greek art, ancient philosophy, 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 
four 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. 



Classical Languages and Literature 



The Minor in Classics 

Advisers: Members of the department 

Requirements: six tour-credit courses in Greek or Latin 
languages and literatures at or above the level of 212, 

including not fewer than two in each language. One of 
these six courses ma) 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 



134 



Comparative Literature 



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



n Ann Rosalind Jones, Ph.D., Director 

Professors 

Maria Banerjee, Ph.D. (Russian Language and 

Literature) 
Elizabeth Harries, Ph.D. (English Language and 

Literature and Comparative Literature) 
Thalia Alexandra Pandiri, Ph.D. (Classical Languages 

and Literatures and Comparative Literature) 
Janie Yanpee, Ph.D. (French Studies) 
Craig R. Davis, Ph.D. (English Language and Literature) 
Jocelyne Kolb, Ph.D. (German Studies) 



Associate Professors 

Anna Botta, Ph.D. (Italian Language and Literature 

and Comparative Literature) 
Reyes Lazaro, Ph.D. (Spanish and Portuguese) 
fl Luc Gilleman, Ph.D. (English Language and 

Literature) 
* ! Sabina Knight, Ph.D. (East Asian Languages and 

Literatures) 

Assistant Professors 

Katwiwa Mule, Ph.D. 
fl Justin Cammy, Ph.D. (Jewish Studies) 
* 2 Dawn Fulton, Ph.D. (French Studies) 
Nicolas Russell, Ph.D. (French Studies) 

Lecturer 

Margaret Bruzelius, Ph.D. 



A comparative study of literature in two languages, one 
of which may be English. 

CLT 202/ENG 202 Western Classics in Translation, from 
Homer to Dante 

Offered Fall 2006 

CLT 203/ENG 203 Western Classics in Translation, from 
Chretien de Troyes to Tolstoy 

Offered Spring 2007 

An interdepartmental course, CLT 202/ENG 202 is a 
requirement for the CLT major. Students interested in 
comparative literature should take it as early as pos- 
sible, if they are ready for a fast-paced, challenging 
course that includes a lot of reading and writing. 

Some comparative literature courses are open to stu- 
dents at all levels. Many 200-level courses, unless other- 
wise described in this catalogue, are open to well quali- 
fied first-year students if they obtain the instructor's 
pennission (even if the short course schedule labels 
them "Not open to first-years"). After their first year, all 
students are eligible to take 200-level CLT courses un- 



less otherwise specified. Courses at the 300 level require 
at least one 200-level literature course or permission of 
the instructor. 

In comparative literature courses, readings and discus- 
sion are in English, but students are encouraged to 
read works in the original languages whenever they 
are able. 



Introductory Courses 

ENG 120 Celtic Worlds 

Craig R. Da lis 
Offered Spring 2007 



CLT 150 The Art of Translation: Poetics, Politics, 
Practice 

We hear and read translations all of the time: on televi- 
sion news, in radio interviews, in movie subtitles, in 
international bestsellers. But translations don't shift 
texts transparently from one language to another. 
Rather, they revise, censor and rewrite original works, 
to challenge the past and to speak to new readers. We'll 



Comparative Literature 



135 



explore translation by hearing talks by translators and 
experts in the history and theory of translation. Stu- 
dents will look at translations from around the world 
and experiment with translating themselves. Open to 
first-year students. Knowledge of a foreign language 
useful but not required. Graded S/l only ( E » {L} 
2 credits 

Ann Jones and Katumva Mule 
Offered Spring 2007 

CLT 202/ENG 202 Western Classics in Translation, from 

Homer to Dante 

Robert Hosmer, Ann Jones, Nancy Shumate. 

Elizabeth Harries. Director 

Offered Fall 2005 

CLT 203 ENG 203 Western Classics in Translation, from 
Chretien de Troyes to Tolstoy 

Robert Hosmer Maria Banerjee 
Offered Spring 200" 

204 Writings and Rewritings 

Topic: Global tempests: Sources. Contexts. Theory. An 
introduction to comparative approaches to literature: 
plays, films, poems, novels, manifestos, theory. Topics 
include the migration of Shakespeare's Tempest from 
Renaissance London to modern Latin America, the 
Caribbean and Africa; discussions of authorship from 
ancient Greece to postmodern France; translation as 
technical issue and life experience: debates over literary 
canons. Texts include Shakespeare's The Tempest and 
AimeCesaire'$/t Tempest. Ngugi's Towards a National 
Literature. Foucault's "What is an Author?," Woolf's/t 
Room oj One's Own. 4 credits 
Katumva Mule 
Offered Spring 2007 

Intermediate Courses 

205 Twentieth-Century Literatures of Africa 

An introduction to the major genres and writers of 
modem .Africa. Novels, short stories, drama and epics 
from every region of Africa, focusing on the way in 
which they draw upon traditional oral cultures, con- 
front over a century of European colonialism on the 
continent, and represent contemporary postoolonial 
realities. Texts, some written in English and others 
translated from French and such African languages 
as Swahili and Songhay. will include Achebe's Things 



FaU Apart, Ngugi's The River Between, Bessie Head's 
Maru. Manama BI'S So Long A Letter SovmkasMw//' 
and the King's Horseman and The Epic qfAskia 
Mohammed recounted by Nobou Malm. Open to 
students at all levels. {L} 
Katumva Mule 
Offered Fall 2006 

ENG 207/HSC 207 The Technology of Reading and 
Writing 

An introductory exploration of the physical forms that 
knowledge and communication have taken in the West, 
from ancient oral cultures to modem print-literate 
culture. Our main interest will be in discovering how 
what is said and thought in a culture reflects its avail- 
able kinds of literacy and media of communication. 
Topics to include poetry and memory in oral cultures; 
the invention of writing; the invention of prose; lit- 
erature and science in a script culture; the coming of 
printing; changing concepts of publication, authorship 
and originality; movements toward standardization in 
language; political implications of different kinds and 
levels of literacy. {L} 4 credits 
Douglas Patey 
Offered Spring 2007 

214 Literary Anti-Semitism 

How can we tell whether a literary work is anti-Semiti- 
cally coded? What are the religious, social, cultural 
factors that shape imaginings of Jewishness? How does 
the Holocaust affect the way we look at constructions of 
the Jew today? A selection of seminal theoretical texts; 
examples mostly from literature but also from opera 
and cinema. Shakespeare, Marlow, Cervantes, G.E. 
Lessing, Grimm Brothers, Balzac, Dickens, Wagner, T. 
Mann, V. Harlan; S. Friedlander; M. Gelber. S. Gilman, 
G. Langmuir, YH. Yerushalmi. {L/H} 4 credits 
Jocelyme Mb 
Offered Spring 2007 

221 Studies in Comedy 

The forms and functions of western comic drama from 
Athens in the fifth century B.C. to North .America in the 
present. How does comic drama reflect the politics and 
social mores of its time? To what extent is it conserva- 
tive or subversive? What is funny, to whom? Primary 
texts will be supplemented by readings on the theory 
of comedy. Plays by authors such as Aristophanes. 
Euripides, Plautus. Terence, Shakespeare, Jonson, Ma- 
chiavelli. Moliere. Jarrv. Orton. Churchill. Some view- 



136 



Comparative Literature 



ing during class hours; additional viewing time may be 
arranged. {L} 
Thalia Pandiri 
Offered Spring 2007 

CLS 227 Classical Mythology 

The principal myths as they appear in Greek and Ro- 
man literature, seen against the background of ancient 
culture and religion. Focus on creation myths, the struc- 
ture and function of the Olympian pantheon, the Troy 
cycle and artistic paradigms of the hero. Some attention 
to modem retellings and artistic representations of an- 
cient myth. Enrollment limited to 30. {L/A} 4 credits 
Scott Bradbury 
Offered Fall 2006 

EAL 232 Modern Chinese Literature 

Selected readings in translation of 20th-century Chi- 
nese literature from the late-Qing dynasty to contempo- 
rary 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 (e.g., 
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 2007 

234 The Adventure Novel: No Place for a Woman? 

This course explores the link between landscape, plot 
and gender: How is the adventure landscape organized? 
Who lives where within it? What boundaries mark safe 
and unsafe places? Beginning with essays on cartogra- 
phy by Denis Wood, we'll read three classic 19th-centu- 
ry boys' books (Scott, Stevenson, Verne), then adventure 
fictions with female protagonists by E.M. Forster, Ursula 
Le Guin, Peter Dickinson, Astrid Lundren and others, to 
explore the ways in which this genre has embraced and 
resisted female heroes. {L} 4 credits 
Margaret Bruzelius 
Offered Fall 2006 

237 Travellers' Tales 

How do we describe the places we visit? In what way do 
guidebooks and the reports of earlier travellers struc- 



ture the journeys we take ourselves? Can we ever come 
to know the "real Italy," the "real India," or do those 
descriptions finally provide only metaphors for the self? 
A study of classic travel narratives by such writers as 
Calvino, Twain, Goethe, Stendhal, Henry James, Paul 
Theroux, Rebecca West, Isak Dinessen and others. {L} 
4 credits 
Michael Gorra 
Offered Fall 2006 

240 Childhood in Literatures of Africa and the African 
Diaspora 

Childhood, intimately tied to social, political and cul- 
tural histories, to questions of self and national identity, 
entails specific crises in Africa and the African diaspora, 
focusing on loss of language, exile and memory. How 
does the enforced acquisition of a colonizer's 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, 
Toni Morrison's The Bluest Eye. Open to students at all 
levels. {L} 4 credits 
Katwiwa Mule 
Offered Fall 2006 

EAL 245 Writing, Japan and Otherness 

We will examine representations of "otherness" in 
Japanese literature and film from the mid- 19th century 
until the present. How was (and is) Japan's identity 
as a modem nation configured through representa- 
tions of "others?" How are categories of race, gender, 
nationality, class and sexuality used in the construction 
of "otherness?" We will discuss the development of 
national and individual identities as well as explore 
issues of travel, colonialism, immigration and military 
occupation. In conjunction with these investigations, 
we will also address the varied ways in which Japan was 
represented as "other" by writers from China, England, 
France, Korea and the United States. How do these 
images of and by Japan converse with each other? All 
readings are in English translation. {L} 4 credits 
Kimberly Kono 
Offered'Spring 2007 



Comparative Literature 



137 



JUD 258 ENG 230 The Jewish Writer in America 
The Jewish literal) engagement with America, from 
the ways immigrant writers in the first decades oi the 

20th century expanded the linguistic, geographic and 
cultural borders of American literature to the influence 

of native horn authors and critics in shaping the post- 
war literary scene. Topics include the myth of America 
and its discontents; Yiddish New York and the New fork 
intellectuals; negotiating anti-Semitism in theAngio- 
American literary tradition; ethnic corned) ami satire; 
crises of the Left involving Communism, Black-Jewish 
relations and '60s radicalism; creative betrayals of 
folklore and religion; and the emergence of young con- 
temporary voices. Is Jewish-American writing part of 
the literary mainstream, the cultural margins or both? 
Novels, short stories, poetry, essays and memoirs by 
recipients of the Nobel and Pulitzer prizes, the National 
Book Award and many others. {L} 4 credits 
Justin l). Cammy (Jewish Studies) 
Offered Spring 2008 

268 Latina and Latin American Women Writers 

This course examines the last twenty years of Latina 
writing in this country while tracing the Latin Ameri- 
can roots of many of the writers. Constructions of eth- 
nic identity, gender, Latinidad, "race," class, sexuality 
and political consciousness are analyzed in light of the 
writers' coming to feminism. Texts by Esmeralda San- 
tiago, Gloria Anzaldua, Sandra Cisneros, Judith Ortiz 
Cofer, Denise Chavez, Demetria 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 Sternbach 
Offered Fall 2006 

271 Writing in Translation: Bilingualism in the 
Postcolonial Novel 

A study of bilingualism as a legacy of colonialism, 
as an expression of exile, and as a means of political 
and artistic transformation in recent texts from Africa 
and the Americas. We will consider how such writers 
as Ngugi wa Thiong'o (Kenya), Assia Djebar (Alge- 
ria), Patrick Chamoiseau (Martinique), and Kdwidge 
Danticat (Haiti/U.S.) assess the personal and political 
consequences of writing in the language of a former 
colonial power, and how they attempt to capture the 



esthetic and cultural tensions oi bilingualism m then- 
work. (LJ 4 credits 
Dawn Fulton 
Offered Spring 2007 

272 Women Writing: 20th- and 21st-century Fiction 
\ study of the pleasures and politics of fiction by 
women from English-speaking and French-speaking 

cultures. How do women writers engage, subvert and 
resist dominant meanings of gender, sexuality, race and 
ethnicity and create new narrative spaces' Who speaks 
for whom? How does the reader participate in making 
meanmg(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 Spring 2008 

275 Israeli Literature in International Context 

Israel is portrayed in literature as a holy land, a prom- 
ised land, a contested land. What role have writers 
played in imagining, then challenging and refreshing 
Zionist dreams and Israeli realities? Topics include 
Utopian and dystopian fictions; tensions between 
the universalizing benefits of exile and the appeal of 
homeland; the negation of the rootless talush (dan- 
gling man) through the characterization of the self- 
confident sabra (native bom Israeli); landscape (the 
desert, the kibbutz, cosmopolitan Tel Aviv, Jerusalem) 
and the romantic influence of territory on collective 
imagination; the exotic 'Other'; post-Zionist ennui; and 
portrayals of the national conflict between Arab and 
Jew. Hebrew novels, short stories, memoirs, poetry, song 
and film from the late 19th century up to today (all 
in translation ). with precursor and counter-texts from 
Europe, America and the Palestinian community. ( )pen 
to students at all levels interested in understanding the 
ways literature defines and interprets identity in the 
modem Middle East {L/H} 4 credits 
Justin Cammy 
Offered Fall 2007 

277 At Home with Kafka: Jewish Writing of the 20th 
Century 

From the comedy and strangeness of the Kafkaesque 
to Bashevis Singers demons and dybbuks, from the 



138 



Comparative Literature 



chaos of war and revolution to Utopian and dystopian 
landscapes, Jewish authors defined the modem predica- 
ment. Relationships between art and exile, language 
and identity, homeless imaginations and imagined 
homecomings, folklore and avant-garde culture, the 
particularity of Jewish experience and the universality 
of the Jew Implications of the choice between writing 
as a Jew in a so-called minor language (Hebrew and 
Yiddish) and writing as a minority in a major Euro- 
pean language. Readings from 20 th -century masters of 
the novel, short story, and literary theory with particular 
attention to the link between modernist experimenta- 
tion and the crisis of modernity. Open to students at all 
levels. {L} 4 credits 
Justin Cammy 
Offered Spring 2008 

POR 280 Portuguese and Brazilian Voices in 
Translation 

Topic: literature on the Margins of Modernity. This 
course will introduce celebrated writers from the Por- 
tuguese-speaking world. While some of these writers 
have achieved international acclaim, the location of 
their writing at the edges of global modernity is vital to 
understand not only the aesthetic and thematic force 
of their works but also the frameworks for their recep- 
tion in translation. In addition to close-readings of a 
limited selection of works, we will discuss the place of 
these writers in their respective national literatures, 
a transnational Portuguese-language literature and 
world literature today. Writers may include: Jose Sara- 
mago (Portugual); Machado de Assis, Clarice Lispector, 
Luis Fernando Verissimo (Brazil); Mia Couto (Mozam- 
bique). Course conducted in English. {A/L} 4 credits 
Malcolm McNee 
Offered Spring 2007 

294 Tales Within Tales Within Tales 

Why do writers enclose stories within other stories? 
What is the function of narrative frames? Why does 
Scheherezade tell tales within tales in order to ward off 
death? We will read frame tales from many periods and 
cultures, from The Arabian Nights to Boccaccio and 
Chaucer to Shelley's Frankenstein and Anne Sexton's 
Transformations, as well as some critical writing on 
framing, as we try to answer these questions. Open to 
first-year students with permission of the instructor. {L} 
4 credits 

Elizabeth Harries 
Offered Spring 2007 



295 Modern Short Stories 

How European and American writers of the 20th cen- 
tury developed old kinds of narrative — the tale, the 
comic sketch, the parable, the legend — into one of the 
most flexible, expressive and ambitious of modem liter- 
ary form: the short story. Writings by Kipling, Chekhov, 
Mansfield, Hemingway, Kafka, Joyce, Lawrence, Mann, 
Paley, Borges and Levi. Not open to first-year students. 
{L} 4 credits 
Jefferson Hunter 
Offered Spring 2007 

298 The Picaresque in Fiction and Film 

Picaro, rogue, outcast, vagrant, con artist, thief, fast 
talker, story teller, survivor — who is the antihero after 
whom a sub-genre of the novel is named? How does the 
story he tells of his adventures unmask the ideologies, 
the hypocrisy, and the corruption of the society from 
which he is marginalized? The course will study the 
evolution of the picaresque genre from its origins in 
16th-century Spain (Lazarillo de Tormes) to its mod- 
ern development in American literature (Kerouac's On 
the Road; Ellison's Invisble Man), South American 
tales and films, French film (Varda's Vagabond) and 
bear fiction from France's immigrant population (Seb- 
bzfsSherrazade). Our discussions will center on the 
following questions, from the pragmatic and empirical 
to the more conceptual and theoretical: How does the 
picaresque genre relate to other genres such as autobi- 
ography, beggar's cant, criminal accounts, confessions 
(true or false), the Bildungsroman, television serials, 
tales of exile and the "road movie?" How does the pica- 
resque novel translate into and adapt to other cultural 
and historical traditions and circumstances? How does 
the picaresque genre lend itself to the construction and 
deconstruction of the self and its identities? What is the 
genre's relation to gender and why have women writ- 
ers, until very recently, not been drawn to it? Particular 
attention to a variety of theoretical approaches: psycho- 
analytic, post-colonial, post-structuralist, feminist. {L} 
4 credits 
Janie Vanpee 
Offered Fall 2006 

299 Europe on the Move: Recent Narratives of 
Immigration 

How has the dissolution of the colonial empires and the 
Soviet Union redefined European identity? In the new 
European Community, borders have moved towards the 
center of states and societies and created new transna- 



Comparative Literature 



139 



tional classes of inclusion and exclusion. As a result, 
European cities, and their peripheries, have become 
both melting pots and powder kegs. The narratives of 
the many immigrants who have recently moved to and 
within Europe explore how to restructure life stories, 
translate the self, and negotiate new subjectivities in the 
shifting landscape of a Europe on the move, a Europe 
that is undergoing profound changes in the process of 
renewing itself. We will focus on the political, social 
and ethical issues raised by this emerging literature 
and examine how its stories put into question accepted 
notions of European identity and borders. Readings 
from a broad selection of genres, authors and languag- 
es: Azoug Begag, Tahar Ben Jelloun, Slavenka Drakulie, 
Juan (loytisolo, Julia Kristeva, Milan Kundera, Predrag 
Matvejevie', Leila Sebbar, Zadie Smith. Regular film 
screenings. {L} 4 credits 
Anna Botta 
Offered Fall 2006 

Advanced Courses 

305 Studies in the Novel 

The Philosophical Novel 

This course charts the evolution of the theme of reason 
and its limits in the European novel of the modem era. 
Beginning with an examination of humanist assump- 
tions about the value of reason in Rabelais, the course 
will focus on the Central European novel of the 20th 
century, the age of "terminal paradoxes." Texts will 
include Dostoevski's Notes from the Underground, 
Kafka's The Trial, \\us\Ys Man Without Qualities and 
Kundera's the Joke, 7he Farewell Party and The Un- 
bearable Lightness of Being. {L} 
Maria Banerjee 
Offered Fall 2006 



Pynchon, Queneau and Vila-Matas as examples of open 
encyclopedias, exhilarating voyages through a puzzling 
cosmos that includes missing pieces. Theoretical texts 
h\ writers such asd'Alembert, DeleuzeandGuattari, 
Eco, Foucault, l.votard will help us to map the precon- 
ditions of our postmodernity. {L} 4 credits 
Anna Botta 
Offered Spring 2007 

SPN 332 The Middle Ages Today 

The last decade has seen the publication in several 
languages of numerous books of fiction about al-Anda- 
lus (medieval Spain under the Muslim reign). Writers 
of these texts mix historical facts with fiction in order 
to "narrativize" a relatively remote past. Why is writing 
about the past becoming culturally valued? One answer 
is the relevance of the past to the present. Al-Andalus 
is particularly attractive to a broad audience because 
it serves as an example of what might be achieved in a 
culture of plurality and tolerance. Another reason for 
the interest in al-Andalus on the part of fiction writers 
and readers is the new scholarship which is enriching 
the field of medieval studies. For example, a new un- 
derstanding of the position of women in medieval Ibe- 
ria can be very appealing to the contemporary reader. 
Texts will include Juan Goytisolo's Reinvidicacion 
del conde don Julian, Magdalena Lasala's Wallada 
la Omeya, Amin Maalouf'sMw Tafricain, Carme 
Riera's Dims del darer blau, Noah Gordon s The Last 
Jew, Salman Rushdies The Moor's Last Sigh, Ali Tariqs 
Shadows of the Pomegranate Tree, as well as films by 
Youssef Chahine and others. All readings in Spanish 
translation. Enrollment limited to 12. {L/F} 4 credits 
Ibtissam Bouachrine 
Offered Spring 2007 

EAL 360 Seminar: Topics in East Asian Languages and 
Literatures 



The Postmodern Novel Open Encyclopedias 
TWentieth-century fictions began to present themselves 
as open encyclopedias — a contradictory genre, given 
that "encyclopedia" etymologically suggests an attempt 
to enclose knowledge within a circle. Postmodernism, 
even more, sees the totality of what can be known as 
potential, conjectural and manifold; postmodern writ- 
ers value skepticism and un resolvable heterogeneity. Yet 
they still attempt to establish observable relationships 
between worldly codes and methods of knowledge. We'll 
read fictions by Borges, Calvino, Matvejevie, Perec. 



Intimacy: Dreams. Disappointments and Practices 
of Desire 

An exploration of intimacy through close readings of 
contemporary fiction by women in Taiwan, Tibet and 
the People's Republic of China. How do stories about 
love, romance and desire (including extramarital af- 
fairs, serial relationships and low between women I 
reinforce or contest nonns of economic, cultural and 
sexual citizenship? What do narratives of intimacj 
reveal about the social consequences of neoliberal ide- 
ologies and economic restructuring? How do pursuits, 



L40 



Comparative Literature 



realizations and failures of intimacy lead to personal 
and social change? Prerequisite: Permission of the 
instructor. {L} 
Sabina Knight 
Offered Spring 2007 

Writing Empire: Images of Colonial and Postcolo- 
nialjapan 

We will read and discuss literary texts produced in and 
about the Japanese empire during the first half of the 
20th century. We will address the diverse reactions to 
Japan's colonial project and explore the ways in which 
empire was manifest in a literary form. Looking at the 
different representations of empire, the course will ex- 
amine concepts such as assimilation, mimicry, hybrid- 
ity, travel and transculturation in the context of Japa- 
nese colonialism. By bringing together different voices 
from inside and outside of Japan's empire, students 
will gain a deeper understanding of the complexities of 
colonial hegemony and identity. Prerequisite: Permis- 
sion of the instructor. {L} 4 credits 
Kimberly Kono 
Offered Spring 2007 

361 Composing Knowledge in the Renaissance 

The Renaissance in Europe (1350-1600) was a time of 
new forms of inquiry and knowledges: travelers to New 
Worlds making maps and writing narratives of their 
adventures, scholars recovering classical Greek and 
Latin and reading ancient books in new ways, scientists 
using empirical observation to transform ideas about 
nature, the human body and the heavens, religious 
reformers and mystics exploring new ways of reaching 
God. These new knowledges called for new discours- 
es — that is, new logics and vocabularies. We'll explore 
the languages and literary forms writers found to for- 
mulate and explain these new systems of thought. Our 
reading will include treatises, dialogues, poems, essays 
and new kinds of authorial personas (speaking voices) 
created by writers engaged in this quest, from Italy to 
France, England and Spain, including Petrarch, Chris- 
tine de Pizan, Thomas More, Erasmus, Teresa of Avila, 
Michel de Montaigne and Rene Descartes. {L} 4 credits 
Nicholas Russell 
Offered Fall 2006 



367 Imagined Homes: Literary Interpretations of the 
National Question 

This course will analyze the works of twentieth-century 
writers who belong to national or ethnic communities 
struggling to constitute, maintain or defend a national 
identity 7 against a dominant culture and language. 
We will read works by Irish (both from the Republic 
of Ireland and from Ulster), Basque, Catalan, Puerto 
Rican, and Palestinian authors whose attitudes toward 
their involvement in the national project differ greatly 
Common thematic concerns to be stressed are the 
depiction of Home, the relationship with the dominant 
culture, violence, and the conflict between language 
and traditions. We will pay special attention to the 
gender assumptions underlying national discourse, as 
well as to the reconsideration of traditional perceptions 
of the nation which the reality of diaspora required. 
{L/H} 4 credits 
Reyes Ldzaro 
Offered Spring 2007 

Critical Theory and Method 

300 Contemporary Literary Theory 

The interpretation of literary and other cultural texts by 
psychoanalytic, Marxist, structuralist and post-structur- 
alist critics. Emphasis on the theory as well as the prac- 
tice of these methods: their assumptions about writing 
and reading and about literature as a cultural forma- 
tion. Readings include Freud, Lacan, Barthes, Derrida 
and Foucault. Enrollment limited to 25. {L} 4 credits 
Ann /ones 
Offered Fall 2006 

340 Problems in Literary Theory 

A final seminar required of senior majors, designed to 
explore one broad issue (e.g., exile, the body and writ- 
ing, self-portraiture and gender) defined at the end of 
the Fall semester by the students themselves. Prerequi- 
sites: CLT 202 and CLT 300 or permission of the instruc- 
tor. {L} 4 credits 
Ann Jones 
Offered Spring 2007 

404 Special Studies 

Admission by permission of the instructor and director. 

4 credits 

Offered both semesters each year 



Comparative Literature 



Ul 



The Major 



Before entering the ma|or, the student must prove 
her proficienq by completing a course in the foreign 
language or languages of her choice at the level of CHI 
350, GER 221, GRK 212, ITL 231, JPN 350, IAT 212, 

POR 215, Rl S 332, SPN 230 or SPN 244 or FRN 230. 
FRN 260 may be counted as one of the three advanced 
courses in literature required for the comparative litera- 
ture major. If a student has not demonstrated her profi- 
ciency in courses at Smith College, it will be judged by 
the department concerned. 

Requirements: 1 3 semester courses as follows: 

1 . Three comparative literature courses (only courses 
with a primary or cross-listing in comparative lit- 
erature count as comparative literature 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 semester as an 
advanced literature course. 

3. Three literature courses in an additional language, 
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, including Old Norse or 
Basque, or in African, Middle Eastern, Arabic, Chi- 
nese, Japanese, Jewish (Yiddish, Ladino or Hebrew) 
or Russian literature. A student wishing to pursue 
this option must present her adviser with a plan for 
the courses she intends to take and a rationale for 
her choice; 

4. CIT 202. (IT 293, CLT 300, CLT 340. (Note: CLT 202 
is a prerequisite for CLT 204 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 main- 
stream: e.g., East Asian, African or Caribbean writ- 
ing or minority writing in any region. One course 
must focus on literature written before 1800. (CLT 
203 fulfills this requirement.) One course must 
include substantial 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 (430), to be written in both semes- 
ters of the senior year. The first draft is due on the first 
da\ 1 if the second semester and will be commented on 
by both the adviser and a 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: Elizabeth Harries 

430d Thesis 

8 credits 

Full-year course; offered each year 

Director of Study Abroad: Ann Jones 



142 



Computer Science 



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



Professors 

Michael 0. Albertson, Ph.D. (Mathematics and 

Statistics) 
n Joseph O'Rourke, Ph.D., Chair 
11 Ileana Streinu, Ph.D. 

Associate Professors 

Merrie Bergmann, Ph.D. 



Dominique F. Thiebaut, Ph.D. 
Judy Franklin, Ph.D. 

Assistant Professors 

Nicholas Howe, Ph.D. 

Judith Cardell, Ph.D. (Clare Booth Luce Assistant 
Professor of Computing Engineering) 



Three computer science courses have no prerequisites. 
These are CSC 102 (How The Internet Works), CSC 
103 (How Computers Work), and CSC 1 1 1 (Computer 
Science I). Students who contemplate a major in com- 
puter science should consult with a major adviser early 
in their college career. 

102 How The Internet Works 

An introduction to the structure, design and operation 
of the Internet, including the electronic and physical 
structure of networks; packet switching; how e-mail 
and Web browsers work, domain names, mail protocols, 
encoding and compression, http and HTML, the design 
of Web pages, the operation of search engines, begin- 
ning JavaScript; CSS. Both history and societal implica- 
tions are explored. Prerequisite: basic familiarity with 
word processing. Enrollment limited to 30. The course 
will meet for half of the semester only. {M} 2 credits 
Joseph O'Rourke, Fall 2006, Spring 2007 
Offered half of both semesters each year 

103 How Computers Work 

An introduction to how computers work. The goal of 
the course is to provide students with a broad under- 
standing of computer hardware, software, and operat- 
ing 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 
developing applications; and operating system func- 
tions, including file system support and multitasking, 
multiprogramming, and timesharing. Weekly labs give 



hands-on experience. Enrollment limited to 30. {M} 

2 credits 

Nicholas Howe 

Offered first half of the semester, Fall 2006 

105 Interactive Web Documents 

A half-semester introduction to the design and creation 
of interactive environments on the World Wide Web. 
Focus on three areas: 1) Web site design; 2) JavaScript; 
3) Embedded multimedia objects. Enrollment limited 
to 30. Prerequisites: CSC 102 or equivalent competency 
with HTML. {M} 2 credits 
Nicholas Howe 
Offered second half of the semester, Spring 2007 

111 Computer Science I 

Introduction to a block-structured object oriented high- 
level programming language. Will cover language 
syntax and use the language to teach program design, 
coding, debugging, testing, and documentation. Proce- 
dural and data abstraction are introduced. Enrollment 
limited to 48; 24 per lab section. {M} 4 credits 
Judy Franklin, Fall 2006 
To be announced, Spring 2007 
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 instruc- 
tion is Java. The programming goals of portability, 



Computer Science 



143 



efficiency and data abstraction are emphasized. Pre- 
requisite: 111 or equivalent. Enrollment limited to 30. 
{M} 4 credits 

Nicholas Howe, Fall 2006 
Chris Hardin, Spring 2007 
Offered both semesters each year 

220 Advanced Programming Techniques 
Focuses on several advanced programming environ- 
ments, with a project for each. Includes object-oriented 
programming, graphical user interfaces (GUIs) under 
Windows and/or Linux, and principles of software engi- 
neering. 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 programming in the Python language. Prerequi- 
site: 112. {M} 4 credits 
Dominique Thiebaut. Chris Hardin 
Offered Spring 2007 

231 EGR 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, the implementation of 
high-level language constructs, integer and floating- 
point arithmetic, and how the processor deals with I/O 
devices and interrupts. Prerequisite: 112 or permission 
of the instructor. {M} 4 credits 
Dominique Thiebaut 
Offered every Fall 

240 Computer Graphics 

Covers two-dimensional drawings and transformations, 
three-dimensional graphics, lighting and colors, game 
design, perspective, curves and surfaces, ray tracing. 
Employs Postscript, C++, GameMaker, and POV-ray; 
radiosity. The course will accommodate both CS ma- 
jors, 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 111 orpennission of the instructor; 
otherwise, CSC 1 1 1 or permission of the instructor. {M} 
4 credits 

Joseph O'Rourke 
Offered everv Fall 



249 Computer Networks 

This course Introduces fundamental concepts in the 
design and implementation of computer communica- 
tion 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. {M} 4 credits 
Judith Cardell 
Offered Spring 2008 

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; computabil- 
ity and Turing machines; nondeterminism and unde- 
cidability. Perl is used to illustrate regular language 
concepts. Prerequisites: 111 and MTH 153. {M} 4 credits 
Judy Franklin 
Offered every Fall 

252 Algorithms 

Covers algorithm design techniques ("divide-and-con- 
quer," dynamic programming, '"greedy" algorithms, 
etc.), analysis techniques (including big-0 notation, 
recurrence relations), useful data structures (including 
heaps, search trees, adjacency lists), efficient algo- 
rithms for a variety of problems, and NP-completeness. 
Prerequisites: 112, MTH 111, MTH 153. {M} 4 credits 
Ileana Streinu 
Offered Spring 2009 

262 Introduction to Operating Systems 

An introduction to the functions of an operating system 
and their underlying implementation. Topics include 
file systems, CPU and memory management, concur- 
rent communicating processes, deadlock, and access 
and protection issues. Programming projects will 
implement and explore algorithms related to several of 
these topics. Prerequisite: 231. {M} 4 credits 
Nicholas Howe 
Offered Spring 2007 

270 EGR 251 Digital Circuits and Computer Systems 

This class introduces the operation of logic and sequen- 
tial circuits. Students explore basic logic gates (and, or, 
nand, nor), counters, flip-flops, decoders, microproces- 
sor systems. Students haw the opportunity to design 
and implement digital circuits during a weekl) lab. 



144 



Computer Science 



Prerequisite: 231. Enrollment limited to 12. {M} 
4 credits 

Dominique Thiebaut 
Offered Spring 2007 

274 Computational Geometry 

Explores the design and analysis of data structures 
and algorithms for solving geometric problems, with 
applications to robotics, pattern recognition, and com- 
puter graphics. Topics include polygon partitioning, 
convex hulls, Voronoi diagrams, arrangements of lines, 
geometric searching and motion planning. Students 
will have a choice between writing several programs, 
or exploring theoretical questions. Prerequisites: MTH 
153, and either 1 12 or MTH 211. {M} 4 credits 
Joseph O'Rourke 
Offered Spring 2008 

290 Introduction to Artificial Intelligence 

An introduction to artificial intelligence including an 
introduction to artificial intelligence programming. 
Topics covered may include: game playing and search 
strategies; theorem proving; knowledge representa- 
tion, logic and reasoning; machine learning; natural 
language understanding; neural networks; genetic 
algorithms; philosophical issues. Prerequisite: 112. {M} 
4 credits 

To be announced 
To be arranged 

352 Seminar in Parallel Programming 

The primary objective of this course is to examine the 
state of the art and practice in parallel and distributed 
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 exten- 
sions 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 2007 

353 Seminar in Robotics 

A seminar introduction to robotics. Topics include basic 
mechanics, electronics and sensors, basic kinematics 
and dynamics, configuration space, motion planning, 
robot navigation, and self-reconfiguring robots. Proj- 



ects will include computer simulations and program- 
ming existing and student-built robots. Prerequisites: 
CSC 112, 231, Calculus, Discrete Math or permission of 
the instructor. {M} 4 credits 
Ileana Streinu 
Offered Spring 2008 

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; formal 
models of machines and languages to analyze and 
generate sound and music; algorithms and techniques 
from artificial intelligence for music composition and 
music database retrieval; and hardware aspects such as 
time-dependence. This is a hands-on course in which 
music is actively generated via programming projects 
and includes a final installation or demonstration. 
Prerequisites are 1 1 1, 1 12, and 250 or permission of the 
instructor. 4 credits 
Judy Franklin 
Offered Spring 2007 

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 com- 
puter 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 interconnection 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. {M} 4 credits 
Dominique Thiebaut 
Offered Fall 2006 

370 Computer Vision and Image Processing 

Explores the challenge of computer vision through 
readings of original papers and implementation of 
classic algorithms. This seminar will consider tech- 
niques for extracting useful information from digital 
images, including both the motivation and the math- 
ematical underpinnings. Topics range from low-level 
techniques for image enhancement and feature detec- 
tion to higher-level issues such as stereo vision, image 



Computer Science 



145 



retrieval, and segmentation of tracking of objects. 
Prerequisites: CSC 1 12, MTU 153 (N) 4 credits 
Nicholas Howe 
Offered Fall 2007 

Cross-listed and 
Interdepartmental Courses 

MTH 353 Advanced Topics in Discrete Applied 
Mathematics 

Tbpic: Computational Complexify. Good versus bad 
algorithms, easy versus intractable problems. The 
complexity classes P, NT and an through investigation 
of NT-Completeness. Connections with Graph Theory, 
Number Theory, Logic, and Computer Science. Prereq- 
uisites: MTH 254, MTH 255, or CSC 252 or permission 
of the instructor. {M} -4 credits 
Offered 2007-08 

400 Special Studies 

For majors, by arrangement with a computer science 
faculty member. 
Variable credit as assigned 
Offered both semesters each year 



The Major 



Advisers: Judith Cardell, Judy Franklin. Nicholas Howe, 
Joseph O'Rourke, Ileana Streinu, Dominique Thiebaut 

Requirements: At least 1 1 semester courses (44 graded 
credits) including: 

1. 111112,231,250; 

2. a. One of MTH 1 1 1. MTH 112. MTH 114; or MTH 
12S; 

b. MTH 153; 

c. One 200-level or higher math course, 

3. Three distinct 200- or 300-level courses; designated 
according to the table below, as follows: 

a. \t 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 




i mmmg 


Systems 


cm 220 (Ad\ Prog) 




X 




CSC 240 (Graphics) 


X 


X 




i9 (Networks) 






X 


I SI 252 ! tigorithms)) 


X 






CSC262(OpSys) 




X 


X 


CSC 270 (Circuits) 






X 


CSC274(CorapGeora) 


X 


X 




CSC 290 (AI) 


X 


X 




CSC 294 (linguistics) 


X 






CSC 249 (Networks) 






X 


CSC 293 (Compilers) 


X 


X 




ENG321 (Dig. Sig. Proc.) 






X 


CSC 352 (Parallel Prog.) 




X 


X 


CSC 353 (Robotics) 




X 


X 


CSC 364 (Architecture) 






X 


CSC 390 (AI seminar) 


X 






CSC 354 (Music) 


X 


X 




CSC 370 (Vision) 


X 


X 





The Minor 

Students may minor in Computer Science by fulfilling 
the requirements for one of the following concentra- 
tions or by designing, with department approval, their 
own sequence of six courses, which must include 1 1 1 
and 112, 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 computer science. 

Required courses: 

1 1 1 Computer Science I 

112 Computer Science II 

Two distinct 200- or 300-level courses designated as 

Theory 
One other 200- or 300-level course 
One CSC 300-level course designated Theory (and not 

among those satisfying the previous requirements). 

2. Programming (six courses) 

Advisers: Judith Cardell, Judy Franklin. Nick Howe. 
Ileana Streinu, Dominique Thiebaut 



146 



Computer Science 



This minor is appropriate for a student with a strong 
interest programming and software development. 

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 re- 
quirements). 

3. Systems (six courses) 

Advisers: Judith Cardell, Judy Franklin, Dominique 
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 means of 
communication between human beings and comput- 
ers. 

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 com- 
puter scientist, developing the correspondence between 
the formal mathematical structures and the abstract 
data structures of computer science. 

Required courses: 

111 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 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 com- 
puter 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 potential of graphics, 3D modeling, and 
animation. (Students with the equivalent of CSC 111 
in high school would be required to substitute CSC 112 
instead). 



Computer Science 



It- 



Three art courses are required. AKII 101 will provide 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 361 Digital Multimedia provides more 
advanced experience with digital art. 



# Dept Number Title 

1 CSC 102 How the Internet 
Works 

Interactive Web 
Documents 
Computer 
Science I 
Computer 
Science II 
Computer 
Graphics 



Credits Preq. 

2 none 



CSC 105 

2 CSC 111 
CSC 112 

3 CSC 240 

4 ARH 101 

5 ARS 162 

6 ARS 263 
ARS 361 



CSC 102 

none 

none 

CSC 102 
CSC 111 



Approaches to 
Visual 

Representation 
Introduction to 
Digital Media 
Intermediate 
Digital Media 
Interactive Digital 
Multimedia 



4 none 

4 none 

4 ARS 162 

4 ARS 162 



On an ad hoc approval basis, substitution for one or 
more of the required courses would be permitted by 
various relevant Five-College courses, including those 
in the partial list below. 



School 


Number 


TUlv 


Hampshire 


CS0174 


Computer Animation I 


Hampshire 


CS0334 


Computer Animation II 


Mount 






Holyoke 


CS331 


Graphics 


UMass 


ART397F 


Digital Imaging: Offset I.itho 


UMass 


ART397F 


Digital Imaging: Photo Etchg 


UMass 


ART397L 


DigitaJ Imaging: Offset Litho 


UMass 


ART697F 


Digital Imaging: Photo Etchg 


UMass 


EDUCS91A 


3D Animation and Digital Editing 


UMass 


CMPSCI391F 


Graphic Communications 


UMass 


CMPSCI 397C 


Interactive Multimedia Production 


UMass 


CMPSCI397D 


Interactive Weh Animation 



7. Digital Music (six courses equally 
balanced between Computer 
Science and Music) 

Adviser: Judy Franklin 

This minor is designed to accommodate students who 
desire both grounding In music theory and composi- 
tion and the technical expertise to express their music 
through digital media that requires mastery of the 
underlying principles of computer science. 

Three computer science courses are required. CSC 1 1 1 
Computer Science I includes a systematic introduction 
to computer science, and the basics of programming 
concepts. CSC 112 Computer Science II includes study 
of data structures, algorithms and a study of recursion 
and the object-oriented programming paradigm. The 
programming goals of portability, efficiency and data 
abstraction are emphasized. One of CSC 220 or CSC 
250. CSC 220 Advanced Programming Techniques fo- 
cuses on several advanced programming environments, 
and includes object-oriented programming, graphical 
user interfaces (GUIs), and principles of software en- 
gineering. CSC 250 Foundations of Computer Science 
concerns the mathematical theory of computing and 
examines automata and finite state machines, regular 
sets and regular languages; push-down automata and 
context-free languages; computability and Hiring 
machines. 

Three music courses are required. MUS 1 10 Analysis 
and Repertory is an introduction to formal analysis 
and tonal harmony, and a study of familiar pieces in 
the standard musical repertory. Regular written exer- 
cises in harmony and critical prose. MUS 1 1 1 may be 
substituted for students entering with the equivalent of 
1 10. One of MUS 233 or MUS 212. MUS 233 Composi- 
tion covers basic techniques of composition, including 
melody, simple two-part writing, and instrumentation. 
The course includes analysis of representative litera- 
ture. MUS 212 20th-century Analysis is the study of 
major developments in 20th-century music. Writing 
and analytic work including non-tonal harmonic prac- 
tice, serial composition, and other musical techniques. 
(Prerequisite: MUS 1 1 1 or permission of the instruc- 
tor) . One of MUS 345 or CSC 354 (cross-listed in the 
music department). MUS 345 Electro-Acoustic Music is 



148 



Computer Science 



an introduction to musique concrete, analog synthesis, 
digital synthesis and sampling through practical work, 
assigned reading, and listening. CSC 354 Seminar on 
Digital Sound and Music Processing includes areas 
of sound/music manipulation such as digital ma- 
nipulation of sound, formal models of machines and 
languages used to analyze and generate sound and 
music, and algorithms and techniques from artificial 
intelligence for music composition. 

These requirements are summarized in the table below: 



# Dept Number Title 



Credits Preq. 



1 


CSC 


111 


Computer 
Science I 


4 


none 


2 


CSC 


112 


Computer 
Science II 


4 


CSC 111 


3 


CSC 


220 


Advanced 








CSC 


250 


Programming 
Foundations of 


4 
4 


CSC 112 
CSC 111 


4 


MUS 


110 


Computer Science 
Analysis and 


MTH153 


5 


MUS 
MUS 


233 
212 


Repertory 
Composition 
20th Century 


5 

4 


none 

MUS 110 








Analysis 


4 


MUS 111 


6 


MUS 


345 


Electro-Acoustic 
Music 


4 


MUS 110 
MUS 233 
Permission 




CSC 


354 


Seminar on 
Digital Sound 
and Music 
Processing 


4 


CSC 112 
CSC 112 
or 231 
Permission 



Honors 

Director: Joseph O'Rourke 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 
Offered Fall 2006 

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. 



On an ad hoc approval basis, substitution for one or 
more of the required courses would be permitted by 
various relevant Five-College courses, including those 
in the partial list below. 



School Number Title 

Amherst Mus 65 Electroacoustic Composition 

Hampshire HACU-0290-1 Computer Music 

Mt. Holyoke Music 102f Music and Technology 

UMass Music 585 Fundamentals of Electronic Music 

UMass Music 586 MIDI Studio Techniques 



149 



Dance 



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



Professor 
Susan KayWaltner, M.S. 

Associate Professor 
Rodger Blum, M.FA, Cto 

Visiting Assistant Professor 

Robin Prichard, M.F.A. 

Visiting Artist-in-Residence 
Donna Mejia, B.Sc. 

Five-College Lecturer in Dance 
Marilyn Middleton-Sylla 

Principal Pianist/Lecturer 
Julius M. Robinson. B.S. 

Five College Faculty 

Billbob Brown, MA (Associate Professor, University of 

Massachusetts) 
Jim Coleman, M.F.A. (Professor, Mount Holyoke 

College) 
RanjanaDevi (Lecturer, University of Massachusetts, 

Fine Arts Center) 
Charles Flachs., M.A. (Associate Professor, 

Mount Holyoke College) 
Rose Flachs (Associate Professor, Mount Holyoke 

College) 



Terese Freedman, BA (Professor, MountHolyoke 

College) 
Constance \ alis Hill. Ph.D. (Five College Associate 

Professor, Hampshire College) 
Sam Kenney, M.F.A. (Guest Artist. I niversitj ol 

Massachusetts) 
Daphne Lowell, M.F.A., Five College Dance Department, 

Chair, (Professor, Hampshire College) 
Cathy Nicoli, M.F.A. (Visiting Assistant Professor, 

Hampshire College) 
Rebecca Nordstrom, M.F.A. (Professor, Hampshire 

College) 
Peggy Schwartz, M.A. (Professor, University of 

Massachusetts) 
Wendy Woodson, M.A. (Professor, Amherst College) 

Teaching Fellows 

Vanessa Anspaugh 
Aretha Aoki 
Ariel Cohen 
Maura Donohue 
Kellie Lynch 
Meredith Lyons 
Ching-Shan Parks 
Fania Tskalakos 



The Five College Dance Department combines the pro- 
grams 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 
Fme College Dance Department supports a variety of 
philosophical approaches to dance and provides an op- 
portunity for students to experience a wide spectrum of 
performance styles and techniques. Course offerings are 
coordinated among the campuses to facilitate registra- 
tion, interchange and student travel; students may take 
a dance course on any of the five campuses and receive 
credit at the home institution. 



Students should consult the Five College Course 
Schedule (specifying times, locations and new course 
updates) online atwww.fivecolleges.edu/dance. 



A. Theory Courses 

Preregistration for dance theory courses is strongly 

recommended. Enrollment in dance composition 
courses is limited to 20 students, and priorit) is given 
to seniors and juniors. "P" indicates that permission of 

the instructor is required. "1." indicates that enrollment 
is limited. 



150 



Dance 



Dance Composition: Introductory through advanced study 
of elements of dance composition, including phras- 
ing, space, energy, motion, rhythm, musical forms, 
character development and personal imagery. Course 
work emphasizes organizing and designing movement 
creatively and meaningfully 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, structured 
improvisation and others. 

All Dance Theory Courses: L {A} 4 credits 

151 Elementary Dance Composition 

L {A} 4 credits 
Daphne Lowell, Fall 2006 
UM (Schwartz), AC, HC 
Offered Fall 2006 

252 intermediate Dance Composition 

Prerequisite: 151. L. {A} 4 credits 
MHC (Coleman & Jones). Fall 2006 
HC(Nicoli), Spring 2007 
Offered Fall 2006, Spring 2007 
B. Scripts and Scores 
Not offered during 2006-2007 

353 Advanced Dance Composition 

Prerequisite: 252 or permission of the instructor. L. {A} 
4 credits 

A. Performance Studio 
AC (To be announced) 
Offered Fall 2006 

B. Video and Performance 

This course will give students an opportunity 7 to ex- 
plore various relationships between live performance 
and video. Experiments will include creating short 
performance pieces and/or choreography specifically 
designed for the video medium; creating short pieces 
that include both live performance and projected video; 
and creating short experimental video pieces that em- 
phasize a sense of motion in their conceptualization, 
and realization. Techniques and languages from dance 
and theater 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 editing as well 
as composition and rehearsal techniques) and regular 
viewing and critiques. Students will work both indepen- 



dent!}' and in collaborative teams according to interest 
and expertise. Prerequisite: previous experience in ei- 
ther theater, dance, or music composition and/or video 
production or by consent of the instructor. Limited to 8 
students by permission. 
Rodger Blum. AC (Woodson) 
Offered Fall 2007 

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 espe- 
cially on major American stylistic traditions and artists. 
Through readings, video and film viewing, guest per- 
formances, individual research projects and class dis- 
cussions, students will explore principles and traditions 
of 20th century concert dance traditions, with special 
attention to their historical and cultural contexts. Spe- 
cial topics may include European and American bal- 
let, the modern dance movement, contemporary and 
avant-garde dance experimentation, African-American 
dance forms, jazz dance and popular culture dance 
traditions. L {A} Wl 4 credits 
UM (Brown) 
Offered Fall 2006 

241 Scientific Foundations of Dance 

An introduction to selected scientific aspects of dance, 
including anatomical identification and tenninology, 
physiological principles and conditioning/strengthen- 
ing methodology. These concepts are discussed and 
explored experientially in relationship to the movement 
vocabularies of various dance styles. Enrollment lim- 
ited to 20. {A} 4 credits 
MHC (Freedman) 
Offered Fall 2006 

267 Dance in the Community 

Community Crossover. This course is designed for 
students who are interested in merging social activism, 
art and teaching. It teaches students to use movement 
and theater in settings such as senior centers, schools, 
prisons and youth recreation centers. In studio sessions, 
students will learn how to identify, approach and con- 
struct classes for community sites. Selected videos and 
readings will provide a context for discussion and assist 
in the development of individual student's research and 
teaching methods. The class will also include lab ses- 
sions at designated off-campus sites where students will 
lead and participate in teaching workshops. No previ- 
ous experience in the arts or in teaching is necessary. 



Dance 



1SI 



Limited to 1 5 students. ( E) {A} 4 credits 
Not offered in 2006-2007 

272 Dance and Culture 

Through a survej of world dance traditions from both 

artistic and anthropological perspectives, this course 

introduces students to dance as a universal human 
behavior, and to the mam 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 necessar) 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 
Robin Prichard 
Offered Spring 2007 

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 ex- 
ploration 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 reper- 
toire and developing skills in observation and analysis 
of the movement of others. 
HC (Nordstrom) 
Offered Fall 2006 

287 Analysis of Music from a Dancer's Perspective 

This course is the study of music from a dancers per- 
spective. Topics include musical notation, rhythmic 
dictation, construction of rhythm and elements of 
composition. Dancers choreograph to specific compo- 
sitional forms, develop both communication between 
dancer and musician and music listening skills. Pre- 
requisite: one year of dance technique (recommended 
for sophomore year or later). Enrollment limited to 15. 
{A} 4 credits 

UM (Arslanian), Fall 2006 
Offered Fall 2006 

305 Advanced Repertory 

This course offers an in-depth exploration of aesthetic 
and interpretive issues in dance performance. Through 
experiments with improvisation, musical phrasing, 



partnering, personal imager) and other modes oi 
developing and embodying movement material, danc 
ers explore ways in winch a choreographer's vision is 

formed, altered, adapted and finalh presented in per- 
formance. {A} 1 credits 

ikdld Repertory 
MHC(Bachs) 
Offered Fall 2000 

Phrase Work 

Not offered 2006-07 

309 Advanced Repertory 

This course offers an in-depth exploration of aesthetic 
and interpretive issues in dance performance. Through 
experiments with improvisation, musical phras- 
ing, partnering, personal imagery and other modes 
of developing and embodying movement material, 
dancers explore ways in which a choreographer's vi- 
sion is formed, altered, adapted and finally presented 
in performance. In its four-credit version, this course 
also requires additional readings and research into 
broader issues of historical context, genre and technical 
style. Course work may be developed through exist- 
ing repertory or through the creation of new work(s). 
Prerequisite: advanced technique or permission of the 
instructor. {A} 4 credits 
Jazz/Modern Repertory 
AC, MHC 
Offered Fall 2006 

377 Advanced Studies in History and Aesthetics 

4 credits 

Integrity in Ethnic/Global Dance Fusion 
Cultural misappropriation has an unfortunate and 
extensive history in dance. The exploration of ethnic/ 
cultural dance fusion mandates that artists reconcile 
the values and context of indigenous dance traditions 
with agendas of the entertainment world. This course 
will explore the inevitable transformation of old and 
new dance traditions in performance, and seek to 
define what responsibility choreographeis/jperformers 
have as cultural ambassadors in a "cut and paste'' 
environment. Class will include films, readings and 
discussions. Enrollment limited to 25. (E) {A}. 
Donna Mejia 
Offered Fall 2006 



1S2 



Dance 



Art as Social Action 

This course is a study of what constitutes an artist's 
social responsibility and in what ways art is qualified to 
engage in direct political action. It will engage in creat- 
ing interdisciplinary art through strategies of moral 
engagement, persuasion, and inquiry into personal and 
public life. Particular attention will be paid to contem- 
porary issues artists face with globalization and the 
increasing intersections of the Third and First Worlds. 
Robin Pritchard 
Offered Spring 2007 

400 Special Studies 

For qualified juniors and seniors. A four-credit Special 
Studies is required of senior majors. Admission by per- 
mission of the instructor and the chair of the depart- 
ment. 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 per- 
formance, 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 11, 2006, at 4:10 p.m. in the Green 
Room, Theatre Building. Attendance is mandator): {A} 
1 credit 

Robin Prichard 
Offered Fall 2006 

200 Dance Production 

Same description as above. There will be one general 
meeting on Monday, January 29, 2007, 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 
Robin Prichard 
Offered Spring 2007 



C. Studio Courses 

Students may repeat studio courses two times for credit. 
For a complete list of studio courses offered on the 
other four campuses, please consult the Five College 
Dance Department schedule available from the Smith 
dance office. 

Studio courses receive two credits. Preregistration 
for dance technique courses is strongly recommended. 
Enrollment is often limited to 25 students, 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 instructor 
is required. "L" indicates that enrollment is limited. 
Placement will be detemiined within the first two 
weeks. 

Repetition of studio courses for credit: The Five Col- 
lege Dance Department faculty strongly recommends 
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 permission of the academic 
adviser. 

119 Beginning Contact Improvisation 

A duet form of movement improvisation. The tech- 
nique will focus on work with gravity, weight support, 
balance, inner sensation and touch, to develop spon- 
taneous fluidity' of movement in relation to a partner. 
Enrollment limited to 20. May be repeated once for 
credit. Alternates with DAN 217. {A} 2 credits 
Aretha Aoki, Fall 2006 
To be announced, Spring 2007 
Offered Fall 2006, Spring 2007 

218 Floor Barre Movement Technique 

This course combines classical and modern principals 
in a basic series performed on the floor. It is designed to 
help dance students achieve a more consistent techni- 
cal ability through added strength, stretch and develop- 
ment of fluid transition. Prerequisite: two semesters of 
ballet or modern dance technique. Enrollment limited 
to 20. {A} 2 credits 
Rodger Blum 
Offered Spring 2007 



Vance 



153 



219 Intermediate Contact Improvisation 

A duet form of movement improvisation. The technique 

will locus on work with gravity, weight support, bal 
ance, inner sensation and touch, to develop spontane 
ous fluidity of movement in relation to a partner. Pre- 
requisite: at least one previous dance technique course 
or permission of the instructor Enrollment limited to 
20. (E){A) 2 credits 
lb be announced 
To be arranged 

Techniques 

Modern: Introductory through advanced study of mod- 
em dance techniques. Central topics include: refining 
kinesthetic perception, developing efficient alignment. 
increasing strength and flexibility, broadening the 
range of movement qualities, exploring new vocabular- 
ies and phrasing styles, and encouraging individual 
investigation and embodiment of movement material. 

113 Modern Dance I 
L {A} 2 credits 

Section V.Aretha Aoki. Fall 2006 

Section 2: Vanessa Anspaugh. Fall 2006 

To be announced, Spring 2007 

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 

Ariel Cohen. Fall 2006 

To be announced. Spring 2007 

Offered Fall 2006, Spring 2007 

215 Modern Dance III 

Prerequisite: 1 13 and a minimum of one year of mod- 
em dance study. L {A} 2 credits 
Robin Prichard, Fall 2006 
M/IC (Coleman & Freeman), 
UM (Brown) 
Offered Fall 2006 

216 Modern Dance IV 

Prerequisite: 215. L. {A} 2 credits 
Donna Me/ia. Spring 2007 
HC(NicoU), MHC, Fall 2006 
Offered Fall 2006, Spring 2007 



317 Modern Dance V 

\\\ audition/permission only Prerequisite: 216. Land 
P. {A} 2 credits 
MHC, l 1/ 
Offered Fall 2006 

318 Modern Dance VI 

Audition required. Prerequisite: 317. L and R {A} 
2 credits 

Robin Prichard 
Offered Spring 2007 

Ballet: Introductory through advanced study of the prin- 
ciples and vocabularies of classical ballet. Class com- 
prises three sections: Barre, Center and Allegro. Empha- 
sis 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 

Section V.Ariel Cohen, Fall 2006 

Section 2: Vanessa Anspaugh, Fall 2006 

MHC (R. Flachs), UM (Lipitz), Fall 2006 

To be announced, Spring 2007 

Offered both semesters each year at Smith and in 

the Five Colleges 

121 Ballet II 

For students who have taken Ballet I or the equivalent. 

L. {A} 2 credits 

Ching-Shan (Sandra) Parks, Fall 2006 

To be announced, Spring 2007 

Offered both semesters each year 

222 Ballet III 

Prerequisite: 121 or permission of the instructor. L 

{A} 2 credits 

Rodger Blum 

MHC (C. Flacbs) 

UM 

Offered Fall 2006 

223 Ballet IV 

L. {A} 2 credits 

To be announced 

MHC (7b be announced) 

UM 

Offered Spring 2007 



154 



Dance 



324 Ballet V 

By audition/permission only. L. {A} 2 credits 
Rodger Blum 
UM, MHC (Flachs) 
Offered Fall 2006 



334 Jazz V 

Advanced principles of jazz dancing. L. By audition/ 
permission only. {A} 2 credits 
UM, (Kenney) 
Offered Faff 2006 



325 Ballet VI 

By audition/permission only. L. {A} 2 credits 

Rodger Blum 

MHC (To be announced) 

Offered Spring 2007 

Jazz: Introductory through advanced jazz dance tech- 
nique, including the study of body isolations, move- 
ment analysis, syncopation and specific jazz dance 
traditions. Emphasis is placed on enhancing musical 
and rhythmic phrasing, efficient alignment, perfor- 
mance clarity in complex movement combinations 
and the refinement of performance style. 

130 Jazz I 

L. {A} 2 credits 

Section 1: Meredith Lyons, Fall 2006 

Section 2: Maura Donohue, Fall 2006 

UM (Kenney), Fall 2006 

To be announced, Spring 2007 

Offered both semesters each year at Smith and in 

the Five Colleges 

131 Jazz II 

For students who have taken Jazz I or the equivalent. L. 

{A} 2 credits 

Kellie Lynch, Fall 2006 

To be announced, Spring 2007 

Offered both semesters each year 

232 Jazz III 

Further examination of jazz dance principles. L. {A} 
2 credits 
Donna Mejia 
UM (Kenney) 
Offered Fall 2006 

233 Jazz IV 

Emphasis on extended movement phrases, complex 

musicality and development of jazz dance styles. L. {A} 

2 credits 

To be announced 

Offered Spring 2007 



335 Jazz VI 

Advanced principles of jazz dancing. L. By audition/ 
permission only. {A} 2 credits 
To be announced 
Offered Spring 2007 

Cultural Dance Forms I And II 

Cultural Dance Forms presents differing dance tradi- 
tions 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 identified dance form. These 
courses vary in levels of technique, beginning and 
intermediate (I), and intermediate and advanced (II) 
and focus accordingly on movement fundamentals, 
integration of song and movement, basic through com- 
plex rhythms, perfection of style, ensemble and solo 
performance when applicable. Some classes include 
repertory performance and therefore vary in credits. 

142 Cultural Dance Forms I 

West African Dance 

This course introduces African dance, music and song 
as a traditional mode of expression in various 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 
Marilyn Middleton-Sylla 
MHC, AC (Middleton-Sylla) 
Offered Fall 2006, Spring 2007 

Tribal Fusion 

Tribal Fusion is rooted in the nomadic dance tradition 
of North Africa, the Middle East and Asia. The form has 
strong roots in women's styles of Arabic folk dance and 
the vocabulary includes the influences of Rom (Gypsy) 
dance styles from India to Europe, Spanish, Flamenco, 
African Tribal forms and more recently American Hip 
Hop, Punk and Gothic cultures. Enrollment limited to 
30. {A} 2 credits 
Donna Mejia 
Offered Fall 2006 



Dance 



155 



Introduction to Flamenco Dance 
Study of the technique, style and history of Flamenco 
dance with some understanding of Flamenco singing. 
Class time will focus on rhythm, footwork and hand 
clapping, ami and bod) movement. as well as chore- 
ography, practice in improvisation and dance condi- 
tioning. Flamenco footwear required: women should 
wear mid-calf length or ankle-length skirts. Open to all 
lewK of experience. L {A} 1 credits 
Farm Tsakalakos 
Offered Fall 2006 

243 Cultural Dance Forms II 

West African 

This course is an exploration of the various dance 
styles, forms and s\ mbols attributed to the classical 
societies of Western Africa. The course will focus on 
those dances whose origins are (historically) found in 
the Old Mali Fmpire. i.e. (Mali. Senegal, the Gambia, 
Guinea) as well as Nigeria and Ghana. It will specifi- 
cally examine the dance styles of the Serer, Lebou. Djio- 
11a, Bamhara. Wolof. Sauce. Malinke. Manding, Yoruha 
and Twi peoples of these regions. Enrollment limited to 
50. {A} 2 credits 
Marilyn Middleton-SyUa 
Offered Spring 2(K)~ 



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 bach- 
elor 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 anthropol- 
ogy 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 ad- 
vanced 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 ;i> the Introduction to the 



major \t the advanced level there is the Anthropologi- 
cal Basis of Dance (DAN $75) and more sj)eciali zed 
period courses or topics These courses all examine the 
dance itself and its cultural context. 

Creative and Aesthetic Studies (DAN 151, 252, 553 and 
377) This sequence of courses begins with the most 
basic study of dance composition: space, time, energy, 
and focuses on tcx>ls for finding and developing move- 
ment. The second- and third-level courses develop the 
fundamentals of formal choreography and expand 
work in the manipulation of spatial design, dynamics, 
phrasing, rhythm, content and accompaniment. The 
movement materials that a student explores are not 
limited to any particular style. 

Scientific Aspects of Dance 1 1 )AN 24 1 , 342 ) These courses 
are designed to develop the students personal working 
process and her philosophy of movement. The student 
studies selected aspects of human anatomy, physiology, 
bio-mechanics, and their relationships to various theo- 
ries of technical study. 

Language of Movement 1 1 )\\ 285 ) Courses in this area 
train students to observe, experience and notate quali- 
tative aspects of movement (Laban Movement Analysis) 
and to quantitatively perceive and record movement 
(Labanotation). 

Music for Dancers (DAN 287) Sharpens understanding 
of music fundamentals and makes these applicable to 
dance. 

Emphasis I: Technique and Performance A dancers instru- 
ment 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. Public performance, while op- 
tional and without additional credit, is encouraged to 
realize dance skills before an audience 

Requirements in Technique and Performance Emphasis: 

1. I71and272 

2. 241 

3. 285 

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 



156 



Dance 



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. 

7. DAN 400 (4 credits) must be taken in the senior 
year. 

Emphasis II: Theoretical Practices Dance students may 
prefer to concentrate on an academic emphasis instead 
of dance performance. These students are also encour- 
aged 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 disci- 
pline 

4. 151, 200 (2 credits) and 375 

5. Five technique courses are required in the dance 
theory emphasis of the major. Dance Theory stu- 
dents should explore at least two courses in two 
technique forms. Students should reach intermedi- 
ate level in at least one form. A single level of tech- 
nique courses may be taken for credit up to three 
semesters. 

6. T\vo courses from the following: 309, 342, 377. 

7. DAN 400 (4 credits) must be taken in the senior 
year. 



D. The Minor 



Advisers: Members of the Smith College Department 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. 



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 credits. Pre- 
registration for dance technique courses is strongly rec- 
ommended. 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 permis- 
sion of the instructor is required. "L" indicates that 
enrollment is limited. Placement will be determined 
within the first two weeks of classes. Within limits, stu- 
dents 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 
I. Tribal Fusion 
243 Intermediate/Advanced Cultural Dance Forms 

A. West African II 

B. Comparative Caribbean Dance II 

113 Modem Dance I 

114 Modem Dance II 

215 Modem Dance III 

216 Modem 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 XI 

130 Jazz I 

131 Jazz II 
232 Jazz III 



Dance 



157 



233 Jazz IV 

334 [azz\ 

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 Depart- 
ment course schedule (specifying times, locations and 
new course updates) online at wwv.fivecolleges.edu/ 
dance/schedule.html. 



Adviser: Rodger Blum 



F. Graduate: M.F.A. Program 

Adviser: Robin Prichard 

"P" indicates that permission of the instructor is re- 
quired. 



510 Theory and Practice of Dance IA 

Studio work in dance technique, including modern, 
ballet, tap, cultural dance and jazz. Eight to 10 hours 
of studio work and weekly seminars. P. 5 credits 
Rodger Blum 
Offered both semesters each year 

520 Theory and Practice of Dance HA 

Studio work in dance technique and weekly seminars. 

Prerequisite: 510. P. 5 credits 

Rodger Blum 

Offered both semesters each year 

521 Choreography as a Creative Process 

Advanced work in choreographic design and related 



production design. Stud) <>t the creative process and 
how it is manifested in choreography. Prerequisite: two 
semesters of choreography. 5 credits 
Susan Weill) ur 
Offered Pall 2007 

540 History and Literature of Dance 

Kmphasiswill include: in-classdiscussion 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 history. 5 credits 
Robin Prichard 
Offered Fall 2006 

553 Choreography by Design 

This class will examine and engage the choreographic 
process through a study of the interaction of expressive 
movement with concrete and abstract design ideas. 
Music and sound, lighting, costuming, projected video, 
and set/sculpture installations may all be analyzed as 
design elements to deepen the choreography of human 
movement. Choreographic ideas developed in this class 
will be based on the premise that design elements can 
be used as source material for choreographic intent. 
Choreography and theatrical design will be examined 
as art forms that merge to create a unified vision of tex- 
ture, color, gesture, shape and movement. In addition 
to studies and projects, weekly writings will be assigned. 
Prerequisites: two semesters of choreography (or equiv- 
alent), familiarity with basic music theory; couisework 
in theatrical production (or equivalent) 5 credits 
Rodger Blum 
Offered Spring 2007 

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 coordination and that ultimately achieve 
desired aesthetic goals. Class work includes lectures, 
experiential application, and computer analyses to 
reinforce a rigorous understanding of the scientific 



158 Dance 

principles and body mechanics that are observed within 
dance performance as well as in excellent teaching of 
dance. Prerequisite: DAN 24 1 or the equivalent. {A} 
5 credits 

. Waltner 
Offered Spring 2008 

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, Presence, 

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 II — UM 

(Devi) 

Technique and Theory (4 credits at AC. HC. MHC and 
SC: 3 credits at I'M) 

Dance 153 Dance as an Art Form — MHC (Coleman) 
Dance 26 1 Introduction to Dance — UM (Schwartz) 
HA 294 The Embodied Imagination (Lowell) 

Theory (4 credits at AC. HC. MHC and SC; 3 credits at 

UM) ' 

HA 153 Dance as an Art Form— HC (Nordstrom). MHC 

Contemporary Artists Issues — AC (Woodson), MHC 

Art Criticism — MHC 

HACU 2"8 Black Traditions in .American Dance — HC 

(Hill) 

UM DANCE 2"3 Jazz Tap Dancing in America: History 

and Practice — UM (Hill) 



159 



East Asian Languages and 
Literatures 

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



Professor 

J Thomas Rohlich, Ph.D., Chair 

Associate Professors 

Maki Hirano Hubbard, Ph.D. 
'' Deirdre Sabina Knight. Ph.D. 

Assistant Professors 

J Kimberly Kono, Ph.D. 
SujaneWu,Ph.D. 



Lecturers 

Yoon-Suk Chung, Ph.D. 
JingHu,B.A. 
Yuri Kumagai, Ed.D. 
Suk Massey. M.A. 
Atsuko Takahashi, MA. 
Grant Xiaoguang Li, Ph.D. 
Ling Zhao. M.A. 
Fang Liu 

Teaching Assistant 

Fusako Yamagiwa-Braxton 



The Department of East Asian Languages and Lit- 
eratures offers a major in East Mian 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 145 Eighteen in Two Cultures: Entering Adulthood 
in Japan and America 

This course will examine what it means to be eighteen 
years old in two very different contemporary cultures. 
Japan and the United States. Students will compare the 
transition into adulthood in these countries by examin- 
ing a range of cultural norms and structures, including 
the school, the family, the use of leisure time and the 
habits of material consumption. How does each of 
these cultures prepare youth to become adults in the 
face of rapid change? What is the same and what is dif- 



ferent? Students will journey to Kyoto over January term 
to experience the culairal differences and similarities 
first-hand. Enrollment limited to 15. (E) (Wl) 4 credits 
Rosetta Cohen (Education) and Tom Rohlich (East 
.\sian Languages and Literatures) 
Offered Fall 2006 (Pending CAP Approval) 

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-Confu- 
cian times through the Yuan dynast)'. Through the 
careful reading of selected works including shamans' 
hymns, protest poetry and excerpts from the great 
novels, students will inquire into how the spiritual, 
philosophical and political concerns dominating the 
poets' milieu shaped the lyric language through the 
ages. No knowledge of Chinese language or literature is 
required. {L} 4 credits 
Sit jane Wit 
Offered Fall 200b 

EAL 232 Modern Chinese Literature 
Selected readings in translation of 20th-century Chi- 
nese literature from the late-Qing dynasty to contempo- 



160 



East Asian Languages and Literatures 



raiy 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 (e.g., 
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 
Siibi/Ki Knight 
Offered Spring 2007 

EAL 237 Chinese Poetry and the Other Arts 

This course studies relationships between the arts of 
traditional Chinese poetry, painting, calligraphy, music 
and other visual and plastic arts. We will explore the 
following issues: How poetry and other arts are inextri- 
cably linked? Should poetry be always made of words? 
Could the world of poetry be perceived beyond words? 
Does the rhythmic quality of Chinese language under- 
line the affinity of poetry with music? What and why 
do the Chinese write on their paintings? All readings in 
English translation. {L} 4 credits 
Sujane Wu 
Offered Fall 2006 

EAL 240 Japanese Language and Culture 

This course is designed to enhance students' knowl- 
edge and understanding of the Japanese language 
by relating linguistic, social and historical aspects of 
Japanese culture as well as the Japanese perception of 
the dynamic of human interactions. Starting with a 
brief review of structural and cultural characteristics of 
the language, we will move on to examine predomi- 
nant beliefs about the relationship between Japanese 
language and cultural or interpersonal perceptions, 
including politeness and gender. Basic knowledge of 
Japanese is desirable. All readings are in English trans- 
lation. {S} 4 credits 
Maki Hubbard 
Offered Fall 2006 

EAL 241 Literature and Culture in Premodern Japan: 
Court Ladies, Wandering Monks and Urban Rakes 

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 conditions that gave birth 



to the literature. All readings are in English translation. 
{L} 4 credits 
Thomas Rohlich 
Offered Spring 2007 

EAL 242 Modern Japanese Literature 

A survey of Japanese literature from the late 19th 
century to the present. In the past 150 years Japan has 
undergone tremendous change: rapid industrialization, 
imperial and colonial expansion, occupation follow- 
ing its defeat in the Pacific War, and emergence as a 
global economic power. The literature of modern Japan 
reflects the complex aesthetic, cultural and political 
effects of such changes. Through our discussions of 
these texts, we will also address theoretical questions 
about such concepts as identity 7 , gender, race, sexuality, 
nation, class, colonialism, modernism and translation. 
All readings are in English translation. {L} 4 credits 
Kimberly Kono 
Offered Fall 2006 

EAL 244 Construction of Gender in Modern Japanese 
Women's Writing. 

This course will focus on the construction of gender 
in the writings of Japanese women from the mid- 19th 
century until the present. How does the existence of a 
"feminine literary tradition" in premodern Japan influ- 
ence the writing of women during the modern period? 
How do these texts reflect, resist, and reconfigure con- 
ventional representations of gender? We will explore the 
possibilities and limits of the articulation of feminine 
and feminist subjectivities, as well as investigate the 
production of such categories as race, class and sexu- 
ality in relation to gender and each other. Taught in 
English, with no knowledge of Japanese required. {L} 
4 credits 
Kimberly Kono 
Offered Fall 2006 

EAL 245 Writing, Japan and Otherness 

An exploration of representations of "otherness" in 
Japanese literature and film from the mid- 19th century 
until the present. How was (and is) Japans identity as 
a modern nation configured through representations 
of other nations and cultures? How are categories of 
race, gender, nationality, class and sexuality used in the 
construction of difference? This course will pay special 
attention to the role of "otherness" in the development 
of national and individual identities. In conjunction 
with these investigations, we will also address the varied 



East Asian Languages and Literatures 



ways in which Japan is represented as "other" by writ- 
ers from China. England, France. Korea and the I tailed 
States. How do these images of and by Japan converse 
with each other? Ml readings are in English transla- 
tion. {L} 4 credits 
KmberlyKbno 
Offered Spring 200" 

EAL 360 Seminar: Topics in East Asian Languages and 
Literatures 

Seel 

Intimacy: Dreams. Disappointments and Practices 
of Desire 

An exploration of intimacy through close readings of 
contemporary fiction by women in Taiwan, Tibet and 
the People's Republic of China. How do stories about 
love, romance and desire (including extramarital af- 
fairs, serial relationships and love between women) 
reinforce or contest norms of economic, cultural and 
sexual citizenship? 'what do narratives of intimacy 
reveal about the social consequences of neoliberal ide- 
ologies and economic restructuring? How do pursuits, 
realizations and failures of intimacy lead to personal 
and social change? Prerequisite: Permission of the 
instructor. {L} 
Sabma Knight 
Offered Spring 2007 

Sec. 2 

Writing Empire: Images of Colonial and Postcolo- 
nial Japan 

This seminar will address the diverse reactions to 
Japan's colonial project and explore the ways in which 
empire was manifest in a literary form. Looking at 
literary texts produced in an about the Japanese empire 
during the first half of the 20th century, we will discuss 
concepts such as assimilation, mimicry, hybridity. 
race and transculturation in the context of Japanese 
colonialism. By examining different voices from inside 
and outside of Japan's empire, students will gain a 
deeper understanding of the complexities of colonial 
hegemony and identity. Prerequisite: Permission of the 
instructor. {L} 4 credits 
Kimberly Kono 
Offered Spring 200^ 

EAL 400 Special Studies 

For students engaged in independent projects or re- 
search 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 regis- 
tration for students who have previously studied the 
language. 

Chinese Language 

CH1 110 Chinese I (Intensive) 
An intensive introduction to spoken Mandarin and 
modern written Chinese, presenting basic elements of 
grammar, sentence structures and active masterv of the 
most commonly used Chinese characters. Emphasis on 
development of oral/aural proficiency, pronunciation 
and the acquisition of skills in reading and writing 
Chinese characters. 5 credits 
Grant Li. Jing Hu 
Offered each Fall 

CH1 111 Chinese I (Intensive) 

A continuation of 1 10. Prerequisite: CHI 1 10 or permis- 
sion of the instructor. {F} 5 credits 
ling Zhao. Jing Hn 
Offered each Spring 

CHI 220 Chinese II (Intensive) 

Continued emphasis on the development of oral pro- 
ficienq- and functional literacy in modem Mandarin. 
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 
Ling Zhao. Fang Liu 
Offered each Fall 

CHI 221 Chinese II (Intensive) 

A continuation of 220. Prerequisite: CHI 220 or permis- 
sion of the instructor. {F} 5 credits 
Grant I.i. Fang Liu 
Offered each Spring 

CHI 301 Chinese III 

Building on the skills and vocabulary acquired in 

Chinese II. students will learn to a j ad simple essays on 



162 



East Asian Languages and Literatures 



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 permis- 
sion of the instructor. {F} 4 credits 
To be announced 
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 
To be announced 
Offered each Spring 

CHI 350 Advanced Readings in Chinese: Modern 
Literary Texts 

Development of advanced oral and reading proficiency 
through the study and discussion of selected modern 
Chinese literary texts. Students will explore literary 
expression in original works of fiction, including 
short stories, essays, novellas and excerpts of novels. 
Prerequisite: 302 or permission of the instructor. {L/F} 
4 credits 

To be announced 
Offered each Fall 

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 modern and contemporary China. 
Prerequisite: 302 or permission of the instructor. {L/F} 
4 credits 
Sujane Wu 
Offered each Spring 

Japanese Language 

JPN 110 Japanese I (Intensive) 

An introduction to spoken and written Japanese. Em- 
phasis on the development of basic oral proficiency, 
along with reading and writing skills. Students will 
acquire knowledge of basic grammatical patterns, 



strategies in daily communication, hiragana, kataka- 

na and about 90 Kanji. Designed for students with no 

background in Japanese. {F} 5 credits 

Yuri Kumagai, Maki Hubbard, Fusako Yamagiwa- 

Braxton 

Offered each Fall 

JPN 111 Japanese I (Intensive) 

A continuation of 1 10. Development of utilization of 
grammar and fluency in conversational communica- 
tion. About 150 more kanji will be introduced for read- 
ing and writing. Prerequisite: JPN 1 10 or permission of 
the instructor. {F} 5 credits 

Maki Hubbard, Yuri Kumagai, To be announced 
Offered each Spring 

JPN 220 Japanese II (Intensive) 

Course focuses on further development of oral profi- 
ciency, along with reading and writing skills. Students 
will attain intennediate proficiency while deepening 
their understanding of the social and cultural context 
of the language. Prerequisite: 111 or permission of the 
instructor. {F} 5 credits 
Atsuko Takahashi 
Offered each Fall 

JPN 221 Japanese II (Intensive) 

A continuation of 220. Prerequisite: JPN 220 or permis- 
sion of the instructor. {F} 5 credits 
Atsuko Takahashi 
Offered each Spring 

JPN 301 Japanese III 

Development of high intennediate proficiency in 
speech and reading through study of varied prose pieces 
and audio-visual materials. Prerequisite: 221 or per- 
mission of the instructor. {F} 4 credits 
Yuri Kumagai 
Offered each Fall 

JPN 302 Japanese III 

A continuation of 301. Prerequisite: 301 or permission 
of the instructor. {F} 4 credits 
Yuri Kumagai 
Offered each Spring 

JPN 350 Contemporary Texts 

Study of selected contemporary texts including litera- 
ture and journalism from print and electronic media. 
Focus will be on developing reading and discussion 



East Asian Languages and Literatures 



163 



skills in Japanese using original materials, and on un- 
derstanding various aspects of modem Japan through 
its contemporary texts. Prerequisite: JPN 302 orpermis- 
sion of the instructor. {F} 4 credits 
Atsuko Takabasbi 
Offered Fall 2006 

JPN 351 Contemporary Texts II 
Continued studj of selected contemporary texts includ- 
ing fiction and short essays from print and electronic 
media. This course further develops advanced read- 
ing, writing and discussion skills in Japanese, and 
enhances students' understanding of various aspects of 
contemporary Japanese society. Prerequisite: JPN 302 or 
permission of the instructor. {F} 4 credits 
Atsuko Takahashi 
Offered Spring 2007 

Korean Language 

K0R 110 Korean I 

An introduction to spoken and written Korean. Em- 
phasis 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 

K0R 111 Korean I 

A continuation of 1 10. Prerequisite: 1 10 or permission 
of the instructor. {F} 4 credits 
Yoon-Suk Chung 
Offered each Spring 

K0R 220 Korean II 

This course places equal emphasis on oral/aural 
proficiency, grammar, and reading and writing skills. 
Various aspects of Korean society and culture are pre- 
sented with weekly visual materials. Prerequisite: 1 1 1 
or permission of the instructor. {F} 4 credits 
Yoon-Suk Chung 
Offered each Fall 

K0R 221 Korean II 

A continuation of 220. Prerequisite: 220 or permission 
of the instructor. {F} 4 credits 
Yoon-Suk Chung 
Offered each Spring 



K0R 301 Korean III 

Continued development of speaking, listening, reading 
and writing, with more advanced grammatical points 
and vocabulary Korean proverbs and Chinese charac- 
ters are introduced Prerequisite: 221 or permission of 
the instructor. {F} 4 credits 
SukMassey 
Offered each Fall 

K0R 302 Korean III 

A continuation of 301. Prerequisite: 301 or permission 
of the instructor. {F} 4 credits 
Suk Masse}' 
Offered each Spring 

K0R 351 Advanced Studies 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 modern 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 
Suk Massey 
Offered Fall 2006 

The Major in East Asian 
Languages and Cultures 

Prerequisites 

The first year of Chinese (CHI 1 10 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 concentrate in 
China or Japan and take a total of 1 1 courses (46 cred- 
its), distributed as follows: 



a. Second-year language courses (10 credits ): JPN 
220 and 22 for CHI 220 and 221 (2 courses). 

b. Third-year language courses (8 credits): JPN 



164 



East Asian Languages and Literatures 



301 and 302 or CHI 301 and 302 (2 courses). Stu- 
dents 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 (12 credits) in the 
literature or culture of the student's concen- 
tration, including a departmental seminar. 
Students concentrating on China are encour- 
aged 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. 

3. Electives: 

Three additional courses (12 credits) may be chosen 
from other advanced language or literature courses in 
the department, or, at the recommendation of the ad- 
viser, from related courses in other departments. 

Of the eleven required courses, no more than five 
normally shall be taken in other institutions, such as 
Five Colleges, Junior Year Abroad programs, or summer 
programs. Students should consult their advisers prior 
to taking such courses. S/U grading options are not 
allowed for courses counting toward the major. Native 
speakers of a language are encouraged to take another 
East Asian language. 

Advanced Language Courses: 

CHI 310 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 Studies 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 237 Chinese Poetry and the Other Arts 

EAL 240 Japanese Language and Culture 

EAL 24 1 Court Ladies, Wandering Monks and Urban 

Rakes: Literature and Culture in Premodem 

Japan 
EAL 242 Modem 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 26 1 Major Themes in Literature: East-West 

Perspectives (topic course) 
EAL 360 Seminar: Topics in East Asian Languages 

and Literatures (topic course) 

Honors 

Director: Thomas Rohlich 

430d Thesis 

(8 credits) 

Full-year course; Offered each year 

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 exposed to the other 
courses in the department. 

Prerequisites 

The first year of Chinese (CHI 1 10 and 1 1 1) , Japanese 
(JPN 1 10 and 1 1 1) or Korean (KOR 1 10 and 1 1 1) is a 
prerequisite for admission. 



East Asian Languages and Literatures 165 

Requirements: 

\ total of six courses (24 credits) in the following distri- 
bution, no more than three of which shall be taken in 
other institutions. Students should consult the depart 

inent 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 23 1 The Culture of the Lyric in Traditional China 

EAL 232 Modem Chinese Literature 

EAL 236 Modernity: East and West 

EAL 237 Chinese Poetry and the Other Arts 

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, Japan and Otherness 
EAL 26l 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) 
CH 1310 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 
JPN301 Japanese III 

JPN 302 Japanese III (A continuation of 301) 
JPN 350 Contemporary Texts I 
JPN 35 1 Contemporary Texts 1 1 
KOR 301 Korean III 

KOR 302 Korean III (A continuation of 301) 
KOR 350 Advanced Studies in Korean Language and 

Society 
KOR 351 Advanced Studies in Korean Language and 

Literature 



166 



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, 

Director 
' ' Peter N.Gregory; Professor of Religion and of East 

Asian Studies 
Dennis Yasutomo, Professor of Government 
Suzanne Z. Gottschang, Assistant Professor of East 

Asian Studies and Anthropology 
Mamie Anderson, Assistant Professor of History 
Jennifer Jung-Kim, Assistant Professor of East Asian 

Studies 



Participating Faculty 

Steven M. Goldstein, Professor of Government 
Jamie Hubbard, Professor of Religion and Yehan 

Numata Lecturer in Buddhist Studies 
Maki Hirano Hubbard, Associate Professor of East Asian 

Languages and Literatures 
M Deirdre Sabina Knight, Assistant Professor of East 

Asian Languages and Literatures 
n Kimberly Kono, Assistant Professor of East Asian 

Languages and Literatures 
' 2 Thomas Rohlich, Professor of East Asian Languages 

and Literatures 
Sujane Wu, Assistant Professor of East Asian Languages 

and Literatures 



The Major 



The major in East Asian studies offers students an op- 
portunity to develop a coherent and comprehensive un- 
derstanding of the great civilizations of the Asia Pacific 
region. The study of East Asia should be considered an 
integral part of a liberal arts education. Through an in- 
terdisciplinary 7 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 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 
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 competence in the language above the 
fourth-year level. 

2) Survey Courses 

a) One survey course on the pre-modem civiliza- 
tion of an East Asian country: EAS 215, HST 
211,HST212,orHST220 

b) One survey course on modem East Asia: 
EAS 219, 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 deter- 
mined in consultation with the adviser from the list of 
approved courses. 



East Asian Studies 



" 



a) Four of the elective courses shall constitute an 
area of concentration, which can be an empha- 
sis on the civilization of one country (China. 
Japan, or Korea) or a thematic concentration 
(for example, the Confucian tradition, the Bud- 
dhist legacy, gender, imperialism, thought and 
art. political economy, international relations, 
etc. ) 

b) Electives must include courses in both the hu- 
manities 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 

\t least half of course credits toward the major 
must be taken at Smith. 

1 I 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 com- 
ponent suitable for a comparative study of East 
Asia 

b) The student obtains the approval of the East 
Asian Studies Advisory Committee 

c I No more than one such course shall be applied 
toward the major. 

3 1 A student may honor in East Asian Studies (EAS 
450d). Honors requires a 3.0 GPA overall and 5 3 
GPA in the major. The honors thesis may substitute 
for the seminar requirement. 

4) Junior Year Abroad programs are encouraged at Col- 
lege approved institutions in East Asia EAS recom- 
mends 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. ma\ 
count toward the major under the following condi- 
tions: 

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 toward 
the major. 

advisers: Daniel K. Gardner, Peter Civgorv Marylin 
thie, Dennis Yasutomo, Suzanne Z Gottschang 



EAS 215 Premodern Korea 
This course will examine the evolution I 
culture and societv within the context of political and 
institutional histories, from prehistoric times until just 
before the opening of ports in il discuss 

such topics as early state formation, the development 
of centralized bureaucratic systems, foreign relations 
and social and economic change. A major theme of 
the course will be how Buddhism and Confucianism 
developed within the Korean socio-political context 
particularly with regard to issues of social status, gen- 
der relations and cultural products : {H} - .-edits 
Jennifer Jung-Kim 
Offered Spring 2007 

EAS 219 Modern Korean History 
This course is a general survey of Korean political. 
social, economic and cultural histories from the mid- 
Nth century through the present. We will examine 
major events such as the 1876 opening of ports. 1910 
colonization by Japan, the March First movement of 
1919, liberation and division in 1945, the Korean War. 
democratization since 1987, the W financial - 
and the 2000 Inter-Korea cultural c gess 
modernization, nationalism, industrialization and 
urbanization, changing gender relations, the nut 
issue and the Korean Wave ( Hallyu (H} - credits 
Jennifer Jung-Kim 
Offered Fall 2006 

EAS 230 Women of Korea from the Three Kingdoms 
Period to the Present 

This course examines Korean history from the perspec- 
tive of women. Busing our study on the proposition that 
gender roles and identities Lire socially construe* 
will consider how concepts relating to gender have been 
continuously reconstituted over time. We will see how- 
women's identities anse from a continual negotiation 
by women and men with larger processes of polil 
social and cultural changes, such as the formation oi 
centralized bureaucratic systems, propagation oi 
fucian sodal values, introduction oi modem Western 
ideas, colonization by Japan, war. urbanization, indus- 
trialization and democratization. Enrollment limited to 
18. {H/S} 4 credits 

Offered Fall 2006 



168 



East Asian Studies 



EAS 235 Inter-Korea Relations and South Korean 
Cinema 

North-South Korean relations have changed dramati- 
cally since the 1998 inception of the South Korean 
"Sunshine Policy" of engagement with North Korea. 
The Inter-Korea Summit in 2000 was the beginning of 
a new era of official, economic and cultural exchanges 
between the two countries. Yet despite the overarch- 
ing spirit of reconciliation between North and South, 
political tensions run high, especially with continued 
concerns about the North's weapons policies. This 
course will examine the political history of inter-Korean 
relations and also see how South Korean cinema re- 
flects the changing socio-political climate. Enrollment 
limited to 18. {3} 4 credits 
Jennifer Jung-Kim 
Offered Spring 2007 

EAS 270 Colloquium in East Asian Studies 

Topic: Japanese Buddhist Art. Study of the Japanese 
Buddhist art traditions in architecture, sculpture, paint- 
ing, gardens and the tea ceremony from the 6th to the 
19th centuries. {H/A} 4 credits 
Marylin Rhie 
Offered Spring 2007 

EAS 279 Colloquium: The Art and Culture of Tibet 

The architecture, painting, and sculpture of Tibet are 
presented within their cultural context from the period 
of the Yarlung dynasty (seventh century) through the 
rule of the Dalai Lamas to the present. 
{A/H} 4 credits 
Marylin Rhie 
Offered Fall 2006 

EAS 375 Seminar: Japan-United States Relations 

Analysis of political, economic, cultural and racial 
roots of U.S.-Japan relations from the 19th century to 
the present. Emphasis on current mutual perceptions 
and their potential impact on future bilateral relations. 
{S} 4 credits 
Dennis Yasutomo 
Offered Spring 2007 

EAS 404 Special Studies 

4 credits 

Offered both semesters each year 



EAS 408d Special Studies 

8 credits 

Full-year course; Offered each year 

EAS 430d Honors Thesis 

8 credits 

Full-year course; Offered each year 

Basis Courses 

ANT 252 The City and the Countryside in China 

{S} 4 credits 

Suzanne Z. Gottschang 
Offered Fall 2006 

ANT 253 Introduction to East Asian Societies and 
Cultures 

(E) {S} 4 credits 
Suzanne Z. Gottschang 
Offered Spring 2007 

HST 211 (L) The Emergence of China 

{H} 4 credits 
Daniel Gardner 
Offered Fall 2007 

HST 212 (L) China in Transformation, A.D. 750-1900 

{H} 4 credits 

Daniel Gardner 

Offered Spring 2007, Spring 2008 

Approved Courses in the 
Humanities 

ARH101 Buddhist Art 

ARH 120 Introduction to Art History: Asia 

ARH222 The Art of China 

ARH 224 The Art of Japan 

EAL 23 1 The Culture of the Lyric in Traditional China 

EAL 232 Modern Chinese Literature 

EAL 236 Modernity: East and West 

EAL 237 Chinese Poetry and the Other Arts 

EAL 240 Japanese Language and Culture 

EAL 24 1 Court Ladies, Wandering Monks and Urban 

Rakes 
EAL 242 Modem Japanese Literature 
EAL 243 Japanese Poetry in Cultural Context 



East Asian Studies 






EAL244 Construction of Gender in Modern Japanese 
Women's Writing 

EAL 245 Writing. Japan and Otherness 
EAL 261 Major Themes in Literature: East-Wesl 
Perspectives 

EAL 360 Seminar: Topics in East Vsian Languages 

and Literatures 
EAS 270 Colloquium in East Asian Studies 
EAS 279 Colloquium: The Art and Culture of Tibet 
1 1ST 2 18 Thought and Art in China 
REL lit) Politics of Enlightenment 
REL260 Buddhist Thought 
REL263 Zen 

KM 265 Colloquium in East Asian Religions 
REL 266 Colloquium in Buddhist Studies 
REL 270 Japanese Buddhism 
REL 282 violence and Non-Violence in Religious 

Traditions of South Asia 
REL 360 Seminar: Problems in Buddhist Thought 

Approved Courses in the 
Social Sciences 

ANT 25 1 Women and Modernity in East Asia 
ANT 252 The City and the Countryside in China 
ANT 253 Introduction b 1 East Asian Societies and 

Culture 
ANT 342 Seminar: Topics in .Vnthropology 
EAS 2 1 5 Pre-Modern Korean Historj 
EAS 2 19 Modern Korean History 
EAS 230 Women of Korea from the Three Kingdoms 

to the Present 
EAS 235 Colloquium: Inter-Korea Relations and 

South Korean Cinema 
HAS 271 ) Colloquium in East Asian Studies 
HAS 1~ ( ) Colloquium: The Art and Culture of Tibet 
HAS 375 Seminar Japan-United States Relations 
(i()Y 11$ The Government and Politics of Japan 
GOV 230 The Government and Politics of China 
GOV 25 1 Foreign Policy of Japan 
GOV 344 Seminar on Foreign Policy of the Chinese 

People*s Republic 
(i( )\ 348 Seminar in International Politics: Conflict 

and Cooperation in Asia 
HST 101 Geisha. Wise Mothers and Working Women 
HST 2 1 1 The Emergence of China 
HST 2 1 2 China in Transformation 



HST214 Aspects <it Chinese History: The World ol 
Thought in Early China 

HST217 WorldWarll 

HST 218 Thought and Art in China 

HST 220 Colloquium: |apan to 1000 

HST 221 The Rise of Modem Japan 

HST 111 tepeds of Japanese History: The Place of 

Protest in Early Modem and Modem Japan 
1 1ST 223 Women in Japanese History: From Ancient 

Times to the 19th Century 
HST 1^)1 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 coherent under- 
standing 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: 1 >r as 
the basis of future graduate work and/or careers related 
to East Asia. 

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. 

1) The second year of an East Asian language, which 
can be fulfilled by Chinese 220 and 11 1 . Japanese 
220 and 11 1 . or Korean 220 and 11 1 . or higher 
level courses. Extensive language study is encour- 
aged, 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 fluenq is defined us compe- 
tence in the language above the fourth-year level. 

2) Four elective courses, which shall be determined in 
consultation with the adviser normal l\ from the list 
of approved courses. Elective courses must be drawn 
from both the humanities and social sciences 

Advisers: Daniel K. Gardner, Peter Oregon. Marylin 
Rhie, Dennis Yasutomo, Suzanne X. Gottschang 



170 



Economics 



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



Professors 

Frederick Leonard, Ph.D., Chair 
*' Andrew Zimbalist, Ph.D. 
Randall Bartlett, Ph.D. 
Robert Buchele, Ph.D. 
Roger T.Kaufman, Ph.D. 
n Karen Pfeifer, Ph.D. 
"' Elizabeth Savoca, Ph.D. 
Deborah Haas-Wilson, Ph.D. 
n Charles P. Staelin, Ph.D. 
" 2 NolaReinhardt,Ph.D. 
f| Mahnaz Mahdavi, Ph.D. 



Associate Professors 

fl Thomas A. Riddell, Ph.D. 
* 2 James Miller, Ph.D., J.D. 

Assistant Professors 

Roisin O'Sullivan, Ph.D. 
Ardith Spence, Ph.D. 



Lecturers 

Charles Johnson, A.1 
Alejandro Reuss 



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 econom- 
ics in the sophomore year. Majors in economics are 
strongly advised to take 250, 253 and 190 as soon after 
the introductoiy courses as possible. Students consider- 
ing graduate study in economics are advised to master 
the material in ECO 255 and 240 as well as MTH 1 1 1. 
112, 211, 212, 225 and 243. 

A. General Courses 

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 determining 
their own actions. Business, military and dating strate- 
gies will be examined. No economics prerequisite. Pre- 
requisite: at least one semester of high school or college 
calculus. {8} 4 credits 
James Miller 
Offered Fall 2006 

150 Introductory Microeconomics 

How and how well do markets work? What should 



government do in a market economy? How do mar- 
kets set prices, determine what will be produced, and 
decide who will get the goods? We consider important 
economic issues including preserving the environment, 
free trade, taxation, (de) regulation and poverty. {8} 
4 credits 

Members of the department 
Offered both semesters each year 

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 employ- 
ment, high economic growth, and rising real wages. 
{8} 4 credits 

Members of the department 
Offered both semesters each year 

AGG 223 Financial Accounting 

The course, while using traditional accounting tech- 
niques and methodology, will focus on the needs of 
external users of financial information. The emphasis 
is on learning how to read, interpret and analyze fi- 
nancial information as a tool to guide investment deci- 



hconomics 



171 



sions. Concepts rather than procedures are stressed and 
class time will be largely devoted to problem solutions 
and case discussions \ basic knowledge of arithmetic 
and a familiarity with a spreadsheet program is sug- 
gested. Cannot be used for credit towards the economics 
major and no more than four credits in accounting 
may tie counted toward the degree. {S} 4 credits 
Charles Johnson 
Offered Fall 2006. Spring 2007 

190 Introduction to Statistics and Econometrics 

Summarizing, interpreting, and analyzing empirical 
data. Attention to descriptive statistics and statistical 
inference. Topics include elementary sampling, prob- 
ability, sampling distributions, estimation, hypothesis 
testing and regression. Vssignments include use of 
statistical software and micro computers to analyze 
labor market and other economic data. Prerequisite: 
l SO and l S3 recommended. {S/M} 4 credits 
Robert Buchele. Elizabeth Savoca 
Offered both semesters each vear 



253 Intermediate Macroeconomics 

Builds a cohesive theoretical framework within which 
to analyze the workings of the macroeconomy Current 
issues relating to key macroeconomic variables such 
as output, inflation and unemployment 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 111 or its equivalent. {8} 
4 credits 

Roger Kaufman, Roisin O'Sullivan 
Offered both semesters each year 

255 Mathematical Economics 

The use of mathematical tools to analyze economic 
problems, with emphasis on linear algebra and differ- 
ential calculus. Applications particularly in compara- 
tive statics and optimization problems. Prerequisites: 
MTH 1 1 1, 112,21 1. ECO 253 and 250 or permission of 
the instructor. {S/M} 4 credits 
To be announced 
To be arranged 



B. Economic Theory 

240 Econometrics 

Applied regression analysis. The specification and 
estimation of economic models, hypothesis testing, 
statistical significance, interpretation of results, policy 
implications. Emphasis on practical applications and 
cross-section data analysis. Special issues in time-series 
analysis. Prerequisites: ISO. 153 and 190 and MTH 111. 
{S/M} 4 credits 

Robert Buchele. Elizabeth Savoca 
Offered Fall 2006 

250 Intermediate Microeconomics 

Focuses on the economic analysis of resource al- 
location 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 theories of con- 
sumer choice and decision making by the firm. Exam- 
ines the welfare implications of a market economv. and 
of federal and state policies which influence market 
choices. Prerequisite: 150, MTH 111 or its equivalent 
{S} 4 credits 

James Miller. Deborah Haas-Wilson 
Offered both semesters each year 



333 Seminar: Free Market Economics 

Compare and contrast the philosophical theories of 
justice of Robert Nozick and John Rawls. A research 
project involving a long paper and a oral presentation 
concerning an issue or an area of interest to a free 
market economy of your choosing. Prerequisite: 233 or 
either 250 or 253- {S} 4 credits 
Frederick Leonard 
Offered Spring 2007 

362 Seminar: Population Economics 
Topic: The Economics of Aging. Many countries today 
face rapidly aging populations. The economic conse- 
quences will pose enormous challenges to policymak- 
ers. What are the implications of an aging population 
for the sustainability of pension funds and health 
care svstems? for labor force growth and productivitv 
growtli'' for savings and asset markets^ for the demand 
for public and private goods? What policy options have 
economists offered to deal with these issues? In this 
seminar we will study these questions mid more from 
both microeconomic and macroeconomic perspectives. 
Prerequisites: ECO 250, 190. Enrollment limited to IS. 
{S} 4 credits 
Elizabeth Savoca 
Offered Fall 200" 



172 



Economics 



363 Seminar: Inequality 

The causes and consequences of income and wealth 
inequality. Social class and social mobility in the U.S. 
International comparisons. The distributional impact 
of technical change and globalization. Is there a 
"trade-off" between equality and economic growth? 
The benefits of competition and cooperation. Experi- 
mental Economics: selfishness, altruism and reciproc- 
ity. Fairness and the dogma of economic rationality. 
Does having more stuff make us happier? Prerequisites: 
190, 150 and 250 (the last required for economics 
majors using this course to fulfill the seminar require- 
ment). {S} 4 credits 
Robert Buchele 
Offered Fall 2006 



C. The American Economy 

224 Environmental Economics 

The causes of environmental degradation and the role 
that markets can play in both causing and solving pol- 
lution problems. The efficiency, equity and impact on 
economic growth of current and proposed future envi- 
ronmental legislation. Prerequisite: 150. {S} 4 credits 
To be announced 
To be arranged 

230 Urban Economics 

Economic analysis of the spatial structure of cities — 
why they are where they are and look like they do. How 
changes in technology and policy reshape cities over 
time. Selected urban problems and policies to address 
them, include housing, transportation, concentrations 
of poverty, and financing local government. Prerequi- 
site: 150. {S} 4 credits 
Randall Bartlett 
Offered Spring 2007 

231 The Sports Economy 

The evolution and operation of the sports industry in 
the United States and internationally The course will 
explore the special legal and economic circumstances 
of sports leagues, owner incentives, labor markets, gov- 
ernance, public subsidies and other issues. Prerequisite: 
ECO 150; ECO 190 is recommended. {S} 4 credits 
Andrew Zimballst 
Offered Spring 2007 



233 Free Market Economics 

Meaning and nature of economic freedom; structure 
and institutions of a free market economy; philosophi- 
cal foundation underlying freedom; macro- and mi- 
croeconomic performance of a free market economy; 
foundations, performance and critique of alternatives 
to freedom offered by the American political left and 
right; analysis of economic and political issues such 
as the "fair" distribution of income and wealth, social 
security, smoking in public places and abortion, among 
many others. Prerequisite: 150 or 153. {S} 4 credits 
Frederick Leonard 
Offered Fall 2006 

260 Economics of the Public Sector 

What is the role of government? This course examines 
theoretical arguments for government intervention 
in the market and analyzes government expenditure 
programs and tax policy. Topics to be discussed include 
welfare refonn, education, health care, Social Security 
and tax reform. Prerequisite: 250. {S} 4 credits 
Ardith Spence 
Offered Spring 2007 

265 Economics of Corporate Finance 

An investigation of the economic foundations for 
investment, financing, and related decisions in the 
business corporation. Basic concerns and responsi- 
bilities of the financial manager, and the methods of 
analysis employed by them is emphasized. This course 
is designed to offer a balanced discussion of practi- 
cal as well as theoretical developments in the field of 
financial economics. Prerequisites: 190, 250, MTH 111. 
{S} 4 credits 
Mah?iaz Mahdavi 
Offered Fall 2007 

275 Money and Banking 

An investigation of the role of financial instruments 
and institutions in the economy Major topics include 
the determination of interest rates, the characteristics 
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 O' Sullivan 
Offered Spring 2007 



Economics 



314 Seminar: Industrial Organization and Antitrust 

Policy 

An examination of the latest theories and empirical 

evidence about the organization of firms and indus- 
tries. Topics include mergers, advertising, strategic 
behaviors such as predatory pricing, vertical restrictions 
such as resale price maintenance or exclusive dealing, 
and antitrust laws and policies. Prerequisite: 250. {8} 
4 credits 

Deborah Haas-Wilson 
Offered Spring 2007 

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 ser- 
vices, the growth of managed care, the implications of 
increasing competition in markets for physician ser- 
vices, 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. Prerequisites: 250 and 190 or permission 
of the instructor. {S} 4 credits 
Deborah Haas-Wilson 
To be arranged 

343 Seminar: The Economics of Global Climate Change 

Because global climate change has the potential to af- 
fect even. 7 person in every country — with the possibility 
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 eco- 
nomic inefficiency causing climate change and study 
the tradeoffs associated with slowing the process. How 
do policy options to slow climate change compare with 
respect to efficiency criteria? How do they affect equity 
domestically, internationally and intertemporally? In 
addressing these and other questions which inform the 
debate on climate change policy, we will also examine 
the importance of political and strategic considerations, 
and the rate of technical change. Prerequisites: ECO 
190 and ECO 250. (E) (E status extended for this year 
only.) {8} 4 credits 
ArdUh Spence 
Offered Fall 2006 

351 Seminar: The Economics of Education 

This course examines economic issues related to the 
market for education. We will begin by considering 
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 sub- 
sidize educational attainment —and if so. how much? 
Our study of primary and secondary education will 
focus on issues of current interest, including the use 
of vouchers, the impact of class size and expenditures 
on performance, and the scope for education finance 
reform. Our discussion of the market for higher educa- 
tion will examine the choices made by students and 
b\ 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. Prerequisites: ECO lv)0and 
ECO 250, or permission of the instructor. Enrollment 
limited to IS. {S} 4 credits 
Ardith Spence 
Offered Spring 2007 

D. International and 
Comparative Economics 

209 Comparative Economic Systems 

Methods of comparison of economic systems and eco- 
nomic performance, including distributional equity 
as well as allocative efficiency and economic growth. 
Reviews of theories and history of Western capitalist 
development and of socialist development. The Soviet 
system in Russia and Eastern Europe, early reform 
programs there, the demise of this system, and cur- 
rent issues regarding the transition from Soviet-type to 
market economies. Comparative 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 155. {S} 
4 credits 
Karen Pfeifer 
To be arranged 

211 Economic Development 

An overview of economic development theory and 
practice since the 1950s. What is economic develop- 
ment: how is it defined and measured? What economic 
policies have been implemented in the developing 
countries of Asia, Latin America. Africa and the Middle 
East in search of economic development, what theories 
underlie these policies, and what haw been the conse- 
quences for economic welfare in these regions? Topics 



r-* 



Economics 



include trade policy 7 (protectionism versus free trade), 
industrial and agricultural development strategies, 
multinational investment, formal and informal sector 
employment, women in development, international 
financial issues (lending, balance of payments deficits, 
the debt and financial crises), structural adjustment 
policies and the new globalization or production and 
finance. Prerequisites: 150 and 153- {8} 4 credits 
Nola Reinhardt 
Offered Fall 2006 

213 The World Food System 

Examination of changing international patterns of 
food production and distribution to shed light on the 
paradox of world hunger in the face of global food 
abundance. Explores the rise of modern agriculture 
and its advantages and disadvantages compared to 
traditional fanning methods. Considers the transfor- 
mation of third-world agriculture in the context of 
increasing concentration in agricultural production 
and marketing, the debate over food aid, technology 
transfer to developing countries, GATT/WTO agricultur- 
al agreements, and structural adjustment/globalization 
policies. Prerequisite: 150. {8} 4 credits 
Nola Reinhardt 
Offered Spring 2007 

214 The EU, the Mediterranean and the Middle East: 
Hellenism or Bonapartism? 

The EU's Euro-Mediterranean Partnership envisions 
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 regulator} 7 framework, 
and promotes liberalization, privatization, transition to 
market-based economics, and free trade according to 
WTO rules. It entails North-South integration via infra- 
structure networks for transportation, telecommunica- 
tions and energy. Do emerging patterns of aid, foreign 
investment, regional planning, and north-south trade, 
including the oil and amis markets, indicate net 
benefits from these arrangements to the southern-rim 
Mediterranean and Middle Eastern regions? Prerequi- 
site: Either 150 or 153- {8} 4 credits 
Karen Pfeifer 
To be arranged 

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 commercial 
policy and the rise of protectionism, multilateral trade 
negotiations, preferential trade agreements, the impact 
of multinational firms, and trade and economic devel- 
opment. Prerequisite: 250. {S} 4 credits 
To be announced 
To be arranged 

296 International Finance 

An examination of international monetary theory and 
institutions and their relevance to national and inter- 
national economic poliq: Topics include mechanisms 
of adjustment in the balance of payments; macro- 
economic and exchange-rate policy for internal and 
external balance; international movements of capital; 
and the history of the international monetary system: 
its past crises and current prospects; issues of currency 
union and optimal currency area; and emerging mar- 
kets. Prerequisite: 253- {S} 4 credits 
Mahnaz Mahdavt 
Offered Spring 2008 

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 discrimination? Is education an 
investment in human capital, a signal or a means of 
reproducing the class structure? How has trade with de- 
veloping countries affected wages in the United States? 
In this seminar we shall apply and extend economic 
theory to analyze these and other questions in labor 
economics. Prerequisites: ECO 250, 190 and MTH 111 
(calculus). {8} 4 credits 
Roger Kaufman 
Offered Fall 2006 

318 Seminar: Latin American Economies 

The Latin American economies have undergone a dra- 
matic process of economic collapse and restructuring 
since 1980. We examine the background to the collapse 
and the economic refonns implemented in response. 
We consider the current status and future prospects of 
the region's economies. Prerequisites: 211, and 250 or 
253, or permission of the instructor. {S} 4 credits 
Nola Reinhardt 
To be arranged 



•conomics 



375 Seminar: The Theory and Practice of Central 
Banking 

What role do central banks play in the management ol 
short-run economic fluctuations? What has driven the 
recent global trend towards more powerful and inde- 
pendent central-banking institutions!'' This course will 
explore the theoretical foundations that link central 
bank policy to real economic activity. Building on this 
theoretical background, the monetary policy frame- 
works and operating procedures of key central banks 
will then be examined. Much of the analysis will focus 
on the current practices of the US Federal Reserve and 
the European Central Bank, with a view to identifving 
the relative strengths and weaknesses of the two institu- 
tions. Prerequisite: ECO 253- {S} 4 credits 
Roisin O'Sullwan 
Offered Spring 20(T 

404 Special Studies 

Admission by pemiission of the department, normally 
for majors who have had four semester courses in eco- 
nomics above the introductory level. 
4 credits 
Offered both semesters each year 

408d Special Studies 

Admission by pemiission of the department, nonnallv 
for majors and minors who have had four semester 
courses in economics above the introductory level. 
Students contemplating a special studies should read 
the guidelines for special studies in the department's 
"Handbook for Prospective Majors" on the depart- 
ment's Web page: www.smith.edu/economics. 
8 credits 
Full-vear course; Offered each vear 



The Major 



Advisers: Randall Bartlett. Robert Buchele, Deborah 
Haas-Wilson, Roger Kaufman. Frederick Leonard. 
Mahnaz Mahdavi. James Miller. Roisin O'Sullivan. 
Karen Pfeifer. Nola Reinhardt. Thomas Riddell. Eliza- 
beth Savoca. Charles Staelin. Andrew Zimbalist 

Adviser for Study Abroad: Jan les Miller 

Basis 150 and 153- 



Requirements: ECO 150 and 153 or their equivalent. 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 re- 
search paper and an oral presentation. MTH 1 1 1 or its 
equivalent is a prerequisite for ECO 250 and E( I I 

A student who passes the economics placement 
exam for ECO 150 or ECO 1 55. or who passes the AP 
examination in Microeconomics or Macroeconomics 
with a score of 4 or 5. may count this as the equivalent 
of ECO 150 or ECO 155. with course credit toward the 
major in economics. Students with AP or IB credit are 
urged to take the placement exams to ensure correct 
placement. 

Economics credit will be given for public policy 
courses when taught by a member of the economics 
department. 

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 7 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 Department 
of Government and described under the government 
major. 



The Minor 

Advisers: Same as for the major 

Requirements: six courses in economics, consisting of 
150, 1 53, 1 90, and three other courses in economics; or 
150, 153, a statistics course taken outside of the depart- 
ment, and four other courses in economics. Crediting 
procedures are the same as for the major. 



Honors 

Director: Robert Buchele 



176 Economics 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 
Offered Fall 2006 

Requirements: A thesis and 8 semester courses including 
150, 153, 190, 250, 253, and three other economics 
courses. 

Students may elect either a yearlong thesis course 
(430d) or a fall semester course (431). The thesis for 
the yearlong course must be submitted 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. 






Education and Child Study 



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



177 



Professors 

Alan I.. Marvelli. Ed.D 

Sue J. M. Freeman, Ph.D. 
Alan \. KudniLsky. Ph.D., Chair 
"' Rosetta Marantz Cohen, EcLD. 

Associate Professors 
- Susan M. Etheredge, Ed.D. 
Sam Intrator. Ph.D. 

Assistant Professor 
Lucv Mule, Ph.D. 



Lecturers 

Cathy HoferReid, Ph.D. 
Cathy WeismanTopal, MAT. 
Janice Gatty, Ed.D. 
! Glenn Ellis, PhD. 

Tutor Supervisor 
Marilyn London, MA 

Teaching Fellows 

Margaret C.Betts, B A, J.D. 
Amie E. Colcord, B A 
TaliaS. Epstein. B.A. 



Nicholas C. Giammaria, BA 
Kara ML McKeever, B.A. 
Anne I. Naughton, BA, M.A. 

Advisory Committee 
Gwen \gna, M.Ed. 
Carol Gregory, M.A. 
Johanna M. McKenna. M.A. 
Suzanne Scallion, M.Ed. 
Beth Singer, Ed.D. 



Students who, irrespective of major, desire to comply 
with the varying requirements of different states for 
licensure to teach in public schools are urged to consult 
the department as early as possible during their college 
career. 



340 Historical and Philosophical Perspectives and the 
Educative Process 

A colloquium integrating foundations, the learning 
process and curriculum. Open only to senior majors. 
{S} 4 credits 
Sue Freeman 
Offered Spring 2007 

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 femini- 
zation of teaching, the rise of unions, the radicalization 
of the profession in the 1960s, and the recent attempts 
to elevate the teacher's professional status. Students 
will explore the work and lives of teachers through 
sociologies of the profession, teacher diaries and au- 
tobiographies, literary depictions of the teacher, and 
ethnographies of classroom life. Enrollment limited to 
SS {H/S} 4 credits 
Rosetta Cohen 
Offered Spring 2007 

342 Growing Up American: Adolescents and Their 
Educational Institutions 

The institutional educational contexts through which 
our adolescents move can powerfully influence the 
growth and development of our youth. Using a cross- 
disciplinarv approach, this course will examine those 
educational institutions central to adolescent life: 
schools, classrooms, school extracurricular, arts-based 
organizations, athletic programs, community youth 
organizations, faith-based organizations and cyber- 
commumties. Three issues will he investigated. First, 
what theoretical and socio-cultural perspectives shape 
these educational institutions? Second, how do these 



178 



Education and Child Study 



institutions serve or fail the diverse needs of American 
youth? Lastly, how and under what conditions do these 
educational institutions matter to youth? This course 
includes a service learning commitment and several 
evening movie slots. Enrollment limited to 35. {S} 
4 credits 
Sam Intrator 
Offered Spring 2008 

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 2007 

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 envi- 
ronment. Our essential question 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? Us- 
ing relevant social theory to guide our analyses, we'll 
investigate school reform efforts at the macro-level by 
looking 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 fieldwork opportu- 
nities available for students. Enrollment limited to 35. 
{8} 4 credits 
Sam Intrator 
Offered Fall 2006 

210 Literacy in Cross-Cultural Perspective 

A study of the nature of literacy and its significance 
for both societies and individuals. Key topics include 
cultural variations in its forms and uses, the processes 
and institutions by which it is transmitted across 
generations, and its role in development and educa- 
tion. Relevant theories will be used to address current 
debates over such issues as the consequences of literacy, 
the determinants of success and failure in acquiring it, 
and its relationship to patterns of power and inequality 



in contemporary society. There will be fieldwork oppor- 
tunities available for students. {S} 4 credits 
Lucy Mule 
Offered Spring 2007 

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 this institution, modern school 
reform, curriculum development and contemporary 
problems of secondary education. Directed classroom 
observation. Not open to first-year students. Enrollment 
limited to 35. {S} 4 credits 
Rosetta Cohen 
Offered Fall 2006 

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 philo- 
sophical and pedagogical rationale for a multicultural 
education. Enrollment limited to 35. {S} 4 credits 
Lucy Mule 
Offered Spring 2007 

Learners and the Learning 
Process 

235 Child and Adolescent Growth and Development 

A study of theories of growth and development of chil- 
dren from prenatal development through adolescence; 
basic considerations of theoretical application 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 2006, Spring 2007 

238 Educational Psychology 

This course combines perspectives on cognition and 
learning to examine the teaching-learning process in 
educational settings. In addition to cognitive factors 
the course will incorporate contextual factors such as 



Education and Child Study 



179 



classroom structure, teacher belief systems peer rela- 
tionships and educational policy Consideration ol the 
teaching-learning process will highlight subject matter 
instruction and assessment Prerequisite: a genuine 
interest in better understanding leaching and learning. 
Priority given to majors, minors, first-year, and second- 
vear students. Enrollment limited to 30. {S/N} 4 credits 
Alan Rutin itsky 
Offered Fall 2006, Spring 2007 

239 Counseling Theory and Education 
Study of various theories of counseling and their ap- 
plication to children and adolescents in educational 
settings. {S} 4 credits 
Sue Freeman 
Offered Fall 2006 

249 Children Who Cannot Hear 

Educational, social, scientific and diagnostic consider- 
ation. Examination of various causes and treatments 
of hearing losses; historical and contemporary issues in 
the education of deaf children. {8} 4 credits 
Alan Man vlli 
Offered Spring 2007 

548 Student Diversity and Classroom Teaching 

An examination of diversity in learning and back- 
ground variables, and their consideration in promoting 
educational equity. Also, special needs as factors in 
classroom teaching and student learning. Research 
and pre-practicum required. {S} 4 credits 
Sue Freeman 
Offered Fall 2006 

554 Cognition and Instructional Design 

A course focusing on the latest developments in cogni- 
tive science and the potential impact of these develop- 
ments on classroom instruction. Open to seniors by 
permission of the instructor. 4 credits 
Alan Ruanitsky 
Offered Fall 2006 



Curriculum and Instruction 

ESS 225 Education Through the Physical: Youth Sports 

This course is designed to explore how youth sports 
impacts the health, education, and well-being of chil- 
dren. Class components will include an examination 
of youth sport philosophies, literature on cognitive 



and physical growth, approaches to coat h and parent 
education, and an assessment oi school and com- 
munity based programs. Students will be required to 
observe, analyze and report on a local children's sports 
program. {S} 4 credits 
Donald Siegel 
Offered Pall 2006 

231 Foundations and Issues of Early Childhood 
Education 

The purpose of this course is to explore and examine 
the basic principles and curricular and instructional 
practices in early childhood education. Students begin 
this 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 students to consider, compare, and con- 
trast a variety of programs and models in early child- 
hood education. {S} 4 credits 
Susan Etheredge 
Offered Fall 2008 

305 The Teaching of Visual Art in the Classroom 

We live in a visual culture and children are visual 
learners. The visual arts offer teachers a powerful 
means of making learning concrete, visible and 
exciting. In this class students explore multiple teach- 
ing/learning strategies as they experience and analyze 
methods and materials for teaching visual arts and 
art appreciation. The class is designed for education 
majors seeking experience in and understanding of 
the visual arts. Studio work is part of each class. Since 
a practicum involving classroom teaching is required, 
this class works well for students who will be student 
teaching. Students who are not student teaching can 
expect to spend an additional hour each week working 
in an art class. Admission by permission of the instruc- 
tor. {S/A} 4 credits 
Cathy Tbpal 
Offered Fall 2006 

338 Children Learning to Read 

This course examines teaching and learning issues 
related to the reading process in the elementary class- 
room. Students develop a theoretical knowledge base 
for the teaching of reading to guide their instructional 
decisions and practices in the classroom setting. I nder 
standing what constitutes a balanced reading program 



180 



Education and Child Study 



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. {8} 4 credits 
To be announced 
Offered Spring 2007 

347 Individual Differences Among Learners 

Examination of research on individual differences and 
their consideration in the teaching-learning process. 
Research and pre-practicum required. Prerequisites: 
235 or 342 and 238 and permission of the instructor. 
{8} 4 credits 
Sue Freeman 
Offered Spring 2007 

345d Elementary Curriculum and Methods 

A study of the curriculum and the application of 
the principles of teaching in the elementary school. 
Two 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. Preregistration meet- 
ing scheduled in April. {S} 12 credits 
Cathy Swift (Ml), Alan Rudnitsky (Spring) 
Full year course: Offered each year 

346 Clinical Internship in Teaching 

Full-time practicum in middle and high schools. Re- 
quired prerequisite: EDC 232. Open to seniors only. {S} 
8 credits 
Offered Fall 2006 

352 Methods of Instruction 

Examining subject matter from the standpoint of 
pedagogical content knowledge. The course includes 
methods of planning, teaching and assessment ap- 
propriate to the grade level and subject matter area. 
Content frameworks and standards serve as the orga- 
nizing 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 
preparation program. 4 credits 
Sam Intrator 
Offered Fall 2006 



390 Colloquium: Teaching Science, Engineering and 
Technology 

Breakthroughs in science, technology and engineering 
are occurring at an astounding rate. This course will 
focus on providing you with the skills and knowledge 
needed to bring this excitement into the classroom. 
We will explore theories on student learning and 
curriculum design, investigate teaching strategies 
through hands-on activities, and discuss current issues. 
Although the focus of the course is to prepare middle 
and secondary school teachers, other participants are 
welcome: the ideas we will examine will help develop 
communication and learning skills that can prepare 
you for a variety of careers. Not open to first-year stu- 
dents. Enrollment limited to 20. {8} 4 credits 
Glenn Ellis 
Offered Fall 2006 

HST 390 Teaching History 

A consideration of how the study of history; broadly con- 
ceived, gets translated into curriculum for middle and 
secondary schools. Addressing a range of topics in Amer- 
ican history, students will develop lesson and unit plans 
using primary and secondary resources, films, videos 
and internet materials. Discussions will focus on bom 
the historical content and on the pedagogy used to teach 
it. For upper-level undergraduate and graduate students 
who have an interest in teaching. Does not count for 
seminar credit in the history major. {H} 4 credits 
Peter Gunn 
Offered Fall 2006 

ENG 399 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. For 
upper level undergraduate and graduate students who 
have an interest in teaching. {L} 4 credits 
Samuel Scheer 
Offered Fall 2006 

FRN 480/SPN 481 The Teaching of French/Spanish 

This course is designed for MAT students, majors and 
advanced students of French or Spanish, and focuses 
on the theoretical and practical aspects of teaching a 
foreign language. The course presents students with an 
overview of current theories of second language ac- 
quisition and learning, as well as with "contemporary' 
approaches to foreign language instruction. Students 



Education and Child Study 



181 



will observe and teach different classes: create li 
plans and their own materials and evaluate others 
explore their beliefs about teaching and language 
learning, other topics include: the use of technology in 
the classroom (specialrj the use of CMC), foreign cul- 
tural literacy, the class as a learning-communitj and 
the National Standards. {F} 4 credits 
Anouk Alquier 
Offered Spring 2007 

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, vo- 
cational and social issues affecting deaf children and 
adults in our society. 2 credits 
Alan Mar ivlli 
Offered Fall 2006 

568 Psychology of Exceptional Children 

Growth and development of children, significance of 
early experiences. Personality development and its rela- 
tion to problems of formal learning for both hearing 
children and the deaf and hard of hearing. 2 credits 
Yvonne MuUen 
Offered Fall 2006 

Speech Science and Audiology 

565 Hearing, Speech and Deafness 

4 credits 

Part I. Sat mi' of Sound 

Anatomy and physiology of hearing. Processes of audi- 
tory perception. Anatomy, physiology and acoustics of 
speech. Types, causes and consequences of hearing im- 
pairment Characteristics of the speech of deaf children. 



Partn. Nature oj Communication 
Speech as a code for language. Speech perception and 
theeffectsol sensorineural hearing loss, \uditon train- 
ing and lip-reading instruction. I se of hearing in the 
development of speech-production skills. 4 credits 
I loll is Altman 
Offered Summer 2006 

566 Audiometry, Hearing Aids and Auditory Learning 

Sound perception in hearing, hard of hearing and deal 
individuals. Methods and equipment for testing and 
developing sound perception skills. 2 credits 
Mollis Altman 
Offered Fall 2006 

573 Audiometry, Acoustics and the Role of the Teacher 

A. Auditory feedback loop, from speech production to 
perception. B. Cochlear Implants: Introduction — His- 
tory of cochlear implant development. Biological 
implications. Candidacy. Ethical issues. Surgical 
preparation. Hardware, programming, troubleshoot- 
ing. Habilitation and classroom application — signal 
processing, speech perception, speech production, 
language, evaluation. C. Communication Access Assis- 
tive Devices. D. Audiograms, amplification, classroom 
acoustics, IEP's — putting it all together. Prerequisites: 
EDC 565 and 566. Limited to candidates for the M.E.I), 
degree. (E) 2 credits 
Mollis Altman. Danial Salvucci 
Offered Spring 2007 

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 breathing, 
articulation, rhythm, phrasing, accent and fluency 
Demonstration plus extensive speech lab and classroom 
teaching experiences. 6 credits 
Allison Holmberg 
Full-Year Course. Offered Both Semesters 

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 



182 



Education and Child Study 



and modern approaches to language development. 
4 credits 

Joanne O'Connell and Joyce Fitzroy 
Full-Year Course, Offered Both Semesters 

567 English Language Acquisition and Deafness 

A psycholinguists account of English language acqui- 
sition 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 Spring 2007 

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 materials, 
plus summer sessions devoted to media development 
and utilization, microcomputer operations and word 
processing. 4 credits 
Members of the faculty 
Full-Year Course, Offered Both Semesters 



Student Teaching 



569 Observation and Student Teaching 

A minimum of 400 hours of observation and student 
teaching of deaf children in educational levels from 
preschool through eighth grade, in self-contained resi- 
dential and day settings, plus integrated day classes. 
8 credits 

Members of the faculty 
Full-Year Course, Offered Both Semesters 

Education of the Deaf Electives 

571 Introduction to Signing and Deaf Culture 

Development of basic receptive and expressive skills in 
American Sign Language and fingerspelling. Consid- 
erations of issues related to deafness and deaf culture. 
Participation in activities of the deaf community. 
4 credits 
Ruth P. Moore 
Offered Spring 2007 



572 The Deaf Child: 0-5 Years 

The effects of deafness on the development of children 
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 2007 



Special Studies 

400 Special Studies 

1 to 4 credits 

Offered both semesters each year 



The Major 



Requirements: 10 semester courses selected in consulta- 
tion with the major adviser: usually these will consist of 
one course in the Historical and Philosophical Foun- 
dations; one course in the Sociological and Cultural 
Foundations; two courses in The Learning Process; one 
course in Curriculum and Instruction; EDC 345d; two 
additional courses, one of which must be an advanced 
course; EDC 340 taken during the senior year. The fol- 
lowing courses, when applied toward the major, cannot 
be taken with the S/U option: 235, 238, 342, 345, 346, 
340. 

Students may elect to major without preparing to 
teach by fulfilling an alternative course of study devel- 
oped in consultation with the major adviser and with 
approval of the department. 

Advisers: Members of the department 

Adviser for Study Abroad: Lucy Mule 

Director of Teacher Education: Sue Freeman 

Teacher/Lecturers-Elementary Program 

Tiphareth Ananda, Ed.M. 
Penny Block, Ed.M. 
Gina Bordoni-Cowley, M.Ed. 
Elizabeth Coonev, A.B. 



Education and Child Stuch 



183 



[Catherine First, M.Ed 
Elisabeth Grams Haxby, EcLM. 
Janice Henderson, Ed.M. 
Roberta E. Murphy M.Ed. 
Lara Ramsey, EcLM. 
Janice Marie Szmaszek, Ed.M. 
(iar> A. Thayer, BA 
BarryJ.WadsworthJtMAT. 
Thomas M. Weiner, M.Ed 

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 

EDC 239 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: Janice Gam 

EDC 23 1 Foundations and Issues of Early 

Childhood Education 
EDC 341 The Child in Modem Society (e) 
EDC 345d Elementary Curriculum 

and Methods (e) 
EDC 347 Individual Differences Among Learners (e) 

c. Learning and Instruction 

Advisers: Sam Intrator, Rosetta Cohen, Al Rudnitskj 

EDC 232 The American Middle School and High 
School (e) 



EDC 533 Information Technology and Learning (e) 

EDC338 Children Learning to Read (e) 

EDC 343 Multicultural Education (e) 

EDC 345d Elementary Curriculum and Methods (e) 

EDC3^> 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 Founda- 
tions or Sociological and Cultural Foundations 

e. Education Studies 

Advisers: Sam Intrator, Lucy Mule 

This minor does not require EDC 235 and EDC 238. 

Six courses from: 

EDC 200 Education in the City 

EDC 210 Literacy in Cross-Cultural Perspective (e) 

EDC 222 Philosophy of Education 

EDC 232 The American Middle School and High 

School 
EDC 234 Modem Problems of Education 
EDC 236 American Education 
EDC 237 Comparative Education 
EDC 336 Seminar in American Education 
EDC 342 Growing Up American 
EDC 343 Multicultural Education (e I 

Student-Initiated Minor 

Requirement: The approval of a faculty adviser, and 
permission from the members of the department in the 
form of a majority vote. 



184 



Education and Child Study 



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 candidate's area of concentra- 
tion. 



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 

Smith College offers programs of study in which stu- 
dents 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 
Subject Matter Educator Baccalaureate and Post-Bac- 
calaureate 

Biology 5-8, 8-12 

Chemistry 5-8, &-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 

Technology/Engineering 5-12 
Post-Baccalaureate Teacher of the Deaf and Hard-of- 
Hearing Pre-K-8 

All students seeking Educator Licensure must have a 
major in the liberal arts and sciences. Students must 
also meet specific requirements including subject 
matter appropriate for the teaching field and level, 
knowledge of teaching, pre-practicum fieldwork, and 
a practicum experience. All students seeking Educator 
Licensure must take and pass the Massachusetts Tests 
for Educator Licensure (MTEL). Smith College's pass 
rate for 2005 was 93 percent. 

Students interested in obtaining Educator Licensure 
and in preparing to teach should contact a member of 
the Department of Education and Child Study as early 
in their Smith career as possible. Students can obtain 
a copy of the program requirements for all fields and 
levels of licensure at the department office in Morgan 
Hall. 



L85 



Engineering 



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



Director, Picker Engineering Program 
Linda E. Jones, PhD.. Rosemary Bradford Hewlett '40 
Professor. Chair 

Professor 

Ruth Haas, Ph.D. (Mathematics and Statistics and 
Engineering) 

Associate Professors 
Borjana Mikic. Ph.D. 
2 Glenn Ellis, Ph.D. 



Assistant Professors 

Susan Voss, Ph.D. 
'*- Andrew Guswa, Ph.D. 
Donna Riley, Ph.D. 
1 Judith Cardell, Ph.D., Clare Boothe Luce Assistant 

Professor of Computer Engineering 
Paul Voss, Ph.D. 

Director of the Design Clinic and Lecturer 

Susannah Howe, Ph.D. 

Visiting Scholar 

Richard Felder 



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, engineer- 
ing 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 funda- 
mentals of all the engineering disciplines. With rigor- 
ous study in three basic areas — mechanics, electrical 
systems and thermochemical processes — students 
learn to structure engineering solutions to a variety of 
problems using first principles. 

Prior to graduation, all students majoring in 
engineering are strongly encouraged to take the Fun- 
damentals of Engineering Exam (the "FE" ) distributed 
by the national council of Examiners in Engineering 
and Surveying. The cost of the FE exam is paid for by 
the college. 



100 Engineering for Everyone 

EGR 100 serves as an accessible course for all students, 
regardless of background or intent to major in engi- 
neering. Engineering majors are required to take EGR 
100 for the major, however. Those students considering 
majoring in engineering are strongly encouraged to 
take EGR 100 in the fall semester. Introduction to en- 
gineering practice through participation in a semester- 
long team-based design project. Students will develop a 
sound understanding of the engineering design process, 
including problem definition, background research, 
identification of design criteria, development of metrics 
and methods for evaluating alternative designs, proto- 
type development, and proof of concept testing. Work- 
ing in teams, students will present their ideas frequently 
through oral and written reports. Reading assignments, 
in-class discussions, will challenge students to critically 
analyze contemporary issues related to the interaction 
of technology and society. {N} 4 credits 
Borjana Mikic, Paul Voss, Fall 2006 
Borjana Mikic. Spring 200 7 
Offered Fall 2000. Spring 200" 



186 



Engineering 



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 evolution of ideas and 
materials, it introduces students to the interpretation of 
significant works from scientific, social and symbolic 
perspectives. Examples include the Brooklyn Bridge, the 
Eiffel Tower and the Big Dig. {N} 4 credits 
Andrew Guswa 
Offered Fall 2006 

LSS 180 The Playground Project 

This one-credit course will enable students from four 
disciplines to collaborate in the formal design process 
to benefit the new playgrounds at Fort Hill School, 
Smith College. Through charrettes and reviews, small 
groups, composed of students from architecture, educa- 
tion, engineering and landscape studies, will design 
an climbing structure for toddles, a water feature for 
infants to preschoolers, and storyboards about the rich 
history of the site. The end result will be buildable play- 
ground features. Meets the following ABET outcomes: 
ABET (a) (c) (d) (e) (f) and (g). Enrollment limited to 
20. (E) 1 credit 
Not offered during 2006-07 

201/PHY 210 Mathematical Methods of Physical 
Sciences and Engineering I 

Choosing and using mathematical tools to solve 
problems in physical sciences. Topics include complex 
numbers, multiple integrals, vector analysis, Fourier 
series, ordinary differential equations, calculus of 
variations. Prerequisites: MTH 111 and 112 or the 
equivalent. Enrollment limited to 20. {N/M} 4 credits 
Malgorzata Zielinska-Pfabe 
Offered every Fall 

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 every Spring 



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 equations, opti- 
mization, ordinary and partial differential equations. 
Prerequisites: MTH 1 12 or MTH 1 14 or permission of 
the instructor. {M} 4 credits 
Christophe Gole 
Offered every Spring 

220 Engineering Circuit Theory 

Analog and digital circuits are the building blocks of 
computers, medical technologies and all things elec- 
trical. This course introduces both the fundamental 
principles necessary to understand how circuits work 
and mathematical tools that have widespread applica- 
tions in areas throughout engineering and science. 
Topics include Kirchhoff's laws, Thevenin and Norton 
equivalents, superposition, responses of first-order and 
second-order networks, time-domain and frequency- 
domain analyses, frequency-selective networks. Pre- 
requisites (or corequisites): PHY 118 and PHY 210 (or 
equivalents) or pemiission of the instructor. {N} 
4 credits 
Susan Voss 
Offered every Fall 

MTH 241 Probability and Statistics for Engineers 

This course gives students a working knowledge of 
basic probability and statistics and their application to 
engineering. Computer analysis of data and simulation 
are emphasized using Matlab, with a focus on applica- 
tions. Topics include random variables, probability 
distributions, expectation, estimation, testing, experi- 
mental design, quality control, regression and decision 
theory. Students will not be given credit for both MTH 
241 and MTH 245 or MTH 190. Prerequisites: MTH 112 
(or MTH 1 14) , PHY 2 10 (may be taken concurrently) , 
CSC 1 1 1 (may be taken concurrently). For first- or sec- 
ond-year students in engineering. Enrollment limited 
to 25. (E) {M} 4 credits 
Nicholas Horton 
Offered Fall 2006, Spring 2007, Spring 2008 

250/GSC 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 



Engineering 



187 



and explore the architectural features of the Pentium, 
including its use of the memory, tin' data formats 
used to represent information, the implementation ot 
high-level language constructs, integer and floating- 
point arithmetic, and how the processor deals with I/O 
devices and interrupts. Prerequisite: 1 12 or pennission 
of the instructor. {M} 4 credits 
Dominique Thiebaut 
Offered even Fall 

251 CSC 270 Digital Circuits and Computer Systems 

This class introduces the operation ot logic and sequen- 
tial circuits. Students explore basic logic gates (and, or, 
nand, nor), counters, flip-flops, decoders, microproces- 
sor s\ stems. Students have the opportunity to design 
and implement digital circuits during a weekly lab. 
Prerequisite: 231. Enrollment limited to 12. {M} 
4 credits 

Dominique Thiebaut 
Offered Spring 2007 

260 Mass and Energy Balances 

This course provides an introduction to fundamental 
principles that govern the design and analysis of chem- 
ical 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, behavior of ideal and real gases, 
phase equilibria, and an application of these principles 
to the concept of industrial ecology. Prerequisites: MT1 1 
112. CUM 111. fN} 4 credits 
Donna Riley 
Offered every Spring 

270 Continuum Mechanics I 

This is the first course in a two-semester sequence de- 
signed 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, mo- 
ment of inertia, vibrations and an introduction to stress 
and strain. Prerequisite: PHY 1 17, MTH 1 1 2 (or the 
equivalent) or permission of the instructor. {N} 4 credits 
Glenn Ellis 
Offered even Fall 



271 Continuum Mechanics II 

This is the second course in a two-semester sequence 

designed to introduce students to fundamental theoreti- 
cal principles and analysis ot mechanics oi continuous 
media, including solids and fluids. Concepts and top- 
ics to be covered in this course include intensive and 
extensive thermophysica] 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 vis- 
cous and open-channel flows. Prerequisite: EGR 270. 
{N} i credits 
Paul i oss 
Offered even Spring 

272 The Science and Mechanics of Materials 

This course focuses on the fundamentals of the me- 
chanics of materials and provides students with a brief 
introduction to materials science and the finite element 
method. 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 deflections, methods of 
approximation, crystalline and structure dislocation 
and thermal behavior of materials. Prerequistes: EGR 
270 and CHM 1 1 1 or the equivalent. {N} 4 credits 
Timothy Doughty 
Offered every Spring 

273 Mechanics Laboratory 

This is a required noncredit laboratory course that 

meets once a week. Corequisites: EGR 271 and/or EGR 

272. 

Timothy Doughty 

Offered every Spring 

274/PHY 220 Classical Mechanics 

Newtonian dynamics of particles and rigid bodies, os- 
cillations. Prerequisite: 1 15, 1 16, 210 or permission of 
the instructor {N} 4 credits 
Rosemary McNaughton, Fall 2006 
MalgorzataZielmska-Pfabe, Fall 2007 
Offered every Fall 

290 Engineering Thermodynamics 

Modem civilization relies profoundly on efficient 
production, management and consumption of energy. 
Thermodynamics is the science of energy transforma- 
tions involving work, heat and the properties of mat- 



188 



Engineering 



ter. Engineers rely on thermodynamics to assess the 
feasibility of their designs in a wide variety of fields 
including chemical processing, pollution control and 
abatement, power generation, materials science, engine 
design, construction, refrigeration and microchip pro- 
cessing. Course topics include: first and second laws of 
thermodynamics, power cycles, combustion and refrig- 
eration, phase equilibria, ideal and non-ideal mixtures, 
conductive, convective and radiative heat transfer. 
Prerequisites (or co-requisites): EGR 260 and PHY 210 
(or the equivalents) or permission of the instructor. {N} 
4 credits 
Donna Rile)! 
Offered every Fall 

302 Materials Engineering 

Materials science and engineering is at the forefront 
of technologies addressing elder care, manipulating 
weather, walking robots, plastic bridges, the body as a 
network, photonics, biomimetics and fashion. At the 
heart of this conversation is the need to understand the 
material's structure (defect chemistry) and the manip- 
ulation of this structure. Topics include the influence of 
structure on electrical, optical, thermal, magnetic and 
thermomechanical behavior of solids. An emphasis will 
be placed on ceramics and glass. Students will address 
materials selection with respect to thermomechanical 
design. Prerequisites: EGR 272 and CHM 1 1 1 (or the 
equivalent). {N} 4 credits 
Linda Jones 
Offered Fall 2006 

311/GE0 301 Aqueous Geochemistry 

This project-based course examines the geochemical 
reactions that result from interaction of water with the 
natural system. Water an soil samples collected from a 
weekend field trip will serve as the basis for understand- 
ing principles of pH, alkalinity; equilibrium thermody- 
namics, mineral solubility, soil chemistry, redox reac- 
tions and acid rain and mine drainage. The laboratory 7 
will emphasize wet-chemistry analytical techniques. 
Participants will prepare regular reports based on 
laboratory analyses, 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 2007 



312 Thermochemical 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 technical background for 
understanding and addressing air pollution in both 
engineering and policy terms, with an emphasis on 
engineering controls. Prerequisites: CHM 111, PHY 210 
and EGR 210 (or equivalents) or EGR 260 or permis- 
sion of the instructor. 4 credits 
Paul Voss 
Offered Fall 2006 

315 Ecohydrology 

This course focuses on the movement of water through 
the environment, the connections between hydrology 7 
and ecology, and the impacts of human modification 
to the natural hydrologic cycle. Material includes the 
conceptual understanding of hydrologic processes 
(precipitation, evapotranspiration, streamflow, etc.) 
and their statistical and mathematical representation. 
The course introduces students to African savannas, the 
cloud forests of Costa Rica, the Hubbard Brook LTER 
and the Florida Everglades. Prerequisites: MTH 112 or 
1 14 or permission of the instructor. 4 credits 
Andrew Guswa 
Offered Fall 2006 

319 GEO 309 Groundwater Geology 

A study of the occurrence, movement, and exploitation 
of water in geologic materials. Topics include well hy- 
draulics, groundwater chemistry 7 , the relationship of ge- 
ology 7 to groundwater occurrence, basin-wide ground- 
water 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 2006 

320 Signals and Systems 

The concepts of linear system theory (e.g., Signals and 
Systems) are fundamental to all areas of engineering, 
including the transmission of radio signals, signal 
processing techniques (e.g., medical imaging, speech 
recognition, etc.), and the design of feedback systems 
(e.g., in automobiles, power plants, etc.). This course 
will introduce the basic concepts of linear system 
theory; including convolution, continuous and dis- 



Engineering 



L89 



crete tune Fourier analysis, Laplace and Z transforms, 

sampling, stability, feedback, control and modulation. 
Examples Will be utilized from electrical, mechanical, 
biomedical, environmental and chemical engineering. 
Prerequisites: EGR 220 and PHY210. {M} 4 credits 
Susan loss 
Offered even Spring 

321 Digital Signal Processing 

Digital signal processing (DSP) is the application of 
engineering tools and techniques to the analysis of 
signals so that relevant infomiation can be extracted. 
DSP is important in a broad range of engineering 
arenas, including biomedical, chemical, electrical. 
environmental and mechanical engineering. This 
course covers the fundamental concepts of digital sig- 
nal processing, including data acquisition, analog-to- 
digital and digital-to-analog conversion, digital filter- 
ing, 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 Vbss 
Offered Spring 2007 

322/PHY 312 Optics 

Electromagnetic waves; absorption and dispersion. 
Reflection and refraction of light. Interference, diffrac- 
tion and polarization of light. Lasers and holograph}. 
Prerequisites: 210, 214, 222 or permission of the in- 
structor. {N} 4 credits 
Doreen Weinberger 
Not offered in 2006-07 

323/ PHY 332 Solid State Physics 

The course covers fundamental topics in solid state 
physics beginning with crystal structure, x-ray diffrac- 
tion from periodic structures, lattice vibrations and the 
nature of electron distributions in metals, semicon- 
ductors and insulators. Topics are covered in-depth to 
provide an appreciation for the theoretical approach 
and the close interplay between theory, experiment and 
application. Prerequisites: 210, 214, 111. {N} 4 credits 
Natbanad Fortune 
Not offered in 2006-07 

324/ PHY 314 Advanced Electrodynamics 

A continuation of PHY 214. Electromagnetic waves in 
matter; the potential formulation and gauge transfor- 
mations; dipole radiation; relativistic electrodynamics. 



Prerequisite: PI ft 21 1 or permission of the instructor 

{N} 2 or 4 credits 

Piatt Decowski, Spring 2007 

Doreen Weinberger, Spring 2003 

Offered Spring 200". Spring 2008 

325 Electric Energy Systems 

The course introduces students both to a \ arietj i >t 
energy conversion technologies (renewable, hydro, 
nuclear and fossil), and to the operation of electric 
power systems. Coursework includes broad analyses oi 
the conversion technologies and computer simulation 
of power systems. Engineering, policy, environmental 
and societal aspects of energy conversion and energj 
use are discussed. A team-based project will analyze the 
system and societal impacts of different energy- tech- 
nologies for meeting a region s electricity needs. Enroll- 
ment limited to 20 students. {N} 4 credits 
Judith Cardell 
Offered Spring 2007 

330 Engineering and Global Development 

This course examines the engineering and policy issues 
around global development, with a focus on appropri- 
ate and intermediate technologies. Topics include water 
supply and treatment, sustainable 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. Enroll- 
ment limited to 12. (E) {N} 4 credits 
Dow hi Riley 

Offered Spring semester in alternating years; 
Offered Spring 2007 

337/CHM 337 Materials Chemistry 

This course provides an introduction to the interdis- 
ciplinary field of materials from a chemist's view- 
point. Students will learn fundamentals of solid state 
chemistry as well as techniques used to synthesize 
and characterize materials (including crystalline 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: CUM 224 
or equivalent or permission of the instructor. Offered in 
alternate years. {N} 4 credits 
KateQueeney 
Offered Spring 2007 



190 



Engineering 



340 Mechanics of Granular Media 

An introduction to the mechanical properties of materi- 
als in which the continuum assumption is invalid. 
Topics include classification, hydraulic conductivity, ef- 
fective 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. Prerequisite: EGR 272 or GEO 241. 
{N} 4 credits 
Glenn Ellis 
Offered 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 Gusiva 
Offered Spring 2007 

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 com- 
puter 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 interconnection 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. {M} 4 credits 
Dominique Thiebaut 
Offered Fall 2006 

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 absorption, liquid extraction, leaching, 
adsorption and membrane separations. Prerequisites: 
EGR 260 and either EGR 271 or EGR 290, or permis- 



sion of the instructor. 4 credits 

Donna Riley 

Offered Fall Semester in alternating years; 

Not offered Fall 2006 

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 development of 
techniques in failure analysis, including static failure 
theories, fatigue life prediction and linear elastic frac- 
ture 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 me- 
chanics. {N} 4 credits 
Borjana Mikic 
Offered Fall 2006 

373 Skeletal Biomechanics 

Knowledge of the mechanical and material behavior 
of the skeletal system is important for understanding 
how the human body functions, and how the biome- 
chanical integrity of the tissues comprising the skeletal 
system are established during development, maintained 
during adulthood, and restored following injury. This 
course will provide a rigorous approach to examining 
the mechanical behavior of the skeletal tissues, includ- 
ing bone, tendon, ligament and cartilage. Engineering, 
basic science, and clinical perspectives will be inte- 
grated to study applications in the field of Orthopaedic 
Biomechanics. Enrollment limited to 16. Prerequisites 
include EGR 272 and BIO 1 1 1, or permission of the 
instructor. {N} 4 credits 
Borjana Mikic 
Offered Spring 2007 

378 Fundamentals of Vibrations 

This course introduces the students to the fundamen- 
tals 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 robot- 
ics, oscillations in musical instruments, RLC circuits, 
earthquake ground motion, building response and 



Engineering 



191 



sound transmission. Prerequisites: EGR 270, EGR 320 
and MTU 204 or permission of the Instructor. {N} 
4 credits 

Timothy Doughty 
Offered Fall 2006 

380 Neuroengineering 

This course explores how electric potentials are gen- 
erated across the membranes of cells and how cells 
use these potentials to send messages. Specific topics 
include lumped- and distrihuted-parameter models of 
cells, core conductor and cable models, action poten- 
tials, voltage clamp currents, the Hodgkin-Huxley mod- 
el, myelinated nerve fibers and salutatory conduction, 
ion channels and gating currents. After thorough study 
of these cellular processes, the class focuses on three 
specific technologies that take advantage of electrically- 
excitable cells within the human body: the cochlear 
implant, the pacemaker and electrically-evoked poten- 
tials (e.g.. EKG). Prerequisites: MTU 111 and 112 and 
EGR 220 or PHY 1 16 and BIO 111 or 112 or permission 
of the instructor {N/M} 4 credits 
Susan Voss 
Not offered in 2006-07 

390 Topics in Engineering 

Topic: Technological Risk Assessment and Communi- 
cation. Risk abounds in our everyday life, and technol- 
ogy is often leveraged to reduce risk (e.g., designing 
buildings that withstand earthquakes, developing 
new vaccines). However, technology also can induce 
risk, as we have seen with innovations in transporta- 
tion (automobile and plane accidents), pest control 
(carcinogenic chemicals) and power generation (coal 
mining and nuclear power accidents), to name a few. 
This seminar-style course covers topics in risk analysis 
including risk assessment (how to model and estimate 
risks people face), risk abatement (strategies and 
technologies for limiting or reducing risk), and risk 
management (public or private processes for deciding 
what risk levels are acceptable). We will examine the 
psychology of risk perception, judgement and decision 
making, and human factors issues in engineering 
design that increases or decreases risk. Students will 
develop an understanding of the complex relation- 
ships between risk and benefit, and leani to design and 
evaluate risk communication materials. Course activi- 
ties include interactive exercises in risk ranking and 
warnings analysis. Prerequisites: Statistics MTH 241 or 



equivalent or permission ot the instructor. 4 credits 
Donna Riley 
Offered Fall 2006 

400 Special Studies 

With permission of the department, sophomores may 

petition the administrative board for permission to 

enroll. 

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 engi- 
neering design problem. Students work in teams on 
yearlong design projects, usually in collaboration with 
industry and/or government. These projects are supple- 
mented by course seminars to prepare students for 
engineering design and professional practice. Seminars 
include such topics as the engineering design process, 
project management, team dynamics, engineering 
economics, professional ethics and responsibility 
regulations and standards, technical and professional 
communication, universal design, work/life balance 
and sustainability. Regular team design meetings 
weekly progress reports, interim and final reports, and 
multiple presentations are required. Prerequisite: EGR 
100 and Senior standing in Engineering or permission 
of the instructor. 8 credits 
Susannah Hone 
Offered Fall and Spring semester each year 

The Major 

Advisers: Members of the department 

The value of more liberally educated engineers, who 
typically bring strong communication and abstract rea- 
soning skills to their work, has recently been acknowl- 
edged 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 lead- 
ing to an accredited degree in engineering science, the 
broad study of the theoretical scientific underpinnings 
that govern the practice of all engineering disciplines. 
The American Society for Engineering Education, iden- 



192 



Engineering 



tifying the critical need for broadly educated engineers, 
points out that the design of an engineering curricu- 
lum should "recognize the pitfalls of overspecialization 
in the face of an increasing demand for graduates who 
can demonstrate adaptability to rapidly changing tech- 
nologies and to increasingly complex multinational 
markets." 

An integral component of the program is the con- 
tinuous 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 effectively 
and work in team settings. Smith's highly-regarded 
writing intensive first year curriculum will ensure that 
engineering students begin their engineering curricu- 
lum with appropriate communication skills that will be 
refined during the remainder of their studies. Virtually 
every engineering course offered at Smith incorporates 
elements of team work and oral/written communica- 
tion. 

Requirements of the Major 

Math: MTH 111 & 112 (or 114), MTH 204, MTH 241 

Physics: PHY 117, PHY 118 (or PHY214), PHY210 

Chemistry: CHM 1 1 1 or higher 

Computer Science: CSC 111 

Engineering Core: 100, 220, 260, 270, 271, 272, 290, 320, 

410 (8 credit Design Clinic) 

Technical Electives: Three related engineering courses 

(two of which must be at the 300 level or higher) in 

one of the general concentration areas of mechanics, 

electrical systems or thermochemical processes) 

Students are required to demonstrate breadth in 
the liberal arts. This can be done by either fulfilling the 
Latin Honors distribution requirements or by submit- 
ting 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 ad- 
ditional course in the natural sciences (e.g., biology, 
geology) 

In addition to majoring in engineering at Smith, 
students may pursue an engineering minor (see the 
following). 



The Minor 



Advisers: Major advisers also serve as advisers for the 
minor. 

The requirements for the minor in engineering com- 
prise a total of 6 courses. These courses must include 
MTH 111 (or higher), PHY117 (or higher), EGR 100, 
and three EGR Electives (at any level). No more than 
one course designed primarily for non-majors may be 
included. 



Honors 

Director: Linda Jones 

430d Thesis 

8 credits 

Full-year course; Offered each year 

432d Thesis 

12 credits 

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, cul- 
minating in a written thesis and oral presentation and 
defense of the thesis. 430d or 432d may substitute for 
one 300-level course. 



193 



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. 
Jefferson Hunter. Ph.D. 
" : Douglas Lane Patey. Ph.D. 
Charles Eric Reeves. Ph.D. 
Elizabeth Wanning Harries. Ph.D. (English Language 

and Literature and Comparative Literature) 
Sharon Cadman Seelig, Ph.D. 

: : Michael Gorra, Ph.D.. Chair 
Richard Millington. Ph.D. 
Nora F. Crow, Ph.D. 
Craig R. Davis. Ph.D. 
*' Patricia Lvn Skarda. Ph.D. 
Naomi Miller, Ph.D. 

- Nancy Mason Bradbury. Ph.D. 

Five College 40th Anniversary Professor 

Christopher Benfey, Ph.D. (Mount Holyoke) 

Professor-in-Residence 
Paul Alperc, Ph.D. 

Elizabeth Drew Professor 

Stephen Amidon, B.A. 

Grace Hazard Conkling Writer-in-Residence 
Daisy Fried, B.A. 



Associate Professors 
Gillian Murray Kendall. Ph.D. 
Cornelia Pearsall, Ph.D. 
Luc Gilleman, Ph.D. 

Michael Thurston. Ph.D. 
:i AmbreenHai,Ph.D. 

Assistant Professor 

Floyd Cheung. Ph.D. 

Five College Assistant Professor 

Jane Degenhardt, Ph.D. 

Mellon Post-Doctoral Fellow 

Danielle Elliot. B.A. 

Senior Lecturers 

" 2 Robert Ellis Hosmer. Jr., Ph.D. 
Ann E. Boutelle, Ph.D. 

Lecturers 

Julio Alves, Ph.D. 
DebraL Came\, MI. A. 
Holly Davis, MA 
Man Koncel, M.F.A. 
Brian Turner, M.F.A. 
Ellen Dore Watson, M.F.A. 
Sara London, M.F.A. 
Samuel Scheer, M.Phil. 



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 ma- 
jors are also encouraged to take allied courses in clas- 
sics, other literatures, history, philosophy, religion, art 
and theatre. Fuller descriptions 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. 

Most students will begin their stud) of literature 
at Smith with English 1 20 before proceeding to one of 



the courses -199. 200. 201 and 231 — that serve as a 
gateway for the major. First-war students who have an 
English Literature and Composition AP score of 4 or 5, 
or a score of 710 on the Critical Reading portion of the 
SAT may enter one of the gateway courses in the fall 
semester. In 2006-07, English 120, 199 and 201 will 
be taught as writing intensive courses. Those first-year 
students who have taken a gateway course in the fall 
may, after consultation with the instructor, elect a 200- 
level class beyond the gateway in the spring. 

To assist students in selecting appropriate courses, 
the departments offerings are arranged in Lewis I-Y, 
as indicated and explained below. 



194 



English Language and Literature 



Level I 



Courses numbered 100-199: Introductory Courses, 
open to all students. In English 118 and 120, incoming 
students have priority in the fall semester, and other 
students are welcome as space permits. 

First-Level Courses in Writing 

ENG 1 18 may be repeated, but only with a different 
instructor and with the permission of the director. Stu- 
dents 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 1 18. 

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 instruc- 
tion and practice in conducting research and in public 
speaking. Bilingual students and non-native speakers 
are especially encouraged to register for sections taught 
by Melissa Bagg. Priority will be given to incoming 
students in the fall-semester 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 2006 

Mixing Memory and Desire: Language and the Con- 
struction of Experience 

Topic pending approval of the Committee on Academic 
Priorities. 

How does language construct what it attempts to 
describe? What is the connection between words and 
worlds? Readings will focus on the delights and dangers 
of language's transfigurative power, with a particular 
emphasis on the way words define social, cultural and 
individual identities. Assignments include three short 
analytical essays, an oral report and a research paper 



on a memoirist of your choice. Wl 
Melissa Bagg 
Offered Fall 2006 

The Politics of Language 

Reading, thinking, and writing about the forces that 
govern and shape language. A series of analytical es- 
says will focus on issues such as political correctness, 
obscenity, gender bias in language and censorship. Wl 
Holly Davis 
Offered Fall 2006 

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 2006 

Riding the Wave: The Women's Movement, 1968-79 
Reading and writing about the women's movement 
of the late 1960s and 1970s, often called Second Wave 
Feminism. Readings will include primary documents, 
secondary sources and statistical data. Writing will 
include scholarly essays, biography and mixed genres. 
Regular library research and oral presentations. (E) 
(Wl) 4 credits ' 
Julio Alves 
Offered Spring 2007 

Clearing Customs: Locations and Dislocations in 
Travel Literature 

The readings for this course include a variety of texts 
by writers exploring and reacting to unfamiliar lands, 
cultures and customs. Students will respond to the 
challenges posed by these texts and analyze the ideas 
they contain. Four short essays, a research paper and 
an oral report are required. Wl 
Debra Carney 
Offered Fall 2006 

The Last Laugh: Writing About Humor 
Reading and writing about humor and its significance 
in our lives. Several informal and formal analytical 
and argumentative essays will explore topics such as 
the definition of humor, the forms of humor, and the 
cultural, political and social functions of humor. Wl 
Mary A. Koncel 
Offered Fall 2006 



English Language and Literature 



195 



First-Level Courses in Literature 

112 Reading Contemporary Poetry 
This course offers the opportunity to read contemporary 
poetrj and meet the poets who write it. Class sessions, 
led by the director of the Poetrj ('.enter, alternate with 
readings by visiting poets. Graded Satisfactory/Unsatis- 
factorj only Course maj be repeated {L} 2 credits 
Ellen Dore Watson 
Offered Fall 2006 

120 Colloquia in Literature 

Each colloquium is conducted by means of directed 
discussion, with emphasis on close reading and the 
writing of short analytical essays. Priority will be given 
to incoming students in the fall-semester sections of 
the colloquia. Other students should consult the course 
director about possible openings. Enrollment in each 
section limited to 20. 4 credits 

Fiction 

A stud\ of the novel, novella and short story, stressing 
the formal elements of fiction, with intensive analysis 
of works by such writers as Austen, Dickens, James, 
Faulkner, Joyce, Lawrence and Woolf. {L} Wl 
Sharon Sedig Robert Homer, Eric Reeves 
Offered Fall 2006, Spring 2007 

Ihe 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, Charlotte Bronte and James. {L} Wl 

Nora F Crow 

Offered Fall 2006 

Reading and Writing short Poems 
A course in the nuts and bolts of poetry. We will look at 
poems and study their techniques (e.g.. sound patterns, 
image development form). We will write and revise 
our own poems, using these techniques. Poets include 
Basho, Christopher Smart. Walt Whitman, Gwendolyn 
Brooks. Eavan Boland. Li-Young Lee. {L} Wl 
Sara Loudon. Ann Bouteile 
Offered Fall 2006. Spring 2007 

Reading and Writing Short stories 

Heading of short stones from the point of view of the 
would-be writer, with special attention to such prob- 
lems as dialogue, narration, characterization and style. 



Writing includes analysis, imitation or parody and 

original stories. {L} Wl 

Sara Loudon 

Offered Fall 2006, Spring 2007 

Growing l /> . \sian . \merican 

An exploration of Asian American coming-of-age nar- 
rates. How have writers imaginatively reflected on 
growing up in the I'nited States of America with an 
Asian-identified face? We will read literature and view 
films about childhood and adolescence, relations with 
parents, transracial adoption, dating, and travel to 
countries of heritage. (Wl) {L} 
Floyd Cheung 
Offered Fall 2006 

Ghost Stories 

This course explores representation of what Toni Mor- 
rison in Beloved calls "the loving activity of the dead"; 
their ambitions, their desires, their effects. In a wide 
variety of narratives the dead return, often as figures 
of memory or history, and raise troubling questions as 
to what it is they have to learn. Authors will include 
Shakespeare. Defoe, Dickens, James. Wharton, Kipling 
and Morrison, as well as spiritualist and scientific trea- 
tises. Wl {L} 
Cornelia Pearsall 
Offered Fall 2006 

The Uses of Storytelling 

Stories entertain us, but they also teach, convert, mis- 
lead, mystify and console us; they shape the way we 
think, and maybe even keep us alive. Readings include 
a wide variety of narratives from different periods and 
settings, nonliterary as well as literary. {L} 
Nancy Bradbury 
Offered Fall 2006 

The Icelandic Saga 

A reading in translation of the classic sagas of medieval 
Iceland. Exploration of the powerful role of women, the 
intimacy between law and violence, the inevitability of 
blood-feud, and the grim humor and desperate religion 
that articulated the saga view of the world. {L} Wl 
Craig R. Davis 
Offered Fall 2000 

Literature of the Fantastic 

A study of fantasy — the nonreal. surreal, strange and/ 

or eccentric in literature, focusing particularly on texts 



196 



English Language and Literature 



that cross boundaries between life and death, male 
and female, human and inhuman. Authors to include 
Shakespeare, Swift, Woolf, Malamud, Hong Kingston, 
Morrison and others. {L} Wl 
Gillian Kendall 
Offered Fall 2006 

Literature of the Wasteland 

A study of how literary texts depict a human landscape 

without purpose or promise, without meaning or 

redemption. Readings in Dante, Shakespeare, Conrad, 

Faulkner, Eliot, Beckett and others. {L} Wl 

Eric Reeves 

Offered Fall 2006 

Satire 

The aims and techniques of invective, abuse and stylish 

denunciation injonson, Swift, Twain, Waugh, Gibbons 

and others. {L} Wl 

Douglas Patey 

Offered Fall 2006 

Mysteries and Investigations 
A study of fiction, plays and poetry about the investiga- 
tion of mysteries, the ciphering and deciphering of 
plots, the guilt of investigators, and dubious solutions. 
Fiction by Poe, Dickens, Doyle, Faulkner and others. 
Plays by Sophocles, Shakespeare and Stoppard. A film 
by Hitchcock and poetry by Dickinson, Robinson, Frost 
and Bishop. {L} Wl 
Nancy Mason Bradbury 
Offered Spring 2007 

Reading the Landscape 

A study of contemporary environmental issues and the 
ways in which writers — essayists, poets, novelists and 
autobiographers — have addressed them. Emphasis 
on questions of ecology, wilderness, landscape design, 
sustainability, protection of species and the power of 
writer to effect social change. Discussion of such figures 
as Rachel Carson, Wendell Berry, Annie Dillard, Mary 
Oliver, Gretel Ehrlich, Edward Abbey and Leslie Silko, 
along with earlier works by Thoreau, Dickinson, Frost, 
Cooper and Audubon. Writing about landscapes and at 
least one field trip will be part of the experience. {L} Wl 
Dean Flower 
Offered Fall 2006 

Growing Up Caribbean 

An exploration of coming-of-age narratives (of both 



individuals and nations) in Caribbean writing. Authors 
will include Edward Danticat, Merle Hodge, Jamaica 
Kincaid, George Lamming and Paule Marshall. {L} Wl 
Danielle Elliot 
Offered Spring 2007 

170 The English Language 

An introductory exploration of the English language, 
its history, current areas of change and future. Related 
topics such as how dictionaries are made and the struc- 
ture of the modern publishing industry. Students will 
learn about editing, proofreading and page layout; the 
course will also entail a comprehensive review of gram- 
mar and punctuation. {L} Wl 
Douglas Patey 
Offered Spring 2007 

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 during 
its period of origin. Texts will include poetry, prose and 
works of fiction. Writers include Harriet Jacobs, Frances 
Harper and Charles Chesnutt, Frederick Douglass, Phil- 
lis Wheatley. {L} 4 credits 
Daphne Lamothe 
Offered Fall 2006 



Level II 

Courses numbered 199-249. Open to all sophomores, 
juniors and seniors, and to qualified first-year students. 

Gateway Courses 

These four classes serve as entry points to the major, 
introductions to the critical, historical, and method- 
ological issues and questions that underlie the study 
of literatures in English. English majors must select at 
least two courses from this menu. Fall gateway courses 
are open to first-year students with the English Litera- 
ture and Composition AP score of 4 or 5, or a score of 
710 on the Critical Reading portion of the SAT. 

199 Methods of Literary Study 

This course teaches the skills that enable us to read 
literature with understanding and pleasure. By study- 
ing examples from a variety of periods and places, 
students will learn the workings of poetry, prose fiction 



English Language and Literature 



197 



and drama, how to Interpret them and how to make 
use of interpretations b) others. English I99seeksto 
produce perceptive readers who are well equipped i< i 
take on complex texts. Readings in different sections 
will van; but all will involve active discussion and fre- 
quent writing. 
{L} Wl 4 credits 

Michael Gorra, Michael Thurston, Fall 2006 
Elizabeth Harries, Patricia Skarda, Richard 
Millington. Spring 2007 
Offered both semesters each year 

200 The English Literary Tradition I 

A study of the English literary tradition from the Middle 
Ages through the 18th century. Recommended for 
sophomores. {L} Wl 4 credits 
Douglas Patey 
Offered Fall 2006 

201 The English Literary Tradition II 

A study of the English literary tradition from the 19th 
century to modem times. {L} Wl 4 credits 
1 Cornelia Pearsall. Michael Thurston 
Offered Spring 2007 

231 American Literature before 1865 
A study of American writers as they seek to define a 
role for literature in their changing society. Emphasis 
on the extraordinary burst of creativity that took place 
between the 1820s and the Civil War. Works by Cooper. 
Hawthorne, Emerson. Thoreau. Melville. Douglass, 
Stowe, Whitman, Dickinson and others. {L} 4 credits 
Richard Millington 
Offered Fall 2006 

Level Two Electives 

These courses in particular are designed to interest 
non-majors as well as minors. 

202/CLT 202 Western Classics in Translation, from 
Homer to Dante 

Texts include the Iliad: tragedies by Aeschylus, Sopho- 
cles and Euripides; Plato's Symposium; Virgil's, kv/^/: 
Dante's Divine Comedy. {1} Wl 4 credits 
Lecture and discussion 

Ann Rosalind Jones (Comparative literature) 
Nancy], Shumate (Classical Languages and 
Literatures) 



Elizabeth Warming llames. Director (English 

Language and I. Herat are) 

Robert llosmer (English Language and Literature) 

Offered Fall 2000 

203/CLT 203 Western Classics in Translation, from 

Chretien de Troyes to Tolstoy 

Chretien delroyes's Yvain; Shakespeare 'sAntonyand 

Cleopatra; Cervantes' Don Quixote; Lafayette's The 

Princesse ofCleves; Goethe's Faust; Tolsto) s War and 

Peace. Prerequisite: ENG 202/CLT 202. {L} Wl 4 credits 

Lecture and Discussion 

Robert Ellis Hosmer (English Language and 

Literature) 

Maria Banerjee, 'Russian Language and 

Literature) 

Offered Spring 2007 

205 Telling and Retelling 

A study of recent novels and their famous antecedents 
What are the pleasures of reading? What do we need 
to know to be good readers of contemporary fictions 
that revise or at least allude to work of the past? Texts 
include Dr. jekyll and Mr. Hyde and Mary Reilly: 
jane Eyre and Wide Sargasso Sea: Ring Lear and^l 
Thousand Acres: Tess of the d'l rberritles 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 2007 

207/HSC 207 The Technology of Reading and Writing 
An introductory exploration of the physical tonus that 
knowledge and communication have taken in the West, 
from ancient oral cultures to modern print- literate 
culture. Our main interest will be in discovering how 
what is said and thought in a culture reflects its avail- 
able kinds of literacy and media of communication. 
Topics to include poetry and memory in oral cultures; 
the invention of writing; the invention of prose; lit- 
erature and science in a script culture; the coining of 
printing; changing concepts of publication, authorship 
and originality; movements toward standardization in 
language; political implications of different kinds and 
levels of literacy. {L} 4 credits 
Douglas Patey 
Offered Spring 200" 



198 



English Language and Literature 



210 Old English 

A study of the language of Anglo-Saxon England (c. 
450-1066) and a reading of the Old English elegies. 
{L/F} 4 credits 
Craig R. Davis 
Offered Fall 2006 

233 American Literature from 1865 to 1914 

A survey of American writing after the Civil War, em- 
phasizing the rise of vernacular style, the emergence of 
"realism" and "naturalism," and the transformation 
of Romantic mythology and convention. Emphasis on 
writers who criticize and stand apart from their societ- 
ies. Fiction by Mark Twain, Henry James, Sui Sin Far, 
Kate Chopin and William Dean Howells; poetry by Walt 
Whitman, Emily Dickinson and Paul Laurence Dunbar. 
{L} 4 credits 
Floyd Cheung 
Offered Spring 2007 

236/AAS 237 Twentieth-Century Afro-American 
Literature 

A survey of the evolution of African-American literature 
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 
Daphne Lamothe 
Not offered during 2006-07 

237 Recent American Writing 

Study of selected novelists and short story writers since 
1945 with emphasis on Welty, Nabokov, Morrison, 
Stone, Simpson, Tyler, Jen, Smiley and others. {L} 
4 credits 
Dean Flower 
Offered Spring 2007 

CLT 237 Travellers' Tales 

How do we describe the places we visit? In what way do 
guidebooks and the reports of earlier travellers struc- 
ture the journeys we take ourselves? Can we ever come 
to know the "real Italy," the "real India," or do those 
descriptions finally provide only metaphors for the self? 
A study of classic travel narratives by such writers as 
Calvino, Twain, Goethe, Stendhal, Henry James, Paul 
Theroux, Rebecca West, Isak Dinessen and others. {L} 
4 credits 
Michael Gorra 
Offered Fall 2006 



238 What Jane Austen Read: The 18th-century Novel 

A study of novels written in England from Aphra Behn 
to Jane Austen and Mary Shelley (1688-1818). Empha- 
sis on the novelists' narrative models and choices, with 
special attention to novels by and about women. (L) 
Elizabeth Harries 
Offered Fall 2006 

239 American Journeys 

A study of American narratives, from a variety of ethnic 
traditions and historical eras, that explore the forms 
of movement — immigration, migration, boundary 
crossing — so characteristic of American life. Emphasis 
on each author's treatment of the complex encounter 
between new or marginalized Americans and an es- 
tablished culture, and on definitions or interrogations 
of what it might mean to be or become "American." 
Works by Willa Cather, Anzia Yezierska, Ralph Ellison, 
Frank Chin. Richard Rodrigues, Leslie Marmon Silko, 
Joy Kogawa, Junot Diaz, Tony Kushner, and the film- 
makers John Sayles and Chris Eyre. {L} 4 credits 
Richard Millington 
Offered Spring 2007 

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 investigator)' 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, styl- 
ized, parodied and transformed. Writers discussed will 
include Poe, Wilkie Collings, Charles Dickens, Conan 
Doyle, G.K. Chesterton, E.C. Bentley, Dorothy Sayers, 
Agatha Christie, Jorge Luis Borges, and others. Open to 
non-majors. (E) {L} 4 credits 
Dean Flower 
Offered Fall 2006 

FLS 245 British Film and Television 

Jefferson Hunter 
Offered Spring 2007 



Level III 



Courses numbered 250-299- Open to sophomores, 
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. 



English Language and Literature 



199 



250 Chaucer 

His art and Ins social and literal) background Empha- 
sis on thf Canterbury Talcs. Students should have had 
at least two semester courses in Literature. {L} 4 credits 
Nancy Mason Bradbury 
Ottered Fall 2006 

254 English Drama in the Age of Shakespeare 

The evolution and interplay ol Structure, theme and 
character in plays h\ Shakespeare's contemporaries, 
particularly in genres such as the tragedy of blood 
and the city comedy Authors to include Kyd, Marlowe, 
Jonson. Webster, Toumeur, Dekker, Ford. One pla\ In 
Shakespeare will also he examined. {L} 4 credits 
Gillian Kendall 
Offered Fall 2006 

255 For the Love of God and Women: Seventeenth- 
Century Poetry 

An exploration of the remarkable variety of seven- 
teenth-century lyric poetry, which includes voices 
secular and sacred, with and devout, bitter and sweet, 
male and female. Attention to poetic forms, conven- 
tions and imager); 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. {L} 4 credits 
Sharon Seelig 
Offered Fall 2006 

256 Shakespeare 

A Midsummer Night's Dream. As You Like It, I Henry 
IV, Measure for Measure. ¥mg Lear. Macbeth, Corio- 
lanus. The Tempest. Enrollment in each section lim- 
ited to 25. Not open to first-year students. {L} 4 credits 
Erie Reeves 
Offered Fall 2006 

257 Shakespeare 

Romeo and Juliet. Richard II. Hamlet. Twelfth Night, 

Troilus and C.ressida. Othello. Antony and Cleopatra. 

The Winter's Tale Not open to first-year students. {L} 

4 credits 

Eric Reeves, Gillian Kendall 

Offered Spring 2007 

258 Restoration and 18th-century Drama (1660-1800) 

In 1660 (on his birthday), Charles II was restored as 
monarch to an England that had been without a king, 
and without drama (the theaters had been shut down) 



for over a decade. We will examine plays ty Dryden 
Congreve, Wycherlej and other playwrights, who, while 

taking trom the drama ot the past, reinvented a drama 
tor a new era an era hungry for theater of wit and 
immorality and super-heroes. {L} 4 credits 
Gillian Kendall 
Offered Spring 2007 

259 Pope, Swift and Their Circle 

Discussion of the major figures, Pope and Swift, to- 
gether with their contemporaries Defoe, Prior, Addison 
and Gay. {L} 4 credits 
Nora E Crow 
Offered Spring 2007 

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 Renaissance humanist, 
a poet of enormous creative power and influence. {L} 
4 credits 
Sharon Seelig 
Offered Spring 2007 

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. {L} 4 credits 
Margaret Bruzelius 
Offered Spring 2007 

272 Recent British Literature 

Consideration of selected fiction and nonfiction writ- 
ten during the last twenty-five years or so; attention 
to memoirs as well. Some drama, and perhaps a little 
poetry. Course will have an eclectic reading list: it will 
not be a survey. Works by writers such as John Banville. 
Alan Bennett, Angela Carter, Alec Guinness, Kazuo 
Ishiguro, John Le Carre, Andrew Miller, Emma lennant 
and Muriel Spark likely included. Largely discussion, 
with few lectures. {L} 4 credits 
Jefferson Hunter 
Offered Fall 2006 

276 Contemporary British Women Writers 

Consideration of a number of contemporary women 
writers, mostly British, some well-established, some not. 



200 



English Language and Literature 



who represent a variety of concerns and techniques. 
Emphasis on the pleasures of the text and significant 
ideas — political, spiritual, human, and esthetic. Efforts 
directed at appreciation of individuality and diversity 
as well as contributions to the development of fiction. 
Authors likely to include Anita Brookner, Angela Carter, 
Isabel Colegate, Eva Figes, Penelope Fitzgerald, Molly 
Keane, Penelope Lively, Edna O'Brien, Barbara Pym, 
Jean Rhys, Muriel Spark and Jeanette Winterson; some 
supplementary critical reading. {L} 4 credits 
Robert Hosmer 
Offered Fall 2006 

278 Writing Women 

Topic: Asian American Women Writers. The body of 
literature written by Asian American women over the 
past one hundred years has been recognized as form- 
ing a coherent tradition. What conditions enabled its 
emergence? How have the qualities and concerns of this 
tradition been defined? What makes a text central or 
marginal to the tradition? Writers to be studied include 
Maxine Hong Kingston, Sui Sin Far, Mitsuye Yamada, 
M. Eveline Galang, Trinh T. Minh-ha, Paisley Rekdal, 
Lynda Barry, Lois-Ann Yamanaka, Bharati Mukherjee 
and Smith College alumna Frances Chung. {L} 4 
credits. 

Floyd Cheung 
Offered Fall 2006 

281 Modern American Poetry 

A survey of the mainstream of American poetry from 
1914 to the present, including the work of Eliot, Frost, 
Stevens, Moore, Williams, Hart Crane, Millay, Bishop, 
Lowell, Clampitt, Ashbery, Merrill and O'Hara. The 
emphasis is on literary analysis. {L} 4 credits 
Michael Thurston 
Offered Fall 2006 

282/AAS 245 Colloquium: The Harlem Renaissance 

A study of one of the first cohesive cultural movement 
in African-American history. This class will focus on de- 
velopments in politics, and civil rights (NAACP, Urban 
League, UNIA), creative arts (poetry, prose, painting, 
sculpture) and urban sociology (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 Spring 2007 



283 Victorian Medievalism 

Nineteenth-century revivals and transfomiations 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, controver- 
sies 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 2007 

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, Charles Darwin, Thomas Hardy, Christi- 
na Rossetti and Oscar Wilde. We will make use of visual 
materials, 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 historical and theoreti- 
cal writings. Prerequisite: ENG 120, 199, or equivalent 
writing-intensive course. Wl {L} 4 credits 
Cornelia Pearsall 
Offered Fall 2006 

287 Early Modern Women Writers: Writing the Self 

A consideration of a wide variety of texts by 17th-centu- 
ry women — diaries, letters and memoirs: poems (son- 
nets, personal and religious lyrics); drama; and prose 
fiction — with some of the following questions in mind: 
What self-conceptions or forms of self-representation 
shape these writings? To what extent are these texts 
informed by external considerations or genres — by 
romance, religious autobiography, poetic or narrative 
conventions — or be expectations of an ending? What 
kinds of assumptions or preconceptions does the mod- 
ern reader bring to these texts? {L} 4 credits 
Sharon Seelig 
Offered Spring 2007 

289 Trauma, Mourning and Memory in Black Literature 

Though traumatic moments typically cause us to want 
to look away, in this course we will take a long, hard, 



English Language and Literature 



201 



look at the ways black literatures mourn and remem- 
ber traumas. From collective traumas — lynchings, 
massacres, wars - to personal traumas — cancer or 
the death of a child — we will investigate "the writing 
of disaster:" Our examinations will use readings in 
theory and cultural criticism to tease out some of the 
issues at stake in replaying past traumas: from how we 
process grief to what we choose to remember or forget. 
Writers will include Richard Wright, Audre Lorde. fiisef 
Komunyakaa, Jamaica Kincaid and Edwidge Danticat. 
(E) 4 credits 
Danielle Elliot 
Offered Fall 2006 

CLT 294 Tales Within Tales Within Tales 
\\ h\ do writers enclose stories within other stories? 
What is the function of narrative frames? Why does 
Scheherezade tell tales within tales in order to ward off 
death? We will read frame tales from many periods and 
cultures, from The Arabian Nights to Boccaccio and 
Chaucer to Shelley's Frankenstein and Anne Sexton's 
Transformations, as well as some critical writing on 
framing. as we try to answer these questions. Open to 
first-year students with permission of the instructor. {L} 
4 credits 

Elizabeth Harries 
Offered Spring 2007 

CLT 295 Modern Short Stories 

How European and American writers of the 20th cen- 
tury developed old kinds of narrative — the tale, the 
comic sketch, the parable, the legend — into one of the 
most flexible, expressive and ambitious of modern liter- 
ary form: the short story. Writings by Kipling, Chekhov, 
Mansfield, Hemingway, Kafka, Joyce, Lawrence, Mann. 
Paley, Borges and Levi. Not open to first-year students. 
{L} 4 credits 
Jefferson Hunter 
Offered Spring 2007 

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. 



216 Intermediate Poetry Writing 

Students gain reading mastery by dose attention to 

poems ol diverse sensibilities and intentions, and are 

given practice creating poetic effects through tone, 
diction, rhythm, image, lmeation. anaphora, allitera- 
tion, assonance, syllables and irregular rhyme. The\ 
create a portfolio of original poems and develop the 
skills of critique and revision. Poems and craft essays 
are assigned for each class, as well as packets of poems 
by visiting writers. Students will be expected to attend 
Poetry Center readings and Q&A's. Recommended 
background: ENG 120 Reading and Writing Short Po- 
ems. (E) 4 credits 
Ellen Dore Watson 
Offered Spring 2007 

290 Crafting Creative Nonfiction 

A writers' workshop designed to explore the complexi- 
ties and delights of creative nonfiction. Constant read- 
ing, writing and critiquing. Admission by permission of 
the instructor. {L} 4 credits 
Ann Boutelle, Nora Crow 
Offered Fall 2006, Spring 2007 

292 Crafting the Memoir 

In this workshop, we will explore, through reading and 
through writing, the presentation of self in the memoir. 
A major focus will be on the interweaving of voice, 
structure, style and content. As we read the work of 
ourselves and of others, we will be searching for strate- 
gies, devices, rhythms, patterns 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. {L} 4 credits 
Ann Boutelle 
Offered Spring 2007 

295 Advanced Poetry Writing 

Admission by permission of the instructor. {L} 

4 credits 

Daisy Fried 

Offered Fall 2006, Spring 2007 

296 Writing Short Stories 

Admission by permission of the instructor. {L} 

4 credits 

Stephen Amnion 

Offered Fall 2000. Spring 2007 

384 AMS 351 Writing About American Society 

An examination of contemporary American issues 
through the works of such literary journalists as la- 



202 



English Language and Literature 



maica Kincaid, John McPhee, Tom Wolfe, Joan Didion 
and Jessica Mitford; and intensive practice in expositor} 7 
writing to develop the student's own skills in analyzing 
complex social issues and expressing herself artfully in 
this form. May be repeated with a different instructor 
and with the permission of the director of the program. 
Enrollment limited. Admission by permission of the 
instructor. {L/S} 4 credits 
George Colt 
Offered Spring 2007 



Level IV 



300-level courses, but not seminars. 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 permission of the 
instructor. 

334/AAS 348 Black Women Writers 

How does gender matter in a black context? That is the 
question we will ask and attempt to answer through 
an examination of works by such authors as Phillis 
Wheatley Pauline Hopkins, Nella Larsen, Zora Hurston, 
Toni Morrison, Alice Walker, Gayl Jones and Audre 
Lorde. Prerequisite: one college-level literature course 
or permission of the instructor. {L} 4 credits 
Daphne Lamothe 
Offered Fall 2006 

399 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. For 
upper-level undergraduates and graduate students who 
have an interest in teaching. {L} 4 credits 
Samuel Scheer 
Offered Fall 2006 



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 
pre-registration period. The instructor will select the 
students admitted from these applicants. 



333 Seminar: A Major British or American Writer 

Topic: Henry James 
Michael Gorra 
Offered Spring 2007 

353 Seminar: Advanced Studies in Shakespeare 

Topic for Fall: Reimagining Shakespeare for Children 
A consideration of how Shakespeare has been reimag- 
ined for different audiences, particularly through adap- 
tations for children of different ages, and for use both 
within and outside the classroom. We will read a range 
of Shakespeare's plays as well as adaptations of these 
plays for children and young adults, in genres ranging 
from picture books to novels. Assignments will range 
from analytic to creative, pedagogical to personal. 
4 credits 
Naomi Miller 
Offered Fall 2006 

Topic for Spring: Foreign Geographies on the Early 
Modem Stage 

While Shakespeare and his contemporaries were writ- 
ing plays for the English stage, England was advancing 
its position on the world stage through overseas explo- 
ration and commerce. Mediterranean and transatlantic 
geographies took on a new significance as English 
traders and explorers visited them and reported back 
their findings. This course examines a range of popular 
plays by John Fletcher, Christopher Marlowe, Thomas 
Kyd, Shakespeare and others that imagine cross-cultur- 
al encounters in places such as North Africa, Persia, the 
spice Islands and the New World. We will consider how 
the staging of these geographies enabled audiences 
to experience the thrilling spectacles of exotic terrain, 
extraordinary riches, extreme climates and natives 
ranging from tyrannical to indolent, from sensuous to 
hideous. 4 credits 
Jane Degenhardt 
Offered Spring 2007 

362 Satire: Execution by Words 

A consideration of theoretical problems (definitions of 
satire, responses to satire, satiric strategies) followed by 
a study of the development of satire from Horace and 
Juvenal through Shakespeare, Swift, Pope, Austen and 
Byron to Waugh, West and Vonnegut. Some attention 
given to differences between male and female satirists. 
{L} 4 credits 
Nora F Crow 
Offered Fall 2006 



English Language and Literature 



203 



382 Readings in American Literature 

Topic: Faulkner, Morrison mid Race. Intensive stud) 

of William Faulkner's most radical experiments in 
fictional form, which were simultaneous^ his most 
tortured and powerful explorations of racial conflict in 
America — The Sound and the Fury, light in August, 
Absalom, Absalom, and Go Down Moses — consid- 
ered in relation to the comparable achievements of 
Toni Morrison, whose novels, essays, and speeches in 
our own time have carried forward the discussion of a 
nominally desegregated but still deeply divided society. 
4 credits 
Dean Flower 
Offered Spring 2007 

392 Reading Literary Biography 

Biograph) is both a literary genre and a mode of liter- 
ary criticism. This course will explore some varieties of 
the biographical impulse, from 18th-century models 
(Johnson and Boswell) to the decisive shift associated 
with the Bloomsbury innovations of Luton Strachey 
and Virginia Woolf. Some attention to earlier experi- 
ments in biography (Henry Adams and Gertrude Stein) 
as well as more recent writers such as Janet Malcolm 
and Julian Barnes. (E) 4 credits 
Christopher Ben fey (Mount Hot yoke) 
Offered Fall 2006 

Cross-listed and 
Interdepartmental Courses 

CLT 205 Twentieth-Century Literature of Africa 

CLT 237 Traveller's Tales 

CLT 240 Childhood in Literatures of Africa and the 
African Diaspora 

CLT 294 Tales Within Tales Within Tales 

CLT 295 Modern Short Stories 

CLT 300 Contemporary Literary Theory 

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 

The Major 

Advisers: Members of the department 

There are many paths into the English naajor first-year 
students may choose to take ENG 1 20 followed b) 1 W. 
or, if qualified, they may choose to take ENG 21 12 
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 

Twelve semester courses are required for the major. In 
December 2005, the department voted in a new set of 
requirements; students in the classes of 2007, 2008 and 
2009 may choose either the old or the new require- 
ments. Students in the class of 2010 must complete the 
new ones. 

Old Requirements: 

1. 199; 

2. Two courses concentrating on literature written 
before 1832; 

3. Semester courses on two of three major figures: 
Chaucer (250), Shakespeare (256 or 257) and Mil- 
ton (260); 

4. A seminar; 

5. Six additional courses. 

New Requirements: 

1. Two of the following; 199. 200. 201. or 231; 

2. Two courses concentrating on literature written 
before 1832. 

3. Semester courses on two of three major figures; 
Chaucer (230). Shakespeare (256 or 257) and Mil- 
ton (260); 

4. A seminar: 

5. Five additional courses 



In 2006-07 the following courses fulfill requirement 
tf2: 200, 202, 203, 210, 211, 231, 238, 250, 254, 255, 
256, 257, 258, 259, 260, 282, 287, 353 and 362 



204 



English Language and Literature 



No course may be used to fulfill more than one require- 
ment. 

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, 
English 202, 203, or English 231, 233. 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) 
surveys. Those considering graduate school should be 
aware that most doctoral programs in English require a 
reading knowledge of two foreign languages, and that 
preparation in literary theory will be extremely useful. 



which the first complete formal draft will be due on the 
first day of the second 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 completed 
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 



The Minor 



580 Graduate Special Studies 

Independent study for graduate students. Admission by 

permission of the chair. 

4 credits 

Offered both semesters each year 

580d Graduate Special Studies 

8 credits 

Full-year course; Offered each year 



The minor in English consists of six courses: English 
199; a two-semester survey (ENG 200, 201 ENG 202, 
203 or ENG 231, 233); plus three additional English 
courses chosen in consultation with the minor adviser, 
two of which must be above the 100 level. 



Honors 

Director: Floyd Cheung (2006-07) 



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 ma- 
jor, and an average of B or above in all other courses. 
During the senior year they will present a thesis, of 






Environmental Science and Policy 



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



Director 

L David Smith. Associate Professor of Biological 
Sciences 

Program Coordinator 
Joanne McMullin Benklej 

Spatial Analysis Lab Coordinator 

Jon Cans 

Advisers 

Elliot Fratkin, Associate Professor of Anthropology 
C.John Bnrk, Professor of Biological Sciences 
Virginia Hayssen, Professor of Biological Sciences 
Paulette Peckol, Professor of Biological Sciences 



Stephen G. Tilley, Professor of Biological Sciences 
Shi/.uka Hsieh. Assistant Professor of Chemistn 
Andrew J. Guswa, Assistant Professor of Engineering 
Donna Riley, Assistant Professor of Engineering 
H. Allen Curran, Professor of Geology 
fl Robert M. Newton, Professor of Geology 

Amy Larson Rhodes, Associate Professor of Geology 
n Donald C. Baumer, Professor of Government 
" 2 Gregory White. Associate Professor of Government 
' ' David Newbury, Professor of History and of African 

Studies 
" 2 Jeffry Ramsey, Associate Professor of Philosophy 
Leslie King. Associate Professor of Sociology 



The environmental science and policy (ES&P) minor 
is designed for students with a serious interest in en- 
vironmental issues and sustainability and a commit- 
ment to scientifically based problem solving 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 direc- 
tor, coordinator and/or an ES&P adviser early in their 
academic planning. 

Requirements: six courses including one course from 
each of the following groups: chemistn: ecology, 
geology and environmental polio.', plus an elective in 
consultation with the minor adviser. The senior semi- 
nar. EVS 300. or the special studies. EVS 400 (4-credit 
option), is also required. A course in statistics (e.g. MTU 
2-h or the equivalent) and geographic information sys- 
tems (e.g. EVS/GEO 150) are recommended. Appropri- 
ate Smith courses not listed below. Five College courses, 
or courses taken at other institutions and through sum- 
mer and/or semester-away programs may be counted 
toward the minor with pre-approval 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 150, GEO 150 Modeling Our World: An Introduction 
to Geographic Information Systems 

A geographic information system (GIS) manages loca- 
tion-based (spatial) information and provides the tools 
to display and analyze it. GIS provides the capabilities 
to link databases and maps and to overlay, query and 
visualize those databases in order to analyze and solve 
problems in many diverse fields. This course provides 
an introduction to the fundamental elements of GIS 
and connects course activities to GIS applications in 
landscape architecture, urban and regional planning, 
archeology, flood management, sociology, coastal stud- 
ies, environmental health, oceanography, economics, 
disaster management, cultural anthropology and art 
history. Enrollment limited to 20. {N} 4 credits 
Robert Burger 
Offered Spring 200", Spring 2008 

EVS 300 Seminar in Environmental Science and Policy 

Current patterns of human resource consumption 
and waste generation are not ecological ly 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 historical development of environmental 



206 



Environmental Science and Policv 



problems; the interplay of environmental science, 
education and policy; and efforts to build a sustainable 
society. Discussions will center on conflicting views of 
historical changes, ecological design and sustainability, 
biodiversity, environmental policy, media coverage 
of environmental issues, ecological economics and 
environmental justice. An extended project will involve 
active investigation, analysis, and presentation of an 
environmental issue of local or regional importance 
with the explicit goal of identifying sustainable alterna- 
tives. 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 2007 

EVS 400 Special Studies 

1-4 credits 

Offered both semesters each year 

FYS 147 Science and Politics of Food, Water and Energy 

A bottle of water sits on the shelf at the supermarket. 
Looking at this bottle, a geologist might wonder about 
the underground aquifer where the water originated. 
A chemist might muse on its chemical composition or 
the process through which petroleum products were 
turned into the plastic used to make the bottle. And a 
sociologist might ask who benefits from the sale of a 
"produce" that was formerly a public good. This inter- 
disciplinary course will examine environmental issues 
from the diverse disciplinary perspectives. Through 
scholarly articles, field trips, guest lectures, films and 
"real-world" exercises, we will explore how disciplinary 7 
lenses frame the way economists, geologists, historians, 
biologists, chemists, engineers and others think about 
food, water and energy. Enrollment limited to 18 stu- 
dents. (E) Wl 4 credits 
Leslie King and Paul Wetzel 
Offered Fall 2006 

S0G 233 Environment and Society 

This class will explore the relationship between people 
and their natural environments. Using sociological 
theories, we will examine how environmental issues are 
constructed and how they are contested. In examining 
a series of particular environmental problems, we will 
consider how social, political and economic structures 
are related to environmental degradation. {S} 4 credits 
Leslie King 
Offered Spring 2007 



Chemistry 

CHM 108 Environmental Chemistry 

CHM 339 Atmospheric Chemistry 

GEO 30 1 Aqueous Geochemistry 

CHM 347 Instrumental Methods of Analysis 

EGR 210 Engineering, the Environment and 

Sustainability 
EGR 3 1 2 Thermochemical Processes in the 

Atmosphere 
EGR 360 Chemical & Environmental Reaction 

Engineering 

Ecology 

BIO 1 10 Introductory Colloquia: Life Sciences for 
the 21st Century: Conservation Biology 

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 7 : 

Coral Reefs: Past, Present and Future 

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 7 

GEO 301 Aqueous Geochemistry* 

GEO 309 Groundwater Geology 

GEO 3 1 1 Environmental Geophysics 

EGR 315 Ecohydrology 

EGR 340 Mechanics of Granular Media 

Environmental Policy 

ANT 230 Africa: Population, Health and 

Environmental Issues 
ANT 236 Economy, Ecology and Society 
ANT 243 Indigenous Traditions and 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" 

Environment and Societv 



SOC 233 



Electives 

Elective courses can be chosen from courses listed for 
the environmental science and policy minor, and out- 



Environmental Science and Polio - 207 

side the minor with consultation and approval of the 
minor adviser. Examples are: 

\\T 348 Seminar Topics in Development 

Anthropology 

!'.( ;< ) 343 Seminar: The Economics of Global 

Climate Change 
EGR330 Engineering and Global 

Development 
E( J R 346 Hvdn systems Engineering 

EGR 390 Seminar: \dvanced Topics in 

Engineering: Technology Risk 

.Assessment and Communication 
EVS 150/GEO 150 Modeling Our World: An 

Introduction to Geographic 

Information Systems 
FYS 1 -f The Science and Politics of Food, 

Water and Energy 
GOV 207 Politics of Public Policy 

1 1ST 299 Ecology and History in Africa 

PHI 238 Environmental Ethics 

PPL 220 Public Policy Analysis 

SOC 232 World Population ' 

*GEO 301 Aqueous Geochemistry fulfills the require- 
ments in both chemistry and geology (one course cov- 
ers 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 ail environmentally oriented, off-campus program. 
Relevant Smith-approved programs include, but are 
not limited to. Duke University's Organization for 
Tropical Studies, The School for Field Studies, The 
School for International Training, SEA Semester and 
the Williams College-Mystic Seaport Program. Courses 
from other programs may also be eligible for credit 
with approval from the minor adviser 



208 



Ethics 



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



Advisers 

Elizabeth V. Spelman, Professor of Philosophy 
*' Donald Joralemon, Professor of Anthropology 



Albert Mosley, Professor of Philosophy, Director 



This minor offers students the opportunity to draw 
together courses with a major focus on ethics, and so 
to concentrate a part of their liberal arts education on 
those questions of right and wrong residing in nearly 
every field of inquiry. Background in the history and 
methods of ethical reasoning will be completed by the 
study of normative and applied ethics in selected areas 
of interest. 

Requirements: PHI 222, and any four other courses of- 
fered in various departments and programs at Smith 
and the Five Colleges. The list tends to vary from year to 
year, so be sure to consult one of the advisers. 



In recent years, courses at Smith, for example, have 
included 



ANT 255 


Dying and Death 


PHI 221 


Ethics and Society 


PHI 235 


Morality, Politics and the Law 


PHI 238 


Environmental Ethics 


PHI 241 


Ethical Issues in the Boardroom and 




the Classroom 


PHI 242 


Topics in Medical Ethics 


PHI 304 


Colloquium in Applied Ethics 


PHI/PSY 275 Topics in Moral Psychology 


SOC 203 


Qualitative Methods 



However, be sure to check the availability of courses 
each semester or consult with the director of the pro- 
gram. 



'DM 



Exercise and Sport Studies 



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



Professors 

Donald Steven Sieggl, EcLD. 
James H.Johnson, Ph.D. 
Barbara Brehm-Curtis, Kill). Chair 
Christine M. Shelton, M.S. 

Lecturers 

Tim Bacon. MA 
Kim Bierwert, B.S. 
Jacqueline Blei, M.S. 
Richard Cesario 
Carla Coffey, MA 
Craig Collins 
Christine Davis, M.S. 
Liz Feele) 
Jennifer Good 
Jean Ida Hoffman 
Scott Johnson, B.S. 
Kerrie Kauer, Ph.D. 
Karen Klin gen M.S. 
Phil Nielsen, MA. 
Lynn Oberbillig, M.B.A. 



Lynne Paterson 
Suzanne Payne, M.Ed 

Rosalie Peri, RN,CPT 
Judy Kigali 
\anc\ Rothenberg 
Melissa Schleich 
Jane M. Stangl, Ph.D. 
Kelli Steele 
David Stillman 
Judy Strong 
Lisa Thompson 

Teaching Fellows 

Christine Clancy 
Marsa Daniel 
Brooke Diamond 
Caitlin Hurst 
Joyce Anne Koubaroulis 
Jennifer Steele 
Sonnie Terrell 
Elizabeth Yasser 



A. Theory Courses 

100 Introduction to Exercise and Sport Studies 

An overview of the disciplines that address physical ac- 
tivity arid sport. The course takes into account the gen- 
eral effects of physical activity and how one studies and 
analyzes these experiences. Course content includes an 
examination of behavioral, sociocultural, biophysical 
experiences and professional possibilities. 4 credits 
Tim Bacon and to be announced 
Offered Fall 2006 

107 Emergency Care 

The ultimate goal is to teach emergency medical care 
that will enable the student to a) recognize symptoms 
of illness and/or injuries: b) implement proper proce- 
dures; c) administer appropriate care; d) achieve and 
maintain proficiency in all skills; e) be responsible and 



behave in a professional manner; become certified in 

Community First Aid and CPR. Enrollment limited to 

14. 2 credits 

Craig Collins 

Offered both semesters 

130 Stress Management 

The physical and psychological components of stress. 

identification of personal stress response patterns, and 

techniques for daily stress management. Enrollment 

limited to 20. 2 credit 

Sonnie Teirell, Fall 2006 

Barbara Brehm-Curtis, Spring 2007 

Offered both semesters 

140 Health Behavior 

The influence of behavior on health and well-being. 
Students will examine the wa) in which factors such 



210 



Exercise and Sport Studi 



as nutrition and dietary habits, stress perception and 
response, and physical activity interact with the physi- 
ological processes of health, disease and aging. Enroll- 
ment limited to 20. (Wl) {N} 4 credits 
Barbara Brehm-Curtis 
Offered Fall 2006 

175 Applied Exercise Science 

An experiential course designed to introduce students 
to applied exercise physiology 7 and kinesiology. Energy 
expenditure, energy 7 systems, aerobic power, exercise 
fuels, effort perception, applied anatomy, and training 
principles are studied using a system of lecture and 
laboratory sessions. Enrollment limited to 20. {N} 
2 credits 
fames Johnson 
Offered Fall 2006 

175j Applied Exercise Science 

Same description as 175 above. 
Michelle DePolo andSonnk Terrell 
Offered during Interterm 

200 Sport: In Search of the American Dream 

A study of whether sport has served to promote or inhib- 
it ethnic/minority 7 participation in the American 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 studied in depth 
to determine the costs assessed and rewards bestowed 
on those who battled racial, ethnic and/or sexual op- 
pression in the athletic arena. {H/S} 4 credits 
Christine Shelton and Donald Siegel 
Offered Spring 2007 

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, nutrition and cardiovascu- 
lar 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 issues of violence and the media's repre- 
sentation of women. {N} 4 credits 
Lesliejaffe 
Offered Fall 2006 



215 Physiology of Exercise 

Exercise, sport and outdoor activities all require energy 
to perform. The study of these energetic events is the 
basis of this course. We study how the body adapts to re- 
peated bouts of physical activity and how the body can 
perform a single event. This course is highly applied. 
Short lectures accompanied by relevant laboratory 
experiences are the methodology. Prerequisite: BIO 1 14, 
1 1 1 , or permission of the instructor. This course also 
counts toward the major in biology. {N} 4 credits 
James Johnson 
Offered Fall 2006 

220 Psychology of Sport 

An examination of sport from a psychological perspec- 
tive. Topics include the role of stress, motivation and 
personality in performance. Attention will also be given 
to perceptual, cognitive, and behavioral strategies that 
may be used to enhance achievement level. Prerequi- 
site: PSY 1 1 1 {S} 4 credits 
Tim Bacon 
Offered Spring 2007 

225 Education Through the Physical: Youth Sports 

This course is designed to explore how youth sports 
impacts the health, education and well-being of chil- 
dren. Class components will include an examination 
of youth sport philosophies, literature on cognitive and 
physical growth, approaches to coach and parent edu- 
cation, and an assessment of school and community- 
based programs. As a class we will design, organize, 
and implement a series of youth sport days at Smith 
College. {S} 4 credits 
Donald Siegel 
Offered Fall 2006 

340 Women's Health: Current Topics 

A seminar focusing on current research papers in wom- 
en's health. Recent topics have included reproductive 
health issues, eating disorders, heart disease, depres- 
sion, autoimmune disorders and breast cancer. Prereq- 
uisites: 140 or a strong biological sciences background, 
and permission of the instructor. Open to juniors and 
seniors. Enrollment limited to 14. {N} 4 credits 
Barbara Brehm-Curtis 
Offered Fall 2006 



Exercise and Sport Studies 



211 



400 Special Studies 
1 to 4 credits 

Members of the department 
Offered both semesters 



B. Performance Courses- 
Credit 



Performance courses arc offered for credit in a wide va- 
riety of activities. Each class is designed to enhance the 
students physical skills, fitness, knowledge of human 
movement and understanding of the role of physical 
activity in a healthy lifestyle. Each course encompasses 
a combination of instruction in technique, read- 
ings, 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. Priority will be 
given to establishing personal safety and enhancing 
skills in the water. Persons enrolling in this course will 
learn about the basic principles of swimming in terms 
of buoyancy and propulsion. 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 non-swimmers. 1 credit 
Brooke Diamond 
Offered both semesters 

Advanced Beginning Swimming 

This course will focus on the improvement of swim- 
ming skills. Perfonnance goals include being able to 
swim all four strokes and the turns associated with 
those strokes at a level that surpasses initial perfor- 
mance by the end of the semester. Students arc assessed 
at the beginning and end of the semester with the aid of 
video feedback. Prerequisite: ability to swim at least one 
length of the pool. Enrollment limited to 12. 1 credit 
Craig Collins 
Offered both semesters 



Intermediate Su vtimitig 
Theory and performance ol swimming. Swimming 
techniques including strokes, turns and survival meth- 
ods. Enrollment limited to 18. 1 credit 
Craig Collins 
Offered Fall 2006 

Springboard Diving 

The understanding of the principles and development 

of diving skills necessary to perform at least 10 different 

dives from five categories. Enrollment limited to 8. 

1 credit 

Kim Bierwert 

Ottered both semesters 

Scuba Diving I 

The use and care of equipment, safety and the phvsiol- 
ogy and techniques of SCUBA diving. A series of open- 
water dives leading to \ Ml certification is available. 
Prerequisite: satisfactory swimming skills and permis- 
sion of the instructor. There is a fee. Enrollment limited 
to 17. 1 credit 
David Mil I man 
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 
Brooke Diamond 
Offered Spring 2007 

Aqua-Aerobics 

This fun-filled class teaches the value of vertical ex- 
ercise 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 have fun and educate, 
this ckiss 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 (toss Certification in Lifeguard Training 

and Basic First Aid and CPR for the Professional Rescu- 



212 



Exercise and Sport Studies 



er. 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 



the end of the term. Equipment is provided. Class meets 
first seven weeks of the fall semester. In the spring se- 
mester, class meets last 6 weeks. Enrollment limited to 
12 per section. 1 credit 
Adrien Rim, Fall 2006 
Adrien Ricci, LizFedey, Spring 2007 
Offered both semesters 



910 Badminton 

The development of badminton skills, strokes and strat- 
egy. Students will learn to play singles and doubles in 
this fast indoor sport. Enrollment limited to 12. Course 
will meet first 8 weeks of the semester. 1 credit 
Phil Nielsen 
Offered Spring 2007 

920 Fencing 

Fencing I 

The basic techniques of attack and defense, footwork, 
rules, equipment, strategies, and techniques involved in 
foil fencing. A brief historical background of the tradi- 
tion 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 par- 
ries progressing to compound attacks and strategies. 
Circular Parries, Riposte and In-Direct Riposte will be 
included in the defense. The course will conclude with 
a tournament at a neighboring school or club. Pre- 
requisite: Foil fencing or permission of the instructor. 
Enrollment limited to 16. 1 credit 
Jacqueline Blei 
Offered Spring 2007 

925 Golf 

Golf I — Beginner 

An introduction to the game of golf. Taught from 
"green to tee," this course will teach the basic mechan- 
ics 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, concluding with woods/metals. Applied 
rules of golf and etiquette will also be addressed. Pend- 
ing weather, field trip experience may be scheduled at 



Golf II — Advanced Beginner 
Designed to further develop the student's golf swing, 
this course will follow a "green to tee" approach with 
emphasis on the mid- to long irons, woods/metals and 
shot-making. Applied rules of golf etiquette will be in- 
corporated with the intent to apply course management 
strategies. Field trips to local ranges and courses are 
anticipated. Equipment is provided. Class is designed 
with the continuing Golf I student in mind. Prerequi- 
site: 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 
LizFeeley, Fall 2006 
Judith Strong, Spring 2007 
Offered both semesters 

Golf III — Intermediate 

For students with a relatively proficient swing, knowl- 
edge of club selection, and on course play experience; 
this course is designed to enhance further skill devel- 
opment and enrich on-course management skills. 
Increasing master)' of golf history, rules and etiquette, 
tournament play are expected. Classtime 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. Prerequisite: 
Golf I and Golf II, or permission of the instructor pend- 
ing skill level. Enrollment limited to 8 per section. 1 
credit 

To be announced 
Offered Fall 2006 

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 an- 
nounced in Student Notices. 
All sections are to be arranged. There is a fee. 



Exercise and Sport Studies 



213 



Equitation J 

For students in their first semester of riding at Smith. 
Sections range from beginner to advanced lends on the 
flat and over fences, 1 credit 
Suzanne Payne, Melissa schleicb 
Offered both semesters 

Equitation 11 

For students in their second semester of riding at 
Smith. Sections range from advanced beginner to ad- 
vanced levels on the flat and over fences. Prerequisite: 
Equitation I. 1 credit 
Suzanne Payne, Melissa Schleicb 
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, Melissa Schleicb 
Offered both semesters 

Equitation I\ ' 

For students in their fourth semester of riding at Smith. 

Intemiediate to advanced levels on the flat and over 

fences. Prerequisite: Equitation III. 1 credit 

Suzanne Payne. Melissa Schleicb 

Offered both semesters 

935 Introduction to Wilderness Skills 

A course designed to teach the fundamentals of outdoor 
travel and camping in a variety of wilderness environ- 
ments. We will study many outdoor skills including 
backcountry camping techniques, outdoor cooking and 
fire making, wilderness first aid, orienteering, some 
classic woodcraft skills as well as trends in outdoor rec- 
reation. Although the class will focus on backpacking 
techniques, it will also include other seasonal activities 
such as paddling and snowshoeing. Upon successful 
completion of the course, students should begin to 
achieve sufficient outdoor skills to be comfortable and 
safe when traveling on wilderness trips. Students should 
plan for at least one overnight weekend trip. Enroll- 
ment limited to 14. 2 credits 
Scott Johnson. Fall 2006 
To he announced, (.aitliu Hurst. Spring 2007 
Offered both semesters 



940 Outdoor Skills 

Canoeing 

An introduction to solo and tandem paddling. Students 
learn mosth tlatwater paddling skills. Students are also 
taught such touring skills as map reading, portaging, 
planning, equipment and cooking. Class meets the first 

7 weeks of the fall semester. Prerequisite: satisfactory 
swimming skills. Enrollment limited to 12. 1 credit 
(.aitlm Hurst 

Offered Fall 2006 

Whitewater Kayaking 

An introduction to solo Whitewater kayaking. This more 
adventurous class begins in the pool and pond with 
basic paddling skills, and progresses to local fast water 
rivers. Students should expect to run Class II rapids. In 
the spring semester, class meets last 10 weeks. Prerequi- 
site: satisfactory swimming skills. Enrollment limited to 

8 per section. 1 credit 
Scott Johnson 
Offered Spring 2007 

Whitewater Canoeing 

An introduction to solo and tandem Whitewater canoe- 
ing. This exciting class is taught on local rivers offering 
Class I and II rapids during the spring. Class meets the 
last 6 weeks of the semester. Prerequisite: Canoeing 
experience or permission of the instructor, plus satisfac- 
tory swimming skills. Enrollment limited to 10. 1 credit 
Jamesjohnson 
Offered Spring 2007 

Coasted Kayaking 

This course is designed to introduce sea kayaking to 
the novice. Ocean paddling, navigation, safe exit- 
ing, 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 man the first 7 weeks of the 
fall semester. In the spring semester, class meets hist 6 
weeks. 1 credit 
Jennifer Good 
Offered both semesters 

Rock Climbing 

The objective of this course is to teach students the fun- 
damentals of rock climbing. This will include familiar- 
ity with the equipment involved as well as proficienq 



214 



Exercise and Sport Studies 



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 climb- 
ing scenarios. For this, additional instruction is recom- 
mended. Enrollment limited to 12. 1 credit 
Scott Johnson 
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 fundamentals 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 

Kickboxing 

This class is recommended for both the curious begin- 
ner 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 combinations and sparring. Each class 
begins with a 10-minute warm-up. Enrollment limited 
to 20 per section. 1 credit 
Judy Rigali 
Offered both semesters 

Self-Paced Fitness 

An introduction to the principles and methods of train- 
ing to improve and maintain fitness. Each student 
designs and follows an individualized conditioning 
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. Enrollment limited to 20. 1 credit 
Carla Coffey 
Offered both semesters 



Physical Conditioning 

A course designed to teach the basics of functional fit- 
ness. Aerobic and anaerobic exercises are emphasized. 
Students learn the fundamentals of exercise training. 
Strong emphasis is placed on multiple forms of exercise 
and how to design an individualized exercise program. 
Students are expected to exercise outside of class. En- 
rollment limited to 14. 1 credit 
Christine Clancy, To be announced. Fall 2006 
Adrien Ricci, Elisabeth Weick, Spring 2007 
Offered both semesters 

Pilates Mat 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 Pilates matwork program. Enrollment lim- 
ited to 25. 1 credit 
Rosalie Peri, Jean Hoffman 
Offered both semesters 

945j Physical Conditioning 

A repetition of 945. 1 credit 
To be announced 
Offered during Interterm 

950 Sculling 

An introduction to sculling techniques. A variety of 
boats are utilized to teach this great lifetime sport 
including singles and doubles. Classes will be taught 
on Paradise Pond and the Connecticut River. Course 
will meet the first 7 weeks of the fall semester. In the 
spring semester, class meets last 6 weeks. Prerequisite: 
satisfactory swimming skills. Enrollment limited to 10 
per section. 1 credit 
Caitlin Hurst 
Offered both semesters 

955 Self Defense 

Self Defense I 

Progressive development of physical and mental 
self-defense skills and strategies. Personal protection 
awareness, situation evaluation, and effective com- 
munication will be emphasized. Other topics include 
assertiveness training, date rape, and personal defense 



Exercise and Sport Studies 



215 



weapons. Enrollment limited to 20 per section. 1 credit 
Nancy Rothenberg 
Offered both semesters 

Kung Fu 

Indonesian Kung-Fu is a traditional martial art that 
offers students physical fitness, coordination, increased 
focus, energy and awareness, self-discipline and per- 
sonal growth. This course includes meditation, breath 
and energy awareness, physical conditioning, stretch- 
ing, self-defense, choreographed sparring combinations 
and forms. Enrollment limited to 20. 1 credit 
Nancy Rothenberg 
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 limited to 10 

per section. 1 credit 

Jacqueline Blei. Judith Strong, Fall 2006 

Jacqueline Blei. Spring 2007 

Offered both semesters 

Squash II 

Development in accuracy and skill in executing shots, 
tactics, strategy, marking and refereeing, designed to 
allow the student to progress to a USSRA level 2.5 to 
3.0 (Intermediate). Prerequisite: Beginning Squash or 
permission of the instructor. Enrollment limited to 10. 
1 credit 

i To be announced 
Offered Spring 2007 

965 Tai Chi 

TaiChil 

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-de- 
fense applications. No prerequisites. Enrollment limited 
to 26 per section. 1 credit 
Richard Cesario 
Dffered both semesters 



Tai On U 

TVventy-four posture Tai chi, a standardized form from 
mainland China. Prerequisite: Tai chi I or permission 
of the instructor. Enrollment limited to 26 per section 
1 credit 

Richard Cesario 
Offered Spring 2007 

970 Tennis 

Tennis I — Beginning 

Students will be introduced to the basic strokes of ten- 
nis (forehand, backhand, volleys, serves). Singles and 
doubles play and basic positioning will be introduced. 
Tennis rules and etiquette will be included in the cur- 
riculum. This class is designed to allow the student to 
progress to a USTA player rating level of 2.0 to 2.5. The 
USA Tennis I curriculum will be followed. Enrollment 
limited to 16 per section. 1 credit 
Christine Clancy. Christine Dam. Elizabeth Yasser. 
Fall 2006 

Christine Clancy. Spring 2007 
Offered both semesters 

Tennis II — Advanced Beginning 
Students must have a working knowledge of the four 
basic tennis strokes (forehand, backhand, volleys, 
serves). The format for Tennis II 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 progress to a USTA rating of 2.5. Prerequisite: 
Tennis I or permission of the instructor. Enrollment 
limited to 16 per section. 1 credit 
Christine Shelton. Fall 2006 
Christine Clancy. Christine Davis. Spring 2007 
Offered both semesters 

Tennis III — Intermediate 

Students must have a working knowledge of the follow- 
ing tennis strokes: forehand, backhand, volleys, serves, 
lobs and overheads. Appropriate spins will be intro- 
duced for each stroke. The "play and leant" stmcture 
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 



216 



Exercise and Sport Studies 



to 3-0. Prerequisite: Tennis II or permission of the in- 
structor. Enrollment limited to 16 per section. 1 credit 
Elizabeth Yasser 
Offered both semesters 

Tennis IV— Advanced 

The development of advanced tennis skills, tactics and 
strategy designed to allow the player to progress to a 
USTA player rating level of 3.0 to 3-5. Prerequisite: 
Tennis III or permission of the instructor. Enrollment 
limited to 16 per section. 1 credit 
Elizabeth Yasser 
Offered Spring 2007 

975 Yoga 

Yoga I 

An introduction to basic hatha yoga poses, breath 
techniques, yoga philosophy and mind/body con- 
nections. Designed to give students an opportunity to 
explore movement and breathing patterns in an effort 
to strengthen the mind/body connection. Enrollment 
limited to 26 per section. 1 credit 
Elizabeth Thompson, Lynne Paterson, Fall 2006 
Elizabeth Thompson, Lynne Paterson, Spring 2007 
Offered both semesters 

Yoga II 

The yoga of B. K. S. Iyengar — continuing level. Refine- 
ment of postures and breathing techniques taught in 
Yoga I. Introduction of new postures along with contin- 
ued discussions of yoga philosophy. Prerequisite: Yoga 
I. Enrollment limited to 26. 1 credit 
Elizabeth Thompson 
Offered Spring 2007 

Riding 

In addition to riding classes for credit, noncredit riding 
instruction and participation in competitive riding are 
available at Smith College. A fee is charged for these 
courses, payable at registration each semester. Further 
information may be obtained 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 com- 
prehensive 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 consider- 
ing 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 selection for the minor must be approved 
by a faculty adviser. 

D. Graduate Courses 

Adviser: James H. Johnson 

502 Seminar in Philosophy & Ethics 

This course will introduce selected topics in ethics 
and philosophy of sport as they relate to coaching and 
the broader conception of sport in a democratic and 
capitalist culture. Drawing on case studies and contem- 
porary sources, the course will examine beliefs about 
the value of competitive sport, its relationship to higher 
education and its implication for coaches. 2 credits 
Christine Shelton 
Offered Fall 2006 

503 Legal Issues in Sport 

Legal concepts in the context of sport. Selected legal is- 
sues as they relate to coaching including topics such as 
negligence, contract law, statutory and constitutional 
law, and defamation and risk analysis/management 
will be examined. Appropriate case studies and related 
contemporary sources will provide the platform for 
discussion. 1 credit 
To be announced 
Offered Fall 2006 



Exercise and Sport Studies 



217 



505d Theoretical and Practical Foundations of 
Coaching 

Assisting in the coaching of an Intercollegiate team. 
Weekly conferences on team management, coach re- 
sponsibilities, and coaching aids. 4 credits 
Christine Shelton, Jacqueline Blei, Ellen o'Xeil. Don 
Siegel 
Full -year course; Offered each year 

506d Advanced Practicum in Coaching 
Independent coaching and the study of advanced 
coaching tactics and strategy in a specific sport. Prereq- 
uisite: 505d. 4 credits 

Christine Shelton, Jacqueline Blei, Ellen O'Neil. Don 
Siegel 
Full-year course; Offered each year 

507 Colloquium in Critical Thinking and Research in 
Coaching 

A colloquium on current research in coaching. Gradu- 
ate students, ESS faculty and the coaching staff of the 
Athletic Department will meet to discuss and share 
work in progress as well as analyze coaching experi- 
ences and problems. May be repeated for credit. 1 credit 
Barbara Brehm-Curtis 
Offered Spring 2007 

515 Physiology of Exercise and Sport 

An advanced course in the energetics of participation in 
various sports. The emphasis in this course is the ap- 
plication of exercise physiology to sport. Students study 
bioenergetics, exercise fuels, training, environmental 
concerns, and overtraining. A major emphasis is the 
development of an annual training plan for athletes. 
{N} 4 credits 
James Johnson 
Offered Spring 2007 



550 Women In Sport 

K course documenting the role of women in sport as 
parallel and complementarj to women's place in so 
ciety. Contemporary trends will be linked to historical 
and sociological antecedents. Focus is on historical, 
contemporary, and future perspectives and issues in 
women's sport offered in alternate years. Admission 
of undergraduates by permission of the instructor {S} 
4 credits 

Christine Shelton 
Offered Spring 2007 

565 Seminar in Skill Acquisition and Performance 
Survey of topics relevant to skill acquisition and per- 
formance, including detailed analysis of perceptual, 
decision-making, and effector processes. Independent 
research required. {N} 4 credits 
Don Siegel Christine Shelton, Lynn Oberbillig 
Offered Fall 2006 

575 Sports Medicine: Concepts in Care and Prevention 
of Athletic Injury 

Theory and practice of sports medicine with emphasis 
on injur\ r prevention, protection, and rehabilitation. 
Prerequisite: 210 or the equivalent. Enrollment is lim- 
ited. {N} 2 credits 
Mi Steele 
Offered Spring 2007 

580 Special Studies 

Adapted physical education, administration, current 

problems, exercise physiology, kinesiology, motor 

learning, or other approved topics. Hours scheduled 

individually. 

1 to 4 credits 

Members of the department 

Offered both semesters 



520 Seminar in Sport Leadership for Coaches 

This course provides the opportunity to explore the 
dynamic world of sports leadership through a national 
and international lens. Students will be exposed to 
alternative perspectives of leadership including some 
I Contemporary collaborative models and students will 
' build a personal model and philosophy of leadership 
that they can put to immediate use in their coaching. 
1 (E) 3 credits 
Christine Shelton 
Offered Fall 2006 



590 Thesis 

4 credits 

Offered both semesters 

590d Thesis 

8 credits 
Full-vear course 



218 



Film Studies 



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



Assistant Professors 

Alexandra Keller, Ph.D. 

Lecturers 

Lucretia Knapp, M.F.A. 
Olga Solovieva, M.A. 

Visiting Artist 

Jenny Perlin (Five College Visiting Artist in Film 
Studies) 

Advisers 

Anna Botta, Associate Professor of Italian Language 
and Literature 



Darcy Buerkle, Assistant Professor of History 

" 2 Dean Flower, Professor of English Language and 

Literature 
* 2 Dawn Fulton, Assistant Professor of French Studies 
Jefferson Hunter, Professor of English Language and 

Literature, Director 
Alexandra Keller, Assistant Professor of Film Studies 
Barbara Kellum, Professor of Art 
Richard Millington, Professor of English Language and 

Literature 
+1 Frazer Ward, Assistant Professor of Art 



200 Introduction to Film Studies 

An overview of cinema as an artistic and social force. 
Students will become familiar with the aesthetic ele- 
ments of cinema (visual style, editing, cinematography, 
sound, narration and formal structure), the termi- 
nology of film production, and the relations among 
industrial, ideological, artistic and social issues. Films 
(both classic and contemporary) will be discussed from 
aesthetic, historical and social perspectives, enabling 
students to approach films as informed and critical 
viewers. Enrollment limited to 60. Priority given to 
Smith College Film Studies Minors and Five College 
Film Studies Majors. {A} 4 credits 
Alexandra Keller 
Offered Fall 2006 

245 British Film and Television 

A survey of the British cinema from the thirties to the 
present day, with some attention to literary 7 parallels 
and literary adaptations, and with a look at recent 
television drama. Works by Alfred Hitchcock, the 
documentarists Humphrey Jennings and Michael 
Apted, "the Archers" (Michael Powell and Emeric 
Pressburger), Mike Leigh, Tony Richardson, the Boult- 
ing brothers, Carol Reed, Mike Hodges; Ealing comedy 
and Monty Python 's Flying Circus; film by and about 
multicultural Britain; the "heritage cinema" of Ismail 



Merchant and James Ivory; versions of Shakespeare; 
Alan Bennett's spy thriller^ Question of Attribution 
and Dennis Potter's gangster miniseries The Singing 
Detective. Collateral readings in George Orwell, John 
Buchan and Graham Greene. Prerequisite: a college 
course in English literature or in film, or permission of 
the instructor. {L/A} 4 credits 
Jefferson Hunter 
Offered Spring 2007 

280 Introduction to Video Production 

This video production course introduces the history and 
contemporary practice of video art and provides the 
technical and conceptual skills to complete creative in- 
dividual video projects. Over the course of the semester, 
students will gain experience in pre-production, pro- 
duction 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. 
Priority given to Smith College Film Studies Minors 
and Five College Film Studies Majors. {A} 4 credits 
Lucretia Knapp 
Offered Spring 2007 



Film Studies 



219 



282 Advanced Video Seminar 

Ttpic: Dead Time in the Narrative Film 
In this advanced video production class, students will 
develop and produce an original narrative short, while 
considering ways in which time and memory have 
been fashioned within various cinematic narratives. 
To further the construction and development of nar- 
rative, two of the films will be read in relation to the 
novel from which they are adapted. Some of the films 
screened will include Li Jete. 7b Kill a Mockingbird, 
After Life. The Hours. DonnieDarko and The Virgin 
Suicides. Prerequisite: FLS 280. Enrollment limited to 
13. Priority given to Smith College Film Studies Minors 
and Five College Film Majors. 
{A} 4 credits 
lueretui Knapp 
Offered Fall 2006 

Topic: Real Time 

This advanced video production course will look at the 
concept of "real time" in film and video, in cinema, in- 
stallation and online projects. Students will be expected 
to give presentations, write short papers, and work inde- 
pendently and collaboratively to produce one or more 
video projects over the course of the semester. Technical 
workshops will be given on a project-by-project basis. 
Please note: this is not a software course. Students will 
be expected to have a proficiency with video production 
and digital video editing prior to taking this course. 
Enrollment by permission of the instructor. Priority 
given to Smith College Film Studies Minors and Five 
College Film Studies Majors. {A} 4 credits 
fenny Perlin. Five College Visiting Artist in Film 
Studies 
Offered Spring 2007 

350 Questions of Cinema 

Topic: The Scary Movie: Horror Film from the Silent 
Era to the 1970s 

The course will explore the aesthetic and history of 
the horror genre from two vantage points. In the first 
half of the semester, it will focus on "trans-historical" 
horror films produced again and again throughout the 
century, examining what makes their themes and nar- 
ratives so universal, so adjustable to different periods. 
Also to be considered: theatricality in cinema; psycho- 
analytical and cognitive issues of cinematic perception; 
gender; sound; literary adaptation. In the second half 



of the semester, wewill look at till ns whose concepts oi 
horror are specific to their historical contexts expres 
sive of particular anxieties and sociopolitical ideas 
Occasional readings in film theory, \mong the works 

to be studied: Xosferatu. The student of Prague, The 
Golem. The Phantom of the Opera. Fran ken stem. 
werewolf films, Or Jekyll and Mr Hyde. Cat People. 
I Walked with a Zombie. Godzilla. Invasion of the 
Body Snatchers. films by Ed Wood. The Blob. The 
Rocky Horror Picture Show. Prerequisite: 200. Enroll- 
ment limited to 16. Priority given to Smith College 
Film Studies Minors and Five College Film Studies 
Majors. {A} 4 credits 
Olga Solovieva 
Offered Fall 2006 

Topic: Film and the Other Arts: Visual Culture from 
Surrealism to MIV 

This class will investigate cinema and its relationship 
to the rest of 20th-century 7 art, especially visual culture. 
Working with the premise that film has been arguably 
the most influential, powerful and central creative 
medium of the age, the course will examine how film 
has been influenced by, and how it has influenced, 
interacted with, critiqued, defined, and been defined 
by other media. Historically, we shall examine how 
film has moved from a marginal to a mainstream art 
form, while still often maintaining a very active avant- 
garde practice. The class will also look at how cinema 
has consistently and transhistorically grappled with 
certain fundamental issues and themes, (e.g., medium 
specificity; monumentality), comparing the nature of 
cinematic investigation with that of other media (e.g., 
painting, photography, sculpture). Enrollment limited 
to 12. Prerequisite: FLS 200 and by pennission of the 
instructor. Priority given to Smith College Film Studies 
Minors and Five College Film Studies Majors. {A} 
4 credits 

Alexandra Keller 
Offered Spring 200^ 

351 Film Theory 

This seminar will explore main currents in film theory, 
including formalist, realist, auteunst. structuralist, 
psychoanalytic, feminist, poststructuralist, genre stud- 
ies, queer studies and cultural studies approaches to 
questions regarding the nature, function and possibili- 
ties of cinema. Film theorv readings will be understood 
through the socio-cultural context in which they are 
developed. Particular attention will also be given to the 



220 



Film Studies 



history of film theory: how theories exist in conversa- 
tion 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 in- 
stantiations 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 requirement for the minor. Priority given to 
seniors, then juniors. Enrollment limited to 12. Pre- 
requisite: 200 or the equivalent. Priority given to Smith 
College Film Studies Minors and Five College Film 
Studies Majors. {A} 4 credits 
Alexandra Keller 
Offered Spring 2007 

400 Special Studies 

1-4 credits 

Offered both semesters each year 

Crosslisted Courses 

AMS 220 Colloquium: Asian Americans in Film and 
Video 

Karen Cardoza 
Offered Fall 2006 

FRN 244 French Cinema 

Topic: Cities Of Light: Urban Spaces in Francophone 
Film 

Dawn Fulton 
Offered Spring 2007 

Topic: French Cinema: Paris on Screen 
Marline Gantrel 
Offered Fall 2006 

FYS 127 Adaptation 

Jefferson Hunter 
Offered Fall 2006 

FYS 146 Contemporary Theatre and Film in China 

Nan Zhang and Ellen Kaplan 
Offered Fall 2006 



GER 227 Topics in German Studies 

Topic: Fantasies of the New World: German Visions 
of America in Landscape, Painting and Film 
Barton Byg 
Offered Spring 2007 

ITL 342 Sight Location in Italian Cinema 

Anna Botta 
Offered Spring 2007 

THE 215 Minstrel Shows 

Topic: From Daddy Rice to Big Momma's House. 
Andrea Hairston 
Offered Fall 2006 

THE 361 Screenwriting 

Andrea Hairston 
Offered Spring 2007 

THE 362 Screenwriting 

Andrea Hairston 
Offered Spring 2007 

The Minor 

Advisers: Barbara Kellum, Dean Flower, Jefferson Hunt- 
er, Dawn Fulton, Darcy Buerke, Richard Millington, 
Anna Botta, Alexandra Keller, Frazer Ward 

The Film Studies Program offers the opportunity for in- 
depth study of the history, theory, and criticism of film 
and other fonns of the moving image. The program's 
primary goal is to expose students to a wide range 
of cinematic works, styles and movements 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 ideolo- 
gies 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 



Film Studies 



221 



Electives: 

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

ARH280 Film and Art History 

ENG 120 Colloquia in Literature: 
Shakespeare and Film 

FLS241 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 

FRN 244 French Cinema 

FYS 127 Adaptation 

GER230 German Cinema 

ITL342 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 317 Movements in Design 

Five College Film Studies 
Major 

The Five College Film Studies major is in film studies 
as opposed to film production. While the film faculty 
believes that all students should be familiar with 
film and video production, the major is not designed 
i to train students to enter the film industry without 
; further training. As with all liberal arts majors, film 
| is studied in relation to all the arts, humanities, and 
: social sciences and can lead to careers in teaching, arts 
I administration, Web design, or freelance work in non- 
industry venues. The major comprises ten courses, one 
of which may be a component course. (A core course 
is one in which film is the primary object of study; a 
component course is one in which film is significant 
1 but not the focus of the course.) Of these ten courses, at 
least two (but no more than five) must be taken outside 
the home institution. In addition, each student must 
•have an adviser on the home campus and the require- 
,ments for the major may vary slightly from campus to 
campus. 



Program of Study: 

1. Introduction to Film (must be taken on the home 
campus) 

2. Film Histor) (either a general, one-semester survej 

or a course covering approximated fifty years of 
international film histor} > 

3. One course in film theory 

4. One course in a film genre/authorship 

5. One course in a national or transnational cinema 

(generally a single director or group of directors) 

6. One special topics course (may be a component 

course) 

7. One advanced seminar in a special topic 

8. One film, video or digital production course, but 

no more than two courses may be used toward the 
major. 

* Two electives from any category (may be a compo- 
nent course) 

* A thesis is optional. 

In the course of fulfilling the program of study, at least 
one course must focus on non-narrative film (docu- 
mentary or experimental) and at least four courses 
should be at the advanced level. Courses can fit into 
more than one category, but a single course may not 
be used to satisfy two of the numbered requirements 
above. 

Smith College Advisers 

Anna Botta, Associate Professor of Italian Language 

and Literature 
Darcy Buerkle, Assistant Professor of History 
Dean Flower, Professor of English Language and 

Literature 
Dawn Fulton, Assistant Professor of French Studies 
Jefferson Hunter, Department of English Language 

and Literature 
Alexandra Keller, Assistant Professor of Art 
Barbara Kellum, Professor of Art 
Richard Millington, Professor of English Language 

and Literature 
Frazer Ward, Assistant Professor of Art 



222 



First-Year Seminars 



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



FYS 112 The Work of Repair 

Human beings appear to spend a great deal of time on 
projects of repair — fixing objects, mending relation- 
ships, repairing the social and political damage left in 
the wake of past events. What do such projects require 
of the mender? What changes take place in the mend- 
ed? 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 criticism and revision; the place of legal 
reparations; the meaning of apology and reconcilia- 
tion; pleasure in Ruins. Enrollment limited to 16 first 
year students. {8} Wl 4 credits 
Elizabeth V. Spelman (Philosophy) 
Offered Fall 2006 

FYS 114 Turning Points 

How have women (and some men) in the Americas 
understood defining moments in life? We will read 
fictional and autobiographical narratives and view 
films and documentaries that seek to understand differ- 
ent kinds of turning points: coming of age, coming out, 
coming to freedom, coming to consciousness. We will 
consider turning points in history (migrations, intern- 
ment, war) as well as personal turning points (falling 
in love, leaving home, resisting oppression) and ask 
how history and memory, the political and the personal 
define each other. We will ask how these stories can 
help us understand and tell stories about turning points 
in our times and lives? Enrollment limited to 16 first- 
year students. Counts toward the major in the study of 
women and gender major. Wl {L} 4 credits 
Marilyn R. Schuster 
Offered Fall 2006 

FYS 119 Performance and Film Criticism 

An introduction to the elements, history and func- 
tions of criticism. How do reviewers form their critical 
responses to theatre and dance performances as well 
as to films? The seminar will explore different 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 reviews 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. {A/L} Wl 4 credits 
Kiki Gounaridou (Ttoeatre) 
Offered Fall 2006 

FYS 124 African-American Folk Culture 

"Who are the folk?" and "What is culture?" This course 
will provide students with an opportunity to discover 
the multiple answers to these questions in the process 
of exploring African-American non-elite cultural ex- 
pressions; through an investigation of folk art, music, 
dance, theatre, literature, humor, material culture and 
religious belief systems, for example. Particular atten- 
tion will be given to the role of folklore in the percep- 
tion and transmission of shared values, beliefs and 
attitudes among Americans of African descent. Students 
will be introduced to the role of ethnographic fieldwork 
and the collection of folklore through an analysis of 
selected publications of anthropologist and literary fig- 
ure Zora Neale Hurston. Through in-depth discussion 
and analysis of assigned readings and the development 
of individual and/or group research projects, students 
will gain a greater understanding of anthropological 
fieldwork and ethnographic writing, the dynamics of 
culture (s) in general, and of African-American non- 
elite cultures in particular. Wl 4 credits 
Adrianne Andrews (Anthropology) 
Offered Fall 2006 

FYS 125 Midwifery in Historical and Cross-Cultural 
Perspective 

While most births worldwide are still attended by mid- 
wives, the midwife in the U.S. today is a rare birth at- 
tendant. 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 
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. The course will also 



First-Year Seminars 



223 



study the varieties of birth experiences in other societies 
from cross-cultural perspectives, with special emphasis 
on health for women in the developing world today 
Because the Pioneer Vallej is an area with particularly 
active groups of professional and direct-entry (lay) mid- 
wives, there will be opportunities to meet and discuss 
these issues with current practitioners. {H/S} Wl 4 credits 
Erika Laquer (History ) 
Offered Fall 2006 



ence fiction writers, directors of documentary films and 
movie producers Wewill also compare differenl kinds 
of science fiction and different kinds of mammals 

ploring the science of fiction and the fiction of science 
Readings will beb) OS Card, CJ CherryhJ Crowley, (i 
Schallar and others. Enrollment limited to In first year 
st i uk nts {N} Wl, Quantitative Skills 4 credits 
Virginia Hayssen (Biological sciences) 
Offered Fall 2006 



FYS 127 Adaptation 

How is something written turned into something 
filmed? What are the inevitable losses and possible 
gains in the process of screen adaptation? How is adap- 
tation a form of interpretation? What are, finally, some 
essential differences between texts and films, reading 
and viewing? We'll examine these questions and oth- 
ers by reading Hemingway short stories, Henry James's 
The Turn of the Screw, James M. Cain's The Postman 
Always Rings Twice, Kazuo Ishiguros The Remains 
of the Day and Susan Orleans The Orchid Ttnef: and 
bv viewing films by Robert Siodmak, Jack Clayton, Tay 
Garnett. Luchino Yisconti, James Ivory and Ismail Mer- 
chant and Spike Jonze. Practice in class discussion, in 
doing online and in-print research, and in giving short 
oral reports; frequent short papers in analysis and criti- 
cism, one of which will include embedded film clips; 
and a final creative project — a detailed proposal for 
adapting a written work chosen by the student. Enroll- 
. ment limited to 16 first-year students. Wl {L/A} 4 credits 
Jefferson Hunter (English) 
Offered Fall 2006 

FYS 129 Rites of Passage 

How does Western literature represent the passage to 
adulthood of young women and young men? What are 
the myths, rituals, images and metaphors associated 
with this passage, and how do historical representa- 
tions intersect with modern lived experience? We will 
read narratives of transition from archaic and classical 
Greece and 20th-century Europe and North America, 
including Homer's Odyssey, [he Homeric Hymn to 
Demeter. the poems of Sappho, and novels by Alain- 
Fournier, Thomas Mann and Willa Cather. Enrollment 
limited to 16 first-year students. {L} Wl 4 credits 
Justina Gregory 
Offered Fall 2006 

FYS 130 Lions: Science and Science Fiction 

This seminar will explore lions from main perspectives. 
We will look at how lions are viewed b\ scientists, sci- 



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. Stu- 
dents in this course will attempt to decipher this history 
by careful examination of field evidence. Class meet- 
ings 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 17. {N} Wl 4 credits 
John Brady 
Offered Fall 2006 

FYS 135 Women of Discovery 

Women have set forth on journeys of exploration across 
the centuries, stepping into the unknown, challenging 
tradition, expanding the world. The story of women's ex- 
ploration is largely unknown. Who were these women? 
What does it feel like to go into the unknown? How did 
they plan their trips, find their way? What dangers did 
they encounter? In this seminar we will survey several 
famous explorations and some not so famous ones. Stu- 
dents will work with historical documents, study naviga- 
tion (including celestial) and develop their ability' to 
make oral and written presentations. Enrollment limited 
to 16 first-year students. Wl, Quantitative Skills 4 credits 
James Johnson ( Exercise and Sport Studies) 
Offered Fall 2006 

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 conception of 
the way cities affect people and William II. White's 
pioneering approach to capturing information about 
the behavior of people in urban spaces will guide our 
exploration of the dynamic processes and relationships 
involving people in cities. Lecture, computing labs. 
field observation and discussion. Enrollment limited 



224 



First-Year Seminars 



to 16. Quantitative Skills 4 credits 
Fletcher Blanchard (Psycho fogy) 
Offered Spring 2007 

FYS 137 Of Minds and Molecules: Philosophical 
Perspectives on Chemistry and Biochemistry 

What is the "shape," "size,"' or "color" of a smell? We 
often use vision as a metaphor when describing our 
perceptions from our other senses, but does this limit 
what we perceive? How do the (often visual) models 
that chemists use, and the metaphors that are associ- 
ated with those models, affect what chemists study? 
For example, what do we mean when we speak of 
molecular "switches" or "brakes?" How do the meta- 
phors and the kinds of languages that chemists use 
differ from those used in the arts? Is chemistry a single 
discipline, sharing a common language? Is it even an 
autonomous discipline at all, or is it reducible to phys- 
ics? We will explore these questions from a philosophi- 
cal perspective, using examples drawn primarily from 
chemistry and biochemistry. The course is designed for 
first-year students who would like to explore current 
conceptual issues that challenge some of the common 
beliefs about science. Enrollment limited to 20 first- 
year students. (E) {N/M) Wl 4 credits 
Nalini Bhushan (Philosophy) and David Bickar 
(Chemistry) 
Offered Fall 2006 

FYS 138 Social Phobia and Fear of Public Speaking 

This course reviews the burgeoning empirical literature 
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 informa- 
tion derived from samples of individuals with clinical 
degrees of social anxiety. We augment our readings 
with quantitative lab assignments that illustrate 
analytical tools used by clinical psychologists. In ad- 
dition, we use class members' oral presentations as 
opportunities to apply the knowledge we gain regarding 
the phenomenology and reduction of public speaking 
anxiety 7 . Enrollment limited to 16 first-year students. 
{S/M} Quantitative Skills 4 credits 
Patricia DiBartolo (Psychology) 
Offered Fall 2006 

FYS 141 Reading, Writing and Placemaking: Landscape 
Studies 

Landscape studies is the interdisciplinary consideration 
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 
landscape history and theory, visits by people who study 
landscape from non-literary angles, and the discovery 
of how landscape works in texts in transforming and 
surprising ways. {L} Wl 4 credits 
Ann Leone (French Studies) 
Offered Fall 2006 

FYS 142 Reen acting the Past: History as Hypothesis 

Reenacting the Past is an interdepartmental, first-year 
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 in 403 B.C."; "Confucianism and 
the Succession Crisis of the Wanli Emperor"; "The Trial 
of Anne Hutchinson"; "Henry Mil and the Reformation 
Parliament"; "Rousseau, 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 
constitute themselves as the Athenian Assembly after 
the Peloponnesian War; assigned roles correspond- 
ing 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 7 , 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 Hutchin- 
son, accused of heresy. Similarly 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 they group's objec- 
tives. Some students take on individual roles, such as 
Thomas More in the "Henry Mil" game, Lafayette in 
the "French Revolution" game, or Mahatma Gandhi 
in the "India" game. Course materials include game 
rules, historical readings, detailed role assignments 
and classic texts (e.g., Plato's Republic, [he Analects of 
Confucius, MochiweWi's The Prince, Rousseau's Social 



First-Year Seminars 



225 



Contrad). Papers are all game- and role-specific; there 

are no exams. {H} Wl 4 credits 

Sections: 

Section V.David Cohen (Mathematics) 

Section 1: Daniel earthier (History) 

Offered Fall 2006 

FYS 145 Eighteen in Two Cultures: Entering Adulthood 
in Japan and America 

This course will examine what it means to be eighteen 
years old in two very different contemporary cultures, 
Japan and the United States. Students will compare the 
transition into adulthood in these countries by examin- 
ing a range of cultural norms and structures, including 
the school, the family, the use of leisure time and the 
habits of material consumption. How does each of 
these cultures prepare youth to become adults in the 
face of rapid change''' What is the same and what is dif- 
ferent'-' Students will journey to Kyoto over January term 
to experience the cultural differences and similarities 
first-hand. Enrollment limited to 15. 
(E) Wl 4 credits 

Rosetta Cohen (Education) and Tom Rohlich (East 
.hiafi Languages and Literatures) 
Offered Fall 2006 

FYS 146 Contemporary Theatre and Film in China 

This First-Year Seminar writing intensive begins with a 
survey of Chinese theatrical traditions within a broad 
historical framework. We explore Chinese theatre tradi- 
tions of popular performance, storytelling, puppetry 
and shadow plays and opera. L'sing texts, media re- 
sources and film, we look at traditional regional forms 
including Yuan and Ming drama, oral traditions and 
storytelling. Beijing opera and its regional variations. 
Our primary focus is on 20th-century stage and film: 
utilizing the dual perspectives of directing and design, 
we will study how some of the critical issues facing the 
Chinese people today are represented on theatre and 
cinema. Enrollment limited to 18. (E) Wl {A} 4 credits 
\a?i Zhang and Ellen Kaplan 
Offered Fall 2006 (Pending) 

FYS 147 Science and Politics of Food, Water and Energy 

A bottle of water sits on the shelf at the supermarket. 
Looking at this bottle, a geologist might wonder about 
the underground aquifer where the water originated. 
A chemist might muse on its chemical composition or 
the process through which petroleum products were 
turned into the plastic used to make the bottle. .And a 
sociologist might ask who benefits from the sale of a 



"produce" that was formerly a public good This inter- 
disciplinary course will examine environmental issues 
from the diverse disciplinary perspectives. Through 
scholarlv articles, field trips, guest lectures, films and 
"real-world" exercises, we will explore how disciplinary 
lenses frame the waj economists, geologists, historians, 
biologists, chemists, engineers and others think about 
food, water and energy. Enrollment limited to 18 stu- 
dents. (E) Wl 4 credits 
Leslie Ymg and Paul Wetzel 
Offered Fall 2006 

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 involving observations, 
hypotheses, tests of hypotheses and finally conclusions. 
Vie 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. Enrollment limited to 
14 first-year students. {L/N} Wl 4 credits 
harry Meinert 
Offered Fall 2006 

FYS 152 The Voice of the Courtesan and Lover 

This is a seminar about opera and writing about opera. 
We will hear and see some celebrated operatic master- 
pieces and read the stories that inspired them. Vie will 
discuss the issues that arise wtien words are adapted 
to notes and discover what others have said about that 
process. Using Jacques Barzun's handbook V/w/Ve c : 
Direct as a guide to good writing, you will compose 
and revise a series of short papers dealing with your 
own reactions to our listening, reading and discussion. 
The musical fare will include Verdi's La Tranata. 
Bizet's Carmen and other works by Berlioz, Wagner 
and Massenet. Texts will include a play by Shakespeare 
{Romeo and Juliet), a no\el by Goethe (Ibe Sorrows 
of Young Wertber), and a short story by Thomas Mann 
(The Blood of the Walsungs). Enrollment limited to 16 
first-year students. Wl {A} 4 credits 
Peter Bloom (Music) 
Offered Fall 200" 



226 



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 origi- 


GER 227 


Topics in German Studies 


nating department or program, shown by the initial 


GER 230 


Topics in German Cinema 


three-letter designation. (See pages 63-65 for the key 






to department/program designations.) 


ITL 252 


Italy "La Dolce Vita" 


For other courses that include literature in translation, 


RUS 126 


Readings in 19th-century Russian 


see the listings in Comparative Literature and Film 




Literature 


Studies. 


RUS 127 


Readings in 20th-century Russian 
Literature 


CLS 190 The Trojan War 


RUS 235 


Dostoevsky 


CLS 227 Classical Mythology 


RUS 237 


The Heroine In Russian Literature from 


CLS 232 Paganism in the Greco-Roman World 




The Primary! Chronicle to Turgenev's On 


CLS 233 Gender and Sexuality in Greco-Roman 




the Eve 


Culture 


RUS 238 


Russian Cinema 


CLS 234 Rites of Passage 


RUS 239 


Major Russian Writers 


CLS 235 Life and Literature in Ancient Rome 






CLS 236 Cleopatra: Histories, Fictions, Fantasies 


POR 280 


Portuguese and Brazilian Voices in 
Translation 



CLT/ENG 202 Western Classics: Homer to Dante (Wl) 
CLT/ENG 203 Western Classics: Chretien de Troyes to 

Tolstoy (W!) 
CLT 275 Israeli Literature in International Context 

EAL 231 The Culture of the Lyric in Traditional 

China 
EAL 232 Modern Chinese Literature 
EAL 236 Modernity: East and West 
EAL 237 Chinese Poetry and the Other 
EAL 240 Japanese Language and Culture 
EAL 241 Literature and Culture in Premodern Japan 
EAL 242 Modern Japanese Literature 
EAL 243 Japanese Poetry in Cultural Context 
EAL 244 Construction of Gender in Modern Japanese 

Women's Writing 
EAL 245 Writing, Japan, and Otherness 
EAL 261 Major Themes in Literature: East-West 

Perspectives 
EAL 360 Seminar: Topics on East Asian Languages 

and Literatures 



227 



French Studies 



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



Professors 

Man Ellen Birkett, Ph.D. 
"'■'-Ann Leone, Ph.D. 
Janie Vanpee, Ph.D. 
* J EglalDoss-Quinby,Ph.D. 
Marline (iantrel, Agregee de l'Universite, Docteuren 

Litterature Franchise, Chair 
Denise Rochat, Ph.D. 

Associate Professors 

§1 '"Jonathan Gosnell, Ph.D. 
§1>§2 Helene Visentin, MA, D.E.A, Docteur de 
L'Universite 



Assistant Professors 

* 2 Dawn Fulton, Ph.D. 
Nicolas Russell, Ph.D. 

Lecturers 

Christiane Metral, Lie. es. L. 

Fabienne Bullot, M.A. Lettres modernes, D.E.A. Arts 

du spectacle 
Anouk Alquier, M.A. 
Martine Benjamin, Ph.D. 
Carolyn Shread, Ph.D. 

Visiting Lecturer from the Ecole Normale Superieure 
in Paris 

Melanie Bost-Fievet, M.A. 



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, multi-media and work in the Center for For- 
eign Languages and Cultures (CFLAC) will supplement 
classroom instruction. 

Students who receive scores of 4 or 5 on the Ad- 
vanced Placement tests in French Language and Litera- 
ture 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 Francaise, 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 com- 
pleting 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 lan- 
guage. Enrollment limited to 20 per section. Priority 
will be given to first-year students. {F} 5 credits 
Anouk Alquier. Fabienne Bullot, Ann Leone 
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 20 
per section. Priority 7 will be given to first-year students. 
{F} 5 credits 

Anouk Alquier. Fabienne Hullo/. Eglal Doss-Qurnby 
Offered each Spring 

120 Intermediate French 

Review of basic grammar and emphasis on oral 
expression through role plays and discussions. Materi- 
als include a film, video clips, poems, articles, songs. 
Prerequisite: two or three years of high school French. 
Students completing the course normally go on to FRN 



228 



French Studies 



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 
Martine Benjamin, Christiane Metral 
Offered each Fall 

220 High Intermediate French 

Comprehensive review of language skills through 
weekly practice in writing and class discussion. Materi- 
als 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 completing the course normally 
go on to FRN 230 or above. Enrollment limited to 25 
per section. {F} 4 credits 

Anouk Alquier, Martine Benjamin, Dawn Fulton 
Offered each Fall 

220 High Intermediate French 

A continuation of FRN 120. 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: FRN 120, or permis- 
sion of the department. Students completing the course 
normally go on to FRN 230 or above. Enrollment lim- 
ited to 25 per section. {F} 4 credits 
Martine Benjamin, Mary Ellen Birkett, Nicolas 
Russell 
Offered each Spring 

221 Conversation 

Discussion of contemporary French and Francophone 
issues, with emphasis on conversational strategies 
and speech acts of everyday life. Activities will include 
role playing and group work. Use of authentic materi- 
als such as songs, newspaper articles, films, cultural 
objects, audio segments and Francophone Web sites. 
Optional course open only to students concurrently 
enrolled in FRN 220. Enrollment limited to 15. Graded 
S/U only. {F}1 credit 
MathildeBielec, Ml 2006 
To be announced, Spring 2007 
Offered each Fall and Spring 

255j Speaking (Like the) French: Conversing, 
Discussing, Debating, Arguing 

A total immersion course in French oral expression. 
Using authentic cultural materials — French films and 
television programs such as round table discussions, 
formal interviews, intellectual exchanges and docu- 



mentary reporting — students will analyze and learn 
how the French converse, argue, persuade, disagree and 
agree with one another. Intensive practice of interactive 
multimedia exercises, role-playing, debating, present- 
ing formal exposes, and correcting and improving 
pronunciation. Prerequisite: one course above FRN 220 
or permission 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 2007 

300 Advanced Grammar and Composition 

Emphasis on some of the more difficult points of gram- 
mar. Weekly compositions; some work in phonetics. 
Discussions and reports based on short texts and films. 
Prerequisite: normally, one course in French at the 250 
level or permission of the instructor. {F} 4 credits 
Nicolas Russell 
Offered Fall 2006 

385 Advanced Studies in Language 

Topic: Global French: The Language of Business and 
International Trade 

An overview of commercial and financial terminology 
against the backdrop of contemporary French business 
culture, using case studies, French television and news- 
papers and the Internet. Emphasis 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 Diplome de Frangais des Affaires, 1st 
degre (DFA1) granted by the Paris Chamber of Com- 
merce and Industry and administered at Smith College. 
Prerequisite: a 300-level French course, a solid founda- 
tion in grammar, and excellent command of everyday 
vocabulary or permission of the instructor. {F} 4 credits 
Eglal Doss-Quinby 
Offered Spring 2007 

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 



French Studies 






from language courses to more advanced courses in 
literature and culture. A student may take onrj one sec- 
tion of FRN 230. Prerequisite: FRN 220, <>r permission 
of the instructor 
Offered each Fail and Spring 
Sections as follows: 

Childhood and Sdf-Discoi vn 
An examination of the representation of childhood and 
its relationship to family, society, memory, creativit) 
and self-discovery. Readtoigsfrom 19th- and 20th-cen- 
tury French and Francophone authors such as Colette. 
Maupassant. Alain-Fournier, Cocteau. Films by direc- 
tors such as Truffaut. Malle and others. {L/F} -i credits 
Melanie Bost-Fieret 
Offered Fall 2006 

I bices of/from the Outskirts 

An examination of "les banlieues, Or French suburbs 

through novels, diaries, popular songs and films from 

the 1980s to the present. (L/F) 4 credits 

Anouk Alquier 

Offered Fall 2006 

Fantasy a>id Madness 

A study of madness and its role in the literary tradition. 
Such authors as Maupassant, Flaubert, Myriam War- 
ner-Yieyra, J.-R Sartre, Marguerite Duras. The imagina- 
tion, its powers and limits in the individual and society. 
{L/F} 4 credits 
Melanie Bost-Fieret 
Offered Fall 2006, Spring 2007 

A Reader's Romance with Paris 
Visions of Paris, both mythical and real, through 
novels, poetry, short stories and popular songs from the 
seventeenth to twentieth centuries. The history, culture 
and quartiers of Paris as portrayed by authors such as 
Hugo. "Zola, Baudelaire, Modiano, Corneille. (E) {L/F} 
4 credits 

Fabienne Ballot 
Offered Spring 2007 

240 French Theatre Workshop 

A workshop for students interested in performing in 
French scenes from various French and Francophone 
plays and/or films. The course will culminate with a 
perfomiance open to the Smith Community. In French. 
Prerequisite: FRN 220 or above. {L/l/F} 2 credits 
Carolyn Shread 
Offered Spring 200" 



244 French Cinema 

Tbpic: French Cinema. Bans on screen 
Few cities have inspired artists more than Paris. In this 
course, we will discuss ways in which, starting with the 
New Wave, French film directors have used the City of 
Light to reflect some of the most significant cultural 
and social changes oi their times. Films b\ Truffaut. 
Godard, Chabrol, Vaida, Sautet. Kohmer. Denis, ' 
andjeunet. Readings in film criticism and film history. 
Papers and weekly screenings required. Cross-listed 
with Film Studies. Prerequiste: FRN 230, or permission 
of the instructor. {L/A/F} 4 credits 
Marline Cantrel 
Offered Fall 2006 

Topic: Cities of Light: ( rhan spaces hi Francophone 
Film 

From Paris to Fort-de-France, Montreal to Dakar, we 
will study how various filmmakers from the franco- 
phone 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 glo- 
balization. Works by Sembene Ousmane. Denys Arcand. 
Mweze Ngangura and Euzhan Palcy. Offered in French. 
Prerequisite: FRN" 230. or permission of the instructor. 
Weekly required screenings. {L/A/F} 4 credits 
Dawn Fulton 
Offered Spring 200"" 

250 Speaking with the French— Cross-Cultural 
Connections 

In this course, students will discuss "Frenchness" 
and "American-ness" in real time with real French 
students from a partner school in Paris. Using a cus- 
tomized online forum, as well as webcam and video- 
conferencing technology, students will exchange their 
views orally and in writing on a variety of issues such 
as cultural attitudes, social values and youth culture. 
Additional material includes films, songs, and related 
readings in primary and secondary sources. Prerequi- 
site: FRN 230 or higher. Counts as preparation for the 
Smith Junior Year .Abroad programs in Paris or Geneva 
only if the student has taken at least one other course 
above FRN 250 (excluding FRN 25Sj) before going 
abroad. Enrollment limited to lb {F} 4 credits 
Christ iaue Metral 
Offered Spring 200" 



230 



French Studies 



251 The French Press on Line 

A study of contemporary French social, economic, 
political and cultural issues through daily readings 
of French magazines and newspapers on line. Prereq- 
uisite: a course above FRN 220 or permission of the 
instructor. {8/F} 4 credits 
Melanie Bost-Fievet 
Offered Spring 2007 

252 French for the Modern World: cinema et culture 

An overview of major contemporary French issues illus- 
trating the ever-present tension between tradition and 
change: France and the European Union; multicultur- 
alism in a multiracial society; the role of women and 
family; the importance of leisure (les loisirs). Films 
such ssL'auberge espagnole, Code inconnu, he gout 
des autres; readings from newspapers, contemporary 
literary texts, magazines and the Web. Prerequisite: one 
course above FRN 220 or permission of the instructor. 
{F} 4 credits 
Martine Benjamin 
Offered Fall 2006, Spring 2007 

253 Medieval and Renaissance France 

An introduction to the main historical, socio-political, 
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 12th 
through 16th centuries, such as Arthurian romance, 
lyric, farce, mock epic and essay, viewed in their cultur- 
al context. Students will acquire a critical framework 
and a vocabulary for discussing and analyzing these 
texts in French. We will also consider manuscript imag- 
es, architecture and modern films. Topics may include: 
chivalry and the courtly code, love in the Western tradi- 
tion, oral culture and the rise of literacy, humanism, 
scientific 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, Fall 2006 
Nicolas Russell, Spring 2007 
Offered Fall 2006, Spring 2007 

254 France Before the Revolution 

Topic: Orienting French Identity 
Over the course of the 17th and 18th centuries France 
forged itself the cultural and political identity that still 
underlies French identity today. We will study how this 



identity was fashioned and represented in literary works 
that focus on the confrontation of the French with the 
Other — foreign political and cultural powers such as 
the Ottoman empire, Hapsburg Spain, ancient Greece, 
and the civilizations discovered in the Americas and 
beyond. Readings from a variety of literary genres from 
authors such as Moliere, Racine, Corneille, Voltaire, 
Frangoise de Graffigny and Diderot. Some film screen- 
ings. Basis of the major. Prerequisite: a course of higher 
level then FRN 220 or permission of the instructor. 
{L/F} 4 credits 
Janie Vanpee 
Offered Fall 2006 

Topic: Drawing upon the Past 
Many of the literary works produced in France during 
the 17th and 18th centuries are "classics" not only 
because they reflect artistic values of French classicism 
but also because painters, composers and directors have 
found them a source of inspiration for their own cre- 
ations. We will read literary genres such as tragicomedy, 
comedy, tragedy, satire and novel and explore modes 
of their representation in other art forms, from the 
Ancien Regime to the present day. Basis for the major. 
Prerequisite: a course of higher level than FRN 220 or 
permission of the instructor. {L/F} 4 credits 
Mary Ellen Birkett 
Offered Spring 2007 

260 Literary Visions 

Topic: 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 litera- 
ture most welcome. Prerequisite: a course above FRN 
220 or permission of the instructor. {L/F} 4 credits 
Melanie Bost-Fievet, Fall 2006 
Martine Gantrel, Spring 2007 
Offered Fall 2006, Spring 2007 

Advanced Literature and 
Culture 

Prerequisite: two courses in literature or culture at the 
200 level or permission of the instructor. 



French Studies 



231 



320 Topics in Medieval/Renaissance Literature 
Topic: Women Writers of the Middle Ages 
\\ hai genres did women practice in the Middle Ages 
and in what wa\ did they transform those genres for 
their own purposes? \\ hat access did women have to 
education and to the works of other writers, male and 
female? To what extent did women writers question the 
traditional gender roles of their society? How did the) 
represent female characters in their works and what 
do their statements about authorship reveal about 
their understanding of themselves ;ls writing women? 
What do we make of anonymous works written in the 
feminine voice? Reading will include the love letters 
of He'loise, the lots and fables of Marie de France, the 
songs of the trobnirit: and women troureres and the 
writings of Christine de Pizan. {L/F} 4 credits 
Eglal Doss-Quinbv 
Offered Fall 2006 

340 Topics in 17th 18th Century Literature 
Tbpic: "Family Values" in the Enlightenment 
Pre-marital sex, adulter); divorce, birth control, 
women's education, women's right to political repre- 
sentation, these controversial issues were at the core of 
debates over woman's changing legal, social, and cul- 
tural status and of her role in the family in eighteenth- 
century France. We will examine woman's changing 
role as represented in the fiction and philosophical 
texts of the French Enlightenment. Readings from 
l'Abbe Prevost, Franchise de Graffigny, Diderot, Rous- 
seau, Isbelle de Charriere, Laclos, Olympe de Gouges. 
the Encyclopedic and some legal documents and 
treatises. {L/F} 4 credits 
Janie Vanpee 
Offered Spring 2007 

360 Topics in Nineteenth/Twentieth Century Literature 

Images of the "Other": Female Domestic Servants m 
French Fiction. 

In this course, we will read works by major French au- 
thors of the 19th and 20th centuries, in which a female 
domestic servant is the main character. What happens 
to a novel or a play when the domestic servant is given 
first place? Which concerns or anxieties does the ser- 
vant character embody or convey to the reader? To what 
extent have such works changed the way women are 
represented in literature and redefined the relationship 
of literature to politics, society and the self? Authors 



such as Lamartine, George Sand, the Goncourts, Flau- 
bert, Zola and Genet. {L/F} 1 credits 
Martine Gantrel 

Offered Spring 2007 

365 Francophone Literature and Culture 
Topic: literature of the Caribbean 
An exploration of the poetics, theory and politics of 
Caribbean writing from \heNegritude movement 
through the elaboration of the notions oiAntillanite 
and Creolite. Works by such authors as Aime' Cesaire, 
Edouard (ilissant, Maryse Conde, Joseph Zobel, Patrick 
( Ihamoiseau, Gisele Pineau. {L/F} 4 credits 
Dawn Fulton 
Offered Fall 2000 



Seminars 



Prerequisite: one course at the 300 level. 

404 Special Studies 

Admission by permission of the department; normally 
for junior and senior majors and for qualified juniors 
and seniors from other departments. 4 credits 
Offered both semesters each year 

FRN 480/SPN 481 The Teaching of French/Spanish 

This course is designed for MAT students, majors and 
advanced students of French or Spanish, and focuses 
on the theoretical and practical aspects of teaching a 
foreign language. The course presents students with 
an overview of current theories of second language 
acquisition and learning, as well as with "contem- 
porary" approaches to foreign language instruction. 
Students will observe and teach different classes; create 
lesson plans and their own materials and evaluate 
those of others; explore their beliefs about teaching 
and language learning. Other topics include the use of 
technology in the classroom (specially the use of CMC), 
foreign cultural literacy, the class as a learning-com- 
munitv and the National Standards. {F} 4 credits 
AnoukAlquier 
Offered Spring 2007 



23: 



French Studies 



Courses Cross-Listed with 
Other Departments and 
Programs 

CLT 272 Women Writing: 20th Century Fiction 

Marilyn Schuster. Spring 2008 

CLT 298 The Picaresque in Fiction and Films 
Janie Vanpee. Fall 2006 

CLT 361 Composing Knowledge in the Renaissance 
Nicolas /toe#, Fall 2006 

Study Abroad in Paris or 
Geneva 

Advisers: Paris: Eglal Doss-Quinby 
Geneva: Christiane Metral 

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 com- 
pleted a minimum of four four-credit courses of college 
French, of which at least one should be taken in the 
spring semester preceding study abroad. Students be- 
ginning French with FRN 101 and 102 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 
255j 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, Ann Leone. Nicolas Russell, 
Janie Vanpee 



Requirements 

Ten four-credit courses at the 230 level or above, in- 
cluding: 

1. The basis for the French studies major: FRN 253, 
254, or an equivalent accepted by the department; 

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 advanced 
level in the senior year. 

Students majoring in French studies must have a 
minimum of five 300-level French courses, including 
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. 
In consultation with the major adviser, a student may 
take up to two. four-credit courses from appropriate of- 
ferings in other departments: the focus of approximate- 
ly two thirds of each course should be on France and/or 
the Francophone world for the course to count toward 
the French major. Only one course counting toward the 
major maybe taken for an S/U grade. Students consid- 
ering graduate school in French studies are encouraged 
to take CLT 300. Contemporary Literary Theory. 



Honors 

Director: Eglal Doss-Quinby 

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 sec- 
ond 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 requirements of the major, the candidate 
will write a thesis over the course of either one or two 
semesters. FRN <t30d or 431 mav substitute for one 



French Studies 1 ] ] 

300-level French course. 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 1 5 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 adviser and 
the director of honors. Prospective entrants are advised 
to begin planning their work well in advance and un- 
dertake preliminary research and reading during the 
second semester of the junior year 



Graduate 



Advisers: Ann Leone, Fall 2006; Man.- Ellen Birkett, 
Spring 2007 

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-vear course; Offered each vear 



234 



Geology 



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



Professors 

* 2 H. Robert Burger, Ph.D. 
H. Allen Curran, Ph.D. 
John B.Brady, Ph.D., Chair 
Robert M. Newton, Ph.D. 

Professor-in-Residence 

Lawrence Meinert. Ph.D. 



Associate Professor 

BosiljkaGlumac, Ph.D. 
• ' Amy Larson Rhodes, Ph.D. 

Lecturer 

MarkE.Brandriss,Ph.D. 

Laboratory Instructor 

Steven Gaurin, M.S., M.Phil. 



Students contemplating a major in geology should 
elect 111, 108, 121 or FYS 134 and see a departmental 
adviser as early as possible. All 100-level courses may be 
taken without prerequisites. 

105 Natural Disasters: Confronting and Coping 

An analysis of earthquakes, tsunami, floods, hurricanes 
and tornadoes, volcanic eruptions, landslides, asteroid 
impacts and wildfires. Topics include the current status 
of predicting disasters, how to minimize their impacts, 
public policy issues, the effect of disasters on the course 
of human history, the record of past great disasters in 
myth and legend, rapid climate change and what the 
future holds. Discussion sections will focus on utilizing 
GIS (geographic information systems) to investigate 
disaster mitigation. {N} 4 credits 
Robert Burger 
Offered Fall 2006, Fall 2008 

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, continental 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 2007 
Bosiljka Glumac, Spring 2008 
Offered Spring 2007, Spring 2008 

108 Oceanography: An Introduction to the Marine 
Environment 

An introduction to the global marine environment, 
with emphasis on seafloor dynamics, submarine to- 
pography and sediments, the nature and circulation 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. Lab sections meet Monday, Tuesday and 
Thursday; only the Thursday lab section is designated 
writing intensive. {N} Wl 4 credits 
Steven Gaurin 
Offered Spring 2007, Spring 2008 

109 The Environment 

An investigation of the earth s environment and its 
interrelationship with people, to evaluate how hu- 
man activity impacts the earth 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 watersheds, water 
supply nonrenewable and renewable energy, air pollu- 



. 



Geology 



235 



tion and global climate change. {N} 4 credits 
Robert Newton, Spring 2007 
Amy Rhodes, Spring 2008 
Offered Spring 2007, Spring 2008 

111 Introduction to Earth Processes and History 

An exploration of the concepts that provide a unifying 
explanation tor 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 extinction in plants and 
animals and the rise of humans. Labs and field trips 
in the local area will examine evidence for ancient 
volcanoes, earthquakes, rivers, ice ages and dinosaur 
habitats. {N} 4 credits 
Mark Brandriss, Fall 2006 
Robert Newton, Fall 2007 
Offered Fall 2006, Fall 2007 



history; Enrollment limited to 20. {N} i credits 
Robert Burger 

Offered Spring 200". Spring 200S 

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 involving obsen ations. 
hypotheses, tests of hypotheses and finally conclusions 
We will read a variety of Sherlock Holmes stories, learn 
to make geological obsen ations. 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 4 credits 
Larry Meinert 
Offered Fall 2006 



FYS 134 Geology in the Field 

('lues to over 500 million years of earth history can be 
found in rocks and sediments near Smith College. Stu- 
dents in this course will attempt to decipher this history 
by careful examination of field evidence. Class meet- 
ings 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 17. {NJWI 4 credits 
John Brady 
Offered Fall 2006, Fall 2008 

150/EVS 150 Modeling Our World: An Introduction to 
Geographic Information Systems 

A geographic information system (GIS) manages loca- 
tion-based (spatial ) information and provides the tools 
to displav and analyze it. GIS provides the capabilities 
to link databases and maps and to overlay, querv and 
visualize those databases in order to analyze and solve 
problems in many diverse fields. This course provides 
an introduction to the fundamental elements of GIS 
and connects course activities to GIS applications in 
landscape architecture, urban and regional planning, 
archeology, flood management, sociology coastal stud- 
ies, environmental health, oceanography economics. 
disaster management, cultural anthropology and art 



221 Mineralogy 

A project-oriented study of minerals and the informa- 
tion they contain about planetary processes. The theory 
and application to mineralogic problems of crystallog- 
raphy, 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 Adiron- 
dack Mountains. Prerequisite: 111, 108, 121 or FYS 
134. (N) 4 credits 
John Brady. Fall 2006 
Mark Brandriss. Fall 200^ 
Offered Fall 2006, Fall 2007 

222 Petrology 

An examination of typical igneous and metamorphic 
rocks in the laboratorv 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 Vermont are an important 
part of the course. Prerequisite: 21 1 . {N} 4 credits 
John Brady. Spring 2007 
Mark Brandriss. Spring 2008 
Offered Spring 200", Spring 2008 

231 Invertebrate Paleontology and Paleoecology 
\stud\ of the major groups of fossil invertebrates 

including their phvlogenetic relationships, paleoecol- 
ogj and their importance tor geologic-biostratigraphic 
problem-solving. Special topics include speciation. 



236 



Geology 



functional adaptations, paleoenvironments, con- 
sideration 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 2006, Fall 2007 

232 Sedimentology 

A project-oriented study of the processes and products of 
sediment formation, transport, deposition and lithifica- 
tion. Modern sediments and depositional 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. T\vo weekend 
field trips. Prerequisite: 111, 108, 121 or FYS 134. {N} 
4 credits 

Bosiljka Glumac 
Offered Fall 2006, Fall 2007 

241 Structural Geology 

The study and interpretation of rock structures, with 
emphasis on the mechanics of deformation, behavior 
of rock materials and methods of analysis. Prerequisite: 
108, 111, 121 or FYS 134 and 232 or 222. {N} 4 credits 
Robert Burger 
Offered Spring 2007, Spring 2008 

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. During 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 2007 



270j Carbonate Systems and Coral Reefs of the 



A field-oriented course to examine the diverse carbon- 
ate 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 establish paleoen- 
vironmental analogues to the modem environments 
and to understand better the processes that modify 
sediments in the transition to the rock record. Students 
will conduct an individual or small group project. Pre- 
requisites: completion of an introductory-level geology 
course and permission of the instructors. Enrollment 
limited to 1 6. {N} 3 credits 
Bosiljka Glumac 
Offered January 2008 

301/EGR 311 Aqueous Geochemistry 

This project-based course examines the geochemical 
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 understand- 
ing principles of pH, alkalinity, equilibrium thermody- 
namics, mineral solubility, soil chemistry, redox reac- 
tions and acid rain and mine drainage. The laboratory 
will emphasize wet-chemistry analytical techniques. 
Participants will prepare regular reports based on 
laboratory analyses, 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 2007 

309/EGR 319 Groundwater Geology 

A study of the occurrence, movement and exploitation 
of water in geologic materials. Topics include well hy- 
draulics, groundwater chemistry, the relationship of ge- 
ology to groundwater occurrence, basin-wide ground- 
water 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 2006, Fall 2008 



Geology 



37 



AST 330 FC30a Seminar: Topics in Astrophysics: 
Asteroids 

334 Carbonate Sedimentology 
A detailed study of the formation, deposition, lithifica- 
tion and diagenesis of carbonate sediments. Topics 
include modem carbonate-producing environments 
and the history of carbonate rocks from the Precam- 
brian to the present. Class meetings will include faculty 
and student presentations and practical work with thin 
sections and hand samples. ( )ne weekend field trip to 
classic carbonate localities in New York State. Prerequi- 
site: 232. Enrollment limited to 14. {N} 4 credits 
Bosiljka Glumac 
Offered Spring 2007 

361 Tectonics and Earth History 

A study of the interactions between global tectonic pro- 
cesses, 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 presentations and discussions about re- 
cent 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 2007 
Bosiljka Glumac, Spring 2008 
Offered Spring 2007, Spring 2008 

400 Advanced Work or Special Problems in Geology 

Admission by permission of the department. Proposals 

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 considered 
equivalent to a 300 level geology course and can be 
used to satisfy the elective advance level course require- 
ment. 

EGR 315 Ecohydrology 

This 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 processes (precipita- 



tion, evapotranspiration, streamflow, etc. I and their 

statistical and mathematical representation, The latter 
portion of the semester includes the st i ul\ oi specific en 
vironments of interest, such as cloud forests, semi-arid 
grasslands and wetland ecosystems. Prerequisites: Mil I 
112 or 11 4. 4 credits. 4 credits 
Andrew Guswa 
Offered Fall 2006 

EGR 340 Mechanics of Granular Media 

An introduction to the mechanical properties of materi- 
als in which the continuum assumption is invalid. 
Topics include classification, hydraulic conductivity, ef- 
fective 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 2007, Spring 2008 

For additional offerings, see Five College Course Offer- 
ings by Five College Faculty. 



The Major 



Advisers: for the class of 2007, Robert Burger; for the 
class of 2008, Bosiljka Glumac; for the class of 2009, 
Amy Rhodes; for the class of 2010, Robert Newton 

Advisers for Study Abroad: John Brady, 2006-07; Robert 
Newton, 2007-08. 

Basis: 1 1 1, or 108, or FYS 134/GEO 121. 

Requirements: Eight semester-courses above the basis 
and including the following: 221, 222, 231, 232, 241, 
251, 36l and one additional course at the advanced 
level. Majors planning for graduate school will need 
introductory courses in other basic sciences and math- 
ematics. Prospective majors 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 depart- 
ment to have a summer field course substitute for the 
requirement of a second advanced-level course. 



238 



Geology 



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, 111, 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- Stu- 
dents contemplating a minor in geology should see a 
departmental adviser as early as possible to develop a 
minor course program. This program must be submit- 
ted to the department for approval no later than the 
beginning of the senior year. 



>: 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. 



Honors 



Directors: Robert Burger, 2006-07; Bosiljka Glumac, 
2007-08 

430d Thesis 

8 credits 

Full-year course; Offered each year 

432d Thesis 

12 credits 

Full-year course; Offered each year 



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 environments and 
utilizes the facilities of the Gerace Research Center on 
San Salvador Island. The Death Valley course focuses 
on the currently active structural and geomorphologic 
processes responsible for Death Valley's present land- 
scape. 

The geology department is a member of the Keck 
Geology Consortium, a group of twelve liberal arts 
colleges funded by the National Science Foundation to 
sponsor cooperative student/faculty summer research 
projects at locations throughout the United States and 
abroad. 



: 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 36l. An honors project (430d or 432d) pur- 
sued during the senior year. Entrance by the beginning 
of the first semester of the senior year. Presentation and 
defense of the thesis. 



!39 



German Studies 



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



Professors 

^Jocelyne Kolb, Ph.D., Chair 

Gertraud Gutzmann, Ph.D. 

51 "Joseph George McVeigh, Ph.D. 

Five College 40th Anniversary Professor 

Barton Byg, Ph.D. (University of Massachusetts) 



Assistant Professor 
JoeiWesterdale.Ph.D. 

Lecturer 

Judith Keyler-Mayer, MA 



Students who enter with previous preparation in Ger- 
man will be assigned to appropriate courses on the 
basis of a placement examination. 

Students who receive a score of 4 or 5 on the Ad- 
vanced Placement test may not apply that credit toward 
the degree if they complete for credit lOOy, lOly, 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, or 222 should consider taking [heZertifikat 
Deutsch examination administered by the Goethe Insti- 
tute and offered each spring on campus. The 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 Gennan. 
Courses in European history and in other literatures are 
also recommended. 



A. German Language 

Credit is not granted for the first semester only of the 
yearlong elementary language courses. 

100y 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 practice, 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 discus- 



sion and short written assignments. Students who suc- 
cessfully complete this yearlong course and take GER 
200 and GER 220 will be eligible for the Junior Year 
Abroad in Hamburg. {F} 8 credits 
Section I: Joel Westerdak 
Section 2: Gertraud Gutzmann 
Full-year course; Offered each year 

101y Elementary German for Engineering and the 
Sciences 

An introduction to spoken and written German that 
incorporates technical vocabulary and expressions 
in conversational practice and grammar instruction. 
Through simple written exercises, as well as practice in 
listening and reading comprehension, students in engi- 
neering and the sciences will develop basic writing and 
conversational skills with practical, social and techni- 
cal applications. The course offers an introduction to 
the culture of German-speaking people and countries. 
Students who successfully complete this yearlong 
course and take GER 200 and GER 220 will be eligible 
for the Junior Year Abroad in Hamburg. {F} 8 credits 
Offered Fall 2007 

115 German for Reading Knowledge 

A one-semester introduction to reading skills designed 
specifically for students who wish to use German sec- 
ondary sources (newspapers, journal articles, books) 
for research purposes. Emphasis is on the acquisition of 
skills to recognize grammatical constructions, idioms 
and vocabulary. Readings ol general interest taken 
from a varietv of fields will be supplemented by materi- 
als related to the majors of course participants. This 



240 



German Studies 



course treats reading comprehension skills only and is 
not designed for students who wish to acquire function- 
al communicative proficiency in German. Open only to 
juniors and seniors who have not taken a college-level 
German course. {F} 4 credits 
Joel Westerdale 
Offered Spring 2007 

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, per- 
mission of the instructor or by placement. {F} 4 credits 
Judith Keyler-Mayer, Jocelyne Mb 
Offered Fall 2006 

220 High Intermediate German 

Introduction and practice of more advanced elements 
of grammar, with an emphasis on expanding vocabu- 
lary. Discussion of topics in modern German culture; 
development of reading skills using unedited literary 
and journalistic texts; weekly writing assignments. 
Students are eligible to take the examination for the 
Zerttfikat Deutsch that is administered at Smith each 
spring by the Goethe Institute. The Zerttfikat Deutsch 
is highly regarded by private and public sector em- 
ployers in all German-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. Pre- 
requisite: 200, permission of the instructor or by place- 
ment. {F} 4 credits 
Judith Keyler-Mayer 
Offered Fall 2006, Spring 2007 

221 Conversation and Composition 

Intensive practice in spoken and written German. 
Weekly assignments in various forms of writing, such 
as the business and personal letter, vita, diary and essay. 
Highly recommended for students wishing to partici- 
pate in the Junior Year Abroad in Hamburg. Prerequi- 
site: 220, permission of the instructor or by placement. 
{F} 4 credits 

Gertraud Gutzmann, Judith Keyler-Mayer 
Offered Fall 2006, Spring 2007 



340 Advanced Composition, Conversation and Style 

A course intended to hone writing skills and perfect 
spoken German. Practice in different types of writ- 
ing (descriptions, narration, formal letters, research 
papers) and sophisticated grammatical structures. 
Exercises include translations, discussions, and reports 
based on literary and journalistic texts, video and film 
{F} 4 credits. 
Offered Fall 2007 

B. German Literature and 
Culture (Taught in 
German) 

222 Topics in German Culture and Civilization 

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, mu- 
sic, and popular culture: Gryphius, Heine, Remarque, 
Brecht, Boll 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} 
4 credits 

Judith Keyler-Mayer 
Offered Fall 2006 

The Culture of Cities: Munich, Berlin and Hamburg 
1871 to the Present 

Munich, Hamburg and Berlin as sites of modem cul- 
ture: the importance of urban spaces, technology and 
modern media for Thomas Mann, Frank Wedekind, 
Gabriele Munter in Munich; Theodor Fontane, Kurt 
TUcholsky, Irmgard Keun in Berlin; Siegfried Lenz, Uwe 
Timm, Brigitte Kronauer in Hamburg. Conducted in 
German. Highly recommended for students wishing 
to participate in the Junior Year Abroad in Hamburg. 
Prerequisite: 221, penuission of the instructor, or by 
placement. {F/L} 4 credits 
Gertraud Gutzmann 
Offered Spring 2007 

351 Advanced Topics in German Studies 

Each topic will focus on a particular literary epoch, 



German Studies 



241 



movement, genre or author from German literary cul- 
ture. All sections taught in German. {L/F} 4 credits 

Isn / // Ironic? Harry/Hemricb/Henri Heine (1797- 
1856) 

One hundred and fiftj years after Heine's death, we will 
study the complexities of his works in verse and prose 
and of his life in Germany and France. We will consider 
Heine's identity as a German poet of Jewish descent who 
is known ;ls a master of iron\ and whose contradictions 
are his most consistent trait; and we will examine his 
reputation inside and outside of Germany, by anti- 
Semites and philo-Semites. radicals and traditionalists. 
Conducted in German. {L/F} 4 credits 
Jocelyne Kolb 
Offered Fall 2006 

Sex, Lies and Coffeehouses: Literature and Culture of 
//></ Jahrundertwende 

This course explores German and Austrian literature 
and culture from the period 1880-1920 with an em- 
phasis on intersecting issues of language, gender and 
sexuality. Readings to include texts by Nietzsche, Freud, 
Wedekind, Schnitzler, Hofmannsthal, Th. Mann, Musil, 
Kafka and Kraus. Conducted in German. {L} 4 credits 
; Joel Westerdale 
Offered Spring 2007 

404 Special Studies 

Arranged in consultation with the department. Admis- 
sion for senior majors by permission of the department. 
4 credits 
; Offered both semesters each vear 

C. Courses in English 

227 Topics in German Studies 

Topic: Fantasies of the New World: German Visions 

of America in Landscape, Painting and Film. To 

I what extent is what we see when we look at American 
landscapes — from public parks and private gardens 

; to the wilderness — a product of the German visual 
imagination? This course will examine a series of 
encounters with nature and their transfonnation into 
the landscape of literature, painting, photography and 
film. We will begin with Humboldt's journey to the 
Americas at the beginning of the 19th century. The 
origins of I'.S. planning and landscape architecture 
will be the next theme, and the influences from Ger- 



main (at times b) wa) of, attunes m competition with, 
British sources). Vlso prominenl for the 19th century's 
view of landscape are the Hudson River School and 
images of North Americans and the American West 
The course will conclude with the 20th century's view 
of landscape in modern ail. photograph) and content 
porarj film. Works by for example, filmmakers Werner 
Herzog. Rainer Simon. Jean-Marie Straub and Daniele 
Huillet, Wim WendeiN: authors Karl Ma\ and l.iselotte 
Welskoph-Henrich, Friedrich llolderlin. Hemrich Heme. 
Goethe. Schiller and the German Romantics; paintings 
by Bierstadt, Cole, Church, Catlin, Remington and 
20th-century successors. Conducted in English. {L/A/H} 
4 credits 

Barton Byg (five College 40th Anniversary 
Professor, UMass) 
Offered Spring 2007 

230 Topics in German Cinema 
Topic: Weimar Film. During the brief period between 
the fall of the Kaiser and the rise of the Nazis, Germany 
was a hotbed of artistic and intellectual innovation, 
giving rise to an internationally celebrated film in- 
dustry. With an eye to industrial, political and cultural 
forces, this course explores the aesthetic experience of 
modernity and modernization through formal, nar- 
rative and stylistic analyses of feature films from the 
"Golden Age" of German cinema. Films by Wiene, 
Lange, Murnau, Pabst, Ruttmann, Starnberg, Sagan, 
Riefenstahl. Conducted in English. {L/H/A} 4 credits 
Joel Westerdale 
Offered Fall 2006 

Cross-Listed Courses 

CLT 214 Literary Anti-Semitism 

How can we tell whether a literary 7 work is anti-Semiti- 
cally coded? What are the religious, social, cultural 
factors that shape imaginings of Jewish ness? How does 
the Holocaust affect the way we look at constructions of 
the Jew today? A selection of seminal theoretical texts; 
examples mostly from literature but also from opera 
and cinema. Shakespeare. Marlow, Cervantes, G.E. 
Lessing, Grimm Brothers. Balzac. Dickens. Wagner, T. 
Mann, V. Harlan: S. Friedlander; M. Gelber. S. Gilman, 
(i. l.angmuir. VII. Verushalmi. {L/H} -+ credits 
Jocelyne Kolb 
Offered Spring 2007 



242 



German Studies 



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 Hamburg; 2) to 
offer a comprehensive introduction to current affairs in 
Germany (political parties, newspapers 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 ter- 
minology and methodology 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 
Manfred Bonus, Rainer Nicolaysen and staff 
Offered Fall 2006 for five 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 opposi- 
tion; the end of the Third Reich. Limited to students 
enrolled in the JYA program. {H/F} 4 credits. 
Rainer Nicolaysen 
Offered Fall 2006 on the Junior Year in Hamburg 

280 Theater in Hamburg: Topics and Trends in 
Contemporary German Theater 

This course offers an introduction to the German the- 
ater system; through concentration on its historical and 
social role, its economics and administration. We will 
study the semiotics of theater and learn the technical 
vocabulary to describe and judge a performance. Plays 
will be by German authors from different periods. The 
JYA program will cover the cost of the tickets. Atten- 
dance at four or five performances is required. Limited 



to students enrolled in the JYA program. {L/A/F} 4 credits 

Jutta Gutzeit 

Offered Fall 2006 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 orienta- 
tion program. Emphasis in class will be on treatment of 
complex grammatical structures as well as dictations, 
grammar and listening comprehension. Students will 
be taught how to compose a term paper (Hausarbeit) 
in the Gemian fashion. In addition, there will be an 
optional weekly phonetics tutorial. {F} 4 credits 
Jutta Gutzeit 

Offered Fall 2006 and Spring 2007 on the Junior 
Year in Hamburg 

310 Studies in Language III 

The objective of this course is to improve written and 
oral skills by building on work done during the ori- 
entation program or the winter semester. Emphasis 
in class will be on treatment of complex grammatical 
structures as well as dictations, grammar and listen- 
ing comprehension. Students taking the course in 
the winter semester will be taught how to compose 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. Pre- 
requisite: 290 or by placement.{F} 4 credits 
Jutta Gutzeit 

Offered Fall 2006, Spring 2007 on the Junior Year 
in Hamburg 

320 Germany 1945-1990: 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 dur- 
ing the Cold War; and the re-unification of Germany. 
Historical analysis: reading of selected literary works; 
screening of films. Prerequisite: 270, or permission of 
the instructor. Limited to students enrolled in the JYA 
program. {L/H/F} 4 credits 
Rainer Nicolaysen 

Offered Spring 2007 on the Junior Year in Ham- 
burg 



German Studies 



24.S 



The Major 



Advisers: for the class of 2007, Gertraud Gutzmann; for 
the class of 2008,Joseph McVeigh; for the class of 2009, 

Jocehne Kolb; for the class of 2010, Judith Ke\ ler-Mayer 

Adviser for Study Abroad: Joce I vne Kolb 

Basis: GER 200 

Requirements: Nine courses above the basis, of which 
at least six (6) must be selected from the following: 
220; 22 1 or 290; 111 ( ma\ be repeated with a different 
topic); 21); 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 CI J courses taught by faculty of 
the German Studies Department. 

GER 270, 280, 290 and 310 may 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 considered equivalent 
to (and upon occasion can be substituted for) required 
courses offered on the Smith campus, subject to the ap- 
proval of the department. Of the courses for the major, 
one must be from the pre- 19th century, one from the 
19th and one from the 20th. The period requirement 
may, with departmental approval, be fulfilled with 
courses outside of the Department of German Studies, 
for example in history, art history, music history, gov- 
ernment, philosophy and the history of science. 

Students are encouraged to take courses outside the 
Department of Gemian Studies, specifically courses in 
comparative literature, art history, music history, his- 
tory, government and philosophy. 



GER 200 

Requirements: Six (6) courses above the basis. 

Up to two English-language courses taught by the Ger- 
man Studies Department 

Four German-language courses above the basis offered 
in the German Studies Department. 

Honors 

Director: Jocelyne Kolb 

430d Thesis 

8 credits 

Full-year course; Offered each year 

Requirements: The same as for the major, with the ad- 
dition of a thesis, to be written over the course of two 
semesters, and an oral examination in the general area 
of the thesis. The topic of specialization should be cho- 
sen in consultation with the director of honors during 
the junior year or at the beginning of the senior year 



The Minor 

Advisers: for the class of 2007, Gertraud Gutzmann; for 
the class of 2008, Joseph McVeigh; for the class of 2009. 
Jocehne Kolb; for the class of 2010, Judith Keyler-Mayer 



244 



Government 



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



Professors 

Susan C. Bourque, Ph.D. 

Steven Martin Goldstein, Ph.D. 

+1 Donna Robinson Divine, Ph.D. 

Martha A. Ackelsberg, Ph.D. (Government and Study of 

Women and Gender) 
fl Donald C.Baumer, Ph.D. 
Dennis Yasutomo, Ph.D. 
Patrick Coby, Ph.D., Chair 
*' Catharine Newbury, Ph.D. 
" 2 Howard Gold, PhD. 

Associate Professors 

** 2 Velma E.Garcia, Ph.D. 
n Gregory White, Ph.D. 
Alice L. Hearst, J.D., Ph.D. 
+1 Gary Lehring, Ph.D. 
Mlada Bukovansky, Ph.D. 
* 2 Marc Lendler, Ph.D. 



Adjunct Associate Professor 

Robert Hauck, Ph.D. 

Assistant Professor 

1 'Jacques Hymans, Ph.D. 

Lecturer 

Jon Western 

Associated Faculty 

Gwendolyn Mink, Ph.D. (Study of Women and Gender) 

Alumna Coordinator, Picker Semester in Washington 

Sally KatzenDykJ.D. 

Mellon Post-Doctoral Fellow 

Mikulas Fabry 

Mendenhall Fellow 

Christina Greer 

Research Associate 

Michael Clancy 



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 instructor 
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 govern- 
ment 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 top- 
ics as justice, power, authority, freedom, equality and 
democracy. T\vo lectures and one discussion. One or 
more discussion sections may be designated as Writing 
Intensive (Wl). {S} 4 credits 

Martha Ackelsberg and members of the department. 
Fall 2006, 

Patrick Coby and members of the department, Fall 
2007 
Offered Fall 2006, Fall 2007 



102 Reenacting the Past 

A departmental version of the historical role-play- 
ing First-Year Seminar by the same name, featuring 
games high in political content and a little more ad- 
vanced — initially "Rousseau, Burke, and Revolution 
in France, 1791" and "Henry VIII and the Reforma- 
tion Parliament." An elective, earning students credit 
toward their Government major, but satisfying none 
of the department's distribution requirements. Open to 
all classes of students, with an enrollment limit of 21. 
{S/H} 4 credits 
Patrick Coby 
Offered Spring 2007, Spring 2008 

190 Empirical Methods in Political Science 

The fundamental problems in summarizing, interpret- 
ing, and analyzing empirical data. Topics include 
research design and measurement, descriptive statistics, 
sampling, significance tests, correlation and regression. 
Special attention will be paid to survey data and to data 



Government 



»4S 



analysis using computer software. {S/M} 4 credits 

Howard Gold 

Offered Spring 2007, Fall 2007 

American Government 

200 is suggested preparation for all other courses in 
this field. 

200 American Government 

A study of the politics and governance in the United 
States. Special emphasis is placed on how the major 
institutions of American government are influenced 
by public opinion and citizen behavior, and how all of 
these forces interact in the determination of govern- 
ment policy. The course will include at least one inter- 
net-based assignment. {8} 4 credits 
Marc Lender, Spring 2007 
Donald ' Baumer, Spring 2008 
Offered Spring 2007, Spring 2008 

201 American Constitutional Interpretation 

The study of Supreme Court decisions, documents, and 
other writings dealing with Constitutional theory and 
interpretation. Special attention is given to understand- 
ing the institutional role of the Supreme Court. Not 
open to first-year students. {S} 4 credits 
Mice Hearst 
Offered Fall 2006, Fall 2007 

202 American Constitutional Law: The Bill of Rights 
and the Fourteenth Amendment 

Fundamental rights of persons and citizens as inter- 
preted by decisions of the Supreme Court, with empha- 
sis on the interpretation of the Bill of Rights and the 
Fourteenth Amendment. {S} 4 credits 
Alice Hearst 
Offered Spring 2007, Spring 2008 

204 Urban Politics 

The growth and development of political communities 
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 pat- 
terns of urban development reflect prevailing societal 
views on relations of race, sex and class; intergovern- 
mental 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 Fall 2007 

205 Colloquium: Law, Family and State 

Explores the Status of the tamiK 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. {8} 4 credits 
Alice Hearst 
Offered Spring 2008 

206 The American Presidency 

An analysis of the executive power in its constitutional 
setting and of the changing character of the executive 
branch. {8} 4 credits 
Marc Lendler 
Offered Spring 2008 

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 sev- 
eral substantive policy areas, to be announced at the 
beginning of the term. {S} 4 credits 
Donald Baumer 
Offered Fall 2007 

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 par- 
ticipation, presidential selection, campaigns, electoral 
behavior, public opinion, parties and Congressional 
elections. Special attention will be paid to the 2000 
presidential election. {8} 4 credits 
Howard Gold 
Offered Fall 2006 

209 Colloquium: Congress and the Legislative Process 

An analysis of the legislative process in the United 
States focused on the contemporary role of Congress 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 policy for the entire country while 
somehow simultaneously representing the diverse and 



246 



Government 



often conflicting interests of citizens from 50 different 
states and 435 separate Congressional districts. Enroll- 
ment limited to 20. {S} 4 credits 
Donald Baumer 
Offered Spring 2008 

214 Colloquium: Free Speech in America 

An examination of the application of the First Amend- 
ment in historical context. Special attention to contem- 
porary speech rights controversies. Limited enrollment. 
{8} 4 credits 
Marc Lender 
Offered Fall 2006 

215 Colloquium: The Clinton Years 

This is a course about the eight years of the Clinton 
presidency. It will cover the elections, policy debates, 
foreign policy, battles with the Republican Congress 
and impeachment. The purpose is to begin the task of 
bringing perspective to those years. Prerequisites: One 
American government course and permission of the 
instructor. Enrollment limited to 20. (E) {S} 4 credits 
Marc Lender 
Offered Spring 2008 

216 Minority Politics 

An examination of political issues facing the minority 
communities of American society. Topics include social 
movements, gender and class issues. {S} 4 credits 
Velma Garcia 
Offered Fall 2007 

217 Colloquium: The Politics of Wealth and Poverty in 
the U.S. 

This course examines changing patterns of wealth and 
income inequality in the U.S. We will explore how these 
inequalities have developed over time and various re- 
sponses to them, both at the level of public policy, and 
at the level of popular activism and/or social mobiliza- 
tions. We'll pay particular attention to the ways gender, 
race, sexuality and ethnic differences interact in the 
structuring of social and political, as well as economic, 
inequalities. Enrollment is limited to 20 students. Pre- 
requisite: Gov 100 or a course in U.S. politics. {S} 
4 credits 

Martha Ackelsberg 
Offered Spring 2007 



304 Seminar in American Government 

Topic: Pathologies of Power 
A comparative examination of McCarthyism, Watergate 
and Iran-Contra. A look at how our political institu- 
tions function under stress. Prerequisite: a 200-level 
course in American government. {S} 4 credits 
MarcLendler 
Offered Spring 2007 

307 Seminar in American Government 

Topic: Latinos and Politics in the U.S. An examination 
of the role of Latinos in society and politics in the U.S. 
Issues to be analyzed include immigration, education, 
electoral politics and gender. {S} 4 credits 
Velma Garcia 
Offered Fall 2006 

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 charac- 
teristics, and the relationship between urban spaces and 
political action. {S} 4 credits 
Martha Ackelsberg 
Offered Spring 2008 

312 Seminar in American Government 

Topic: Political Behavior in the United States. An 
examination of selected topics related to American 
political behavior. Themes include empirical analysis, 
partisanship, voting behavior and turnout, public opin- 
ion and racial attitudes. Student projects will involve 
analysis of survey data. {S} 4 credits 
Howard Gold 
Offered Fall 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 2006, Fall 2007 

412 Semester-in-Washington Research Project 

Open only to members of the Semester-in-Washington 

Program. 8 credits 

Donald Baumer 

Offered Fall 2006, Fall 2007 



Government 



247 



413 Washington Seminar: The Art and Graft of Political 
Science Research 

This seminar is designed to provide students partici- 
pating 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 acquisition and hypothesis 
testing. The seminar's more specific goal is to help 
students understand the process of planning, organiz- 
ing, and writing an analyticaJ political science research 
paper. Enrollment limited to juniors and seniors in the 
Washington Internship Program. {S} 2 credits 
Robert J. P. Hauck 
Offered Fall 2006, Fall 2007 

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 approaches with 
case studies of historic as well as contemporary politi- 
cal 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 political systems. {S} 4 credits 
Velma Garcia 
Offered Fall 2006 

221 European Politics 

This course focuses on the development of European 
democratic institutions in the context of military 7 and 
economic conflict and cooperation. Includes an intro- 
duction to the process of European integration. {S} 
4 credits 
j Mlada Bukovansky 
Offered Fall 2006 Jail 2007 

223 Russian Politics 

After a brief discussion of the origins, evolution and 
collapse of the Soviet system, this course will focus on 
the politics of contemporary Russia. Issues to be ad- 
dressed include constitutional change, electoral behav- 
ior, the role of civil society, and the course of economic 
reform. {S} 4 credits 
Steven Goldstein 
Offered Spring 2007 



224 Islam and Politics in the Middle East 
An analysis of traditional Muslim political societies in 
the Middle Easl ami of the main wa\s m which the) 
were transformed into nation states. Issues addressed 
include nationalism, religious political activism, co- 
lonialism and globalization. Readings will also cover 
such topics as regional conflicts, revolutions ;is well as 
the impact ofthe.se disparate developments on the posi- 
tion of women. {S} 4 credits 
Donna Robinson Divine 
Offered Fall 2007 

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 conti- 
nuity. A wide range of countries and political issues will 
be covered. {S} 4 credits 
Velma Garcia 
Offered Spring 2007 

227 Contemporary African Politics 

This survey course examines the ever-changing 
political and economic landscape of the African con- 
tinent. The course aims to provide students with an 
understanding of the unique historical, economic and 
social variables that shape modern African politics, 
and will introduce students to various theoretical and 
analytical approaches to the study of Africa's political 
development. Central themes will include the ongoing 
processes of nation-building and democratization, the 
constitutional question, the international relations of 
Africa, issues of peace and security, and Africa's political 
economy. Enrollment limited to 35. fS) 4 credits 
Catharine Newbury 
Offered Spring 2007 

228 Government and Politics of Japan 

An introductory survey and analysis of the development 
of postwar Japanese politics. Emphasis on Japanese 
political culture and on formal and informal political 
institutions and processes, including political parties, 
the bureaucracy, interest groups and electoral and 
factional politics. {S} 4 credits 
Dennis Yasutomo 
Offered Fall 2006, Fall 2007 

230 Government and Politics of China 

Treatment of traditional and transitional China, fol- 
lowed by analysis of the political system of the People's 



248 



Government 



Republic of China. Discussion centers on such topics as 
problems of economic and social change, policy for- 
mulation, and patterns of party and state power. {S} 
4 credits 

Steven Goldstein 
Offered Fall 2006. Fall 200" 

321 Seminar in Comparative Government 

Topic: The Rwanda Genocide in Comparative Per- 
spective. In 1994, Rwanda was engulfed by violence 
that caused untold human suffering, left more than 
half a million people dead, and reverberated through- 
out the Central African region. Using a comparative 
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 consequences 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 applicability* 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 Spring 2008 

322 Seminar in Comparative Government 
Topic: Mexican Politics from 1910-Present. An 
in-depth examination of contemporary 7 political and 
social issues in Mexico. The country, once described as 
the "perfect dictatorship." is in the process of undergo- 
ing a series of deep political and economic changes. 
This seminar provides an examination of the historical 
foundations of modem Mexican politics, beginning 
with the Revolution. In addition, it examines a series of 
current challenges, including the transition from one- 
part)" rule, the neo liberal economic experiment and 
NAFTA, border issues, the impact of drug trafficking, 
and rebellion in Chiapas. {S} 4 credits 

Velma Garcia 
Offered Fall 2007 

323 Seminar in Comparative Government and Political 
Theory 

Topic: Warring for Heaven and Earth: Jewish and 
Muslim Political Activism in the Middle East. This 
seminar explores the rise and spread of Jewish and 



Muslim political activism in the Middle East with a 
special focus on those which operate in Egypt. Lebanon. 
Israel, the Palestinian territories, and in Saudi Arabia. 
The particular groups addressed include Gush Emu- 
nim. Kach. Israel's Redemption Movements, Hamas 
Hizbullah, Islamic Jihad in both the Palestinian terri- 
tories and in Egypt and al-Queda. The reading material 
focuses on the conditions giving rise to these various 
activist groups and examines their political objectives. 
The social organization of these movements will also 
be explored particularly with regard to gender and the 
consequences of globalization. {S} 4 credits 
Donna Robinson Divine 
Offered Spring 2008 

International Relations 

24 1 is suggested preparation for all other courses in 
this field. 

241 International Politics 

An introduction to the theoretical and empirical analy- 
sis of states in the international system. Emphasis is 
given to the role of international institutions, the influ- 
ence of the world economy on international relations, 
and the increasing prominence of global issues such 
as the environment, human rights, and humanitarian 
aid. Enrollment limited to "0. {S} 4 credits 
Gregory White. Fall 2006 
Mlada Bukovansky. Spring 2007 
Jacques Hy mans. Fall 2007 
Gregory White, Spring 2008 
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 na- 
tionalist, structuralist and feminist perspectives. The 
course analyzes critical debates in the post-World War II 
period, including the role of the Bretton Woods institu- 
tions (World Bank group and IMF), international trade 
and development, the debt question, poverty and global 
inequality, and the broad question of "globalization." 
Prerequisite: 241 or permission of the instructor. {S} 
4 credits 
Gregory White 
Offered Spring 2007 



Government 






244 Foreign Policy of the United States 

In this course we ask and answer the following ques- 
tions: Just what is "United States foreign policy"? By 
what processes does the I S. define its interests in the 
global arena? What instruments doe's the I S. possess 
to further those interests? Finally, what specific foreign 
policy questions are generating debate today? Prerequi- 
site: 24 1 or |>ennission of the instructor. {S} 4 credits 
Jacques Hymans 
Offered Spring 2008 

246 Perspectives on War 

In this course we analyze war by asking the following 
questions: \\ hat is war? \\ hat causes it to break out, 
escalate and terminate? How is war experienced by 
kings and presidents, military officers, foot soldiers and 
civilians? What are its longer-range political and social 
consequences? And when, if ever, is it justified? Prereq- 
uisite: 24 1 or permission of the instructor. {S} 4 credits 
Jacques Hymans 
Offered Spring 2008 

248 The Arab-Israeli Dispute 

An analysis of the causes of the dispute and of efforts to 
resolve it; an examination of Great Power involvement. 
An historical survey of the influence of Great Power 
rivalry on relationships between Israel and the Arab 
States and between Israelis and Palestinian Arabs. Con- 
sideration of the several Arab-Israeli wars and the ten- 
sions, terrorism, and violence unleashed by the dispute. 
No prerequisites. {S} 4 credits 
Donna Robinson Divine 
Offered Spring 2008 

250 Case Studies in International Relations 

The development and application of theoretical con- 
cepts of international relations; examination of histori- 
cal events and policy decisions; testing theories against 
the realities of state behavior and diplomatic practice. 
In Spring 2007, the course will focus on the growing 
centrality of Asia in international security affairs. In 
particular, we'll focus on security 7 issues raised by Chi- 
na's growing economic and military power, such as the 
status of Taiwan, nuclear negotiations with North Ko- 
rea, China's military ties with Iran, and the geopolitical 
implications of China's growing reliance on imported 
oil. We'll also consider such issues as terrorism, ethnic 
conflict in Central Asia, and the India-Pakistan nuclear 
rivalry. Students will be expected to discuss the policy 



implications oi these issues tor the l nited States and to 
investigate a particular problem in depth. {S} 4 credits 
Michael Klare 
Offered Spring 2007 

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 
{$} 4 credits 
Dennis Yasutomo 
Offered Spring 2007. Spring 2008 

252 International Organizations 

What role do international organizations play in world 
politics, and what role should they play? Do inter- 
national organizations represent humanity's higher 
aspirations, or are they simply tools of the wealthv 
and powerful? This course explores the problems and 
processes of international organizations by drawing on 
theoretical, historical, and contemporary sources and 
perspectives. We focus on three contemporary organiza- 
tions: the United Nations, the World Trade Organization 
and the European Union. Prerequisite: 241 or permis- 
sion of the instructor. {8} 4 credits 
Mlada Bukovanskx 
Offered Fall 2006^ Fall 2007 

254 Colloquium: Politics of the Global Environment 

An introductory survey of the environmental implica- 
tions 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 issues that have emerged since 
the 1950s, including the tragedy of the commons, 
sustainable development, global wanning and envi- 
ronmental security. Special attention is also accorded 
to North-South relations and the politics of indigenous 
peoples. Prerequisite: 241 orpennission of the instruc- 
tor. Enrollment limited to 20. {8} 4 credits 
Gregory White 
Offered Spring 2007 

341 Seminar in International Politics 
Topic: International Perspectives on Contemporary 
Security Issues. This seminar explores the similarities 
and differences between American and foreign under- 
standings of some of the central security challenges 
facing the world today. How do American policvmak- 



250 



Government 



ers conceive of, and try to deal with, security threats 
such as weapons of mass destruction and terrorism? 
How do other policymakers around the world — from 
Western Europe to the South Pacific — approach these 
threats? Is it possible to bridge the gaps between these 
approaches? Prerequisite: GOV 241 or permission of the 
instructor. {S} 4 credits 
Jacques Hymans 
Offered Fall 2007 

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 corruption, and 
analyzes how states and international organizations 
have attempted to combat the problem. {S} 4 credits 
Mlada Bukovansky 
Offered Spring 2007 

344 Seminar on Foreign Policy of the Chinese People's 
Republic 

After examining the historical roots of the foreign 
policy of the People's Republic of China both before 
and after its establishment in 1949, the seminar will 
focus on the process and substance of the nation's con- 
temporary international behavior. {S} 4 credits 
Steven Goldstein 
Offered Spring 2007, Spring 2008 

346 Seminar in International Relations 

Topic: Ethics and International Relations. The pur- 
pose of this seminar is to explore central ethical prob- 
lems in international relations. These problems include 
questions such as: What are a country's obligations to 
foreign states or peoples? Under what circumstances 
may military force be used, and by whom? Are there 
valid exceptions to compliance with international law? 
What should be the role of human rights in interna- 
tional relations? When is external intervention in civil 
wars admissible? Are there any international duties 
toward failed states? Is terrorism always wrong? By what 
means can democracy be spread around the world? 
To what extent are countries responsible for extreme 
poverty or environmental degradation beyond their 
borders? The seminar is divided into two parts. The 
first part introduces major traditions of reflection on 
international ethics. It seeks to articulate their com- 



mon assumptions and claims while not glossing over 
their internal richness and variation in viewpoints. 
The second part then elaborates further on some of the 
most significant contemporary issues in international 
ethics, integrating into the discussion recent prominent 
empirical cases. {S} 4 credits 
Mikulas Fabry 
Offered Fall 2006 

347 Seminar in International Politics and Comparative 
Politics 

Topic: North Africa in the International System. This 
seminar examines the history and political economy 
of Morocco, Tbnisia and Algeria — the Maghreb — fo- 
cusing on the post-independence era. Where relevant, 
Mauritania and Libya will be treated. The seminar sets 
Maghrebi politics in the broader context of its regional 
situation within the Mediterranean (Europe and the 
Middle East), as well as its relationship to sub-Saha- 
ran Africa and North America. Study is devoted to: 1) 
the independence struggle; 2) the colonial legacy; 3) 
contemporary political economy; and 4) post-colonial 
politics and society. Special attention will be devoted 
to the politics of Islam, the "status" of women and 
democratization. {S} 4 credits 
Gregory White 
Offered Spring 2007 

348 Seminar in International Politics 

Topic: Conflict and Cooperation in Asia. The seminar 
will identify 7 and analyze the sources and patterns of 
conflict and cooperation among Asian states and be- 
tween Asian and Western countries in the contemporary 
period. The course will conclude by evaluating pros- 
pects for current efforts to create a new "Asia Pacific 
Community." Permission of the instructor is required. 
{S} 4 credits 
Dennis Yasutomo 
Offered Fall 2006, Fall 2007 

349 Seminar in International Relations and 
Comparative Politics 

Topic: The Political Economy of the Newly Indus- 
trializing Countries of Asia. An examination of the 
post-war development of Hong Kong, South Korea, 
Singapore and Taiwan. {S} 4 credits 
Steven Goldstein 
Offered Fall 2007 



Government 



!51 



352 Seminar in Comparative Government and 
International Relations 

Topic: European Integration. What factors account 
for the character and timing of the process of European 
integration? i low has European integration influenced 
national identities and domestic politics within the 
states of the European Union, and relations between 
the El and other states? Are the institutions of the Eu- 
ropean Union democratic and accountable to all citi- 
zens? 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 2008 

EAS 375 Seminar: Japan-United States Relations 

{S} 4 credits 

Dennis Yasutomo 

Offered Spring 2007, Spring 2008 

Political Theory 

261 Ancient and Medieval Political Theory 

An examination of the classical polis and the Christian 
commonwealth as alternatives to the nation-state 
of the modern world. Topics considered include: the 
moral effects of war and faction, the meaning of jus- 
tice, 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 "Reenacting the Past" seminar, in which case 
the readings will change and some authors will be 
dropped. {S} 4 credits 
Patrick Coby 
Offered Fall 2006, Fall 2007 

262 Early Modern Political Theory, 1500-1800 

A stud\' 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, sover- 
eignty and peace; limitations on power, the general 
will, and liberalism's relation to moral theory, religion 
and economics. Readings from Machiiavelli, Hobbes, 
Locke, Rousseau, Hume and Smith; also novels and 



plays. Depending on the number of students enrolled, 

the cou^e might incorporate the "French Revolution" 
game from the "Reenacting the Pasl seminar, in 

which case the readings will change and some authors 
will be dropped. {8} 4 credits 
Patrick (.ohv 
Offered Spring 2007 

263 Political Theory of the 19th Century 

A study of the major liberal and radical political theo- 
ries of the 19th century, with emphasis on the writings 
of Hegel, Marx, Tocqueville, Mill and Nietsche. Not 
open to first-year students. {S} 4 credits 
GatyLebring 
Offered Fall 2007 

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, industrialization, welfare, for- 
eign policy and liberalism-conservatism. {S} 4 credits 
Patrick Coby 
Offered Spring 2008 

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: partici- 
pation, equality, majority rule vs. minority rights, the 
common good, pluralism, community Readings will 
include selections from liberal, radical, socialist, liber- 
tarian, multiculturalist and feminist political thought. 
Not open to first-year students. {8} 4 credits 
Martha Ackelsberg 
Offered Fall 2006, Spring 2008 

269 Politics of Gender and Sexuality 

An examination of gender and sexuality as subjects 1 >t 
theoretical investigation, historically constructed in 
ways that have made possible various forms of regula- 
tion and scrutiny today. We will focus on the way in 
which traditional views of gender and sexuality still 
resonate with us in the modem world, helping to shape 
legislation and public opinion, creating substantial 
barriers to cultural and political change. {S} 4 credits 
Gary Lining 
Offered Spring 2008 



252 



Government 



364 Seminar in Political Theory 

Topic: Feminist Theory. An examination of feminist 
perspectives on political participation and citizenship. 
Prerequisite: one course in political theory or permis- 
sion of the instructor. {S} 4 credits 
Martha Ackelsberg 
Offered Spring 2007 

366 Seminar in Political Theory 

Topic: The Political Theory of Michel Foucault. This 
course will examine the work of Michel Foucault 
(1926-84), French philosopher, social critic, historian, 
and activist, and generally acknowledged as one of the 
most influential of the thinkers whose work is catego- 
rized as post-structuralist. Foucault's various inquiries 
into the production of knowledge and power have 
formed the paradoxically destabilizing foundation for 
much of the work on the status of the human subject 
in post-modernity. 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 
Tloe History of Sexuality, The Use of Pleasure, and The 
Care of the ^attention will be given to how his 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 permission of the instructor. {S} 4 credits 
GaryLehring 
Offered Spring 2008 

368 Seminar in Political Theory 

Topic: Theorizing Multiculturalism. The last two 
decades have seen the rise of distinct "identity politics" 
movements, centered on the efforts of historically mar- 
ginalized groups to secure recognition and protection 
of their legal and cultural identity. These demands at 
both a national and international level have generated 
significant political conflict. This seminar inquires 
into the politics of cultural recognition and accom- 
modation, looking at how a liberal democracy such 
as the United States might create an inclusive political 
culture. {S} 4 credits 
Alice Hearst 
Offered Fall 2006 



Cross-listed Courses 

SWG 225 Women and the Law 

{S} 4 credits 
Gwendolyn Mink 
Offered Fall 2006 

SWG 317 Seminar: Feminist Legal and Policy Theory 

{H/S} 4 credits 
Gwendolyn Mink 
Offered Fall 2006 

404 Special Studies 

Admission for majors by permission of the department. 

4 credits 

Offered both semesters each year 

408d Special Studies 

Admission for majors by pennission of the department. 

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 Goldstein, Alice 
Hearst, Jacques Hymans, Gary Lehring, Marc Lendler, 
Catherine Newbury, Gregory White, Dennis Yasutomo 

Prelaw Adviser: Alice Hearst 

Graduate School Adviser: Steven Goldstein 

Director of the Jean Picker Semester-in-Washington Pro- 
gram: Donald Baumer 

Basis: 100. 

Requirements: 10 semester courses, including the fol- 
lowing: 

1. 100; 

2. one course at the 200 level in each of the following 
fields: American government, comparative govern- 
ment, 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 



Government 



253 



of the courses taken under (2); they may be in the 
same sub-field of the department, or the) ma) be in 

other sub-fields, 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 encour- 
aged to select 190 as one of their electives. 

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 identified as 
requirements for the major. 



3, Following submission of the final paper, students 

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 identih three courses which she believes 
bear upon the topic of her thesis. The choice of these 
courses should he made with a view to the wider 
concerns of political science 

431 Thesis 

8 credits 

Offered Fall 2006, Fall 2007 

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 sec- 
ond semester. Students must apply for admission to 431 
in the preceding spring semester. 



Honors 

Director: To be announced 

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. January graduates are on a differ- 
ent schedule. 

430d Thesis 

8 credits 

Requirements: 

1. Students in Honors must fulfill the general require- 
ments 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 ver- 
sion by April 1. 



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 sci- 
ences. It provides students with an opportunity to study 
processes by which public policy is made and imple- 
mented at the national level. Students are normally 
resident 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 preceding 
year. F.nrollment is limited to 12 students, and the pro- 
gram 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 government at the 200 
level selected from the following courses: 200. 201 . 
202, 206, 207, 208, 209, 210 and 211. 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. 



2 m Government 

For satisfactory completion of the Semester-in- 
Washington Program. U credits are granted: four 
credits for a seminar in policymaking (411); 2 credits 
for GOV 413. seminar on political science research; and 
eight credits for an independent research 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 7 . 

The program is directed by a member of the Smith 
College faculty, who is responsible for selecting 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 conducted by an adjunct professor resi- 
dent 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 during the fall 
semester. 






History 



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



Professors 

Joachim \Y. Stieber. Ph.D. 

Neal Salisbury, Ph.D. 

Daniel K. Gardner, Ph.D., Chair 

David Newbury, Ph.D. (History and African Studies) 
' Ann Zulawski, Ph.D. (History and Latin American 

Studies) 
Richard Lim. Ph.D. 

Associate Professor 

Emest Benz, Ph.D. 

Assistant Professors 

DarcyBuerkle.Ph.D. 

f| Jennifer Guglielmo. Ph.D. 

Mamie Anderson, Ph.D. 

Five College Assistant Professor of Russian History 

Sergey Glebov. Ph.D. 



Associated Faculty 

Daniel Horowitz. Ph.D. (American Studies and History) 
Helen Lefkowitz Horowitz. Ph.D. (American Studies and 
History) 

Lecturers 

Daniel Brown. Ph.D. 
Babette Faehmel. MA 
Sean Gilsdorf. M.A. 
Peter Gunn. M.Ed. 
Jennifer Hall-Witt, Ph.D. 
Robert Weir. Ph.D. 

Research Associates 

Erika Laquer, Ph.D. 
Marylynn Salmon, Ph.D. 
Revan Schendler, Ph.D. 



History courses at the 100- and 200-level 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 de- 
scription of such a course please see the home depart- 
ment or program listing. 

101 Introduction to Historical Inquiry 

Colloquia with a limited enrollment of 18 and surveys 
with open enrollment, both designed to introduce 
the study of history to students at the beginning level. 
Emphasis on the sources and methods of historical 
analysis. Recommended for all students with an inter- 
est in history and those considering a History major or 
minor. {H} 4 credits 



Topic: Geisha. Wise Mo/hers and Working Women 
Images of Japanese women that are prevalent in the 
West, and to some extent Japan. Focus will be on three 
key figures considered to be definitive representations of 
Japanese women: the geisha, the good wife/wise mother 
and the working woman. Popular treatments including 
novels such as Arthur Golden s Memoirs of a Geisha. 
primary sources including an autobiography written 
by a geisha and scholarly articles. Sorting through 
these images, distinguishing prescription versus reality. 
Enrollment of 15 limited to first-years and sophomores. 
Wl {H} 4 credits 
Mamie Anderson 
Offered Fall 2006, Fall 2007 

Topic: Greek sports at id Roman Games 
The development from Greek competitive sports to 
Roman spectator shows such as chariot races and 
gladiatorial combats. Their organization, performance 
and significance, focusing on the roles of amateurs and 



256 



History 



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. Enrollment limited 
to first-years and sophomores. {H} 4 credits 
Richard Lim 
Offered Fall 2006, Fall 2007 

Topic: Memory and History 
Contemporary debates among European historians, 
artists and citizens over the place of memory in politi- 
cal and social history. The effectiveness of a range of 
representational practices from the historical mono- 
graph to visual culture, as markers of history and as 
creators of meaning. Can it be more dangerous to 
remember history that to forget it? Enrollment limited 
to first-years and sophomores. {H} 4 credits 
Darcy Buerkle 
Offered Fall 2006, Spring 2008 

Topic: Latin America and the United States 
An overview of U.S. policy in Latin America from the 
19th century to the present. Main focus is on Latin 
America; it is intended to be a view from the south. 
From the Monroe Doctrine and Manifest Destiny to 
the Cold War, the drug war and the war against terror- 
ism, how Latin American governments and citizens 
have collaborated with, challenged and resisted U.S. 
hegemony in the hemisphere. Enrollment limited to 
first-years and sophomores. {H} 4 credits 
Ann Zulawski 
Offered Spring 2007 

Topic: Biography in African History 
Fascinating in themselves, biographies also serve as a 
foundation to history. This course looks at biographies 
from Africa, both in print and in film presentations, 
assessing the lives represented as reflections of history 
in practice. Examples from many regions of Africa; 
from precolonial, colonial and more recent periods; 
from women as well as men; and from common people 
as well as leaders. The course stresses writing skills as 
well as careful reading; writing includes short essays on 
the books read and critical reflections on the relation- 
ship of biography and history. Enrollment limited to 15 
students. Wl {H} 4 credits 
David Newbury 
Offered Fall 2007 



Lectures and Colloquia 

Lectures (L) are unrestricted as to size. Colloquia (C) 
are primarily reading and discussion courses limited to 
18. Lectures and colloquia are open to all students un- 
less 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 ex- 
changes between China, India and Rome. The interac- 
tions between these sedentary societies and their no- 
madic 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 2007 

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 clas- 
sical 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 2007 

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 7 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 
multi-ethnic society; unity and diversity in Hellenistic 
Egypt, Syria and Judea; new developments in science 
and religion. {H} 4 credits 
Richard Lim 
Offered Spring 2008 



History 






204 (L) The Roman Republic 

A survey of the developing social, cultural and political 
world of Koine as the city assumed dominance in the 
Mediterranean. Achievements of the Roman stale, ple- 
beians 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 Urn 
Offered Fall 2006 

205 (L) The Roman Empire 

A survey of the history and culture of the Roman Em- 
pire from the principate of Augustus to the rise of Chris- 
tianity in the fourth century. The role of the emperor in 
the Roman world, Rome and its relationship with local 
cities, the maintenance of an imperial system; rich and 
poor, free and slave, Roman and barbarian; the fam- 
ily, law and society: military monarchy: persecution of 
Christians; pagans, Christians, and Jews in late Antiq- 
uity. {H} 4 credits 
Richard Urn 
Offered Spring 2007 

206 (C) Aspects of Ancient History 

Topic: To be Announced. {H} 4 credits 
Richard Lim 
Offered Spring 2008 

Islamic Middle East 

208 (L) The Shaping of the Modern Middle East, 
1789-1956 

A survey of Middle Eastern history from the decline of 
the Ottoman Empire to the end of the era of European 
imperialism. The historical background necessary to 
understand the major movements, figures and ideolo- 
gies of the modem Middle East; the rise and impact of 
European imperialism and fascism; the emergence of 
Arab and Turkish nationalism, the impact of Zionism, 
and the development of new nation-states and ideolo- 
gies after World War I. {H} 4 credits 
Da 1 1 id Brow) i 
Offered Spring 2007 

209 (C) Aspects of Middle Eastern History 

Topic: Islam in the 2 1st Century: Readings in Islam- 
ic Fundamentalism and Liberalism. Thinkers and 
ideas that have shaped the intellectual environment of 
contemporary Islam. The history of the most important 



ideas and trends in contemporary Islamic thought. 
beginning with their roots in the great classics ot the 
Islamic tradition bv Ibn Khaldun, al-Ghazali and Ibn 
Taymiyya Close reading of the most important modem 
Muslim thinkers, including Muhammad Abduh. Mu- 
hammad Iqbal, Sauid Qutb, Ali Shariati. Fazlur Rah- 
man and Mohammed Arkoun. {H} 4 credits 
Daniel Brown 
Offered Fall 2006 

East Asia 

211 (L) The Emergence of China 

Chinese society and civilization from c. 1000 B.C. to 
A.D. 750. 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 structure, roles of 
women and introduction of Buddhism. Open to first- 
year students. {H} 4 credits 
Daniel Gardner 
Offered Fall 2007 

212 (L) China in Transformation, A.D. 750-1900 

Chinese society and civilization from the Tang dynasty 
to the Taiping rebellion. Topics include disappearance 
of the hereditary aristocracy and rise of the scholar-offi- 
cial class, civil service examination system, Neo-Confu- 
cian orthodoxy poetry and the arts. Mongol conquest, 
popular beliefs, women and the family, Manchus in 
China, domestic rebellion and confrontation with the 
West. {H} 4 credits 
Daniel Gardner 
Offered Spring 2007 

214 (C) Aspects of Chinese History 

Topic: Elite Culture in China: The Arts and Letters 
of the Literati. An examination of the artistic, literary, 
philosophical, religious, and scholarly expression of the 
Chinese before the 20th century. fH) 4 credits 
Daniel Gardner 
Offered Spring 2008 

217 (L) World War Two in East Asia: History and 
Memory 

Examination of the factors leading to the war in Asia, 
the nature of the conflict, and the legacy of the war 
for all those involved. Topics include Japan's seizure 
of Korea, the Invasion of China, the bombing of Pearl 
Harbor, the war in the Pacific, the racial dimensions 



258 



History 



of the Japanese empire, the comfort women, biological 
warfare, the dropping of the atomic bombs and the 
complicated relationship between history 7 and memory. 
{H} 4 credits 
Marnie Anderson 
Offered Fall 2006 

220 (C) Japan to 1600 

How individuals of different backgrounds in pre- 
modern Japanese society conceived of themselves and 
their world. Begins in prehistoric times and ends with 
the development of an early modern state in the 17th 
century. Topics include the creation of a centralized 
state, the emperor and the aristocracy, the rise of the 
samurai, rebellion, religion, sexuality and national 
seclusion. {H} 4 credits 
Marnie Anderson 
Offered Spring 2007 

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, Japanese imperial- 
ism and war, cultural transformation and conflict 
within Japanese society. {H} 4 credits 
Marnie Anderson 
Offered Fall 2007 

222 (C) Aspects of Japanese History 

Topic-Japan Since World War II. {H} 4 credits 
Marnie Anderson 
Offered Spring 2008 

223 (L) Women in Japanese History: from Ancient 
Times to the 19th Century 

The dramatic transformation in gender relations is a 
key feature of Japan's premodern history. How Japanese 
women and men have constructed norms of behavior 
in different historical periods, how gender differences 
were institutionalized in social structures and practices, 
and how these norms and institutions changed over 
time. The gendered experiences of women and men 
from different classes from approximately the 7th 
through the 19th centuries. Consonant with current 
developments in gender history, exploration of variables 
such as class, religion and political context which have 
affected women's and men's lives. (E) {H/S} 4 credits 
Marnie Anderson 
Offered Spring 2007, Spring 2008 



EAS 215 Premodern Korea 

Jennifer Jung-Kim 
Offered Spring 2007 

EAS 219 Modern Korea 

Jennifer Jung-Kim 
Offered Fall 2006 

EAS 230 Women of Korea from the Three Kingdoms to 
the Present 

Jennifer Jung-Kim 
Offered Fall 2006 

Europe 

225 (L) The Making of the Medieval World, 800-1350 

From the crowning of Charlemagne in 800 through the 
High Middle Ages to the Black Death in 1348. Topics 
include cathedrals and universities, struggles between 
popes and emperors, pilgrimage and popular religion, 
the Crusades and Crusader kingdoms, heresy and the 
Inquisition, chivalry and Arthurian romance, the ex- 
pansion and consolidation of Europe. {H} 4 credits 
Sean Gilsdorf 
Offered Spring 2007 

227 (G) Aspects of Medieval European History 

Topic: Making Medieval England, 800-1400. The 
English kingdom from its Anglo-Saxon origins to the 
end of the Plantagenet dynasty. How English identity 
was forged out of the collision and collusion of Celtic, 
Germanic, Scandinavian and Norman forces; the cre- 
ation of a centralized monarchy and administration; 
and the emergence of a vernacular culture and policy. 
{H} 4 credits 
Sean Gilsdorf 
Offered Fall 2006 

230 (L) Europe from 1300 to 1530 and the Civilization 
of the Renaissance in Italy 

Society, culture and politics at the end of the Middle 
Ages. Topics include the Black Death, the papacy as an 
institution of government, the challenge to papal au- 
thority by church councils, the Italian Renaissance and 
the early voyages of discovery. {H} 4 credits 
Joachim Stieber 
Offered Spring 2007 



History 






232 (C) Aspects of Late Medieval and Early Modern 
Europe 

Topic: Lordship mid Community in Europe in the 
Liter Middle Ages { I. W 1 500) and the Origins q) 
Constitutional Government in Park Modem limes 
in Europe (1300-1700) and in the British Colonies 
in North America ( 1 620 1800). ( inceptions i i 
lordship, community; the definition of the common 
good, and of consent (including the right of resistance) 
as well as of the appropriate limits of ecclesiastical and 
civil jurisdiction in major clerical and lay authors. The 
impact of religious divisions in the Age of Refonnation 
on political thought and partisanship. The extension 
of European conceptions of government and society- to 
colonial settlements in New Spain (Mexico) and New 
England. {H} 4 credits 
Joachim Stieber 
Offered Spring 2007 

233 (L) A Cultural History of Britain and Its Empire, 
1688-1914 

Re-thinking British history by centrally incorporating 
the British Empire and by employing the methods of 
cultural history. Themes include the changing nature 
of Britain's national and imperial identities; the trans- 
formation of Britain's political, class and commercial 
cultures; the experiences of the colonizers and of those 
who were incorporated into Britain, the United King- 
dom, and the Empire, including those from Scotland, 
Ireland, Africa, the West Indies and India; and the ways 
in which literature, the arts and material culture par- 
ticipated in these phenomena. (E) {L/H} 4 credits 
Jennifer Hall-Witt 
Offered Fall 2006 

238 (L) Gender and Empire 

Traditionally, historians have portrayed the British 
Empire as largely the province of male explorers, mer- 
chants, missionaries, soldiers and bureaucrats. This 
course treats such men as gendered subjects, investigat- 
ing intersections between the empire and masculinity, 
while also surveying women's colonial experiences. 
. Slave societies and cross-cultural encounters through 
: the lens of gender history. The gendered structure of 
( racial ideologies and the imperial features of feminist 
concerns. From the mid- 17th to the early 20th centu- 
ries, with a focus on the 19th century. ( E) {H} 4 credits 
Jennifer Hall-Witt 
Offered Spring 2007 



239 (L) Empire-building in Eurasia, 1552-1914 
The emergence, expansion, and maintenance of the 
Russian Empire, as well as the development of the 
multitude of nations and ethnic groups conquered by 
or included into the Russian empire. The dynamics 
of pan-imperial institutions and processes (imperial 
dynasty, peasantry, nobility, intelligentsia, revolutionary 
movement) and specific developments in the Western 
borderlands (Ukraine, Finland, Poland, the Baltic 
lands), the Caucasus, Central Asia, Siberia, etc. Focus 
on how the multinational Russian empire dealt with 
pressures of modernization (nationalist challenges in 
particular), internal instability and external threats. 
{H} 4 credits 
Sergey Glebov 
Offered Fall 2007 

242 (L) Modern Central Asia 

Historical transformation of Central Asia, including 
the Muslim and Turkic peoples of the fomier Russian 
Empire, as well as Mongolia. Topics include the legacy 
of Chingis Khan's empire in inner Asia, interactions of 
nomadic and sedentary cultures under the Chingisid 
dynasties, Russian imperial rule, Soviet nation-build- 
ing and post-Soviet transformations. Focus on how 
ethnic and social groups — the future Kazakhs, Uzbeks 
and Tatars — responded to the challenges of Islamiza- 
tion and European imperialism, and shaped their soci- 
eties in the course of Eurasian globalization. {H} 
4 credits 
Sergey Glebov 
Offered Spring 2008 

243 (C) Reconstructing Historical Communities 

How much can historians learn about the daily lives of 
the mass of the population in the past? Can a people's 
history 7 recapture the thoughts and deeds of subjects as 
well as rulers? Critical examination of attempts at total 
history from below for selected English and French 
locales. The class recreates families, congregations, 
guilds, and factions in a German town amid the reli- 
gious controversy and political revolution of the 1840s. 
{H/S} 4 credits 
Ernest Benz 
Offered Spring 2008 

247 (L) Aspects of Russian History 

Topic: Affirmative Action Empire. Soviet Experiences 

of Managing Diversity. How the Communist rulers 
of the Soviet I fnion mobilized national identities to 



260 



History 



maintain control over the diverse populations of the 
USSR. World War I and the Revolution of 1917 opened 
a window of opportunities for the nationalities of the 
former Russian Empire. Soviet policies of creating, 
developing, and supporting national identities among 
diverse Soviet ethnic groups in light of collectivization, 
industrialization, expansion of education and Stalin's 
Terror. How World War II and post-war reconstruction 
became formative experiences for today's post-Soviet 
nations. {H/8} 4 credits 
Serge)i Glebov 
Offered Spring 2007 

249 (L) Early Modern Europe 1618-1815 

A survey of the ancien regime. On behalf of the central 
State, war-making absolutists, Enlighienedphilosopbes, 
and patriotic republicans assailed privileges. The 
era culminated in the leveling of European societies 
through the French Revolution and the industrial revo- 
lution. {H} 4 credits 
Ernest Benz 
Offered Fall 2006 

250 (L) Europe in the 19th Century 

1815-1914: a century of fundamental change without 

a general war. The international order established at 

the Congress of Vienna and its challengers: liberalism, 

nationalism, Romanticism, socialism, secularism, 

capitalism and imperialism. {H} 4 credits 

Ernest Benz 

Offered Fall 2006, Fall 2007 

251 (L) Europe in the 20th Century 

Ideological and military 7 rivalries of the contemporary 7 
era. Special attention to the origin, character, and 
outcome of the two World Wars and to the experience of 
Fascism, Nazism and Communism. {H} 4 credits 
Ernest Benz 
Offered Spring 2007, Spring 2008 

252 (L) Women in Modern Europe, 1789-1918 

A survey of European women's experiences from the 
French Revolution through World War I, focusing on 
Western Europe. Women's changing relationships to 
work, family politics, society, and the body, as well as 
shifting conceptions of femininity and masculinity, as 
revealed in treatises, letters, paintings, plays and vari- 
ous secondary sources. {H} 4 credits 
Darcy Buerkle 
Offered Fall 2006, Fall 2007 



253 (L) Women in Contemporary Europe 

A survey of European women's experiences during the 
twentieth century. Topics include the changing mean- 
ings of gender, work, women's relationship to the State, 
motherhood and marriage, shifting population pat- 
terns, and the expression and regulation of sexuality. 
Sources include novels, films, treatises and memoirs. 
{H} 4 credits 
Darcy Buerkle 
Offered Spring 2007, Spring 2008 

254 (C) 19th-century European Thought 

Rethinking individual and community in the wake of 
the French and industrial revolutions. Readings from 
de Maistre, Saint-Simon, Comte, Durkheim, Fourier, 
Goethe, Schopenhauer, Burckhardt, Nietzsche, Marx 
and Mill. Also considered are their views on art. reli- 
gion, science and women. {H/S} 4 credits 
Ernest Benz 
Offered Spring 2007 

255 (C) 20th-century European Thought 

The cultural context of fascism. Readings from Ni- 
etzsche, Sorel, Wilde, Pareto, Marinetti, Mussolini 
and Hitler, as well as studies of psychology, degener- 
ate painting and music. Both politicians and artists 
claimed to be Nietzschean free spirits. Who best under- 
stood his call to ruthless creativity? {H/S/A} 4 credits 
Ernest Benz 
Offered Fall 2007 

284/JUD 284 (L) The Jews of Eastern Europe 

The modern history of the largest Jewish community in 
the world, from life under the tsars until its extermina- 
tion in World War II. The interaction between external 
pressures (anti-Jewish legislation; pogroms; the Bol- 
shevik Revolution) and developments in Jewish social, 
religious, cultural and political history. Topics include 
the competition between ecstatic religious movements 
(Hasidism) and intellectuals of the Jewish enlighten- 
ment; language wars and the emergence of Yiddish and 
Hebrew literature; varieties of political self-assertion 
such as Zionism, Jewish Socialism and Yiddishism; the 
shtetl as virtual homeland; folklore (golems, dybuks, 
shlemiels) and popular culture; political and cultural 
life in the Soviet Union and interwar Poland; the 
destruction of Eastern European Jewry and the role of 
memory in the aftermath of the Holocaust. Open to 
students at all levels. {H} 4 credits 
Justin Cammy Qewish studies) 
Offered Fall 2007 



Historv 



261 



Africa 

257 (L) East Africa in the 19th and 20th Centuries 

A comparative introduction to the peoples oi Tanzania. 
Uganda and Kenya and surrounding areas. Topics 

include: the dynamics ofpre-colonial cultures, ecolo- 
gies and polities: the effects of the Indian Ocean slave 
trade; changing tonus of Imperialism: local forms 
of resistance and accommodation to imperial power; 
nationalist struggles and decolonization: post-colonial 
crises and present challenges. {H/S} 4 credits 
David Newbury 
Offered Fall 200" 

AAS 370 Modern Southern Africa 
Louis Wilson 
Offered Fall 2006 

Latin America 

260 LAS 260 (L) Colonial Latin America, 1492-1825 

The development of Latin American society during the 
period of Spanish and Portuguese rule. Social and cul- 
tural change in Native American societies as a result of 
colonialism. The contributions of Africans, Europeans 
and Native Americans to the new multi-ethnic societies 
that emerged during the three centuries of colonization 
and resistance. The study of sexuality, gender ideolo- 
gies and the experiences of women are integral to the 
course and essential for understanding political power 
and cultural change in colonial Latin America {H} 
4 credits 
Ann Zulawski 
Offered Fall 2006, Fall 2007 

261 LAS 261 (L) National Latin America, 1821 to the 
Present 

A thematic survey of Latin American history in the 19th 
and 20th centuries focusing on the development of 
export economies and the consolidation of the state in 
the 19th century, the growth of political participation 
by the masses after 1900, and the efforts of Latin Ameri- 
cans in the second half of the 20th century to bring 
social justice and democracy to the region. {H} 4 credits 
Ann Zulawski 
Offered Spring 2007 



United States 

265 (L) North America in an Age of Empires and 
Revolutions, 1500-1800 

\n Introduction to the social, political and cultural 

history of the peoples of North America during the eras 

of colonization and the American Revolution. {H} 4 

credits 

Veal Salisbury 

Offered Spring 200". Spring 2008 

266 (L) The Age of the American Civil War 

Origins, course and consequences of the war of 1861- 
65. Major topics include the politics and experience of 
slavery; religion and abolitionism; ideologies of race; 
the role of African Americans in ending slavery; the 
making of Union and Confederate myths; Reconstruc- 
tion; white Americans' final abandonment of the cause 
of the freed people in the 1880s and 1890s. {H} 4 credits 
Robert Weir 
Offered Fall 2006 

267 (L) The United States Since 1877 

The rise of industrial America, consumer culture, radi- 
cal and conservative political movements, immigration 
and diversification of the population, development of 
the social welfare state, the United States as a world 
power, and new modes of cultural expression. {HJ 
4 credits 

Robert Weir. Spring 2007 
Jennifer Guglielmo, Spring 2008 
Offered Spring 2007, Spring 2008 

268 (L) Native American Indians, 1500-Present 

An introduction to the economic, political, and cultural 

history of Native Americans and their relations with 

non-Indians. {H} 4 credits 

Neal Salisbury 

Offered Fall 2006, Fall 2007 

270 (C) Aspects of American History 
Topic: Cross-Culiural Captivity in North America, 
1500-1860. The captivity of Europeans and European 
Americans — especially women — by Native Americans 
has been a persistent theme in mainstream literary and 
popular culture since early colonial times. This course 
will examine several cases of such captivity in histori- 
cal and cross-cultural context as well as some cases 



262 



Histor 



in which Native Americans and other non-Europeans 
figure as captives. Cases of such captivity in historical 
and cross-cultural context as well as cases in which 
Native Americans and other non- Europeans figure as 
captives. Topics include captivity in pre-colonial indig- 
enous societies, the purposes and meanings of captivity 
for captors and captives, the uses of captivity narratives 
as historical evidence, captivity and cultural and ethnic 
identity, captivity and gender, Native-American-Afri- 
can-American relations and the colonial-era slave trade 
in Native Americans. {H} 4 credits 
Ned Salisbury 
Offered Spring 2007, Spring 2008 

273 (L) Contemporary America 

The United States' rise to global power since 1945, the 
Cold War, McCarthyism, the political upheaval of the 
1960s, the politics of scarcity and the reorientation of 
American politics at the end of the 20th century. {H} 
4 credits 

Daniel Horowitz 
Offered Fall 2006 

278 (L) Women in the United States, 1890 to Present 

Women's and gender history in the 20th century with 
particular attention to variations across racial, class, 
generational and sexual boundaries. How have women 
experienced and shaped this period? How have women 
mediated, challenged or redefined gender constructs? 
Understanding the complex relations between authori- 
tative discourse and human agency and experience. 
Students who have taken HST 178 cannot take this 
class for credit. {H} 4 credits 
Babette Faehmel, Spring 2007 
Jennifer Guglielmo, Fall 2007 
Offered Spring 2007, Fall 2007 

279 (L) The Culture of American Cities 

The social, economic, cultural and political processes 
shaping the city from the 18th century to the present. 
The impact of commercial capitalism, industrializa- 
tion, immigration and suburbanization. Particular 
attention to urban space and place, gender, and the cre- 
ation of new cultural forms. Case-studies of New York, 
Chicago and Los Angeles. {H} 4 credits 
Helen Horowitz 
Offered Fall 2006, Fall 2007 



280 (C) Problems of Inquiry 

Topic: Women Writing Resistance. Women's testimony 
as a tool for understanding U.S. history in the 19th 
and 20th centuries. How women have used cultural 
work to unmask power relations in their confrontations 
with colonialism, racism, patriarchy, war and capital- 
ism. Women's writing — speeches, journalism, essays, 
journal entries, etc. — in comparison with other forms 
of creative expression such as visual art, oral history, 
music, folklore and political action. Central focus on 
the production of knowledge and experience to explore 
what constitutes history. {H/L} 4 credits 
Jennifer Guglielmo 
Offered Fall 2007 

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

Paula Giddings 
Offered Fall 2006 

AAS 278 The '60s: A History of Afro-Americans in the 
United States from 1954 to 19F70 

Louis Wilson 
Offered Fall 2006 

AMS 302 Seminar: The Material Culture of New 
England, 1630-1860 

Nan Wolverton 
Offered Spring 2007 

289 (C) Aspects of Women's History 

Topic: The History of Sexuality from the Victorians to 
the Xinsey Report. Sexuality in the West from the early 
1800s to the 1950s. A variety of primary sources, includ- 
ing the writings of evangelicals, freethinkers, doctors, 
social purity reformers, sexologists, literary figures, eu- 
genicists, and pro-natalists, reveal how sexuality came 
to be seen as a central component of both individual 
identity and national strength during this period. By 
examining sources that focus on how the average per- 
son thought about sex, the course goes beyond public 
discourse to the realm of lived experience, at least as 
related in diaries, letters and surveys. {H} 4 credits 
Jennifer Hall-Witt 
Offered Spring 2007 



History 



263 



Seminars 

340 Problems in Russian History 

Topic When Ideas Begin to Kill: Women and Men in 
the Russian Revolutionary Movement. 1825-1917. 
How does political terror become the ultimate means 
for building a just society? From Romanticism to popu- 
lism, socialism, anarchism, and finallv Marxism and 
Bolshevism. {H/S} 4 credits 
Sergey Glebov 
Offered Fall 2006 

350 Modern Europe 

Topic: Historiography 

How do historians do history? How have they done so 
in the past? The development of historical writing in 
the modem period as well as interpretive problems 
and debates in contemporary historiography. Read- 
ings include primary source materials and historical 
monographs. Students will become familiar with major 
historical journals and develop the interpretive skills 
necessary to identify and engage historiographic trends. 
{H} 4 credits 
Dam Buerkle 
Offered Spring 2007 

Topic: The History of Psychoanalysis 
Psychoanalysis as an important moment in the social 
intellectual and cultural history in Europe from the 
late 18th to early 20th centuries. The emerging tradi- 
' tions of psychiatry that predate Freud's work. Topics 
include the origins of psychiatric professionalism, 
mental medicine and degeneration ist theory, psychiatry 
and the beginnings of medical sexology, the rise of 
legal psychiatry, the role of gender in early psychiatry. 
Wide readings in primary 7 texts and selected historical 
monographs. {H/S} 4 credits 
Dairy Buerkle 
Offered Fall 2007 

361 Problems in the History of Spanish America and 
Brazil 

Topic. Public Health and Social Change in Latin 
America. 1850-Present. The relationship between sci- 
entific medicine and state formation in Latin America. 
Topics include Hispanic, Native American and African 
healing traditions and 19th-century politics; medicine 
and liberalism; gender, race and medicine; eugenics 



and Social Darwinism; the Rockefeller Foundation's 
mission in Latin America; medicine under populist and 
revolutionary governments. {H/S} 4 credits 
Ann Zulawski 
Offered Fall 2000 

LAS 301 Topics in Latin American Studies 

Topic: Cuban Society 1898 to the Present. {H/S} 
4 credits 
Ann Zulawski 
Offered Fall 2007 

370 The Age of the American Revolution 

Topic: Social Change and the Birth of the United 
States, 1760-1800. Relationships between the revolu- 
tion, ideology and social changes, with particular at- 
tention to questions of class, race and gender. {H} 
4 credits 
Neal Salisbury 
Offered Fall 2006, Fall 2007 

372 Problems in American History 

4 credits 

Topic: Globalization, Im/migration and Transna- 
tional Cultures in United States History 
Historicizes the phenomenon of globalization by 
investigating the significance of immigrant cultures 
and transnational cultural-political movements to the 
20th-century United States. How have these movements 
challenged narratives of global capitalism as a positive 
process of "'investment," "progress" and '"develop- 
ment"? What are the historical roots to such contempo- 
rary cross-border movements as labor radicalism. Black 
Liberation, feminism and anti-colonialism? How have 
people historically responded to experiences of displace- 
ment and migration by redefining the meanings of 
home and citizenship? How do contemporary diasporic 
and "post-colonial" movements in music, art and 
literature, emerge out of a long history of transnational 
activism? {H} 4 credits 
Jennifer Guglidmo 
Offered Spring 2008 

383 Research in United States Women's History: The 
Sophia Smith Collection 

Topic: American Women in the l l )th and 20th Cen- 
turies. {H} 4 credits 
Helen Horowitz 
Offered Fall 2006, Spring 2008 



264 



History 



390 Teaching History 

A consideration of how the study of history; broadly 
conceived, gets translated into curriculum for middle 
and secondary schools. Addressing a range of topics 
in American history; students develop lesson and unit 
plans using primary and secondary resources, films, 
videos and internet materials. Discussions focus on 
both the historical content and on the pedagogy used 
to teach it. Open to upper-level undergraduates and 
graduate students. Does not count for seminar credit in 
the History 7 major. {H} 4 credits 
Peter Gunn 
Offered Fall 2006 

404 Special Studies 

By permission of the department. 

4 credits 

Offered both semesters each year 



The Major 



Advisers: Mamie Anderson, Ernest Benz, Darcy Buerkle, 
Daniel Gardner, Sergey Glebov, Richard Lim, Neal 
Salisbury, Joachim Stieber, Ann Zulawski 



one course each in three of the following geographic 

regions. 

Africa 

East Asia and Central Asia 

Europe 

Latin America 

Middle East and South Asia 

North America 

Courses both in the field of concentration and 
outside the field of concentration may be used to satisfy 
this requirement. AP credits may not be used to satisfy 
this requirement. 

The S/U grading option is not allowed for courses 
counting toward the major. 

A student may count one (but only one) AP exami- 
nation in history with a grade of 4 or 5 as the equiva- 
lent of a course for 4 credits toward the major. If the 
examination is in American history and the student's 
field of concentration is United States, the course it 
replaces must be in the concentration; otherwise, the 
course it replaces must be one of the additional courses. 
Similarly, if the examination is in European history; the 
student may use it toward the concentration in Europe, 
1650 to the present; otherwise, the course it replaces 
must be one of the additional courses. 



The history major comprises 1 1 semester courses, at 
least six of which shall normally be taken at Smith, 
distributed as follows: 

1 . Field of concentration: five semester courses, at least 
one of which is a Smith history department seminar. 
Two of these may be historically oriented courses at 
the 200-level or above in other disciplines approved 
by the student's adviser 

Fields of concentration: Antiquity; Islamic Middle 
East; East Asia; Europe, 300-1650; Europe, 1650 
to the present; Africa; Latin America; United States; 
Women's History; Comparative Colonialism. 
Note: A student may also design a field of concen- 
tration, which should consist of courses related 
chronologically, geographically, methodologically 
or thematically and must be approved by an adviser. 

2. Additional courses: six courses, of which four must 
be in two fields distinct from the field of concentra- 
tion. Two of these six may be cross-listed courses in 
the history department. 

3. No more than two courses taken at the 100-level 
may count toward the major. 

4. Geographic breadth: among the 1 1 semester courses 
counting towards the major there must be at least 



Study Away 



A student planning to study away from Smith during 
the academic year or during the summer must consult 
with a departmental adviser concerning rules for grant- 
ing credit toward the major or the degree. Students 
must consult with the departmental adviser for study 
away both before and after their participation in Junior 
Year Abroad programs. 

Adviser for Study Away: Joachim Stieber 



The Minor 



Advisers: same as those listed for the major. 

The minor comprises five semester courses. At least 
three of these courses must be related chronologically, 
geographically, methodologically or thematically. At 
least three of the courses will normally be taken at 
Smith. Students should consult their advisers. 

The S/U grading option is not allowed for courses 
counting toward the minor. 



Historv 



265 



Honors 

Director: Darcy Buerkle 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 

Offered Fall semester each year 

The honors program is a one-year program taken dur- 
ing the senior year. Students who plan to enter honors 
should present a thesis project, in consultation with 
an adviser, no later than preregistration week of the 
spring semester of their junior year. Students spending 
the junior year away should submit their proposal to 
the director of honors in the spring semester and must 
apply not later than the second day of classes of the fall 
semester of their senior year. 

The central feature of the history honors program 
is the writing of a senior thesis. Each honors candidate 
defends her thesis at an oral examination in which she 
relates her thesis topic to a broader field of historical 
inquiry, defined with the approval of the director of 
honors. 

The history' honors major comprises 1 1 semester 
courses, at least six of which shall normally be taken at 
Smith, distributed as follows: 



Africa 

East Asia and Central Asia 

Hurope 

Latin America 

Middle East and South Asia 

North America 

bourses in the field of concentration and outside 
the field of concentration may be used to satisfj this 
requirement. AP credits may not be used to satisfy this 
requirement. 



Graduate 



580 Special Problems in Historical Study 
Arranged individually with graduate students. {H} 
4 credits 
Offered both semesters each year 

590 Research and Thesis 

{H} 4 credits 

Offered both semesters each year 

590d Research and Thesis 

{H} 8 credits 

Full-vear course; offered each vear 



1 . Field of concentration: four semester courses, at 
least one of which is a Smith history department 
seminar. Two of these may be historically oriented 
courses at the 200-level or above in other disci- 
plines, approved by the student's adviser. 

2. The thesis counting for two courses (eight credits). 

3. One semester course in ancient history. 

4. Four history courses or seminars (16 credits) in a 
field or fields other than the field of concentration. 
One of these may be a course cross-listed in the His- 
tory department. 

5. No more than two courses taken at the 100-level 
may count toward the major. 

6. Geographic breadth: among the 11 semester courses 
counting towards the major there must be at least 
one course each in three of the following geographic 
regions. 



266 



Program in the History of Science 
and Technology 

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



Advisers 

Lale Aka Burk. Senior Lecturer in Chemistry 
David Dempsey. Museum of Art 
Robert Dorit Associate Professor of Biological Sciences 
Craig Felton. Professor of Art 
Xathanael Fortune. Associate Professor of Physics 
Laura Katz. Associate Professor of Biological Sciences 
: Albert Mosley, Professor of Philosophy 
" : J. Douglas Lane Patey. Professor of English Language 
and Literature 



" : Jeffry Ramsey, Associate Professor of Philosophy. 

Director 
Nicholas Russell. .Assistant Professor of French Studies 
Marjorie Senechal. Professor of Mathematics and of 

History of Science and Technology 
Oregon- Young. Instructor, Science Center Machine 

Shop 

Kennedy Professor in Renaissance Studies 

Andreas Kleinert (2006) 



Smith's Program in the History of Science and Technol- 
ogy is designed to serve all Smith students. Courses in 
the program examine science and technology in their 
historical, cultural and social contexts, and the ways in 
which they have shaped and continue to shape human 
culture (and vice versa). Linking many disciplines and 
cultures, the minor complements majors in the hu- 
manities, social sciences and the natural sciences. 

112 Images and Understanding 

Designed to be an introduction to the study of the his- 
tory of science and technology. Emphasis on the intel- 
lectual, social and cultural contexts of scientific theo- 
ries and instruments, with the intent of showing that 
what counts as "good science" changes over time and 
also that the scientific "objectivity" is assembled, some- 
times legitimately and sometimes not. These themes 
are examined through a study of a history of theories 
and technologies of sight and \ision. e.g. mirrors, per- 
spective drawing, naked-eye observation, microscopes, 
telescopes, etc. {H/N} 4 credits 
Jeffry Ramsey 
Offered Fall 2006 

207 ENG 207 The Technology of Reading and Writing 

An introductory exploration of the physical forms that 
knowledge and communication have taken in the West. 



from ancient oral cultures to modem print-literate 
culture. Our main interest will be in discovering how 
what is said and thought in a culture reflects its avail- 
able kinds of literacy and media of communication. 
Topics to include poetry and memory in oral cultures: 
the invention of writing; the invention of prose; lit- 
erature and science in a script culture; the coming of 
printing; changing concepts of publication, authorship 
and originality: movements toward standardization in 
language; political implications of different kinds and 
levels of literacy. {L} 4 credits 
Douglas Patey 
Offered Spring 200" 

211 Perspectives in the History of Science 

Topic: Renaissance and Revolution in Science. 1350 

tor oo. 

Discussion of the interactions between economic, tech- 
nological and cultural phenomena such as Humanism 
and Renaissance, the new art of printing, the Lutheran 
Reformation and the Enlightenment etc., and out- 
standing achievements in early modem science (e.g. 
the work of Copernicus. Yesalius, Galileo. Kepler and 
Newton). The impact of instruments on culture and 
science will also be addressed. {H/N} 4 credits 
Andreas Kleinert 
Offered Fall 2006 



Program in the History of Science and Technology 






404 Special Studies 

4 credits 

Offered both semesters each year 

Cross-Listed Courses 

ANT 248 Medical Anthropology 

The cultural construction of illness through an exami- 
nation of systems of diagnosis, classification, and ther- 
apy 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 2007 

ARC 211 Introduction to Archaeology 

An introduction to interdisciplinary archaeological 
inquiry. The goals of archaeology; concepts of time 
and space: excavation techniques; ways of ordering 
and studying pottery, skeletal remains, stone and metal 
objects and organic materials. Archaeological 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 Heuck Allen 
Offered Spring 2007 

AST 102 Sky I: Time 

Explore the concept of time, with emphasis on the as- 
tronomical roots of clocks and calendars. Observe and 
measure the cyclical motions of the sun. the moon, 
and the stars and understand phases of the moon, 
lunar and solar eclipses, seasons. Enrollment limited to 
2S per section. {N} 3 credits 
Suzan Edwards, Meg Thacber 
Offered both semesters each year 

EGR 101 Structures and the Built Environment 

This course, designed for a general audience, examines 
the development of large structures (towers, bridges, 
domes) throughout history with emphasis on the 
past 200 years. Following the evolution of ideas and 



materials, it introduces students to the interpretation of 
significant works from scientific, social and symbolic 
perspectives. Examples include the Brooklyn Bridge, the 
Eiffel Tower and the Big Dig. {N} 4 credits 
Andrea (>u 
Offered Fall 2006 

PHI 224 Philosophy and History of Scientific Thought 
Case studies in the history of science are used to exam- 
ine philosophical issues as they arise in scientific prac- 
tice. Topics include the relative importance of theories, 
models and experiments; realism; explanation; confir- 
mation of theories and hypotheses; causes: and the role 
of values in science. {H} 4 credits 
Jeffry Ramsey 
Offered Spring 21 107 

PHI 209/PSY 209 Philosophy and History of Psychology 

The course will examine how the child learns her first 
language. What are the central problems in the learn- 
ing of word meanings and grammars? Evidence and 
arguments will be drawn from linguistics, psychology 
and philosophy", and cross-linguistic data as well as 
English. Prerequisite: either PSY 111. PSY 233. PHI 100. 
or PHI 236, or permission of the instructor. {N} 4 credits 
Peter de I Wers 
Offered Fall 2006. Fall 2007 



The Minor 



Requirements: Two courses in the natural or math- 
ematical sciences and two courses in history, chosen in 
consultation with the student's minor ad\iser. and two 
courses in (or cross-listed in) the history of science and 
technology program. Normally one of the history of 
science and technology courses will be Special Studies. 
404a or 404b. but another course may be substituted 
with the approval of the adviser, work at the Smithson- 
ian Institution in the Picker Program counts as one 
course toward the minor. Students considering a minor 
in the history of the science and technology are urged 
to consult with their advisers as early as possible. 



268 



International Relations 



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



Advisers 

Steven Martin Goldstein. Professor of Government 
Elizabeth Erickson Hopkins, Professor of Anthropology 
Elliot Fratkin, Professor of Anthropology 
* 2 Gregory White, Associate Professor of Government 
'• Mahnaz Mahdavi. Professor of Economics 



Mlada Bukovansky, Associate Professor of Government, 

Director 
Robert A. Eskildsen, Assistant Professor of History 
1 Jacques Hymans, Assistant Professor of Government 



The international relations minor offers an opportunity 
for students to pursue an interest in international af- 
fairs as a complement to their majors. The program 
provides an interdisciplinary* course of study designed 
to enhance the understanding of the complex interna- 
tional processes — political, economic, social, cultural 
and environmental — that are increasingly important 
to all nations. 

In keeping with the interdisciplinary* nature of the 
minor, beyond completion of GOV 241, students may 
take no more than two courses in any one department 
to count toward the minor. 



ECO 2 1 1 Economic Development 

ECO 213 The World Food System 

GEO 109 The Environment 

GOV 233 Problems in Political Development 

GOV 246 Perspectives on War 

GOV 252 International Organizations 

GOV 254 Politics of the Global Environment 

GOV 341 Seminar in International Politics: 

International Perspectives on 

Contemporary Security Issues 

2. One course in international economics or finance: 



Requirements: SLx semester courses including GOV 2-i 1 . 
plus one course from each of the following five groups: 

1. One course in global institutions or problems, such 
as international law or organizations, economic 
development, arms control and disarmament, the 
origins of war, resource and environmental issues, 
or world food problems. .Among courses at Smith 
would be the following: 



ECO 209 Comparative Economic Systems 

ECO 296 International Finance 

GOV 242 International Political Economy 

3. One course in contemporary American foreign 
policy: 

GOV 244 Foreign Policy of the United States 
HST 273 Contemporary .America 



ANT 232 Third World Politics: Anthropological 

Perspectives 
ANT 241 Anthropology of Development 
ANT 243 Indigenous Traditions and Ecology 
ANT 340 Seminar: Postcolonial Politics: 

Identity. Power and Conflict in the 

Developing World 
ANT 341 Seminar: End Time: Sacred Power in 

Global Politics 



4. One course in modem European history or govern- 
ment with an international emphasis: 

GOV 221 European Politics 

GOV 352 Seminar in Comparative Government and 

International Relations: European 

Integration 
HST 239 Russia and Its Cultural Frontiers 
HST 245 The Middle Ages and the Renaissance 

in European Thought. 1750-1870 



International Relations 



269 



HST 247 Aspects of Russian History 
HST 2S0 Europe in the 19th Century 
HST 251 Europe in the 20th Century 

5. One course on the economy, politics, or society of 
a region other than the United States and Europe: 



Africa 

ANT 232 
ECO 311 



Third World Politics: 

Anthropological Perspectives 

Seminar: Topics in Economic 

Development: Topic: Economic 

Development in East Asia 
GOV 224 Islam and Politics in the Middle East 
GOV 227 Contemporary African Politics 
GOV 232 Women and Politics in Africa 
GOV 345 Seminar in International Politics: 

South Africa in the Globalized Context 
GOV 346 Seminar in International Relations: 

Regionalism and the International System 
GOV 3^7 Seminar in International Politics and 

Comparative Politics: Algeria in the 

International System 

Asia 

GOV 228 Government and Politics of Japan 
GOV 230 Government and Politics of China 
GOV 344 Seminar on Foreign Policy of 

the Chinese People's Republic: 

The Cross-Strait Controversy: 

Taiwan, the United States and the 

People's Republic of China 
GOV 348 Seminar in International Politics: 

Conflict and Cooperation in Asia 
GOV 349 Seminar in International Relations and 

Comparative Politics: 

The Political Economy of the Newly 

Industrializing Countries of Asia 
HST 212 China in Transformation A.D. 700-1900 
HST 218 Thought and Art in China: Confucian and 

Taoist 

Thought and Art 
HST 22 1 The Rise of Modern Japan 
HST 222 Aspects of Japanese History 
REL 260 Buddhist Thought 



REL 275 Religious History of India (Ancient & 

Classical) 
REL 276 Religious History of India (Medieval 

& Modern) 

Middle East 

GOV 224 Islam and Politics in the Middle East 

GOV 229 Government and Politics of Israel 

GOV 248 The Arab-Israeli Dispute 

HST 208 The Shaping of the Modern 

Middle East 

HST 209 Aspects of Middle Eastern History 

REL 245 The Islamic Tradition 

Latin America 

ANT 237 Native South Americans: Conquest 

and Resistance 
ECO 318 Seminar: Latin American 

Economics 
GOV 226 Latin American Political Systems 
GOV 322 Seminar in Comparative Government: 

Mexican Politics from 1910 to the Present 
HST 26l National Latin America, 1821 to the 

Present 
HST 263 Continuity and Change in Spanish 

America and Brazil 

At the discretion of the adviser, equivalent courses may 
be substituted. 



270 



Interterm Courses Offered for Credit 



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



EAL 115 Kyoto Then and Now (2 credits) 

ESS 175 Applied Exercise Science (2 credits) 
ESS 945 Physical Conditioning (1 credit) 

FRN 255 Speaking (Like The) French: Conversing, 
Discussing, Debating, Arguing (4 credits) 

GEO 223 Geology of Hawaiian Volcanoes 

(1 credit) 
GEO 270 Carbonate Systems and Coral Reefs of the 

Bahamas (3 credits) January 2008 

GRK 101 Readings in the Greek New Testament 
(1 credit) 

IDP 100 Critical Reading and Discussion 
(1 credit) 

Sectioned course 

Margaret Bruzelius, Course Director 

IDP 108 Intellectual Inquiry (1 credit) 

MTH/QSK 103 Math Skills Studio (2 credits) 

MUS 905 Five College Opera Production ( 1 credit) 

PHI 253 Indo-Tibetan Buddhist Philosophy and 
Hermeneutics (3 credits) 

SPN 218j Speaking Spanish in Context (4 credits) 



A schedule of important dates and information ap- 
plicable to January Interterm courses is issued by the 
registrar's office prior to registration in the fall. 



271 



Italian Language and Literature 



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



Professors Senior Lecturer 

Alfonso Procaccini, Ph.D. Vittoria Offredi Poletto, MA 

Giovanna Bellesia, Ph.D., Chair 

Lecturers 
Associate Professor §2 Serena Grattarola, MA 

Anna Botta, Ph.D. ( Italian and Comparative Literature) Rosetta Caponetto. MA 

Maria Succi-Hempstead, MA 
Assistant Professor 
i] : Federica Anichini, Ph.D. Assistant 

Costanza Menchi, Laurea 



Students planning to major in Italian and/or intending 
to spend their Junior Year in Italy should start studying 
Italian in their first semester in order to meet all re- 
quirements. ITL 1 10)', the Accelerated Beginning Ital- 
ian course, carries 10 credits and meets for the full year. 
No credits will be assigned for one semester only. 

All students going to Florence for their Junior Year 
Abroad must take ITL 250 and a writing workshop in 
the spring of their sophomore year. Those students who 
decide belatedly to begin their study of Italian in the 
second semester, must take ITL 1 1 1 in the spring. 

Students who did not take Italian in their first year 
and wish to apply to the JYA program in Florence must 
successfully complete an intensive summer program 
approved by the Italian department in the summer 
before their sophomore year. 



A. Language 



Credit is not granted for the first semester only of our 
Introductory language course ITL 1 lOy. No satisfac- 
tory •/unsatisfactory grades allowed in Italian language 
Courses. 

110y Elementary Italian 

One-year course that covers the basics of Italian lan- 
guage and culture and allows students to enroll in ITL 



220, ITL 230 and ITL 231 (in exceptional cases) the 
following year. Open only to first-year students. Sopho- 
mores, juniors and seniors can register in September if 
classes are not filled by first-year students. Three class 
meetings per week plus required weekly multimedia 
work and a discussion session. Enrollment limited to 
18 per section. Students entering in the spring need 
permission of the department and must take a place- 
ment exam. Students must stay in the same section all 
year. {F} 10 credits 
Members of the department 
Full-year course; offered each year 

111 Accelerated Elementary Italian I 

One-semester course designed for students who might 
have missed the opportunity to take our highly recom- 
mended yearlong ITL 1 lOy course. It will cover the ma- 
terial of ITL 110) r in one semester. Three class meetings 
per week plus required weekly multimediawork and a 
discussion session. Preference is given to all first-year 
students planning to go to Italy for their Junior Year. 
Enrollment limited to 18 per section. Students should 
enroll in ITL 220 (or ITL 230 in exceptional cases) the 
following semester. 5 credits 
Members of the department 
Offered each Spring 



272 



Italian Language and Literature 



220 Intermediate Italian 

Comprehensive review through practice in writing and 
conversation. Discussion, compositions and oral reports 
based on Italian literary texts and cultural material. 
Weekly conversation meetings and multimedia work 
required. Prerequisite: ITL HOy or ITL 111 or permis- 
sion of the department. {F} 4 credits 
Members of the department 
Offered Fall 2006 

230 High Intermediate Italian 

Readings of contemporary literary' texts. Review of 
grammar, regular practice to improve oral and written 
expression. Open by permission only. Prerequisite: ITL 
1 lOy with permission of the department or placement 
exam. {F} 4 credits 
Members of the department 
Offered each Fall 

231 Advanced Italian 

A continuation of 220 or 230, with emphasis on refin- 
ing linguistic expression. Speaking and writing are 
strongly emphasized. Prerequisite: 220, 230 or HOy 
with permission of the department. {F} 4 credits 
Members of the department 
Offered Fall 2006 

233 Advanced Writing Workshop 

Prerequisite for students applying for Junior Year 
Abroad in Florence. Development of writing skills 
with emphasis on research paper writing. It includes 
a general grammar review as an integral part of the 
process of composition. Prerequisite: ITL 220, 230, 231 
or permission of the Department. Enrollment limited to 
10. {F} 2 credits 
Members of the department 
Offered Spring 2007 

235 Advanced Conversation 

Practice in conversation, using a variety of materials 
including newspaper articles, films, television broad- 
casts and web sites. This course is designed to develop 
oral proficiency 7 . There is no written work. All exams 
will be oral. Prerequisite: ITL 220 or 230 or 231 or 
placement exam to assure correct language level has 
been reached. {F} 2 credits 
Members of the department 
Offered Spring 2007 



B. Literature 



The prerequisite for ITL 250 is ITL 220 or ITL 230 or 
ITL 231. 

The prerequisite for 300-level courses conducted in 
Italian is fluency in written and spoken Italian, and 
permission of the instructor. There is no prerequisite for 
ITL 342 because it is conducted in English. 

250 Survey of Italian Literature I 

Prerequisite for students applying for Junior Year 
Abroad in Florence. Reading of outstanding works and 
consideration of their cultural and social backgrounds 
from the Middle Ages to the Renaissance. Prerequisite: 
ITL 220, and/or 230, and/or 231 or permission of the 
instructor. {L/F} 4 credits 
Members of the department 
Offered each Spring 

251 Survey of Italian Literature II 

A continuation of ITL 250, concentrating on represen- 
tative literary works from the High Renaissance to the 
Modern period. Normally to be taken during Junior 
Year in Florence. Maybe taken in Northampton as a 
Special Studies with the permission of the chair of the 
department. Prerequisite: ITL 250 or permission of the 
chair. 

252 ITALY: "La Dolce Vita" 

We will look at Italy's rich cultural history, thus exam- 
ine its illustrious artistic tradition as well as some of the 
reasons why Italy has achieved over the centuries the 
recognition and the mystique of cultivating a philoso- 
phy of living best expressed by the title of Fellini's clas- 
sic film, La dolce vita. The class will follow a lecture/ 
discussion format: invited Smith faculty members from 
other departments will join the class to share her/his 
passion and specialized knowledge of Italian culture. 
Required work includes weekly readings, oral presenta- 
tion in class and regular film viewings. Knowledge of 
Italian is recommended but not required. Conducted in 
English. {L} 4 credits. 
Alfonso Procaccini 
Offered each Faff 

332 Dante: Divina Commedia— Inferno 

Detailed study of Dante's Inferno in the context of his 



Italian Language and Literature 



273 



other works. Conducted in Italian. {L/F} 4 credits 
Alfonso Procaccmi, Fall 2006 
Offered each year 

333 Dante: Divina Commedia—Purgatorio and 
Paradiso 

Detailed stuck of Dante's Purgotorio and Paradiso in 

the context of his other works. Conducted in Italian. 

{L/F} 4 credits 

. \lfonso Procaccmi, Spring 2007 

Offered each year 

341 Italian Seminar for Sight Location in Italian 
Cinema 

For students currently enrolled in ITL 342 wishing 
to view and discuss the films in Italian and read film 
criticism written in Italian. Readings in Italian of such 
directors as Gianni Amelio, Federico Fellini, Michel- 
angelo Antonioni, Pier Paolo Pasolini and film critics 
such as Aristarco, Brunetta, Rondolino, Zagarrio. Op- 
tional one-credit course. Graded S/I only. {L/F} 1 credit 
Anna Botta 
Offered Spring 2007 

342 Sight Location in Italian Cinema 
Examining Italian cinema from neorealism to today, 
this course will investigate how major directors have 
responded to the changing cultural, political and 
economic context in Italy over the last fifty years. In 
particular, we will focus on the determining role that 
five different vantage points (realism, the journey, the 
unconscious, the other, metacinema) have played 

in constructing Italian screen images, noting how 
characters, stories and viewers are framed from these 
locations. Directors include Amelio, Antonioni, Fellini, 
Ferrario, Bertolucci, Ozpetek, Pasolini, Pontecorvo, 
Moretti, Soldini, Yisconti. Conducted in English. Films 
with English subtitles. An extra class week (see discus- 
sion session) will be conducted in Italian for students 
in Italian. {L/A} 4 credits 
Anna Botta 
Offered Spring 2007 

343 Modern Italian Literature 

Topic: The Romance of Dust (Lapolvere racconta). 

Ever since Gods biblical malediction to Man, "Dust 
you are and to dust you shall return," dust has been 
metaphorically connected in Western art and literature 
to the restless passage of time, to waste, corruption and 
death. In modem and postmodern times, however, 



beginning with Marcel Duchampswork "Elevagede 
poussiere," dust has gone beyond the temporal symbol- 
ism and assumed spatial meaning. No longer simprj 
me wearing out of matter, dust has come to connote 

indetemiinacy chaos, entropy and the trace ol a pos 
sible reality which is invisible, yet perceivable (the 
subatomic, the virtual, the potential). Dust has also 
taken front stage in media representations of the two 

major historic events marking the passage between the 
20 th and the 2D' centuries, the fall of the Berlin Wall 
and the fall of the TWin Towers. How do modem and 
postmodern writers, artists and filmmakers represent 
dust? How do they rehabilitate its active and creative 
role in our imagination (pixels, Stardust, photographic 
grains)? How has dust become even more threatening 
today (terrorist explosions, toxic waste?) After a brief 
historical excursus (the Bible, Homer, Lucretius, Leon- 
ardo, Baschenis, Leopardi), we will read fictional works 
by contemporary Italian authors (Calvino, Celati, Loi, 
Masino, Montale, Tabucchi) and analyze films (Anto- 
nioni, Ferrario) together with theoretical texts (Barthes, 
Belpoliti, Douglas, Grazioli, Krauss, Rougemont). Lim- 
ited enrollment, permission of the instructor required. 
Conducted in Italian. 4 credits 
Anna Botta 
Offered Fall 2006 

344 Senior Seminar: Italian Women Writers 

Topic: Women in Italian Society: yesterday, today 
and tomorrow. This course provides an in-depth 
look at the changing role of women in Italian society. 
Authors studied include Sibilla Aleramo, Elsa Morante, 
Natalia Ginzburg and Dacia Maraini. A portion of the 
course is dedicated to the new multicultural and mul- 
tiethnic Italian reality with a selection of texts written 
during the last ten to fifteen years by contemporary 
women immigrants. Limited enrollment, permission of 
the instructor required. Conducted in Italian. {L} 
4 credits 

Giovanna Bellesia 
Offered Spring 200 7 

Cross-listed Courses 

CLT 299 Europe on the Move: Recent Narratives of 
Immigration 
Anna Botta 
Offered Fall 2006 



274 



Italian Language and Literature 



CLT 305 Studies in the Novel: The Postmodern Novel: 
Open Encyclopedias 

Anna Botta 
Offered Spring 2007 

400 Special Studies 

For qualified juniors and seniors. Admission by permis- 
sion of the instructor. 
1 to 4 credits 
Offered both semesters each year 

404 Special Studies 

By permission of the chair, for senior majors. 

4 credits 

Members of the department 

Offered both semesters each year 

408d Special Studies 

By permission of the chair, for senior majors. 

8 credits 

Full-year course; Offered each year 

The Major in Italian 
Language and Literature 

Advisers: Federica Anichini, Giovanna Bellesia, Anna 
Botta, Alfonso Procaccini 

Advisers for Study Abroad: Federica Anichini, Giovanna 
Bellesia, Anna Botta, Serena Grattarola and Alfonso 
Procaccini 

Basis: ITL HOyorlTL 111, ITL 220 or ITL 230 (or per- 
mission of the department). 

Requirements: the basis, ten semester courses. 

The following courses are compulsory for majors at- 
tending the JYA in Florence: 
Sophmore year — Spring : ITL 250 (and a new writing 
course, pending approval). 
JYA— Fall: Survey 2 
JYA— Spring: ITL 235 

The following courses are compulsory for majors not 
attending the JYA in Florence: 250, 231, 251 

All majors in Italian language and literature must 
attend ITL 332 and 333 (2 semesters) and a senior 



seminar in Italian during their senior year. 

The rest of the courses can be chosen among the 
following: 334, 338, 340, 342, 343, 344, 346, 404, 408d, 
430d, CLT 305, CLT 355. (All written work in the CLT 
courses and in the courses taught in English must be 
done in Italian to be accepted for the Italian major). 

Courses taken during the Junior Year Abroad in Flor- 
ence will be numbered differently and will be consid- 
ered as equivalent to those offered on the Smith cam- 
pus, subject to the discretion of the department. 

Majors in Italian language and literature are required 
to take ITL 332 and 333 (2 semesters) and at least one 
advanced literary seminar in Italian during their senior 
year. 

Students considering graduate school in Italian Lan- 
guage and Literature are encouraged to take CLT 300. 



The Major in Italian Studies 

Advisers: Federica Anichini, Giovanna Bellesia, Anna 
Botta, Serena Grattarola and Alfonso Procaccini 



Basis: ITL HOyorlTL 111, ITL 220 or ITL 230. 

Italian studies majors are expected to achieve compe- 
tence in both written and spoken Italian. Participation 
in the Junior Year Abroad in Florence is not required 
but it is strongly recommended. 

Requirements: The basis plus additional ten semester 
courses which include: 

ITL 231 or 235 (offered only in Florence) 
ITL 250 

Three (non-language) courses taken in the Italian 
Department on campus or during the JYA in Florence. 
Courses in Florence must be approved by the chair of 
the Italian Department to count towards the major in 
Italian Studies. All courses taught by Italian faculty 
members outside the Italian Department will also ful- 
fill the requirement (for instance CLT 305 or CLT 355) 
when all written work is done in Italian. Independent 
Studies and Honor Theses may count as part of this 
category. 



Italian Language and Literatim 



275 



Three courses in other Smith departments/programs 
or at the University of Florence. These courses will be 
chosen in accordance with the interests of the student 
and with the approval of the Italian department ad\ iser. 

Relevant departments include but are not limited 
to: American Studies. Archeology, Art History, Com- 
parative Literature, Classics, Education, Film Studies, 
Government, History, History of Science, International 
Relations. Linguistics, Music. Philosophy, Religion. 
Sociology. 

One senior literature seminar (all work done in Ital- 
ian ). In special cases, ITL 340 (Theory and Practice of 
Translation), can be taken instead of the senior litera- 
ture seminar (department permission required). 

One semester of ITL 332 or 333 (Dante). All work must 
be done in Italian. Students should normally enroll in 
the first semester (ITL 332) unless there is a scheduling 
conflict. 



The Minor 



Advisers: Federica Anichini, Giovanna Bellesia, Anna 
Botta, Serena Grattarola and Alfonso Procaccini 

A minor in Italian offers the student the opportunity 
to acquire the basic skills and a reasonable knowledge 
of the Italian language as well as an overview of the 
history of Italian literature and culture. Furthermore, it 
offers the possibility for students returning from study 
abroad to continue with Italian on a limited program. 
If, a student does not wish to major in Italian, a minor 
would grant her the opportunity of official recognition 
for the courses taken. 

Basis: ITL 1 lOd. ITL 220 or ITL 230, or permission of 
the department. 

Required: six semester courses including the following: 
23 land 250. Choice of two from two different periods 
including: 251, 332y, 334, 338, 340, 342, 343, 344, 346, 
404. At least one 300 level course must be taken during 
senior vear. 



Honors 

Director: Alfonso Procaccini 

430d Thesis 

8 credits 

Full-year course; Offered each year 



Graduate 



Advisers: Giovanna Bellesia, Anna Botta, Alfonso 
Procaccini 

An excellent knowledge of both written and spoken Ital- 
ian is a prerequisite for the Program. Candidates spend 
their first year in Florence, enrolled at the University of 
Florence and at the Smith Center. Required minimum 
of 32 credits. The thesis is written during the second 
year, on campus, under the direction of a member of 
the department. 

550d Research and Thesis 

8 credits 

Full-year course; Offered each year 



Courses taken during the Junior Year Abroad in Flor- 
ence will be numbered differently and will be consid- 
ered as equivalent to those offered on the Smith cam- 
pus, subject to the discretion of the department. 



276 



Jewish Studies 



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



fl Justin Cammy, Ph.D., Assistant Professor of Jewish 

Studies 
Yehudit Heller, M.Ed., Lecturer in Jewish Studies 

Five College 40th Anniversary Professor 

Ilan Stavans, Ph.D. (Amherst) 

Jewish Studies Advisory Committee 

Ernest Benz, Associate Professor of History, Director, 
Fall 2006 



Silvia Berger, Lecturer in Spanish and Portuguese 
Darcy Buerkle, Assistant Professor of History 
n Justin Cammy, Assistant Professor of Jewish Studies 
Lois Dubin, Associate Professor of Religion 
'Joel Kaminsky, Associate Professor of Religion, 

Director, Spring 2007 
Ellen W. Kaplan, Professor of Theatre 
Jocelyne Kolb, Professor of German Studies 



The Program in Jewish Studies fosters the interdisci- 
plinary 7 study of Jewish civilization from ancient times 
until today. Students take courses in the program, as 
well as offerings from other departments in Jewish 
literature, history, politics, religion and culture. 

The program highly recommends the study of 
Hebrew. Students who wish to pursue advanced work in 
Jewish studies should begin Hebrew as soon as possible. 
JUD lOOy or equivalent is required before beginning a 
semester of study in Israel. 

Basis 

187 The Jewish Tradition 

The development of Jews and Judaism from antiquity 
through the rabbinic, medieval and modem periods. 
Close readings of classic texts (bible, talmud, midrash, 
mystical works, folklore, Hasidic stories), historical 
documents, memoirs, and more recent examples of 
modern Jewish literature and contemporary thought. 
The relationship between Jews as "People of the Book" 
and lived experience, with a particular focus on dy- 
namics of religious and cultural reinvention. Journey 
to great centers of Jewish life through the ages, includ- 
ing ancient Israel, medieval Babylon, the Sephardic 
Golden Age in Spain, Europe during Enlightenment 
and contemporary America and Israel. Appropriate 
for any student seeking a survey of major Jewish texts, 



ideas and historical developments over time. {H/L} 4 

credits 

Joel Kaminsky, Spring 2007 

Justin Cammy, Spring 2008 

Offered Spring 2007, Spring 2008 

Language 

100y Elementary Modern Hebrew 

A yearlong introduction to modem Hebrew Emphasis 
on developing skills necessary for fluent reading, speak- 
ing and writing. Vocabulary and grammar are en- 
hanced through cultural exploration of Israeli poetry, 
film and music from the Top 40. Enrollment limited to 
20. {F} 8 credits 
Yehudit Heller 
Full year course; Offered 2006-07 

Additional opportunities for the study of modem He- 
brew, Biblical Hebrew and/or Yiddish may be available 
through special studies at Smith, within the Five-Col- 
lege consortium, or through summer study. Please 
consult an adviser. 

Classical Texts 

REL 210 Introduction to the Bible 1 

Joel Kaminsky 
Offered Fall 2007 



Jewish Studies 



277 



REL 211 Wisdom Literature and Other Books from the 
Writings 
Joel Kaminsky 
Offered Spring 2007 

REL 222 Sages, Strangers and Women: An Introduction 
to Rabbinic Literature 

An exploration of rabbinic culture and texts that 
shaped Judaism tor centimes to come. Rabbinic modes 
of grappling with Biblical law. and issues of gender and 
ethnicity, through the lives and thought of key figures, 
and as expressed in the major genres of rabbinic litera- 
ture — Mishnah, Tosefta. Midrash. the Babylonian and 
Jerusalem Talmuds. {H/L} 4 credits 
Micbal Bar-Asber Siegal 
Offered Fall 20(H) 

History and Religious Thought 

283 The Spanish Inquisition and Sephardic Jewry 

The role mat the Holy Office of the Inquisition played 
in Spain and the Americas persecuting and prosecut- 
ing so-called "Judaizers," from the inception of the 
institution in 1478 until its demise in 1834. Particular 
attention to Jewish victims in autos-da-fe in the Iberian 
Peninsula before and after the Edict of Expulsion in 
1492, and in Mexico and Peru in the colonial period, 
and to the way the institution shaped Sephardic civi- 
lization as a whole over the last five hundred years. 
Topics include "limpiezade sangre" and "honradez," 
the testimony of other victims (political dissidents, 
sexual deviators. etc. ). and the multiple echoes of the 
Inquisition on Jewish and Hispanic life today. Considers 
historical documents and testimonies, as well as novels, 
poems, theater and movies. Open to students at all 
levels. (E) {H/L} 4 credits 
Ban Stavans (Five College 40tb Anniversary 
Professor. Amherst) 
Offered Fall 2006 

284/HST 284 The Jews of Eastern Europe 
The modem history of the largest Jewish community in 
the world, from life under the tsars until its extermina- 
tion in World War II. The interaction between external 
pressures (anti-Jewish legislation; pogroms; the Bol- 
shevik Revolution) and developments in Jewish social, 
religious, cultural and political history. Topics include 
the competition between ecstatic religious movements 
(Hasidism) and intellectuals of the Jewish enlighten- 



ment; language wars and the emergence of Yiddish and 
Hebrew literature; varieties of political self-assertion 
such as Zionism. Jewish Socialism and Yiddishism; the 
sbtetl as virtual homeland; folklore (golems, cfybuks, 
sblemielsj and popular culture; political and cultural 
life in the Soviet 1 iiion and interwar Poland; the 
destruction of Eastern European Jewry and the role of 
memory in the aftennath of the Holocaust. Open to 
students at all levels. {H} 4 credits 
Justin (,am my 
Offered Fall 2<)<r 

REL 110 The Holy Land 
Suleiman Mourad 
Offered Fall 2006 

REL 220 Jews and Judaism in the Ancient World 

A survey of Jewish religion and society* in ancient Pal- 
estine and the Diaspora, from late biblical times and 
the Second Temple in Jerusalem (4th century BCH I b i 
the early rabbinic era (2nd century CE). Jewish interac- 
tions with Hellenism and Roman imperial domination 
through the age of Jewish sectarianism (Pharisees, Sad- 
ducees, Essenes), the rise of Christianity, the destruction 
of the Second Temple, and the beginnings of rabbinic 
Judaism. Examination of historical narratives and 
central ideas in major texts from the period — Pseude- 
pigrapha, Apocrypha, Dead Sea Scrolls, Josephus. Philo. 
New Testament. Gnostic writings and Mishnah — in 
order to capture the core beliefs and institutions of post- 
biblical Judaism. {H} 4 credits 
Micbal Bar-Asher Siegal 
Offered Fall 2006 

REL 227 Judaism, Feminism, Women's Spirituality 
Lois Dubin 
Offered Spring 200' 

Literature and the Arts 

JUD 258/ENG 230 The Jewish Writer in America 
The Jewish literary engagement with America, from 
the ways immigrant writers in the first decades of the 
20th centurv expanded the linguistic, geographic and 
cultural borders of American literature to the influence 
of native-born authors and critics in shaping the post- 
war literary scene. Topics include the myth of America 
and its discontents; Yiddish New York and the New York 
intellectuals; negotiating anti-Semitism in the.Vnglo- 
American literary tradition; ethnic comedy and satire; 



'- - 

.- - 
- 

- 

±ers {HI 
01 214 literary 



GB 351 tart It 



.,„ -^ " ;- -.*-- 



GOV 24« The Arab-brad 

Offered Spr.:. 2 



GOV 323 Warring for Heaven aad Earth: Jewish and 
PotitieaJ Artivisai in the Middle East 



Offered Spnr... i 



Special Studies 



Offered both semesters each vear 



The Minor 



SffMSLifc 

Lsrael Studies 



! 



-.1 Studies 

pa 

275 Israeli Literature in international Context 

] 

■ 

^ntekct- 

iist 

du/jud. 

- 

r 

Studv Awav 

J&lgSWT.' -.ild 



Landscape Studies 



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



" '■ Ann Leone. Professor oi Fn 

Nina Antonem, Assistant! ss scape Studies 

Jeffrey Blankenship, Lecturer in Lan s 

Associated Faculty 
Carl John Burk. Professor oi Bi 
ss 
Literature 
" : Andrew Guswa, Assistant Pr ss ana ring 



iAraerican 



and Director of tfi 
s 
iture 



LSS 100 Issues in Landscape Studies 

Through readings, discussions 

by Smith faculty and guests, we will examine the his- 

tory and influences out of which lands 

emerging. We will look .it the relationship 

field with literan and cultural studies, .in. .in his 

landscape architecture, history, bio'.. . ron- 

mental sciences. What is landscape studies w \ 

it come from wh\ is it importa 

to. for instance, landscape painting and city plan 

How does it link political and aesth( I 

dents maj takethiscours credits only. 

(E)fll/5^ 2 credits 

. 
Offered Spring 2007 

LSS 105 Introduction to Landscape Studies 
This introductory course will be a chronological .uid 
thematic exploration oi the issues that define th 
ing held oi landscape studies topics will range from 
aneient to contemporary, scientific to artistie. cultural 
to political, theoretical to practical We will consider 
corporate, domestic, industrial, post-industrial, tourist. 
landfill and agricultural landscajvs y\ :] {H S A} 
4 credits 

Offered tail 2006 



LSS 200 Socialized Landscapes: Private Squalor and 
Public Affluence 

... 

cult, alcons ctstofos 
ground scours 

s - 
s 

s s 

arks s»s 

malls, hiking 

s 
s 
might bi s s s 

colloquium will ha 

student wi 
SS i 
Enrollment lira {H S A ; . 

Offered Spring 2007 

LSS 210 Suburbia: The Middle Landscape 
5 cours qplore s 
s 
the 19th-century town-planning 

oons such 
communities as Von Sunlight 
S 
Man land, a 



Landscape Studies 



ture, politics, economics and regional planning will 
highlight some of the contradictions that plague the 
conception, development, and future of suburbia, most 
notably transportation/isolation, homogeneity/inclu- 
sion, safety/security, historicism/utopianism, biophilia/ 
biophobia, conformity/comfort and capitalism/pastoral 
aesthetic. Prerequisite: LSS 105 or permission of the in- 
structor. Enrollment limited to 20. (E) {H/S/A} 4 credits 
Nina Antonetti 
Offered Fall 2006 

LSS 250/ARS 281 Studio: Landscape and Narrative 

This hands-on studio will ask students to consider the 
landscape a location of evolving cultural and ecologi- 
cal patterns, processes and histories. Beginning with 
readings and discussions, students will work through a 
series of projects (research, interpretive, documentary, 
as well as proposal-based), that encourage an engage- 
ment with the landscape, prodding us to critically con- 
sider the environment as a socially and culturally con- 
structed space/place as well as a manageable resource. 
We will work in a variety of media including drawing, 
writing, photography, and digital image manipulation. 
Prerequisites: two LSS courses or an equivalent ac- 
cepted by the program or permission of the instructor. 
Enrollment limited to 12. (E) {A/S} 4 credits 
Jeffrey Blankenshp 
Offered Fall 2006 

LSS 255 Studio: Art and Ecology 

Environmental designers are in the unique and chal- 
lenging position of bridging the science of ecology and 
the art of placemaking. This studio will emphasize 
the dual necessity for solutions to ecological problems 
that are artfully designed and artistic expressions that 
reveal ecological processes. Beginning with readings, 
precedent studies and in-depth site analysis, students 
will design a series of projects that explore the potential 
for melding art and ecology. The course is limited to 12 
students. Prerequisite: two LSS courses or an equivalent 
accepted by the program or permission of the instruc- 
tor. LSS 255 can substitute for ARS 285 in the studio art 
major. Enrollment limited to 12. (E) {A} 4 credits 
Jeffrey Blankenshp 
Offered Spring 2007 

LSS 300 Rethinking Landscape 

This upper-level course on landscape theory will ex- 
plore myriad issues in the field — including territory, 
expansion, sexuality 7 , disjunction, fantasy, dwelling, 



memory, nationalism — in the context of critical 
approaches such as modernism, deconstruction, 
structuralism, poststructuralism, phenomenology and 
feminism. Priority given to seniors, then juniors. Pre- 
requisite: two of the following: LSS 100, LSS 105, LSS 
200, LSS 210 or permission of the instructor. {H/S/A} 
(E) 4 credits 
Nina Antonetti 
Offered Spring 2007 

Cross Listed Courses 

ARS 283 Introduction to Architecture: Site and Space 

The primary goal of this studio is to engage in the 
architectural design process as a mode of discovery and 
investigation. Design does not require innate spontane- 
ous talent. Design is a process of discover) 7 based on 
personal experience, the joy of exploration and a spir- 
ited intuition. Gaining skills in graphic communica- 
tion and model making, students will produce projects 
to illustrate their ideas and observations in response to 
challenging questions about the art and craft of space- 
making. Overall this course will ask students to take 
risks intellectually and creatively, fostering a keener 
sensitivity 7 to the built environment as something con- 
sidered, manipulated, and made. Prerequisite: one art 
history course at the 100 level. Enrollment limited to 
12. {A} 4 credits 
Kirin Maaker 
Offered Fall 2006 

ARS 285 Introduction to Architecture: Language and 
Craft 

The primary goal of this studio is to gain insight into 
the representation of architectural space and form as 
a crafted place or object. Students will gain skills in 
graphic communication and model making, work- 
ing in graphite, pen, watercolor and other media. We 
will look at the architecture of the past and present for 
guidance and imagine the future through conceptual 
models and drawings. Overall, this course will ask stu- 
dents to take risks intellectually and creatively, fostering 
a keener sensitivity to the built environment as some- 
thing considered, manipulated and made. Prerequisite: 
one art history course at the 100 level. Enrollment 
limited to 12. {A} 4 credits 
Kirin Makker 
Offered Spring 2007 



.andscape Studies 



281 



EGR 101 Structure 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 evolution of ideas and 
materials, it introduces students to the Interpretation of 
significant works from scientific, social and symbolic 
perspectives. Examples include the Brooklyn Bridge, the 
Eiffel Tower and the Big Dig. {N} 4 credits 
Andrew Guswa 
Offered Fall 2006 

ENG 120 Colloquia in Literature: Reading the Landscape 

A study of the ways In which literature — mainly 
essays, poems and narrative — has been used to un- 
derstand and value the landscape. Attention to issues 
of landscape design, ecology, "wilderness," farming 
and intervention. Emphasis on how writers design and 
shape, rather than merely react to. their natural envi- 
ronments. Discussion of such figures as Henry David 
Thoreau, Rachel Carson, Wendell Bern'. Man- Oliver, 
Robert Frost. Man' Austin, Ann Zwinger and Barn' Lo- 
pez. Writing about landscapes and at least one field trip 
will be part of the experience. {L} Wl 4 credits 
Dean Flower 
Offered Fall 2006 

FYS 141 Reading, Writing and Placemaking: Landscape 
Studies 

Landscape Studies is the interdisciplinary consideration 
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 
landscape history and theory, visits by people who study 
landscape from non-literary angles, and the discover. 
of how landscape works in texts in transforming and 
surprising ways. {L} Wl 4 credits 
Ann Leone (French Studies) 
Offered Fall 2006 

227 Topics in German Studies 

Topic: Fantasies of the New World: German Visions 

of America in landscape, Painting and Film. To 



what extent is what we see when we look at American 
landscapes — from public parks and private gardens 
to the wilderness — a product of the German visual 
imagination? This course will examine a series of 
encounters with nature and their transformation into 
the landscape of literature, painting, photography and 
film. We will begin with Humboldt's journey to the 
Americas at the beginning of the 19th century. The 
origins of U.S. planning and landscape architecture 
will be the next theme, and the influences from Ger- 
many (at times b\ way of, at times in competition with. 
British sources). Also prominent for the 19th century's 
view of landscape are the Hudson River School and 
images of North Americans and the .American West. 
The course will conclude with the 20th century's view 
of landscape in modern art, photography and contem- 
porary film. Works by, for example, filmmakers Werner 
Herzog, Rainer Simon, Jean-Marie Straub and Daniele 
Huillet, Wim Wenders; authors Karl May and Liselotte 
Welskoph-Henrich, Friedrich Holderlin, Heinrich Heine, 
Goethe, Schiller and the German Romantics; paintings 
by Bierstadt, Cole, Church, Catlin. Remington and 
20th-century successors. Conducted in English. {L/A/H} 
4 credits 

Barton Byg (Fire College 40th Anniversary 
Professor, UMass) 
Offered Spring 2007 

The Minor in Landscape 
Studies 

Adviser: Ann Leone 

Graduate Advisers: Nina Antonetti, Jeffrey Blankenship 

The minor consists of six courses, to be chosen in 
consultation with a LSS adviser. One course should 
normally be at the 300 level. LSS 300 is strongly recom- 
mended. 

Requirements for all minors include: 

1. A one-semester introductory course: LSS 105 

2. One other LSS course: LSS 200, 210 (colloquia). or 

LSS 100 taken twice 

3. Biology 202 and 203 ( Landscape Plants and Issues, 
plus lab) or BIO 204 and 20S (horticulture + lab) 



282 Landscape Studies 

We do not require a studio course in LSS or ARS, al- 
though we strongly recommend at least two studios for 
any student considering graduate studies in landscape- 
related fields. 

Students will select three other related courses, in con- 
sultation with the minor adviser. We encourage you to 
concentrate these three courses in one of the following 
areas: 

— Landscape design, history- and theory 7 (examples: 
LSS 250 and LSS 300. related courses in art history 
and literature) 

— Land use and development (examples: environ- 
mental science and policy, engineering, urban 
studies, sociology studio courses) 

— Horticulture and plant biology 






Latin American and 
Latino/a Studies 

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



Advisers and Members of the Latin American and 
Latino/a Studies Committee 

Susan C. Bourque, Professor of Government 
Ginetta Candelario, Associate Professor of Sociology 
and of Latin American and Latino/a Studies 
- Velma Garcia, .Associate Professor of Government, 

Director (Spring) 
Maria Estela Harretche, Associate Professor of Spanish 

and Portuguese 
Marguerite Itaniar Harrison, .Assistant Professor of 

Spanish and Portuguese 



Michelle Joffroy, .Associate Professor of Spanish and 

Portuguese 
Marina Kaplan, Associate Professor of Spanish and 

Portuguese and of Latin American and Latino/a 

Studies 
; ' Dana Leibsohn. .Associate Professor ot \rt 
Maria Helena Rueda. Assistant Professor of Spanish and 

Portuguese 
" : Nola Reinhardt, Professor of Economics 
"'• ' 2 Nancy Saporta Sternbach, Professor of Spanish 

and Portuguese 
** 2 Ann Zulawski, Professor of History and of Latin 

American and Latino/a Studies 



LAS 260/HST 260 (L) Colonial Latin America, 
1492-1821 

The development of Latin American society during the 
period of Spanish and Portuguese rule (approximately 
1500-1825). Social and cultural change in Native 
American societies as a result of colonialism. The con- 
tributions of Africans, Europeans and Native Americans 
to the new multi-ethnic societies that emerged during 
the three centuries of colonization and resistance. The 
study of sexuality, gender ideologies and the experi- 
ences of women are integral to the course and essential 
for understanding political power and cultural change 
in colonial Latin America. Basis for LALS major. {H} 
4 credits 
Ann Zulawski 
Offered Fall 2006 

LAS 261/HST 261 (L) National Latin America, 1821 to 
the Present 

A thematic survej of Latin American history in the l c )th 
and 20th centuries focusing on the development of 
export economies and the consolidation of the state in 
the 19th century, the growth of political participation 
bv the masses after WOO. and the efforts of Latin Ameri 



cans in the second half of the 20th century to bring 
social justice and democracy to the region. Basis for the 
LALS major. {H} 4 credits 
Ann Zulawski 
Offered Spring 2007 

LAS 301 Seminar: Topics in Latin America and Latino/a 
Studies 

Tbpic: Latin America m Motion. This course will dis- 
cuss the search for justice and the counter-hegemonic 

struggles that are changing our view o\ Latin America 
We will focus primarily on the actions and writings o\ 
the Zapatistas, in Chiapas, Mexico, as a case study in 
which many preoccupations converge: the economic. 
the political, indigenous rights, women's rights and 
writing that is literary and political Vs a social and as a 
discursive event. Zapatismo has been studied by schol 
are in a broad arra\ of disciplines; we will read some 
of their articles, and complement this with films. In 
addition, we ma\ review other tonus o\ resistance and 
creative social intervention in. tor example. Argentina, 
Brazil or Bolivia. Involved is the search for breaking 
the limited conceptions of "democracj " that condemn 
populations to invisibility, their cultural memoiv to 



284 



Latin American and Latino/a Studies 



oblivion, and their needs and knowledge to subaltern 
status. Students will write a research paper, with a dis- 
ciplinary or interdisciplinary emphasis of their choice, 
on Zapatismo. The course is conducted by two faculty 
members: one in the social sciences (Margaret Cerullo, 
HC) and one in the humanities (Marina Kaplan, SC). 
Students can write their papers in Spanish or English, 
readings are in English, some available in Spanish. 
The course is recommended for juniors and seniors 
with two courses of appropriate background and with 
permission of the instructors. 4 credits 
Marina Kaplan and Margaret Cerullo (Rami 
Offered Spring 2007 

404 Special Studies 

4 credits 

Offered both semesters each vear 



The Major 



This major builds on a basic understanding of the 
history of Latin America and a developing proficiency 
in Spanish. (A reading knowledge of Portuguese is also 
recommended.) Following this, a program of studies 
is developed that includes courses related to Spanish 
America and/or Brazil from the disciplines of anthro- 
pology, art, dance, economics, government, history 7 , 
literature, sociology and theatre. 

The S/U grading option is not allowed for courses 
counting towards the major. 

Students choosing to spend the junior year studying in 
a Latin American country should consult with the ap- 
propriate advisers: 



Students primarily interested in Latin American litera- 
ture may wish to consult the major programs available 
in the Department of Spanish and Portuguese. 

Basis: LAS 260/HST 260 and LAS 261/HST 26l. 

Other Requirements: 

1. Two courses in Spanish American literature usually 
SPN 260 and SPN 26 1. Advanced language students 
may replace one of these with a topics course, such 
as SPN 372 or SPN 373- A reading knowledge of 
Portuguese and/or one course related to Brazil is 
recommended. 

2. Six semester courses (at the intermediate or ad- 
vanced level) dealing with Spanish America and 
Brazil; at least two of the six must be in the social 
sciences (anthropology economics, history; govern- 
ment, sociology); at least one four-credit course 
must be in the arts (art history; dance, theatre, 
film); at least two of the six must be at the 300-level. 



Approved courses for 
2006-07 



Anthropology 

237 Native South Americans 
Offered Spring 2008 



Art 

260 Art Historical Studies 

Topic: Current Issues in Latin American Art 
Not offered in 2006-07 



Adviser for Study Abroad in Spanish America: Majors should 
see their academic advisers. 

Adviser for Study Abroad in Brazil: Marguerite Harrison, 
Department of Spanish and Portuguese 

Five-Year option with Georgetown University: students in- 
terested in pursuing graduate studies in LAS have the 
option of completing an M.A. in Latin American Studies 
at Georgetown University in only one extra year and a 
summer. Those interested must consult with an LALS 
adviser during their sophomore year or early in their 
junior year. 



Economics 

211 Economic Development 

Offered Fall 2006 
213 The World Food Systems 

Offered Spring 2007 

Government 

226 Latin American Political Systems 
Offered Spring 2007 



Latin American and Latino/ a Studies 






307 Seminar in American Government 

Topic: Latinos and Politics in the I nited States 

Offered Fall 2006 
322 Seminar in Comparative Government 

Tbpic: Mexican Politics from 1910-PreserU 

Offered Fall 2007 

History 

101 Introduction to Historical Inquiry 

Tbpic: Latin America and the I nited States 
Offered Spring 2007 

260 Colonial Latin America, 1492-1825 
Offered Fall 2006. Fall 2007 

261 National Latin America, 1821 to the Present 
Offered Spring 200" 

36l Problems in the History of Spanish .America and 
Brazil 

Topic Public Health and Social Change in Latin 
. Imerica. I <S 50- Present 
Offered Fall 2006 

Sociology 

214 Sociology of Hispanic Caribbean Communities in 

the United States 

Offered Fall 2007 
314 Seminar in Latina/o Identity: Latina/o Racial 

Identities in the United States 

Offered Spring 2007 

Spanish and Portuguese 

POR 220 Topics in Portuguese and Brazilian 

Literature and Culture 

Topic: Contemporary Cityscapes: Mapping 

Brazilian Culture Onto an I rban Grid 

Not offered during 2006-07 
P( MR 221 Topics in Portuguese and Brazilian 

Literature and Culture 

Topic: Shifting Landscapes in Brazilian 

Film 

Offered Spring 200" 
POR 280 Portuguese and Brazilian Voices in 

Translation 

Topic: Literature on the Margins of 

Modernity 

Offered Spring 2007 
SPN 230 Topics in Latin American and Peninsular 

Literature 



topic: Representations of Violence in Latin 
\niencau Literature 
Offered Fall 2006 

SPN 230 Topics in Latin American and Peninsular 

Literature 

1bpic: Transatlantic Search for Identity 

Offered Fall 2006 
SPN 230 Topics in Latin American and Peninsular 

Literature 

Topic: From Euphoria to Disenchantment: 

The Pet urn to Democracy on Stage 

Offered Spring 2007 
SPN 230 Topics in Latin American and Peninsular 

Literature 

Topic: Latin American Women's Poetry 

Offered Spring 2007 
SPN 245 Topics in Latin American and Peninsular 

Studies 

Topic: Latin American Film as I isual 

Narrative 

Offered Fall 2006 
SPN 246 Topics in Latin American Literature 

Topic: Negotiating the Borderlands: Text. 

Film, Music 

Offered Spring 2007 
SPN 246 Topics in Latin American Literature 

Tbpic: Life Stories by Latin . imerican Jewish 

Writers 

Offered Spring 2007 
SPN 260 Survey of Latin .American Literature I 

Offered Fall 2006 
SPN 26l Survey of Latin American Literature II 

Offered Spring 2007 
SPN 371 Latin American Literature in a Regional 

Context 

Topic: Central America: Texts, Dims. Music 

Offered Fall 2006 
SPN 373 Literary Movements in Spanish America 

Topic Literature. Film and the transna- 
tional Imagination in Latin America 

Offered Spring 2007 

The Minor in Latin 
American Studies 

Requirements: six courses dealing with Latin America to 
be selected from anthropology; art. economics, govern- 
ment, history and literature. They must include L\S 



286 Latin American and Latino/a Studies 

260/HST 260, LAS 261/HST 26 1 and SPN 260 or SPN 
26l, and at least one course at the 300 level. 

Minor in Latino/a Studies 

Requirements: six courses which must include the fol- 
lowing: LAS 260/HST 260 or LAS 261/HST 26l, SPN 
260 or SPN 26l, one other class on Latin America to 
be chosen from anthropology, art, economics, govern- 
ment, history or literature; and three classes in Latino/a 
studies to be'chosen from CLT 268, GOV 216, GOV 307, 
SOC 214, SOC 314 or any other course in LALS, SPN, 
etc. dealing with Latino/a studies. At least one of the six 
courses must be at the 300-level. Students may count 
one course in Latino/a studies from another Five Col- 
lege institution towards the minor; students may also 
substitute a Spanish-language class at the 200 level for 
SPN260/SPN261. 

Honors 

Director: Michelle Joffroy 

430d Thesis 

8 credits 

Full-year course; Offered each year 

431 Thesis 

8 credits 
Offered each Fall 

Admission by permission of the Latin American and 
Latino/a Studies Committee. 

Requirements: The same as those for the major; a thesis 
proposal, preferably prepared during the second se- 
mester of the student's junior year and submitted for 
consideration no later than the end of the first week of 
classes the following September; a thesis and an oral 
examination on the thesis. 

For Five College Certificate in Latin American Studies 
see the description on page 404. 



287 



Linguistics 



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



" 2 Jill de Yilliers, Professor of Philosophy and 
Psychology, Director 

Advisers 

Giovanna Bellesia, Professor of Italian Language and 

Literature 
Nalini Bhushan, Associate Professor of Philosophy 
Joon-suk Chung, Lecturer in East Asian Languages and 

Literatures 
Craig Davis, Professor of English Language and 

Literature 



" 2 Peter de Yilliers, Professor of Psychology 

Jay Garfield, Professor of Philosophy 

Maki Hubbard, Associate Professor of East Asian 

Languages and Literatures 
*' Lucy Mule, Assistant Professor of Education and Child 

Study 
2 Joseph O'Rourke, Professor of Computer Science 
Thalia Pandiri, Professor of Classical Languages and 

Literatures and Comparative Literature 
" 2 Douglas Patey, Professor of English Language and 

Literature 



The Linguistics Minor 

Linguistics is the science of human language: what 
is common to the languages of the world, and how it 
can best be described. It addresses questions concern- 
ing how languages diversify; and what the connections 
are among them. It also asks: What do humans know 
when they know a language? The minor allows stu- 
dents to explore some of these questions, making it a 
useful conjunction to several majors, for example in a 
Language, or Philosophy, Education, Logic, Psychol- 
ogy, Computer Science or Anthropology. An alternative 
minor in Linguistics and Philosophy of Language is 
listed under Philosophy. 

Requirements: Six courses in linguistics and related 
fields. 

1. Basis: Phi 236 (Linguistics Structures) (or its equiv- 
alent at the five-colleges e.g., LING 201 at U.Mass.) 

2. Four linguistics-related courses (see list below). One 
yearlong college course in a foreign language may 
substitute for one of these four. 

3. A seminar (or other advanced work) to be agreed 
on with the adviser. 



Note: the Five Colleges are rich in linguistics offerings. 
For more offerings, consult the Five -College Catalogue 
and vour adviser. 



Courses 

Related courses at Smith (Note: some may have prereq- 
uisites). Possible seminars are in boldface. 

Comparative Literature 

CLT 220 Imagining Language 

Computer Science 

CSC 104 Issues in Artificial Intelligence 
CSC 290 Introduction to Artificial Intelligence 

East Asian Languages and Literatures 

EAL 240 Japanese Language and Culture 
EAL 360 Seminar: Topics in East Asian Languages 
and Literatures 



288 Linguistics 

Education 

EDC 210 Literacy in Cross-Cultural Perspective 

EDC 249 Children Who Cannot Hear 

EDC 338 Children Learning To Read 

EDC 567 English Language Acquisition and Deafness 

English 



ENG118 


Colloquium: The Politics of Language 


ENG 170 


The English Language 


ENG 207 


The Technology of Reading and Writing 


ENG 210 


Old English 


ENG 211 


Beowulf 


ENG 214 


Medieval Welsh 


ENG 217 


Old Norse 


ENG 218 


Norse Poetry and Prose 



Italian 

ITL 340 Theory and Practice of Translation 

Logic 

LOG 100 Valid and Invalid Reasoning: What Follows 

from What? 
or 
LOG 101 Plausible and Implausible Reasoning: 

What Happened? What Will Happen Next? 

Philosophy 

PHI 262 Meaning and Truth 

PHI 260 Hermeneutics 

PHI 202 Symbolic Logic 

PHI 203 Topics in Symbolic Logic 

PHI 220 Incompleteness and Inconsistency 

PHI 220 Logic and the Undecidable 

PHI 333 Topics in Advanced Logic 

PHI 334 Seminar : Mind (when topic fits) 

PHI 362 Seminar : Philosophy of Language 

Psychology 

PSY150 Methods in Psychology: Language 
PSY/PHI 213 Language Acquisition 
PSY 313 Seminar in Psycholinguistics 

Spanish and Portuguese 

SPN 481 The Teaching of Spanish 



289 



Logic 



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



Advisers 

James Henle, Professor of Mathematics 
Jay Garfield, Professor of Philosophy. Director 
Albeit Moslev, Professor of Philosoph) 



In this century, logic has grown into a major discipline 
with applications to mathematics, philosophy, com- 
puter science, linguistics and cognitive science. The 
goal of the logic minor is to provide students with the 
tools, techniques and concepts necessary to appreciate 
logic and to apply it to other fields. 

100 Valid and Invalid Reasoning: What Follows from 
What? 

Formal logic and its application to the evaluation of 
everyday arguments, the abstract properties of logical 
systems, the implications of inconsistency. Examples 
drawn from law, philosophy, economics, literary criti- 
cism, political theory, commercials, mathematics, 
psychology, computer science, off-topic debating and 
the popular press. Deduction and induction, logical 
symbolism and operations, paradoxes and puzzles. May 
not be taken for credit with PHI 202. {M} Wl 4 credits 
James Henle (Mathematics), Jay Garfield 
(Philosophy) 
Offered Fall 2006 



101 Plausible and Implausible Reasoning: What 
Happened? What Will Happen Next? 

This course is designed for students who are uncom- 
fortable with symbolic systems. It will provide an 
elementary introduction to the structure and func- 
tion of propositional and predicate logic. This will 
include translating ordinary language statements and 
arguments into symbolic form; using truth tables to 1 

calculate truth values and determine the validity of [\Q Ml OOF 

arguments in finite universes; quantification in infinite 
universes; direct, indirect and conditional proof tech- 
niques in propositional and predicate logic. The course 



will also survey topics in inductive logic involving 
probabilistic and statistical reasoning and elements of 
decision theory. Enrollment limited to 24. {M} 4 credits 
Albert G. Moslev 
Offered Spring 2007 

PHI 220 Incompleteness and Inconsistency: Topics in 
the Philosophy of Logic 

Among the most important and philosophically in- 
triguing results in Twentieth Century Logic are the 
limitative theorems such as Godel's incompleteness 
theorem and Tarski's demonstration of the indef in- 
ability' of truth in certain languages. A wide variety of 
approaches to resolving fundamental mathematical 
and semantical paradoxes have emerged in the wake 
of these results, as well as a variety 7 of alternative logics 
including paraconsistent logics in which contradictions 
are tolerated. This course examines logical and seman- 
tic paradoxes and their philosophical significance, as 
well as the choice between accepting incompleteness 
and inconsistency in logic and knowledge. Prerequisite: 
one course in logic. {M} 4 credits 
Jay Garfield 
Offered Spring 2007 



404 Special Studies 

4 credits 

Offered both semesters each year 



Minors in logic to be designed in consultation with a 

Co-Director; will consist of at least 20 credits including: 



290 Logic 

LOG 100 or PHI 202, but not both 
MTH 153 or CSC 250 
MTH 217 or PHI 220 

Additional courses may be chosen from the following 

list: 

CSC 111 Computer Science I 

CSC 2 50 Foundations of Computer Science 

CSC 270 Digital Circuits and Computer Systems 

CSC 290 Introduction to Artificial Intelligence 

CSC 294 Introduction to Computational Linguistics 

LOG 404 Special Studies in Logic 

MTH 1 53 Discrete Mathematics 

MTH 2 1 7 Mathematical Structures 

PHI 203 Topics in Symbolic Logic 

PHI 220 Logic and the Undecidable 

PHI 236 Linguistic Structures 

PHI 322 Topics in Advanced Logic 

Depending on the topic, the courses listed below may 
also be taken for Logic minor credit: 
CSC 390 Seminar in Artificial Intelligence 
MTH 224 Topics in Geometry 
MTH 238 Topics in Number Theory 
MTH 343 Topics in Mathematical Analysis 
MTH 350 Topics in the History of Mathematics 
PHI 362 Seminar: Philosophy of Language 

There are also courses at Five College institutions that 
may be acceptable, courses in linguistics and law, for 
example. 



591 



Marine Science and Policy 



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



Advisers 

H. Allen Curran, Professor of Geology, Co-Director 
Paulette Peckol, Professor of Biological Sciences, 
Co-Director 



C. John Burk, Professor of Biological Sciences 
"- L. David Smith, Associate Professor of Biological 
Sciences, Co-Director 



The marine sciences and polio.' minor permits students 
to pursue interests in coastal and oceanic systems 
through an integrated sequence of courses in the natu- 
ral and social sciences. 

An introduction to marine sciences is obtained 
through completion of the two basis courses. Students 
then may choose to concentrate their further stud) 
principally on the scientific investigation of the oceans 
or on the policy aspects of ocean exploitation and 
management. Students should consult with one of the 
co-directors as early as possible in the course selection 
process. 

Requirements: Six courses, no more than three of which 
can be taken at other institutions, including three re- 
quired courses as follows: 

GEO 108 Oceanography; BIO 26^ Marine Ecology (BIO 
265 must be taken concurrently); a Special Studies or 
seminar course chosen in consultation with the minor 
adviser; and three elective courses from the following 
areas, only two of which may be counted in a major: 



Geology 



Biological Sciences 



110 


Conservation Biology Colloquium 


242/243 


Invertebrate Zoology and required 




Concurrent Laboratory 243 


338 


Algae and Fungi 


356/357 


Plant Ecology and required Concurrent 




Laboratory 


364 


Topics in Environmental Biology 




Coral Reefs: Past, Present and Future 


400 


Special Studies 



231 I nvertebrate Paleontology and Paleoecology 

232 Sedimentology 

270j Carbonate Systems and Coral Reefs of the 

Bahamas 
3 1 1 Environmental Geophysics 

Social Sciences 

ECO 224 Environmental Economics 

GOV 254 Politics of the Global Environment 

GOV 306 Politics and the Environment 

GOV 404 Special Studies 

Five College Course Possibilities 

Courses can be chosen with consultation and approval 
of minor advisers; examples would be (all I'Mass): 

Biology* 524s: Coastal Plant Ecology 
Geology 591f: Marine Micropaleontology 
Geography 392As: Coastal Resource Policy 
WF Conser. 26 1: Fisheries Conservation and Manage- 
ment 

Off-Campus Course Possibilities 

Some students may elect to take two or three of their 
courses for the minor away from Smith College by par- 
ticipation in a marine-oriented, off -campus program. 
In recent years Smith students have been enrolled in 
the following programs: 



292 Marine Science and Policy 

Marine Biological Laboratory (Boston University Ma- 
rine Program, fall semester) and Woods Hole Oceano- 
graphic Institution (summer) — Smith is an affiliate 
through the Five College Coastal and Marine Sciences 
Program; Williams/Mystic Seaport Program (Smith 
is an affiliate); SEA Semester; Duke University Marine 
Laboratory; Semester and Summer Program; marine 
programs of School for Field Studies and Shoals Marine 
Laboratory. 



m 



Mathematics and Statistics 



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



Professors 

Marjorie Lee Senechal, Ph.D. 

James Joseph Callahan, Ph.D. 

Michael O.Albertson, Ph.D. 

"' " : David Warren Cohen, Ph.D. 

James M. Henle. Ph.D. 

Joseph O'Rourke, Ph.D. (Computer Science) 

[Catherine Taylor Halvorsen, D.Sc. 
Ruth Haas, Ph.D.. Chair 
Ileana Streinu. Ph.D. (Computer Science) 
PauAtela,Ph.D. 



Assistant Professors 

fl Leanne Robertson, Ph.D. 
t2 Nicholas Horton, D.Sc. 

Visiting Assistant Professors 

Christopher Hardin. M.S. 
Sarah-Marie Belcastro, Ph.D. 
Susan Core Bianchi 

Senior Lecturer 
'Mary Murphy, MAT. 



Associate Professors 

*' ' : Patricia L.Sipe, Ph.D. 
**'ChristopheGole,Ph.D. 



Lecturer 

Peter C. Rosnick, Ed.D. 



A student with three or four years of high school math- 
ematics (the final year may be called analysis, precal- 
culus, trigonometry or functions), but no calculus, will 
normally enroll in Calculus I (111). A student with a 
year of AB calculus will normally enroll in Calculus: 
Differential Equations and Power Series (1 14) or Dis- 
crete Mathematics (153) — or both — during her first 
year. If a student has a year of BC calculus, she may 
omit MTH 114. 

A student with two years of high school mathemat- 
ics, but no calculus or precalculus, should enroll in 
Elementary Functions ( 102). This course provides a 
solid basis for calculus. 

Discovering Mathematics ( 105). and Statistical 
Thinking (10") are intended for students not expecting 
to major in mathematics. 

A student who has a score of 4 or 5 on the AB Cal- 
culus Examination is granted 4 Advanced Placement 
credits. A student with a 4 or 5 on the BC examination 
is granted 8 credits. [AP credits can be used to meet 
degree requirements only under circumstances speci- 
fied by the college] . A student who receives credit for 
MTH 1 1 1 may not apply any AP Calculus credits toward 



her degree. A student with 8 AP Calculus credits may 
apply only four of them if she also receives credit for 
MTH 1 14. A student who has a score of 4 or 5 on the AP 
Statistics examination receives 4 AP credits. She may 
not use them toward her degree requirements if she 
also receives credit for MTH 107, 190 or 245. 

Students who are considering a major or minor in 
mathematics or a minor in statistics should talk with 
members of the department. 

For further information about the mathematics 
and statistics program, consult/1 Guide to Mathemat- 
ics and Statistics at Smith (available from department 
members and at our Web site, www.math.smith.edu). 

101/QSK 101 Algebra 

This course is intended for students who need ad- 
ditional preparation to succeed in courses containing 
quantitative material. It will provide a supportive envi- 
ronment for learning or reviewing, us well as applying, 
pre-calculus mathematical skills. Students develop 
their numerical, statistical and algebraic skills by 
working with numbers drawn from a variety of current 
media sources. Enrollment limited to 20. Pemiission 



294 



Mathematics and Statistics 



of the instructor required. This course does not earn 7 a 

Latin Honors {M} designation. 4 credits 

nomas Schicker 

Offered Fall 2006, Spring 2007 

102 Elementary Functions 

Linear, polynomial, exponential, logarithmic and 
trigonometric functions; graphs, mathematical models 
and optimization. For students who need additional 
preparation before taking calculus or quantitative 
courses in scientific fields, economics, government and 
sociology. Also recommended for prospective teachers 
whose precalculus mathematics needs strengthening. 
{M} 4 credits 
James Henle 
Offered Fall 2006, Fall 2007 



107 Statistical Thinking 

An introduction to statistics that teaches broadly 
relevant concepts. Students from all disciplines are 
welcome. Topics include graphical and numerical 
methods for summarizing data; binomial and normal 
probability distributions; point and interval estimates 
for means and for proportions; one- and two-sample 
tests for means and for proportions; principles of 
experimental design. The class meets in a computer 
lab and emphasizes using the computer for analysis 
of data. Students will design experiments, collect and 
analyze the data, and write reports on findings. Enroll- 
ment limited to 25. Prerequisite: high school algebra. 
{M} 4 credits 
To be announced 
Offered Fall 2006, Fall 2007 



103/QSK 103 Math Skills Studio 

In this course, students will focus on graphing skills, 
algebra, trigonometry and beginning calculus. Featur- 
ing a daily lecture/discussion followed by problem solv- 
ing drills and exercises stressing technique and applica- 
tion, this course is intended to provide any student with 
concentrated practice in the math skills essential for 
thriving in Smith College course-work. Students gain 
credit by completing all course assignments, including 
a final self-assessment they will use in developing their 
own future math skills study plan. Enrollment limited 
to 20 students. This course to be graded S/U only. Per- 
mission of the instructor required. This course d