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SMITH  COLLEGE  LIBRARY 


NORTHAMPTON      MASSACHUSETTS 


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in  2013 


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«  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 

Biochemistry7 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 


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2       £ 


MAIN  STREET 


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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.  /  9l>(>-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 

History7  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  vary7  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  variety7  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  repository7  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  library7  facilities  provide  a  variety7  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  lcr^.  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  area1 
Not  in  residence 

703 

32 

400 

228 

689 
8 

622 
0 

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 
0 


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 

0 

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 

0 

61 

Anthropology 

22 

0 

23 

6 

51 

Neuroscience 

23 

2 

23 

2 

50 

Sociology 

28 

0 

15 

4 

47 

Spanish  &  Portuguese 

Spanish 

18 

0 

19 

0 

37 

Portuguese-Brazilian  Studies 

5 

1 

0 

0 

6 

Education  &  Child  Study 

21 

0 

15 

7 

43 

French  Studies 

24 

1 

17 

0 

42 

Mathematics 

16 

1 

22 

1 

40 

Women's  Studies 

16 

0 

18 

2 

36 

Biochemistry 

15 

3 

14 

0 

32 

Theatre 

12 

1 

14 

0 

27 

Religion  &  Biblical  Literature 

12 

0 

10 

2 

24 

Philosophy 

7 

1 

13 

0 

21 

East  Asian  Languages  &  Cultures 

9 

1 

9 

0 

19 

Latin  .American  Studies 

11 

0 

8 

0 

19 

Geology 

5 

4 

10 

0 

19 

Chemistry 

4 

4 

10 

0 

18 

Music 

9 

3 

4 

0 

16 

Afro-American  Studies 

6 

2 

7 

0 

15 

Italian  Language  &  Literature 

8 

1 

6 

0 

15 

Physics 

6 

2 

6 

0 

14 

Classics 

Classics 

5 

0 

3 

1 

9 

Classical  Studies 

2 

0 

1 

0 

3 

Latin 

1 

0 

0 

0 

1 

Russian  Language  &  Literature 

Russian  Literature 

3 

1 

4 

2 

10 

Russian  Civilization 

1 

0 

2 

0 

3 

Comparative  Literature 

5 

0 

7 

1 

13 

German  Studies 

9 

0 

1 

2 

12 

Computer  Science 

4 

1 

5 

0 

10 

Italian  Studies 

4 

0 

3 

0 

7 

Astronomy 

4 

0 

3 

0 

7 

Medieval  Studies 

2 

0 

2 

2 

6 

Film  Studies 

1 

0 

5 

0 

6 

Sociology  &  Anthropology7 

4 

1 

1 

0 

6 

Dance 

2 

0 

3 

0 

5 

East  Asian  Studies 

3 

0 

1 

0 

4 

Linguistics 

2 

1 

0 

0 

3 

Logic 

1 

0 

1 

0 

2 

Cognitive  Science 

0 

1 

1 

0 

2 

African  Studies 

1 

0 

0 

0 

1 

Exercise  Science 

1 

0 

0 

0 

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,  faculty7 
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  library7  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"  (unsatisfactory7)  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  75  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  kj  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  History7  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  History7  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  how7  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  diversity7.  {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 
Kern7  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  history7  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  interdisciplinary7  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 
history7  (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  van7  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  society7  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  2007,  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  anthropology7  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,  sexuality7  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:  Nana7  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 

flJohn  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  century7  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,  photometry7  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  ecology7.  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  biology7  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  biology7  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.tCbair 
-  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  glory7? 
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- 


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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  20th-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 
identity7  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  opportunity7  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  identity7,  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  ajad  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- 
terdisciplinary7 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. 
"2NolaReinhardt,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  policy7  (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 Policy7  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 


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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  2007 
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  laboratory7 
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  hydrology7 
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  chemistry7,  the  relationship  of  ge- 
ology7 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. 
:iAmbreenHai,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  disciplinary7 
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  Biology7: 

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  History7 

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;  0  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  physiology7  and  kinesiology.  Energy 
expenditure,  energy7  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/minority7  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  literary7  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-century7  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 
anxiety7.  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  policy7,  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. 
*JEglalDoss-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>§2Helene  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.  Priority7  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 

*2H.  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  literary7  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 

**2Velma  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  military7  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  contemporary7  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  security7  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  identify7  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  policy7. 

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  history7  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  history7  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 
history7  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  military7  rivalries  of  the  contemporary7 
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  primary7  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  ll)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  History7  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  proficiency7.  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 
20th  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  2007 

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- 
plinary7 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 

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275  Israeli  Literature  in  international  Context 

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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,  sexuality7,  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 
sensitivity7  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  theory7  (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  lc)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,  history7, 
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  variety7  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  earn7  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  does  not 
carry  a  Latin  Honors  {M}  designation.  (E)  2  credits 
Thomas  Schicker 
Offered  Interterm  2006-07 


111  Calculus  I 

Rates  of  change,  differential  equations  and  their  nu- 
merical solution,  integration,  differentiation,  and  the 
fundamental  theorem  of  the  calculus.  The  scientific 
context  of  calculus  is  emphasized.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

112  Calculus  II 

Applications  of  the  integral,  dynamical  systems,  infinite 
series  and  approximation  of  functions.  The  scientific 
context  of  calculus  is  emphasized.  Students  may  not 
receive  credit  for  both  1 14  and  1 12.  Prerequisite:  MTH 
1 1 1  or  the  equivalent.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 


105  Discovering  Mathematics 

Topic  pending  approval  of  the  Committee  on  Academic 
Priorities. 

Topic:  Dimensionality.  Students  will  explore  the 
differences  and  samenesses  between  worlds  of  differ- 
ent dimensions,  with  a  focus  on  two-dimensional, 
three-dimensional  and  four-dimensional  worlds.  Our 
principal  texts  will  be  fictional  accounts  of  life  in  such 
worlds  which  raise  interesting  mathematical  questions 
about  their  structure.  Students  will  learn  to  think  like 
mathematicians  by  reasoning  by  analogy  and  asking 
new  questions  as  well  as  generalizing  some  questions  to 
more  (and  more)  dimensions.  {M}  4  credits 
Sarah-Marie  Belcastro 
Offered  Spring  2007,  Spring  2008 


114  Calculus:  Differential  Equations  and  Power  Series 

Differential  equations,  difference  equations,  dynamical 
systems:  numerical  methods  and  qualitative  analysis. 
Power  series,  sequences  and  convergence.  The  scien- 
tific context  of  calculus  is  emphasized.  Intended  for 
students  who  have  had  a  year  of  calculus  elsewhere. 
Students  may  not  receive  credit  for  both  1 14  and  1 12. 
{M}  4  credits 

Members  of  the  department 
Offered  both  semesters  each  year 

153  Introduction  to  Discrete  Mathematics 

An  introduction  to  discrete  (finite)  mathematics  with 
emphasis  on  the  study  of  algorithms  and  on  applica- 
tions to  mathematical  modeling  and  computer  science. 
Topics  include  sets,  logic,  graph  theory,  induction, 


Mathematics  and  Statistic 


recursion,  counting  and  combinatorics.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

MTH  190  PSY  190  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  tor  un- 
dergraduate research  emphasizing  methods  for  data 
collection,  data  description  and  statistical  inference 
including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 
analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  are 
emphasized,  and  students  use  SPSS  statistical  software 
for  data  analysis.  This  course  satisfies  the  Basis  require- 
ment for  the  psychology  major.  Students  who  have 
taken  MTH  1 1 1  or  the  equivalent  should  take  MTH  1^. 
which  also  satisfies  the  Basis  requirement.  Students  will 
not  be  given  credit  for  both  MTH  190/PSV  190  and  any 
of  the  following  courses:  FXO  190.  GOV  190,  MTH  245 
or  SOC  201.  {M}  4  credits 
Nicholas  Morton.  Katberrne  Halvorsen,  David 
Palmer.  Philip  Peake 
Offered  both  semesters  each  year 

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:  CSC1 1 1  and  MTH  1 12  or  MTH  1 14  or 
permission  of  the  instructor.  {M}  4  credits 
Pau  Atela 
Offered  Spring  2007,  Spring  2008 

211  Linear  Algebra 

Vector  spaces,  matrices,  linear  transformations,  systems 
of  linear  equations.  Applications  to  be  selected  from 
differential  equations,  foundations  of  physics,  geometry 
and  other  topics.  Students  may  not  receive  credit  for 
both  MTH  211  and  MTH  22 1 .  Prerequisite:  MTH  1 12  or 
the  equivalent,  or  MTH  111  and  MTH  IS*  MTH  153  is 
suggested.  {M}  4  credits 
Members  of  the  depart  me)  it 
Offered  both  semesters  each  year 

212  Calculus  III 

Theory  and  applications  of  limits,  derivatives  and 
integrals  of  functions  of  one.  two  and  three  variables. 


Curves  In  two  and  three  dimensional  space,  vector 

functions,  double  and  triple  integrals,  polar,  cylindri- 
cal, spherical  coordinates.  Path  integration  and  Green's 
Theorem.  Prerequisites:  MTH  1 12  or  MTH  1 14.  It  is 
suggested  that  MTH  2 1 1  be  taken  before  or  concur- 
rently wim  MTH  212.  W  4  oedits 
Christopher  Hardin.  Fall  2006 
lames  Menle.  Spring  2007 
Offered  both  semesters  each  year 

217  Mathematical  Structures 

The  logic,  language  and  methods  of  proof.  Topics 
include  sets,  relations  and  functions,  and  proofs  in  the 
contexts  of  introductory  analysis  and  algebra.  Prereq- 
uisites: LOG  100,  PHI  121.  or  a  200-level  mathematics 
course,  or  permission  of  the  instructor.  ( MTH  1  S3  is 
recommended).  {M}  4  credits 
Offered  during  2007-08 

221  Infinite  Dimensional  Linear  Algebra 
Cardinality,  finite  and  infinite  dimensional  vector 
spaces,  transformations,  eigenspaces.  Selected  topics  in 
discrete  dynamical  systems  may  also  be  included.  This 
course  is  an  advanced  version  of  MTH  21 1  and  is  open 
to  selected  students  by  permission  of  the  instructor. 
Additional  Prerequisite:  Normally,  one  year  of  college 
calculus  or  the  equivalent  will  be  required,  but  other 
mathematical  preparation  may  be  considered  accept- 
able by  the  instructor.  Students  may  not  receive  credit 
for  both  MTH  211  and  MTH  221.  Enrollment  limited  to 
20  students.  (E)  {MJ  Wl  4  credits 

I  Jar  id  Cohen 
Offered  Fall  2006 

222  Differential  Equations 

Theory  and  applications  of  ordinary  differential  equa- 
tions. Prerequisites:  MTH  211  and  MTH  212:  MTH  212 
may  be  taken  concurrently  {M}  4  credits 
Patricia  Mpe 
Offered  Fall  2006 

225  Advanced  Calculus 

Functions  of  several  variables,  vector  fields,  divergence 
and  curl,  critical  point  theory,  implicit  functions. 
transformations  and  their  Jacobians.  theory  and  ap- 
plications of  multiple  integration,  and  the  theorems  of 
Green,  Gauss  and  Stokes.  Prerequisites:  MTH  211  and 
MTI  1 2 1 2.  or  permission  of  the  instructor.  {M}  4  credits 
To  be  announced 
Offered  Spring  2007,  Spring  2008 


296 


Mathematics  and  Statistics 


227  Topics  in  Modern  Mathematics 

The  goal  of  the  course  is  to  create  mathematical 
sculptures  made  of  metal  strips  or  other  appropriate 
materials  which  represent  mathematically  significant 
three-dimensional  geometrical  objects.  We  will  study 
their  mathematical  context  and  properties,  initially 
visualizing  them  on  the  computer.  Using  the  computer 
for  reference,  we  will  then  work  in  groups  to  physically 
construct  them.  The  course  has  3  main  components:  1) 
Elements  of  computer  3D  Visualization,  2)  Mathemati- 
cal study  of  the  objects,  3)  Construction.  Prerequisites: 
MTH  1 12,  MTH  1 14,  or  permission  of  the  instructor. 
{M}  4  credits 
PauAtela 
Offered  2007-08 

233  An  Introduction  to  Modern  Algebra 

An  introduction  to  the  concepts  of  abstract  algebra, 

including  groups,  quotient  groups,  rings  and  fields. 

Prerequisites:  MTH  1 12  or  the  equivalent,  MTH  153 

and  and  MTH  2 1 1 ,  or  permission  of  the  instructor. 

{M}  4  credits 

Ruth  Haas 

Offered  Spring  2007,  Spring  2008 

238  Topics  in  Number  Theory 

Topic:  The  integers,  prime  numbers,  congruences, 
Diophantine  problems,  arithmetical  functions.  Ap- 
plications will  be  drawn  from  computing,  cryptography 
and  coding  theory.  Prerequisite:  MTH  153,  MTH  211,  or 
permission  of  the  instructor.  {M}  4  credits 
To  be  announced 
Offered  Fall  2006,  Fall  2007 

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  1 12 
(or  MTH  1 14),  PHY  210  (may  be  taken  concurrently), 
CSC  111  (may  be  taken  concurrently).  Enrollment 
limited  to  25.  (E)  {M}  4  credits 
Nicholas  Horton 
Offered  Fall  2006,  Spring  2007 


243  Introduction  to  Analysis 

The  topological  structure  of  the  real  line,  compact- 
ness, connectedness,  functions,  continuity,  uniform 
continuity,  sequences  and  series  of  functions,  uniform 
convergence,  introduction  to  Lebesgue  measure  and 
integration.  Prerequisites:  MTH  211  and  MTH  212,  or 
permission  of  the  instructor.  {M}  4  credits 
Christophe  Gole 
Offered  Fall  2006,  Fall  2007 

245  Introduction  to  Probability  and  Statistics 

An  application-oriented  introduction  to  statistical  infer- 
ence: descriptive  statistics;  random  variables;  bionomial 
and  normal  probability  distributions;  sampling  distri- 
butions; point  and  interval  estimates;  standard  para- 
metric and  nonparametric  hypothesis  tests;  type  I  and 
type  II  test  errors;  correlation;  and  regression.  A  wide 
variety  of  applications  from  the  sciences  and  social  sci- 
ences will  be  used.  Classes  meet  for  lecture/discussion 
and  for  a  required  laboratory.  Laboratories  emphasize 
computer  analysis  of  real  data  and  a  laboratory  section 
is  offered  for  biological  sciences  majors.  Students  will 
not  be  given  credit  for  both  MTH  241  and  MTH  245  or 
MTH  190.  MTH  245  also  satisfies  the  basis  requirement 
for  Psychology.  Prerequisite:  MTH  111  or  MTH  153,  or 
one  year  of  high  school  calculus,  or  permission  of  the 
instructor.  Lab  sections  limited  to  24.  {M}  4  credits 
Katherine  Halvorsen,  Virginia  Hayssen  (Biological 
Sciences),  David  Palmer  (Psychology) 
Offered  both  semesters  each  year 

246  Probability 

An  introduction  to  probability',  including  combinatorial 
probability,  random  variables,  discrete  and  continu- 
ous distributions.  Prerequisites:  MTH  153  and  MTH 
212  (may  be  taken  concurrently),  or  permission  of  the 
instructor.  {M}  4  credits 
Ruth  Haas 
Offered  Fall  2006,  Fall  2007 

247  Statistics:  Introduction  to  Regression  Analysis 

The  analysis  of  data  using  linear  models.  Applications 
of  least  squares  theory  including  regression  and  analy- 
sis of  variance.  Prerequisites:  one  of  the  following:  MTH 
107,  MTH  190,  MTH  241,  MTH  245,  ECO  190,  SSC  190, 
PSY 190  or  a  score  of  4  or  5  on  the  AP  Statistics  exami- 
nation. {M}  4  credits 
Katherine  Halvorsen 
Offered  Fall  2006 


Mathematics  and  Statistic 


29/ 


254  Combinatorics 

Enumeration,  including  recurrence  relations  and  gen- 
erating functions.  Special  attention  paid  to  binomial 
coefficients.  Fibonacci  numbers.  Catalan  numbers 
and  Stirling  numbers.  Combinatorial  designs,  includ- 
ing Latin  squares,  finite  projective  planes  Hadamard 
matrices  and  block  designs.  Necessary  conditions  and 
constructions.  Error  correcting  codes.  Applications. 
Prerequisites:  MTU  1 53  and  MTH  211  or  permission  of 
the  instructor.  {M}  4  credits 
Michael Albert*  »i 
Offered  Spring  2007 

255  Graph  Theory 

The  course  will  begin  with  the  basic  structure  of  graphs 
including  connectivity,  paths,  cycles  and  planarity.  We 
will  proceed  to  study  independence,  stability,  matching* 
and  colorings.  Directed  graphs  and  networks  will  be 
considered.  In  particular,  some  optimization  problems 
including  maximum  flow  will  be  covered.  The  material 
will  include  theory  and  mathematical  proofs  as  well  as 
algorithms  and  applications.  Prerequisites:  MTH  153  and 
Mil  1 2 1 1  or  permission  of  the  instructor.  {M}  4  credits 
To  be  announced 
Offered  20(F-08 


243,  or  permission  of  the  instructor.  {M}  4  credits 
Offered  2007-08 

333  Topics  in  Abstract  Algebra 
Topic:  Cryptography.  This  course  is  an  introduction  to 
modem  cryptography  and  its  underlying  mathemat- 
ics. Topics  include  classical  cryptosystems,  public  and 
private  key  cryptosystems,  primality  testing,  factoring 
algorithms,  the  discrete  logarithm  problem,  hash  func- 
tions and  digital  signatures.  The  mathematical  struc- 
tures introduced  include  finite  fields  and  elliptic  curves. 
Prerequisites:  MTH  233  or  MTH  238.  {M}  4  credits 
To  be  announced 
Offered  Spring  200"7 

342  Topics  in  Topology  and  Geometry 

Topic:  Discrete  Geometry.  Convex  Sets,  convex  poly- 
topes.  Yoronoi  diagrams,  hyperplane  arrangements, 
intersection  patterns  and  transversals,  packing  and 
covering;  Arrangements  of  points  and  lines,  repeated 
and  distinct  distances;  Crossing  numbers.  Prerequisites: 
MTH  233  or  238  and  MTH  225  and  243  or  permission 
of  the  instructor.  {M}  4  credits 
Michael Albertson 
Offered  Fall  2006 


MTH  290/P8Y  290  Research  Design  and  Analysis 

A  survey  of  statistical  methods  needed  for  scientific 
research,  including  planning  data  collection  and  data 
analyses  that  will  provide  evidence  about  a  research  hy- 
pothesis. The  course  can  include  coverage  of  analyses  of 
variance,  interactions,  contrasts,  multiple  comparisons, 
multiple  regression,  factor  analysis,  causal  inference  for 
observational  and  randomized  studies  and  graphical 
methods  for  displaying  data.  Special  attention  is  given  to 
analysis  of  data  from  student  projects  such  as  theses  and 
special  studies.  Statistical  software  will  be  used  for  data 
analysis.  Prerequisites:  One  of  the  following:  PSY190/ 
MTH  190,  PSY  192,  MTH  1^  or  a  score  of  4  or  5  on  the 
AP  Statistics  examination  or  the  equivalent.  Students 
may  not  receive  credit  for  both  MTH  248  and  MTH  290/ 
PSY  290.  Enrollment  limited  to  20.  {M}  4  credits 
David  Palmer  (Psychology) 
Offered  Fall  2006 

325  Complex  Analysis 

Complex  numbers,  functions  of  a  complex  variable, 
algebra  and  geometry  of  the  complex  plane.  Differen- 
tiation, integration.  Cauchy  integral  formula,  calculus 
of  residues,  applications.  Prerequisite:  MTH  22S  or  MTH 


343  Topics  in  Mathematical  Analysis 

Topic:  Basic  Concepts  in  Functional  Analysis.  In- 
cludes Banach  spaces,  linear  operators  and  Hilbert 
spaces.  Background  material  to  be  covered  includes  the 
Axiom  of  Choice  and  equivalents,  topologies,  metric 
spaces  and  normed  spaces.  Prerequisite:  MTH  243  or 
permission  of  the  instructor.  {M}  4  credits 
To  be  announced 
Offered  Spring  2007 

346  Seminar:  Mathematical  Statistics 

An  introduction  to  the  mathematical  theory  of  statistics 
and  to  the  application  of  that  theory  to  the  real  world. 
Topics  include  random  variables,  special  distributions, 
introduction  to  the  estimation  of  parameters  and  hy- 
pothesis testing.  Prerequisites:  MTH  212  and  MTH  1^ 
{M}  4  credits 
Nick  Horton 
Offered  Spring  200"* 

364  Advanced  Topics  in  Continuous  Applied 
Mathematics 

Topic:  Pbvllotdxis.  Pine  cones,  artichokes,  cauliflowers, 
pineapples,  asparagus,  sunflowers,  etc.  A  great  number 


298 


Mathematics  and  Statistic 


of  plants  exhibit  spirals.  Most  often,  when  counting  the 
number  of  spirals,  we  get  the  Fibonacci  numbers  1.2. 
-  5  x  13, 21,  H-  (each  one  is  the  sum  of  die  previous 
two).  This  course  will  be  an  introduction  to  the  theory 

screte  dynamical  systems  and  its  application  to 
phyllotoxis.  the  study  of  plant  spirals  in  plants  (see  www 
matli.smitli.edu  phytto).  Prerequisites:  MTH  211  and 
MTH  212  or  permission  of  the  instructor.  {M}  4  credits 

Offered  Fall  2006 

399  Mathematical  Intelligencer  Workshop 

Topic  TbeMi  cat  Tourist.  The  students  will 

read  and  discuss  articles  that  have  appeared  in  The 

r  'Mathematical  Tourist" 
column  over  the  years,  -and  will  research  and  write  an 
article  for  the  column  about  an  appropriate  site  in  the 
U.S.  T  a  also  include  a  public  speaking 

experience.  (E)  {11}  2  credits 
Marjorie  Senecbal 
Offered  Spring  2007 

400  Special  Studies 

By  permission  of  the  department,  for  majors  who  have 

had  at  k  -        sa nester  courses  at  the  intermediate 

level. 

1— t  credits 

Offered  both  semesters  each  year 

Cross-Listed  Courses 

CSC  250  Foundations  of  Computer  Science 

PHI  202  Symbolic  Logic   2 :  -.:> 

PHI  203  Topics  in  Symbolic  Logic 
dits) 

PHI  220  Logic  and  the  Undecidable 

PHY  211  Mathematical  Methods  of  Physical  Sciences 
and  Engineering  II 


The  Major 


Advisers:  Michael  Albertson.  Pau  Atela.  James  Callahan. 
Da\id  Cohen.  Christophe  Gole.  Ruth  Haas.  Katherine 


Halvorsen.  James  Henle.  Nicholas  Horton.  Leanne  Rob- 
ertson. Patricia  Sine 

Advisers  for  Study  Abroad:  Christophe  Gole  (Fall  2006) 
and  James  Callahan  (Spring  2007) 

Requirements:  The  mathematics  major  has  an  entryway 
requirement,  a  core  requirement,  a  depth  requirement, 
and  a  total  credit  requirement.  The  entryway  require- 
ment consists  of  MTH  153,  MTH  21 1  and  MTH  212.  An 
exceptionally  well  prepared  student  might  place  out 
of  some  of  these.  The  core  requirement  is  one  course 
in  algebra  (MTH  255  or  MTH  258)  and  one  course 
in  analysis  (MTH  22^  or  MTH  245V  Alternatively  a 
student  may  concentrate  in  statistics:  students  concen- 
trating in  statistics  are  not  required  to  take  a  course  in 
algebra  but  instead  must  complete  MTH  245,  MTH  24b. 
MTH  54b  and  either  MTH  24~  or  MTH  290. 

Majors  are  required  to  take  at  least  one  advanced 
course.  This  is  the  depth  requirement.  An  advanced 
course  is  a  mathematics  course  at  Smith  numbered 
between  310  and  390.  With  the  approval  of  the  depart- 
ment, the  requirements  may  be  satisfied  by  a  course 
outside  the  department. 

A  total  of  40  credits  is  required  for  the  mathematics 
major.  At  most  S  of  these  credits  can  be  at  the  100  level. 
With  the  approval  of  the  department,  up  to  8  of  the  40 
credits  may  be  satisfied  bv  courses  taken  outside  the 
Mathematics  and  Statistics  Department.  Courses  taken 
outside  the  department  must  contain  substantial  math- 
ematical or  statistical  content  at  a  level  more  advanced 
than  MTH  211  and  MTH  212  or  MTH  245.  Generally 
such  a  4-credit  course  will  be  given  2  credits  toward  the 
mathematics  major.  Note  that  courses  that  are  cross- 
listed  with  mathematics  and  another  departmer.  I     3 
250,  PHI  202.  PHI  205.  PHI  220  and  PHY  210  are 
counted  as  mathematics  courses  and  given  full  credit 
toward  the  mathematics  major.  The  following  courses 
meet  the  criteria  for  2  credits  toward  the  mathematics 
major.  A  student  may  petition  the  department  if  she 
wishes  credit  for  courses  not  on  this  list.  AST  337,  AST 
55      ST352         -;  --_    §    lA 

>    274,  ECO  240.  ECO  255,  PHY214.  PHY  220.  PHY 
111.  PHY  511  and  PHY  540.  A  student  taking  LOG  100 
may  earn  2  credits  toward  the  mathematics  major, 
providing  she  doesnt  take  PHI  202.  LOG  100  does  not 
count  against  the  limit  of  S  credits  at  the  100-level. 

Normally,  all  courses  that  are  counted  towards 
either  the  major  or  minor  must  be  taken  for  a  letter 
grade. 


Mathematics  and  Statistic 


299 


The  Minor 


The  minor  in  mathematics  consists  of  211  plus  16 
other  credits  selected  from  any  one  of  the  groups  below. 
In  the  applied  mathematics  minor,  four  of  the  credits 
may  be  replaced  by  eight  credits  from  the  list  in  the 
description  of  major  requirements  found  above  or  by 
other  courses  approved  by  the  department. 

Applied  Mathematics  Minor 

153, 204, 212, 222, 225, 233, 243, 245, 246, 247, 254, 
2SS,  264, 270, 325, 346, 353, 364,  PHY  211. 

Discrete  Mathematics  Minor 

153, 270, 233, 238, 254, 255, 333, 353,  CSC  250,  PHI 
220. 

Algebra-Analysis-Geometry  Minor 

153, 212, 217, 224, 233, 238, 243, 325, 333, 342, 343, 
PHI  220. 

Mathematical  Statistics  Minor 

212,246,247,248,346. 

The  Minor  in  Applied  Statistics 

Information  on  the  Interdepartmental  Minor  in  Ap- 
plied Statistics  can  be  found  on  the  Statistics  page  of 
this  catalogue. 


432d  Thesis 

1 2  credits 

Full-year  course:  Offered  each  year 

Requirements:  In  addition  to  the  credits  required  for  the 
major,  students  must  take  431  or  432d  (for  either  eight 
or  twelve  credits)  in  the  senior  year 

Directed  reading,  exposition  and  a  thesis.  The  topic  of 
specialization  should  be  chosen  in  consultation  with 
the  director  during  the  junior  year  or  at  the  beginning 
of  the  senior  year. 

Examination:  In  addition  to  the  requirements  for  the 
major,  each  honors  student  must  take  an  oral  exami- 
nation in  the  area  of  her  honors  thesis. 


Graduate 


580  Graduate  Special  Studies 

4  credits 

Offered  both  semesters  each  vear 


Honors 


Director:  Patricia  Sipe  (Fall  2006)  and  Michael 
;  Albertson  (Spring  2007) 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 


431  Thesis 

8  credits 
Offered  each  Fall 


300 


Medieval  Studies 


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


Advisers  and  Members  of  the  Medieval  Studies  Council 

*  'John  Connolly,  Professor  of  Philosophy 

Craig  R.  Davis,  Professor  of  English  Language  and 

Literature 
Eglal  Doss-Quinby,  Professor  of  French  Studies, 

Director 
Alfonso  Procaccini,  Professor  of  Italian  Language  and 

Literature 
Joachim  Stieber,  Professor  of  History 


*2  Nancy  Mason  Bradbury,  Professor  of  English 

Language  and  Literature 
**2  Brigitte  Buettner,  Professor  of  Art 
t2  Vera  Shevzov,  Associate  Professor  of  Religion 
'  2Federica  Anichini,  Assistant  Professor  of  Italian 

Language  and  Literature 
Suleiman  Ali  Mourad,  Assistant  Professor  of  Religion 
Ibtissam  Bouachrine,  Assistant  Professor  of  Spanish 

and  Portuguese 
Sean  Gilsdorf,  Lecturer  in  History7 


The  interdepartmental  major  and  minor  in  medieval 
studies  provide  students  with  an  opportunity  to  study 
the  civilization  of  medieval  Europe  from  a  multidis- 
ciplinary  perspective.  Subjects  that  belong  today  to 
separate  academic  disciplines  were  rarely  so  separated 
in  the  Middle  Ages,  and  it  is  therefore  appropriate  that 
students  be  given  an  opportunity  to  bring  these  subjects 
together  again.  The  great  diversity  of  regional  cultures 
in  medieval  Europe  was  balanced  by  a  conscious  at- 
tempt to  hold  to  a  unified  view  of  the  world  that  em- 
braced religious  and  social  ideals,  Latin  and  vernacular 
literature,  and  music  and  the  visual  arts. 

The  medieval  studies  major  and  minor  provide  stu- 
dents with  an  opportunity  to  re-create  for  themselves, 
through  courses  in  a  variety  of  related  disciplines, 
an  understanding  of  the  unity  and  of  the  diversity  of 
European  civilization  in  the  Middle  Ages.  The  medieval 
studies  major  and  minor  are  designed  so  that  they  can 
form  valuable  complements  to  a  major  or  minor  in 
one  of  the  participating  departments. 


The  Major 


Basis: 

Two  semester  courses  in  different  departments,  chosen 
from  among  the  following:  ENG  200;  FRN  253;  HST 
224  or  225;  ITL  250;  SPN  250.  If  LAT  lOOd  is  taken,  four 
credits  may  be  counted  toward  the  basis. 


Latin  Requirement: 

All  medieval  studies  majors  are  expected  to  achieve 
a  working  knowledge  of  the  Latin  language.  This  re- 
quirement may  be  satisfied  by  taking  at  least  one  Latin 
course  (for  four  credits)  at  the  200  level  or  above.  If  a 
student  has  no  prior  Latin  or  is  insufficiently  prepared 
for  a  200-level  course,  she  will  take  Latin  lOOd  (for 
eight  credits)  in  order  to  fulfill  this  requirement.  All 
students  are  urged  to  continue  Latin  until  they  have 
taken  at  least  one  course  at  the  200  level. 

Required  Courses: 

A  total  of  8  semester  courses  from  the  list  of  ap- 
proved courses  below,  excluding  the  basis  and  the  Latin 
requirement.  A  minimum  of  two  courses  in  medieval 
history  are  required.  Normally,  these  should  include 
HST  224  and  HST  225,  one  of  which  may  be  taken  as 
part  of  the  basis  (four  credits)  or  both  of  which  (eight 
credits)  may  be  taken  as  part  of  the  eight  courses  in  the 
major  (six  distribution  and  two  concentration)  indi- 
cated below: 

1.  Distribution:  six  courses  at  the  200  level  or  above, 
distributed  in  four  areas  as  follows:  1)  medieval 
history  (four  credits);  2)  medieval  religion  (four 
credits);  3)  one  course  (four  credits)  in  either  me- 
dieval art  or  music;  4)  two  courses  (eight  credits)  in 
medieval  language  and/or  literature,  not  necessarily 
taken  in  the  same  department:  one  course  in  clas- 
sical Latin  literature  may  be  taken  in  fulfillment  of 


Medieval  Studies 


this  requirement;  and  one  other  course  (four  cred- 
its) in  an)  of  the  disciplines  above. 
2.  Concentration:  two  additional  courses,  Including  at 
least  one  at  the  300  level,  must  be  taken  in  one  of 
the  four  areas  listed  above. 

In  addition  to  courses  listed  below,  courses  that  are 
devoted  to  medieval  material  for  at  least  eight  weeks 
of  the  semester  may  be  taken  for  credit  in  the  major, 
upon  petition  to  the  Medieval  Studies  Council,  provided 
that  the  student's  principal  written  work  deals  with  a 
medieval  subject. 

Students  are  advised  to  consult  the  current  Five  College 
Medieval  Studies  brochure  when  selecting  their  courses. 


The  Minor 


Required  Courses: 

Students  who  wish  to  qualify  for  a  minor  in  medieval 
studies  have  the  option  of  demonstrating  a  working 
knowledge  of  Latin  as  per  the  major  requirement  or 
demonstrating  a  working  knowledge  of  one  of  the  me- 
dieval vernaculars  (these  currently  include  ENG  216, 
ENG  217,  ENG  218,  ITL  332  and  SPN  250).  Beyond  the 
language  requirement,  students  must  take  four  courses 
from  the  list  of  approved  medieval  studies  courses  at  the 
200  level  or  above:  these  courses  must  include  at  least 
one  course  in  history  and  one  course  in  art  or  music. 
Students  are  encouraged  to  select  courses  that  deal  with 
different  aspects  of  the  same  time  period  and  comprise 
together  a  meaningful  examination  of  a  segment  of 
medieval  civilization. 

Approved  courses  for  2006-07  are  as  follows: 

Art 

220  Art  Historical  Studies:  Community  and 

Contemplation 
232  Romanesque  Art 
32 1   Studies  in  Medieval  Art:  Monsters  and  Marvels  Philosophy 


French 

253  Medieval  ami  Renaissance  Fiance 

320  Topics  in  Medieval  and  Renaissance  Literature: 

Women  Writers  of  the  Middle  Ages 

German 

None  listed  for  2006-07 

History 

225  The  Making  of  the  Medieval  World,  800-1350 

227  Aspects  of  Medieval  European  History 

Topic:  Making  Medieval  England  800-1400 

230  Europe  from  1300  to  1530  and  the 
Civilization  of  the  Renaissance  in  Italy 

232  Aspects  of  Late  Medieval  and  Early  Modern 
Europe: 

Topic:  Lordship  and  Community  in  Europe 
and  in  the  Later 

Middle  Ages  (1300-1500)  and  the  Origins  of 
Constitutional  Government  in  Early  Modern 
Times  in  Europe  (1300-1700)  and  in  the  British 
Colonies  in  North  America  (1620-1800) 

Italian 

332  Dante's  Dh ina  Commedia — Inferno 

333  Dante's  Divina  Commedia — Purgatorio  and 
Paradiso 

Latin 

213  Virgil,  Aeneid 

Music 

200  Topics  in  the  History  of  Music. 
topic  for  2006:  Western  Music 
Seen  and  Heard:  Music  Notation  and  Musical 
Style  on  Europe  c.  800-1600 


English 

120  Icelandic  Saga 

210  Old  English 

250  Chaucer 

283  Victorian  Medievalism 


124  History  of  Ancient  and  Medieval  Philosophy 

Religion 

245  The  Islamic  Tradition 


302  Medieval  Studies 


Spanish  and  Portuguese 

250  Survey  of  Iberian  Literatures  and  Society  I 
Topic:  Sex  and  the  Medieval  City 


404  Special  Studies 

Admission  by  permission  of  the  instructor  and  the  Me- 
dieval Studies  Council.  4  credits 
Offered  both  semesters  each  year 

408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  year 


Honors 


430d  Thesis 

Admission  by  permission  of  the  Medieval  Studies 

Council. 

8  credits 

Full-year  course;  Offered  each  year 

Requirements:  The  same  as  those  for  the  major,  except 
that  the  thesis  (eight  credits)  shall  count  as  one  course 
(four  credits)  in  the  area  of  concentration.  The  subject 
of  the  thesis  should,  preferably,  be  determined  during 
the  second  semester  of  the  junior  year.  There  shall  be 
an  oral  examination  on  the  thesis. 


SOi 


Music 


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


Professors 

*'  Peter  Anthony  Bloom,  Ph.D. 
'Donald  Franklin  Wheelock,  M.Mus. 

Richard  Jonathan  Sherr.  Ph.D. 
"2 Monica Jakuc.  M.S. 
'*'  Ruth  Aines  Solie,  Ph.D.,  Chair 
Karen  Smith  Emerson,  M.M. 

Jane  Brvden.  M.M. 

Associate  Professors 

"-Raphael  Atlas,  Ph.D. 

-  Margaret  Sarkissian,  Ph.D. 
Joel  Pitchon,  M.M. 


Senior  Lecturers 

Grant  Russell  Moss,  D.M  A 

'■Jonathan  Hirsh,  D.M.A.,  Director  of  Orchestral  and 
Choral  Activities 

Lecturer  and  Choral  Director 
Deanna  Joseph 

Lecturers 

Ron  Gorevic 
Daniel  Warner 
Akiva  Cahn-Lippman 


Assistant  Professors 

Steve  Waksman,  Ph.D. 
Judith  Gordon,  B.Mus. 


Exemption  from  introductory  courses  required  for  the 
major  may  be  obtained  on  the  basis  of  Advanced  Place- 
ment or  departmental  examinations. 

Prospective  majors  are  advised  to  take  1 10  and  1 1 1 
in  the  first  year  and  200  or  201  in  the  sophomore  year. 

Introductory  Courses 

100  Cofloquia 

Colloquia  are  especially  designed  for  those  with  no 
previous  background  in  music.  Limited  to  20  students, 
they  will  emphasize  class  discussion  and  written  work, 
which  will  be  either  music  or  critical  prose  as  appropri- 
ate to  the  topic.  Open  to  all  students,  but  particularly 
recommended  for  first-year  students  and  sophomores. 
4  credits 

Fundamentals  of  Music 

An  introduction  to  music  notation  and  to  principles  of 
musical  organization,  including  scales,  keys,  rhythm 
and  meter.  Limited  to  beginners  and  those  who  did  not 


place  into  1 10.  {A} 
Ruth  Solie,  Fall  2006 

Raphael  At 'las.  Spring  2007 
Offered  both  semesters  each  year 

The  Art  of  Listening 

An  introduction  to  music  for  audience  members,  deal- 
ing primarily  with  the  standard  classical  repertory.  1  low 
basic  knowledge  of  composers,  genres  and  style  peri- 
ods— and  the  information  conveyed  on  concert  pro- 
grams— can  focus  musical  expectations  and  heighten 
understanding  and  enjoyment.  Attendance  at  concerts 
will  be  stressed.  {A} 
Ruth  Solie 
Offered  Fall  2007 

Music  and  Gender  in  the  World 
This  course  explores  the  ways  in  which  music  functions 
in  society  to  reflect  or  construct  gender  relations  and 
the  degrees  to  which  a  society's  gender  ideology  and 
resulting  behaviors  affect  its  musical  thought  and  prac- 
tice. Using  non-Western  case  studies  as  points  of  depar- 


304 


Music 


ture,  particular  emphasis  will  be  placed  upon  the  ways 
scholars  write  about  gendered  musical  lives.  {A/8}  Wl 
Margaret  Sarkissian 
Offered  Fall  2006 

Choral  Music 

An  exploration  of  the  role  of  choral  singing  in  Western 
culture  by  means  of  a  detailed  study  of  selected  choral 
masterpieces.  The  course  will  consist  of  detailed  weekly 
listening  and  class  discussions  of  the  individual  works, 
with  particular  attention  being  given  to  the  sources 
and  significance  of  the  texts  and  to  the  broader  context 
of  the  musical  and  religious  traditions  that  produced 
them.  {A} 
Deanna  Joseph 
Offered  Fall  2006 


ited  to  45.  {H/A}  4  credits 
Steve  Waksman 
Offered  Spring  2007 

PHY  107  Musical  Sound 

110  Analysis  and  Repertory 

An  introduction  to  formal  analysis  and  tonal  harmony, 
and  a  study  of  familiar  pieces  in  the  standard  musi- 
cal repertory.  Regular  written  exercises  in  harmony 
and  critical  prose.  One  hour  of  ear  training  per  week 
outside  of  class.  Prerequisite:  satisfactory  performance 
on  a  placement  test  or  completion  of  Fundamentals  of 
Music.  {A}  4  credits 
Ruth  Solie,  Raphael  Atlas 
Offered  Fall  2006 


101  Introduction  to  World  Music 

A  survey  of  the  world's  musical  traditions,  usually  in- 
cluding areas  of  Africa,  Latin  America,  the  Middle  East, 
India,  Indonesia  and  East  Asia.  Each  unit  will  contain 
a  general  overview  of  the  region,  detailed  study  of  one 
or  more  genres,  and  a  discussion  of  contemporary 
popular  musics.  Ability  to  read  music  is  not  necessary. 
{A/S}  4  credits 
Margaret  Sarkissian 
Offered  Fall  2006 

103  Sight-Singing 

Instruction  and  practice  in  singing  intervals,  rhythms, 
and  melodies,  in  interpreting  time  and  key  signatures, 
and  in  acquiring  other  aural  skills  essential  to  basic 
musicianship.  Recommended  background:  a  basic 
knowledge  of  pitch  and  rhythmic  notation.  Enrollment 
limited  to  12.  {A}  1  credit 
Deanna  Joseph 
Offered  Spring  2007 

105  Roll  Over  Beethoven:  A  History  of  Rock 

This  course  will  provide  a  critical  survey  of  rock  music, 
tracing  the  music's  development  from  blues  and  black- 
face minstrelsy  to  heavy  metal,  grunge  and  techno. 
Emphasis  throughout  will  be  placed  upon  understand- 
ing musical  developments  in  the  context  of  American 
race  and  gender  relations  and  the  politics  of  youth 
cultures  in  the  U.S.  Topics  to  be  covered  include:  Elvis 
Presley  as  minstrel;  Jimi  Hendrix  and  the  blues;  women 
performers  in  rock;  heavy  metal  and  masculinity;  and 
the  (supposed)  death  of  rock  'n'  roll.  Enrollment  lim- 


111  Analysis  and  Repertory 

A  continuation  of  1 10.  Prerequisite:  1 10  or  permission 
of  the  instructor.  {A}  4  credits 
Donald  Wheelock 
Offered  Spring  2007 

Intermediate  and  Advanced 
Courses 

200  Topics  in  the  History  of  Music 

Detailed  consideration  of  important  periods,  genres, 
and  composers  in  the  history  of  Western  music. 
Topic:  Western  Music,  Seen  and  Heard:  The  Develop- 
ment of  Music  Notation  in  Europe  c.  800-1600 
The  history  of  musical  notation  within  the  context 
of  the  history  of  music  in  Western  Europe  from  the 
Middle  Ages  to  the  baroque.  What  are  the  origins  of 
Western  music  notation?  How  did  notation  interact 
with  memory  and  the  process  of  composition  and  per- 
formance?  What  does  notation  tell  us  about  the  music 
and  musicians  of  the  past?  How  does  it  reflect  changes 
in  musical  style  over  time?  What  is  the  effect  of  the 
purely  visual  in  music  notation?  Listening,  reading, 
and  some  transcription  of  representative  works.  Open  to 
all  students  (including  first  years)  who  have  previous 
musical  experience  or  who  have  obtained  permission  of 
the  instructor.  {A/H}  4  credits 
Richard  Sherr 
Offered  Fall  2006 


Music 


505 


201  Music  from  the  Pre-Classic  to  the  Post-Modern 
A  historical  survey  of  the  principal  stj  les  and  monu- 
ments of  Western  music  from  the  time  of  Haydn  and 
Mozart  to  the  time  of  Stravinsky  and  beyond  Open  to 
all  students  (including  first-years)  who  have  had  previ- 
ous musical  experience  or  who  have  obtained  permis- 
sion of  the  instructor  {H/A}  4  credits 
Peter  Bloom 
Offered  Spring  2007 


211  Tonal  Counterpoint 

Principles  oi  two-  and  three  pari  counterpoinl  with 
reference  to  such  categories  as  the  chorale  prelude. 
invention,  canon  and  fugue.  Ear  training,  analysis  and 

practice  in  contrapuntal  writing.  Prerequisite:  1 1 1  or 
permission  oi  the  instructor  ottered  In  alternate 
{A}  4  credits 
Raphael  Atlas 
Offered  Spring  200" 


205  Topics  in  Popular  Music 

Jbpic:  Musical  Circuits:  Popular  Music  and 

Technology 

From  the  design  and  crafting  of  musical  instruments 
to  the  invention  of  newways  for  storing  and  reproduc- 
ing sound,  the  development  of  new  technologies  has 
played  a  pivotal  role  in  the  history  of  popular  music. 
This  course  will  explore  the  ongoing  and  ever-changing 
interrelationship  between  music  and  technology.  Topics 
to  be  explored  include  the  history  of  musical  instru- 
ments such  us  the  piano  and  the  guitar,  the  develop- 
ment of  technologies  for  amplifying  music  (such  as  the 
microphone  and  electric  guitar),  the  rise  of  radio  and 
recording  as  dominant  ways  of  listening  to  music,  and 
the  effects  of  digital  technologies  and  computers  upon 
contemporary  music  making  and  music  consumption. 
Course  limited  to  20  students.  Prerequisites:  MI'S  105  or 
permission  of  the  instructor.  {H/S/A}  4  credits 
Steve  Waksman 
Offered  Fall  2006 

Topic:  Ethnicity.  Race  and  Popular  Song  in  the  Unit- 
ed States  from  Skfhen  Foster  to  Elvis  Presley 
From  the  early  19th  centurv  Irish  Melodies  of  Thomas 
Moore  to  contemporary  hip  hop,  popular  vocal  music 
in  the  L'nited  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  non-relationship)  be- 
tween music  and  text.  Readings  in  history,  sociology 
and  cultural  studies  as  well  as  music  history:  Listening, 
viewing  videos  and  consultation  of  on-line  resources  A 
reading  knowledge  of  music  is  not  required.  {A/H} 
4  credits 
Richard  Sherr 
Offered  Spring  2007 


212  Analysis  and  Repertory:  20th  Century 
Study  of  major  developments  In  20th-century  music. 
Writing  and  analytic  work  including  non-tonal  har- 
monic practice,  serial  composition  and  other  musical 
techniques.  Prerequisite:  1 1 1  or  permission  of  the 
instructor.  {A}  4  credits 
Raphael  Alias 
Offered  Fall  2006 

220  Topics  in  World  Music 

Topic:  The  Music  of  Indonesia.  An  introduction  to 
the  music  of  Indonesia  (primarily Java  and  Bali), 
with  special  attention  to  bronze  percussion  ensembles 
(gamelan)  and  their  use  in  ritual,  dance  and  drama. 
Interdisciplinary*  readings  will  place  music  in  its  socio- 
cultural  context,  (both  traditional  and  contemporary) 
while  musical  practice  will  be  explored  through 
instruction  on  gamelan  instruments.  There  are  no 
prerequisites  for  this  class.  {A}  4  credits 
Margaret  Sarkissian 
Offered  Spring  2007 

233  Composition 

Basic  techniques  of  composition,  including  melody, 
simple  two-part  writing  and  instrumentation.  Analysis 
of  representative  literature.  No  previous  composition 
experience  required.  Prerequisite:  1 10  or  permission  of 
the  instructor.  {A}  4  credits 
Donald  Wheelock 
Offered  Spring  200" 

251  The  History  of  the  Opera 

History  of  the  form  from  its  inception  to  the  present, 
with  emphasis  on  selected  masterworks.  {H/A}  4  credits 
Richard Shcrr 
Offered  Spring  2007 

ANT  258  Performing  Culture 


306 


Music 


305  Music  of  the  High  Baroque 

The  music  of  Bach  and  Handel,  concentrating  on  their 
vocal  works.  Prerequisite:  1 10  or  permission  of  the 
instructor.  {A}  4  credits 
Richard Sherr 
Offered  Fall  2006 

307  Beethoven  and  His  World 

A  look  at  Beethoven's  inheritance  from  Haydn  and 
Mozart;  a  survey  of  Beethoven's  music  concentrating  on 
the  piano  sonatas,  concertos,  string  quartets  and  sym- 
phonies; and  a  consideration  of  some  recent  Beethoven 
literature  that  takes  us  into  the  composer's  workshop 
and  on  to  his  wider  world.  Prerequisite:  201  or  permis- 
sion of  the  instructor.  {A}  4  credits 
Peter  Bloom 
Offered  Fall  2007 

308  Seminar  in  the  Music  of  the  19th  Century 

After  Beethoven.  Did  composers  suffer  the  anxiety  of  in- 
fluence in  the  wake  of  Beethoven's  symphonic  achieve- 
ment? This  course  will  investigate  what  has  been  called 
the  "crisis"  of  the  symphony  in  the  19th  century  by 
considering  from  analytical  and  historical  points  of 
view  selected  works  of  Schubert,  Berlioz,  Mendelssohn, 
Schumann,  Brahms  and  Mahler.  Prerequisite:  201  or 
permission  of  the  instructor.  {H/A}  4  credits 
Peter  Bloom 
Offered  Spring  2007 

345  Electro-Acoustic  Music 

Introduction  to  musique  concrete,  analog  synthesis, 
digital  synthesis  and  sampling  through  practical  work, 
assigned  reading  and  listening.  Enrollment  limited  to 
eight.  Admission  by  permission  of  the  instructor.  Pre- 
requisites: a  semester  course  in  music  theory  or  compo- 
sition and  permission  of  the  instructor.  {A}  4  credits 
Daniel  Warner 
Offered  Fall  2006 

CSC  354  Seminar  in  Digital  Sound  and  Music 
Processing 

400  Special  Studies 

In  the  history  of  music,  world  music,  composition  or 

in  the  theory  or  analysis  of  music.  By  permission  of  the 

department,  for  juniors  and  seniors. 

1  to  4  credits 

Offered  both  semesters  each  year 


Graduate  Courses 

The  department  offers  no  graduate  program  but  will 
in  exceptional  circumstances  consider  admitting  an 
advanced  student  whose  independent  studies  leading  to 
the  M.A.  degree  would  be  overseen  by  the  appropriate 
members  of  the  faculty. 

Performance 

Admission  to  performance  courses  is  determined  by  au- 
dition. To  the  extent  that  places  in  performance  courses 
are  available,  students  are  accepted  on  the  basis  of 
musicianship,  competence  and  potential  ability.  There 
are  fees  for  all  courses  involving  individual  instruction. 

When  no  instructor  for  a  particular  instrument  is 
available  at  Smith  College,  or  when  no  place  is  avail- 
able on  the  roster  of  a  Smith  College  perfonnance 
instructor,  every  effort  will  be  made  to  provide  qualified 
students  with  qualified  instructors  from  the  Five  College 
community.  Such  arrangements  may  require  Smith 
students  to  travel  to  other  valley  colleges. 

Courses  in  performance  normally  require  one  hour 
of  individual  instruction  per  week.  Students  taking 
four-credit  courses  for  the  year  in  performance  are  ex- 
pected to  practice  a  minimum  of  one  hour  a  day;  those 
taking  eight-credit  courses  for  the  year  in  performance, 
two  hours  a  day.  Two  performance  courses  may  not  be 
taken  concurrently  without  permission  of  the  depart- 
ment. This  restriction  does  not  apply  to  chamber  music 
or  conducting. 

First-  and  second-year  courses  in  performance  must 
be  taken  above  a  regular  program — that  is,  eight  four- 
credit  courses  per  year — and  are  counted  as  four-credit 
courses  for  the  year.  Exception:  a  sophomore  who  plans 
a  music  major  may,  with  the  permission  of  the  depart- 
ment, elect  the  second-year  course  in  performance 
within  a  32-credit  program  for  eight  credits  for  the  year. 

Third-  and  fourth-year  courses  in  performance 
may  be  taken  within  a  regular  program  as  an  eight- 
credit  course  for  the  year,  with  the  permission  of  the 
instructor,  or  above  a  regular  program  as  either  an 
eight-credit  or  a  four-credit  course  for  the  year.  While 
all  performance  students  are  urged  concomitantly 
to  study  music  in  the  classroom,  those  who  wish  to 
continue  individual  instruction  beyond  the  first-  and 
second-year  courses  must  take  either  Fundamentals  of 
Music  (Music  100),  or  1 10  and  either  Music  200  or  201 


Music 


50/ 


during  their  years  at  Smith  College.  It  is  recommended 
that  these  courses  be  taken  prior  to  the  junior  year. 

A  minimum  grade  of  B  or  permission  of  the  in- 
structor is  required  tor  admission  to  courses  m  perfor- 
mance beyond  the  first  year  of  study. 

No  more  than  24  credits  earned  in  courses  in  per- 
formance may  be  counted  toward  graduation. 

Auditions  must  be  scheduled  with  the  secretary  of  the 
department  upon  arrival  on  campus.  Singers,  pianists 
and  other  instrumentalists  will  be  expected  to  perform 
one  or  more  works  of  their  own  choice.  Courses  in 
organ  are  not  normally  open  to  first-year  students,  but 
those  who  demonstrate  proficiency  in  piano  may  re- 
ceive permission  to  register  for  organ  in  the  first  year. 

Registration  for  performance  courses  takes  place  at  the 
department  office  (as  well  as  with  the  registrar),  and  is 
tentative  until  audition  results  are  posted. 

Undergraduate  performance  courses  carry  the  follow- 
ing numbering  sequence,  credits  and  section  letters: 

914y  {A}  4  credits,  first  year  of  performance  study 
924y  {A}  4  credits,  second  year  of  performance  study 
928y  {A}  8  credits,  music  majors  in  second  year  of  per- 
formance study  who,  with  their  teacher's  permission, 
wish  to  study  for  full  credit.  Prerequisite:  MUS  9l4y. 
930y  {A}  Advanced  level  for  variable  credit  (4  or  8 
credits).  Can  be  repeated  once.  Prerequisite:  MUS  924y 
or  928y. 

940y  {A}  Intensive  preparation  for  a  senior  recital  for 
those  admitted  to  the  concentration  in  performance. 
T\vo  hour  lessons  per  week.  May  be  substituted  for  one 
or  two  elective  classroom  courses  above  the  one  hun- 
dred level  in  the  major.  Prerequisites:  four  semesters  of 
performance  for  credit  or  the  equivalent;  audition  and 
permission  of  the  department.  8  credits. 


Piano 

Organ 

Harpsichord 

Voice 

Violin 

Viola 

Violoncello 

Double  Bass 

Viola  da  Gamba 

Flute 

Recorder 


L  Oboe 

M  Clarinet 

N  Bassoon 

0  French  Horn 

P  Trumpet 

Q  Trombone 

R  Tuba 

S  Percussion 

T  Guitar 

U  Lute 

V  Harp 

W  Other  Instruments 

X  Jazz  Piano 

Y  Jazz  Voice 

Z    Other  Jazz  Instruments 

Piano.  Judith  Gordon,  Monica  Jakuc 

Organ.  Prerequisite:  piano  9l4y  or  the  equivalent.  Grant 
Moss 

Harpsichord.  Prerequisite:  piano  9l4y  or  permission  of 
the  instructor.  Grant  Moss 

Voice.  Karen  Smith  Emerson,  Jane  Bryden 

Violin.  Joel  Pitchon 

Viola.  Ron  Gorevic 

Violoncello.  Akiva  Cahn-Lippman 

Double  bass.  (UMass) 

Viola  da  Gamba.  Alice  Robbins 

Wind  Instruments.  Ellen  Redman,  Bute;  Lynn  Sussman, 
clarinet;  Emily  Samuels,  recorder 

Trumpet  Donna  Gouger 

French  Horn.  FredMdrich 

Trombone,  Tuba.  (Umass) 

Percussion.  (UMass) 

Guitar.  Phillip  de  Ere/ fiery  ( Mount  Holyoke) 


308 


Music 


Lute.  Robert  Castellano 

Other  Instruments 

Jazz  Piano.  Michele  Feldheim 

Jazz  Voice.  Justina  Golden 

Other  Jazz  Instruments 

901  Music  Ensembles 

Chamber  Music  Ensemble 
Open  on  a  limited  basis  to  qualified  students  who  are 
studying  their  instruments.  This  course  requires  a  one- 
hour  lesson  and  three  hours  of  practice  per  week.  May 
be  repeated.  Permission  of  the  instructor  required.  {A} 
1  credit 

Joel  Pitchon,  Members  of  the  department 
Offered  both  semesters  each  year 

Smith  College  Orchestra 

A  symphony  orchestra  open  to  Smith  students,  Five- 
College  students  and  community  members.  The 
orchestra  gives  one  concert  each  semester  and  performs 
at  annual  events  such  as  POPS!,  Autumn  Serenade  and 
Christmas  Vespers.  Rehearsals  on  Tbesday  evenings. 
Jonathan  Hirsh,  Conductor 

Smith  College  Gamelan  Ensemble 
One  concert  each  semester.  Open  (subject  to  space)  to 
Smith  students,  other  Five  College  students,  faculty  and 
staff.  No  experience  necessary.  Rehearsals  on  Wednes- 
day evenings. 
Darsono  and Margaret  Sarkissian,  Directors 


Smith  College  Jazz  Ensemble 
One  rehearsal  per  week;  at  least  two  concerts  per  semes- 
ter. Open  to  Smith  and  Five  College  students  and  mem- 
bers of  the  community,  with  all  levels  of  jazz  training. 
Director  to  be  announced 

Smith  College  Wind  Ensemble 
One  rehearsal  per  week;  at  least  one  concert  per  se- 
mester. Open  by  audition  to  Smith  and  Five  College 
students  and  members  of  the  community. 
Deanna  Joseph,  Director 


903  Conducting 

Baton  technique,  score  reading,  problems  of  conduct- 
ing choral  and  instrumental  ensembles.  Ability  to  read 
bass  and  treble  clef  required.  May  be  repeated  for  credit. 
Admission  by  permission  of  the  instructor.  {A}  2  credits 
Deannajoseph 
Offered  Spring  2007 

Choral  Ensembles 

The  Choral  Program  at  Smith  includes  three  ensem- 
bles. Each  ensemble  performs  annually  at  POPS!,  Au- 
tumn Serenade,  Christmas  Vespers  and  at  college  events 
such  as  Convocation,  Rally  Day  and  chapel  services. 
All  the  ensembles  perform  a  varied  repertoire  including 
classical,  world  music,  popular  songs  and  Smith  songs. 
At  least  once  each  year,  the  Glee  Club,  and  occasionally 
the  College  Chorus,  performs  a  major  work  with  a  visit- 
ing Men's  Glee  Club,  orchestra  and  soloists.  In  alternate 
years,  the  Chamber  Singers  perform  on  tour  in  the 
United  States  and  abroad. 

Glee  Club:  open  by  audition  to  sophomores,  juniors, 
seniors,  Ada  Comstock  Scholars  and  graduate  students. 
Rehearsals  on  Monday  and  Wednesday  afternoons. 
Jonathan  Hirsh,  Conductor 

Chamber  Singers:  open  to  selected  members  of  the 
Choral  ensembles  by  audition.  Normally  offered  in 
alternate  years. 
Jonathan  Hirsh,  Conductor 

College  Chorus  and  Chamber  Choir:  open  by  audition  to  all 
classes  and  Ada  Comstock  Scholars.  Rehearsals  either 
on  Monday  evenings  and  Wednesday  afternoons  or  on 
Monday  afternoons  and  Wednesday  evenings. 
Deannajoseph,  Conductor 

The  Five  College  Collegium 
and  Early  Music  at  the  Five 
Colleges 

The  Five  College  Early  Music  Program  seeks  to  provide 
educational  and  musical  experience  for  those  interested 
in  the  instrumental  and  vocal  music  of  the  Middle 
Ages,  the  Renaissance  and  the  baroque  period.  An  ex- 


Music 


509 


tensive  collection  of  medieval.  Renaissance,  and  ba- 
roque instruments  is  available  to  students  tor  study  and 
performance,  and  there  are  large  holdings  in  the  music 
libraries  of  the  Five  Colleges.  Students  niav  participate 
in  the  Five  College  Collegium  (open  by  audition),  may 
join  ensembles  organized  on  the  various  campuses, 
and  may  take,  for  a  fee,  individual  and  noncredit  group 
instruction.  Smith  students  should  contact  Jane  Bryden, 
Emily  Samuels,  or  Alice  Robbins  for  further  details. 

The  Major 

Advisers:  Members  of  the  department 

Adviser  for  Study  Abroad:  Raphael  Atlas  (Fall  2006);  Peter 
Bloom  (Spring  2007). 

Basis  for  the  major:  110.  111.  200  or  201  and  101  or  220. 

Requirements:  11  semester  courses:  110,  111,  200  or 
201, 101  or  220;  two  further  courses  in  music  theory, 
analysis,  or  composition;  three  further  courses  in  music 
history;  and  two  further  classroom  courses  above  the 
100-level  (under  certain  circumstances  a  colloquium 
may  be  substituted  for  one  of  these). 

Foreign  languages:  students  are  urged  to  acquire  some 
knowledge  of  German,  French  and  Italian. 

Students  who  are  contemplating  graduate  work  in 
music  should  consider  taking  210  and  any  seminar. 

Music  Major  with  Concentration  in 
Performance 

Majors"who  have  demonstrated  an  extraordinary  level 
of  achievement  in  performance  may,  before  March  of 
the  junior  year,  seek  via  audition  before  a  representative 
committee  of  the  department,  to  substitute  c)40y  (for  8 
credits)  in  their  senior  year  for  one  or  two  of  the  courses 
designated  as  "two  further  classroom  courses  above  the 
one  hundred  level"  in  the  requirements  of  the  major. 


The  Minor 

Advisers:  Members  of  the  department 

Basis:  110,  11 1.200  or  201. 

Requirements:  Six  semester  courses:  1 10, 1 1 1, 200  or 
201,  and  three  further  classroom  courses  of  which  at 
least  one  should  be  above  the  100-level  and  of  which 
at  least  one  should  be  a  course  or  colloquium  dealing 
with  non-Western  music. 

Honors 

Director:  Richard  Sherr 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 

Requirements:  Students  will  fulfill  the  requirements  of 
the  major.  Students  will  also  present  a  thesis  (430d  or 
431)  or  a  composition  normally  equivalent  to  eight 
credits.  Examination:  Students  will  take  an  oral  exami- 
nation on  the  subject  of  the  thesis. 


310 


Neuroscience 


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


Neuroscience  Committee 

Margaret  E.  Anderson,  Professor  of  Biological  Sciences, 

Director 
Mary  Harrington,  Professor  of  Psychology 
Virginia  Hayssen,  Professor  of  Biological  Sciences 
Richard  Olivo,  Professor  of  Biological  Sciences 
Stylianos  Scordilis,  Professor  of  Biological  Sciences 
David  Bickar,  Associate  Professor  of  Chemistry 


*]  Stefan  Bodnarenko,  Associate  Professor  of  Psychology 
**2  Michael  Barresi,  Assistant  Professor  of  Biological 

Sciences 
n  Adam  C.  Hall,  Assistant  Professor  of  Biological 

Sciences 
Susan  Voss,  Assistant  Professor  of  Engineering 
n  Maryjane  Wraga,  Associate  Professor  of  Psychology 
Beth  Powell,  Lecturer  in  Psychology 


230  Experimental  Methods  in  Neuroscience 

A  laboratory  course  exploring  anatomical  research 
methods,  neurochemical  techniques,  behavioral  test- 
ing, design  of  experiments  and  data  analysis.  Prerequi- 
sites: PSY  210  and  CHM  1 1 1  or  1 18  or  permission  of  the 
instructor.  Enrollment  limited  to  14.  {N}  4  credits 
Adam  Hall,  Fall  2006 
Mary  Harrington,  Spring  2007 
Offered  both  semesters  each  year 

311  Neuroanatomy 

A  survey  of  the  structural  organization  of  the  mamma- 
lian brain  and  the  behavioral  changes  associated  with 
brain  damage.  Laboratory  covers  research  techniques 
in  neuroanatomy.  Prerequisites:  210  or  211,  an  intro- 
ductory BIO  course,  or  permission  of  the  instructor. 
Enrollment  limited  to  20.  Laboratory  sections  limited  to 
10.  {N}  Not  offered  in  fall  2006.  5  credits 
Stefan  Bodnarenko 
Offered  Fall  2007 

312  Seminar  in  Neuroscience 

Biological  Rhythms.  Molecular,  physiological  and 
behavioral  studies  of  circadian  and  circa-annual 
rhythms.  Prerequisites:  NSC  230  and  pennission  of  the 
instructor.  Enrollment  limited  to  12.  {N}  4  credits 
Mary  Harrington 
Offered  Fall  2006 


400  Special  Studies 

A  scholarly  project  completed  under  the  supervision  of 
any  member  of  the  program.  Permission  of  the  instruc- 
tor required. 
1-5  credits 
Offered  both  semesters  each  year 


The  Major 


Core  courses:  PSY  221,  BIO  111,  CHM  111  or  118, 222, 
223,  PSY  210,  NSC  230,  either  BIO  230/231  or  BIO 
256/257,  and  two  laboratory  courses  from  the  follow- 
ing: BIO  325/326,  BIO  330/331,  BI0346/347,  NSC  311. 

Two  electives: 

Select  one  from  BIO  230, 234, 256, 352, 353, 346,  EGR 
380,  PSY  218, 219, 222. 

Select  one  from  NSC  312, 400  (special  studies,  4  or  5 
credits),  430d/432d  (Thesis),  BCH  380,  PSY  326. 

A  total  of  53  credits  are  required  in  the  major.  The  S/U 
option  may  not  be  used  for  courses  in  the  major.  A  stu- 
dent who  places  out  of  required  courses  with  AP  or  IB 
credits  is  expected  to  replace  those  courses  with  others 
offered  in  the  major.  Credits  should  be  earned  by  taking 
an  additional  elective.  NSC  230  is  not  open  to  seniors. 
BIO  230  (Cell  Biology),  256  (Animal  Physiology),  or 


Neuroscience 


311 


346  can  be  taken  as  either  core  or  elective,  but  one 
course  cannot  be  counted  as  both  core  and  elective. 

BI0 111  Molecules,  Cells  and  Systems 
This  course  is  an  introduction  to  the  stud)  of  life  at 
the  level  of  cells  and  organs.  Specific  topics  include 
cell,  organelle  and  membrane  structure  and  function, 
biomolecules,  metabolism,  bioenergeties.  and  the  mo- 
lecular basis  of  inheritance  and  information  transfer; 
the  organization  and  physiology  of  selected  plant  and 
animal  systems;  homeostatic  control  mechanisms  for 
regulation  of  the  internal  environment,  including  the 
role  of  hormones  in  homeostasis  and  reproduction; 
principles  of  neurophysiology.  Investigative  laboratory 
exercises  explore  basic  concepts  through  observation, 
self-designed  experiments,  and  data  collection  and 
analysis.  {N}  4  credits 
Richard  Briggs  (Director) 
Offered  Fall  2006.  Spring  2007 

BIO  230  Cell  Biology 

The  structure  and  function  of  eukarvotic  cells.  This 
course  will  examine  contemporary  topics  in  cellular 
biology:  structural  biology,  organelle  function,  mem- 
brane and  endomembrane  systems,  cellular  regulation, 
signaling  mechanisms,  motility,  bioelectricity,  com- 
munication and  cellular  energetics.  Students  may  not 
elect  to  take  both  BIO  230  and  236.  This  course  is  a 
prerequisite  for  Biochemistry  I.  Prerequisites:  BIO  111, 
CUM  222.  Laboratory  (231)  is  optional.  {N}  4  credits 
Stxlianos  Scordilis 
Offered  Fall  2006 

BIO  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.  Additional  prerequisite:  BIO  230,  which 
should  be  taken  concurrently.  {N}  l  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  DNA  analysis,  gene 
cloning,  gene  organization,  gene  expression,  RNA 


processing,  mobile  genetic  elements,  gene  expression 
and  development,  the  molecular  biolog\  ot  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 
Steven  Williams,  Robert Dorit 
Offered  Fall  2006 

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 
b\  specific  environments.  Prerequisites:  BIO  111  and 
CUM  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.  Additional  prerequisite: 
BIO  256,  which  must  be  taken  concurrently.  {N}  1  credit 
Margaret  Anderson 
Offered  Fall  2006 

BIO  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  neurophannacology  Prerequisites:  BIO 
230,  BIO  234,  or  BIO  236  and  two  semesters  of  chem- 
istry, or  permission  of  the  instructor.  Laboratory  (326) 
must  be  taken  concurrently.  Enrollment  limited  to  20. 
{N}  4  credits 
Adam  C.  Hall 
Offered  Spring  2007 

BIO  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  by  an  introduction  to  DNA  microarrav  tech- 
nology for  studying  gene  expression  in  the  brain.  The 


312 


Xeuroscience 


rest  of  the  laboratory  uses  iheXenopus  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  2006 

BIO  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 

BIO  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 

BIO  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 
presented  in  concert  with  the  experiments  underly- 
ing our  current  understanding  of  the  control  of  these 
events.  Emphasis  is  also  placed  on  learning  to  design 
experiments  to  answer  questions  about  cause  and  ef- 
fect in  biological  systems,  developing  or  otherwise.  In 
addition  to  textbook  reading  assignments,  students 
will  learn  to  read  and  present  primary  literature  and 
compose  an  abbreviated  grant  proposal.  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  347  Developmental  Biology  Laboratory 

Students  will  design  and  cam-  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 

BIO  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  ecology7 
and  evolution.  Additional  prerequisite:  one  of  the  fol- 
lowing: BIO  242, 244,  a  statistics  course  or  permission 
of  the  instructor.  {N}  3  credits 
Virginia  Hayssen 
Offered  Fall  2006 

BIO  353  Methods  in  Animal  Behavior 

Research  design  and  methodology  for  field  and  labora- 
tory studies  of  animal  behavior.  Additional  prerequisite, 
one  of  the  following:  BIO  242, 244,  a  statistics  course  or 
permission  of  the  instructor.  Enrollment  limited  to  15 
students.  {N}  3  credits 
I  frginia  Hayssen 
Offered  Fall  2007 

BCH  380  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. 
Enrollment  limited  to  12.  {N}  3  credits 
Adam  Hall 
Offered  Fall  2006 


Neuroscience 


EGR  380  Neuroengineering 

See  course  description  in  Engineering  section  of  this 

bulletin.  Prerequisites:  MTIl'l  1 1  and  112 and  EGR  220 

or  PHY  ll6andBIO  111  or  112  or  permission  of  the 

instructor.  (N/M)  4  credits 

Susan  Voss 

To  be  arranged 

PSY  210  Introduction  to  Neuroscience 

An  introduction  to  the  organization  and  function  of  the 
mammalian  nervous  system.  An  in-depth  exploration 
of  the  brain  using  multiple  levels  of  analysis  rang- 
ing from  molecular  to  cognitive  and  behavioral  ap- 
proaches. An  appreciation  of  how  brain  cells  interact  to 
orchestrate  adaptive  responses  and  experiences  will  be 
gained.  The  material  is  presented  at  a  level  accessible 
for  science  as  well  as  nonscience  majors.  This  course 
has  no  prerequisites.  {N}  4  credits 
Stefan  Bodnarenko 
Offered  Spring  2007 

PSY  221  Physiology  of  Behavior 

Introduction  to  brain-behavior  relations  in  humans 
and  other  species.  An  overview  of  anatomical,  neural. 
hormonal  and  neurochemical  bases  of  behavior  in 
both  normal  and  clinical  cases.  Major  topics  include 
the  biological  basis  of  sexual  behavior,  sleep,  emo- 
tions, depression,  schizophrenia,  autism,  ADHD  and 
neurological  disorders.  Open  to  entering  students.  {N} 
4  credits 
Beth  Powell 
Offered  Fall  2006 

PSY  218  Cognitive  Psychology 

I  Theory  and  research  on  current  topics  in  cognition, 

including  attention,  perception,  concept  formation. 

imager},  memory,  decision  making  and  intelligence. 
'  Prerequisite:  1 1 1  or  permission  of  the  instructor.  {N} 

4  credits 

Michael  Stroud 

Offered  Fall  2006 

PSY  219  Cognitive  Neuroscience 

Cognitive  neuroscience  uses  neuroimaging  techniques 
\  such  as  PET  and  fMRI  to  examine  issues  related  to  the 
mind/brain.  This  course  covers  such  topics  as  percep- 
tion and  encoding,  cerebral  lateralization  and  special- 
ization, the  control  of  action,  executive  function  and 


the  problem  of  consciousness  Prerequisite:  PSY  111  or 
PSY  210  or  permission  of  the  instructor  {N}  4  credits 
Mary Harrington 
Offered  Spring  2007 

PSY  222  Psychopharmacology 

This  course  will  examine  the  effects  of  drugs  on  the 
nervous  system  and  associated  changes  in  mood, 
cognition  and  behavior.  Legal  and  illegal  recreational 
dings  will  be  considered,  as  well  as  therapeutic  agents 
used  to  treat  psychological  illnesses  such  as  depression 
and  schizophrenia.  Focus  will  be  on  understanding 
the  effects  of  drugs  on  synaptic  transmission,  as  well 
as  how  neural  models  might  account  for  tolerance 
and  addiction.  The  course  will  also  cover  issues  with 
social  impact  such  as  the  effects  of  drugs  on  fetal  de- 
velopment, the  pharmaceutical  industry,  and  effective 
treatments  for  drug  abuse.  Prerequisite:  210  or  21 1  or 
permission  of  the  instructor.  {N}  4  credits 
Beth  Powell 
Offered  Spring  2007 

PSY  326  Seminar  in  Biopsychology 

Topic:  Brain  Plasticity.  Recent  studies  have  demon- 
strated that  the  "'mature"  brain  retains  its  ability  to 
change  and  even  add  new  elements.  We  will  research 
and  discuss  a  series  of  dogma-altering  findings  that 
have  revolutionized  the  way  neuroscientists  think  about 
the  brain.  Readings  will  reflect  the  behavioral,  cellular 
and  molecular  approaches  that  have  been  used  to  dem- 
onstrate that  the  brain  continues  to  change  throughout 
its  lifetime.  Discussions  will  include  the  moral,  ethical, 
and  public  policy  implications  of  these  discoveries. 
Prerequisites  include  PSY  210, 221  and  permission  of 
the  instructor.  Enrollment  limited  to  12.  {N}  4  credits 
Stefan  Bodnarenko 
Offered  Spring  200" 

Adviser  for  Study  Abroad:  Man  Harrington 

Adviser  for  Transfer  Students:  Margaret  Anderson 


The  Minor 


Required  core  courses:  PSY  2 10. 22 1 .  and  a  300-level 
course  selected  in  consultation  with  the  adviser. 


314  Neuroscience 

Choose  three  electives  from:  Either  BIO  230  or  256,  BIO 
325/326, 330/331 352/353,  NSC  311, 312,  PSY  222, 
326. 

The  S/U  option  may  not  be  used  for  courses  fulfilling 
the  requirements  of  the  minor. 

Honors 

Director:  Stefan  Bodnarenko 

430d  Thesis 

8  credits 

Full-year  course;  offered  each  year 

432d  Thesis 

12  credits 

Full-year  course;  offered  each  year 

Requirements:  The  same  as  for  the  major,  with  8  or  12 
thesis  credits  in  the  senior  year  involving  an  individual 
investigation  culminating  in  a  written  thesis  and  an 
oral  presentation.  A  course  in  statistics  is  strongly 
recommended  for  students  completing  honors  in  neu- 
roscience. 


315 


Philosophy 


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


Professors 

Jill  (i.  de  Villiers,  Ph.D.  (Psychology  and  Philosophy) 

''John M.Connolly,  Ph.D.' 

Elizabeth  V  Spelraan,  Ph.D.  (Philosophy  and  Women's 

Studies ) 
Jay  L  Garfield.  Ph.D. 
n  Albert  Moslev,  Ph.D..  Chair 


Associate  Professors 
Nalini  Bhushan,  Ph.D. 
"'Susan  Levin,  Ph.D. 
"-Jeffry  Ramsey,  Ph.D. 

Lecturer 

Ernes!  Alleva,  Ph.D. 

Research  Associates 
Janice  Moulton,  Ph.D. 

Meredith  W.  Michaels,  Ph.D. 


Introductory  and  intermediate  courses  are  open  to  all 
students,  unless  otherwise  noted.  Upper-level  courses 
assume  some  previous  work  in  the  department  or  in 
fields  related  to  the  particular  course  concerned.  The 
300-level  courses  are  primarily  for  juniors  and  seniors. 
Where  special  preparation  is  required,  the  prerequisite 
is  indicated  in  the  description. 

LOG  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 

LOG  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 
elementarv  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 
calculate  truth  values  and  determine  the  validity  of 
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.  Mosley 
Offered  Spring  2007 

100  Thinking  About  Thinking 

What  is  thinking?  What  is  the  distinction  between  mind 
and  body,  and  ought  we  to  accept  it?  Can  the  mind 
survive  the  death  of  the  body?  Can  you  be  thoughtful 
and  passionate  at  the  same  time?  What  kind  of  access 
can  we  have  to  the  worlds  of  human  beings  from  other 
cultures  and  historical  periods?  Readings  from  ancient, 
modern  and  contemporary  philosophers  primariK  m 
the  Western  tradition.  Designed  to  introduce  beginning 
students  to  problems  and  methods  in  philosoph)  and  to 
the  philosophy  department  at  Smith.  Maximum  num- 
ber of  students  per  section  20.  {H/S}  4  credits 
Jeffry  Ramsey 
Offered  Fall  2006 


316 


Philosophy 


124  History  of  Ancient  and  Medieval  Philosophy 

A  study  of  Western  philosophy  from  the  early  Greeks 
to  the  end  of  the  Middle  Ages,  with  emphasis  on  the 
pre-Socratics,  Plato,  Aristotle,  the  Stoics  and  Epicureans 
and  some  of  the  scholastic  philosophers.  {H/M}  4  credits 
Susan  Levin 
Offered  Fall  2006 

127  Indian  Philosophy 

An  introduction  to  the  six  classical  schools  of  Indian 
philosophy.  What  are  their  views  on  the  nature  of  self, 
mind  and  reality?  What  is  knowledge  and  how  is  it 
acquired?  What  constitutes  right  action?  We  will  read 
selections  from  the  Upanishads,  the  Bhagavad-Gita, 
the  Nyaya  and  Yoga  Sutras,  and  the  Samkhya-Karika, 
amongst  others.  At  the  end  of  the  semester  we  will 
briefly  consider  the  relation  of  these  ancient  traditions 
to  the  views  of  some  influential  modern  Indian  think- 
ers like  Aurobindo,  Vivekananda  and  Krishnamurti. 
Comparisons  with  positions  in  the  western  philosophi- 
cal tradition  will  be  an  integral  part  of  the  course.  {H} 
4  credits 

Nalini  Bhushan 
Offered  Spring  2007 


theorems  such  as  Godel's  incompleteness  theorem  and 
Tarski's  demonstration  of  the  indefinability  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  of  alternative  logics  including  para- 
consistent  logics  in  which  contradictions  are  tolerated. 
This  course  examines  logical  and  semantic  paradoxes 
and  their  philosophical  significance,  as  well  as  the 
choice  between  accepting  incompleteness  and  inconsis- 
tency in  logic  and  knowledge.  Prerequisite:  one  course 
in  logic.  {M}  4  credits 
Jay  Garfield 
Offered  Spring  2007 

222  Ethics 

An  examination  of  the  works  of  some  major  moral 
theorists  of  the  Western  philosophical  tradition,  and 
their  implications  for  our  understanding  of  the  nature 
of  the  good  life  and  the  sources  and  scope  of  our  moral 
responsibilities.  Enrollment  limited  to  25  students. 
{H/S}  4  credits 
ErnestMleva 
Offered  Fall  2006 


200  Philosophy  Colloquium 

Intensive  practice  in  writing  and  discussion  in  applying 
philosophical  methods  to  key  problems  discussed  in  es- 
says written  by  members  of  the  philosophy  department. 
Required  for  majors,  optional  for  minors.  Normally 
taken  in  the  sophomore  year.  Prerequisite:  TWo  college 
courses  in  philosophy,  one  of  which  may  be  taken  con- 
currently, or  permission  of  the  instructor.  Wl  4  credits 
Nalini  Bhushan  and  members  of  the  department 
Offered  Spring  2007 

210  Issues  in  Recent  and  Contemporary  Philosophy 

Topic:  American  Philosophy  in  Black  and  White.  This 
course  explores  debates  about  race,  racism,  moral  sta- 
tus and  identity  in  recent  and  contemporary  American 
philosophy  While  examining  the  very  concepts  of  race 
and  racism,  we  will  also  investigate  philosophical  re- 
sponses to  race  issues  in  America.  {8}  4  credits 
Albert  Mosley 
Offered  Faff  2006 

220  Incompleteness  and  Inconsistency:  Topics  in  the 
Philosophy  of  Logic 

Among  the  most  important  and  philosophically  in- 
triguing results  in  20th  century  logic  are  the  limitative 


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.  {N}  4  credits 
Jeffry  Ramsey 
Offered  Spring  2007 

225  Continental  Philosophy 

This  course  provides  a  survey  of  major  figures  and 
developments  in  continental  philosophy.  Topics  to  be 
addressed  include  human  nature  and  the  nature  of 
morality;  conceptions  of  human  history;  the  character 
and  basis  of  societal  hierarchies;  and  human  beings' 
relationship  to  technology.  Readings  from  Hegel,  Ki- 
erkegaard, Nietzsche,  Marx,  Heidegger,  Sartre,  Beauvoir 
and  others.  Prerequisite:  one  course  in  philosophy.  {H} 
4  credits 
Susan  levin 
Offered  Fall  2006 


Philosophy 


3i: 


226  Topics  in  the  History  of  Philosophy 
Topic:  Kant.  Kant  is  one  of  the  most  important  phi- 
losophers m  modem  Western  philosophy.  In  his  First 

Critique,  he  claimed  to  erect  a  new  foundation  tor 
metaphysics  and  epistemology.  Unfortunately,  no  one 
was  or  is  quite  sure  what  Kant  meant,  how  he  achieved 
his  goal  or  if  he  was  at  all  successful.  We  will  devote  our 
time  to  a  close  reading  of  Kant's  First  Critique,  attempt- 
ing to  understand  Kant's  metaphysical  and  epistemo- 
logical  doctrines  in  their  historical  and  contemporary 
settings.  We  will  also  trace  out  some  of  the  connections 
between  Kant's  metaphysics,  ethics  and  aesthetics.  Pre- 
requisite: one  course  in  philosophy.  {H}  4  credits 
Jeffry  Ramsey 
Offered  Spring  2007 

234  Philosophy  and  Human  Nature:  Theories  of  the  Self 
7bpic:  Desire.  For  main  philosophical  and  religious 
thinkers,  desire  has  heen  a  source  of  some  anxiety: 
depicted  as  being  by  their  very  nature  powerful  and 
insatiable,  desires  appear  to  weaken  people's  capacities 
to  control  themselves  and  at  the  same  time  to  open  up 
opportunities  for  other  people  to  control  them.  Focus- 
ing especially  on  the  importance  of  desire  to  a  consum- 
er society,  we  shall  be  examining  questions  such  as:  Is 
it  possible  to  make  a  clear  distinction  between  need  and 
desire?  To  what  extent  are  desires  plastic,  pliable,  ame- 
nable to  re-shaping?  Are  we  in  any  sense  responsible  for 
our  desires?  {S}  4  credits 
Elizabeth  V.Spelman 
Offered  Spring  2007 


revolution  in  linguistics  introduced  h\  Noam  Chomsky, 
and  the  profound  questions  it  raises  for  human  nature. 
linguistic  universals  and  language  acquisition.  {N/M} 
4  credits 
Jill  de  Mien 
Offered  Spring  2007 

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  genericallv  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  {H/S}  4  credits 
Albert  Mosley 
Offered  Spring  2007 

250  Epistemology 

Ibpic:  Ignorance.  What  is  ignorance?  Is  it  simply  lack 
of  knowledge?  What  is  its  relation  to  illusion,  deception 
self-deception?  What  is  the  difference  between  being 
ignorant  of  something  and  ignoring  it?  Is  ignorance 
something  for  which  one  can  be  held  responsible? 
Something  for  which  one  can  be  punished?  Something 
for  which  one  can  be  rewarded?  To  what  social  and  po- 
litical ends  has  ignorance  been  put  and  how?  4  credits 
Elizabeth  WSpelman 
Offered  Fall  2006 


235  Morality,  Politics  and  the  Law 

This  course  explores  central  issues  of  moral,  political 
and  legal  philosophy  in  relation  to  alternative  interpre- 
tations of  the  meaning  and  importance  of  core  values 
such  as  justice,  rights,  equality,  community  and  liberty. 
We  will  examine  various  perspectives  on  these  issues. 
including  versions  of  liberal,  libertarian,  communitar- 
ian and  feminist  approaches  presented  by  influential 
contemporary  moral  and  political  theorists.  Prerequi- 
site: one  course  in  moral  or  political  philosophy.  {S} 
4  credits 
Ernest  Altera 
Offered  Spring  2007 

236  Linguistic  Structures 

Introduction  to  the  issues  and  methods  of  modem 
linguistics,  including  morphology,  syntax,  semantics, 
phonology  and  pragmatics.  The  focus  will  be  on  the 


252  Buddhist  Philosophy:  Madhyamaka  and  Yogacara 

This  course  examines  the  two  principal  schools  of  Indi- 
an Mahayana  Buddhist  philosophy.  The  Madhyamaka 
school  is  highly  skeptical  and  critical  in  its  dialectic. 
The  Yogacara  or  Cittamatra  school  is  highly  idealist. 
The  two  present  contrasting  interpretations  of  the  thesis 
that  phenomena  are  empty  and  contrasting  interpreta- 
tions of  the  relationship  between  conventional  and 
ultimate  reality.  The  debate  between  their  respective 
proponents  is  among  the  most  fertile  in  the  historv 
of  Buddhist  philosophv  We  will  read  each  school's 
principal  sutras  and  early  philosophical  texts,  medieval 
Tibetan  commentarial  literature  and  recent  scholarK 
discussions  of  the  texts  and  doctrines  of  these  schools. 
Prerequisites:  one  course  in  Philosophy  or  Buddhist 
Studies.  {H}  4  credits 
fay  Garfield 
Offered  Fall  2006 


318 


Philosophy 


253j  Indo-Tibetan  Buddhist  Philosophy  and 
Hermeneutics 

This  intensive  course  is  taught  at  the  Central  Institute 
of  Higher  Tibetan  Studies  in  Sarnath,  India  as  part  of 
the  Hampshire/Five  Colleges  in  India  program.  Stu- 
dents take  daily  classes  in  Buddhist  philosophy.  Indo- 
Tibetan  hermeneutics  and  Tibetan  history  and  culture, 
taught  by  eminent  Tibetan  scholars,  and  attend  regular 
discussion  sessions  as  well  as  incidental  lectures  on 
topics  including  Tibetan  art  history  and  iconography, 
Tibetan  astrology  and  medicine  and  Tibetan  politics. 
Students  explore  Varanasi  and  we  visit  important  Bud- 
dhist historical  and  pilgrimage  sites.  Each  student  is 
paired  with  a  Tibetan  student  "buddy"  so  as  to  get  an 
inside  view  of  Tibetan  culture.  Enrollment  limited  to 
15,  and  requires  application  and  acceptance  by  the 
H/5CIP.  Pay  attention  to  calls  for  early  application. 
Deadlines  fall  mid-October.  No  prerequisites.  {H/S/M} 
3  credits 
Jay  Garfield 
Offered  January  2007 

304  Colloquium  in  Applied  Ethics 

Animal  Rights 

Speciesism  is  the  view  that  human  beings  have  an 
inherent  right  to  dominate  non-human  species  and  use 
them  for  human  ends.  The  course  will  examine  critics 
as  well  as  proponents  of  the  morality  of  speciesism. 
This  will  involve  synthesizing  disparate  areas  in  phi- 
losophy (ethics,  philosophical  psychology,  philosophy 
of  science)  and  applying  them  to  the  use  of  non-hu- 
mans in  areas  such  as  agriculture,  biology;  psychology 
and  medicine. 

Enrollment  limited  to  20. 4  credits 
Albert  Mosky 
Offered  Fall  2006 


are  some  of  its  challenges?  We  will  read  essays  by  Kant, 
Mill.  Nussbaum,  Rawls.  Rorty,  Naipaul,  Said,  Krishna, 
the  theosophists,  Tagore,  Gandhi,  Appiah  and  oth- 
ers with  a  view  to  examining  and  assessing  different 
answers  that  have  been  proposed  to  these  and  related 
questions.  4  credits 
Nalini Bhushan 
Offered  Fall  2006 

Topic:  Hannah  Arendt 

Hannah  Arendt  (1906-75)  wrote  freshly  and  provoca- 
tively about  topics  that  continue  to  demand  our  urgent 
attention:  the  workings  of  evil;  the  demands  of  citizen- 
ship; the  significance  of  the  public  realm;  the  nature  of 
thinking  and  judging;  the  place  of  feeling  in  politics. 
Readings  include  selections  from  Arendt  s  major  works 
(Tl)e  Origins  of  Totalitarianism,  Tide  Human  Condi- 
tion. Eichmann  in  Jerusalem,  On  Revolution  and 
The  Life  of  the  Mind)  and  from  her  influential  essays. 
We  also  shall  examine  some  of  the  rich  secondary 
literature  about  Arendt  produced  in  the  last  several 
decades.  4  credits 
Elizabeth  V.  Spelman 
Offered  Spring  2007 

330  Seminar  in  the  History  of  Philosophy 

Topic:  Tibetan  Philosophy 

This  advanced  seminar  will  involve  an  intensive  read- 
ing of  one  or  more  texts  in  Indo-Tibetan  Buddhist 
Philosophy.  Students  will  work  through  texts  with  com- 
mentaries and  be  taught  how  these  texts  are  understood 
and  read  in  the  Tibetan  tradition.  Prerequisite:  at  least 
one  200-level  course  in  Buddhist  philosophy  or  Bud- 
dhist religion.  (E)  {L/H}  4  credits 
Jay  Garfield 
Offered  Spring  2007 


310  Seminar:  Recent  and  Contemporary  Philosophy 

Topic:  Cosmopolitanism. 

What  does  it  mean  to  be  a  cosmopolitan  person — a 
global  citizen?  Can  one  simultaneously  construct  one's 
identity  in  terms  of  one's  nationality,  gender,  ethnic- 
ity and/or  other  more  local  forms  of  community  and 
be  truly  cosmopolitan?  If  so,  how?  If  not,  which  is  the 
better  approach?  Is  there  one  distinctive  way  of  being 
cosmopolitan,  or  might  there  be  varieties  of  cosmo- 
politanism  arising  in  different  cultural  contexts,  for 
instance,  under  colonial  rule  or  conditions  of  exile?  Is 
it  self-evidently  true  that  being  a  cosmopolitan  person 
is  a  good  thing,  for  an  individual  or  a  society?  What 


334  Seminar:  Mind 

Topic:  Theory  of  the  Mind 

Theory  of  Mind  is  a  term  for  the  capacity  to  read  others' 
minds:  their  emotions,  intentions,  desires  and  beliefs. 
How  does  this  develop  in  children?  Is  there  a  special 
module  of  the  human  mind  devoted  to  it?  How  do  other 
animals  succeed,  or  do  they?  What  are  the  ramifica- 
tions of  our  need  to  see  "intentionality"  in  events?  What 
cultural  variation  exists?  Most  readings  will  be  from 
contemporary  cognitive  science.  4  credits 
Jill  de  Villiers 
Offered  Fall  2006 


Philosophy 


319 


Cross-Listed  Courses 

HSC 112  Images  and  Understanding 

Plato  contended  that  god  did  not  give  the  univers 

because,  since  the  universe  contains  everything,  there  is 
nothing  external  to  see.  On  the  other  hand,  we  use  the 
expression  1  see"  as  a  synonym  for  "I  understand."  In 

this  course  we  will  study  key  historical  events  that  have 
shaped  the  images  through  which  we  understand  the 
world.  Topics  and  questions  to  be  considered  include 
the  structure  of  the  eye  and  the  process  of  perception; 
theories  of  light;  visual  instrumentation:  imaging  in 
science  and  in  art;  and  the  use  of  visual  metaphors  in 
scientific  thinking.  {H/N}  4  credits 
fcff Ramsey 
Offered  Fall  2006 

MTH  217  Mathematical  Structures 

PHI  209  PSY  209  Philosophy  and  History  of  Psychology 

An  examination  of  the  philosophical  issues  which  have 
troubled  psychology  as  a  science,  such  as  determinism 
and  free  will,  conscious  and  unconscious  processes,  the 
possibility  and  efficacy  of  self-knowledge,  development 
of  knowledge  and  morality,  behaviorism  vs.  mentalism, 
realism  and  constructivism,  and  the  relation  of  mind 
and  brain.  Prerequisite:  at  least  one  100-level  course  in 
philosophy  or  psychology.  {N}  4  credits 
Peter  de  1  Illiers 
Offered  Fall  2006 


PHI  213  PSY  213  Language  Acquisition 

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.        TU p  \!\\r^ r\y 
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 
fill  de  I  illiers 
Offered  Fall  2007 


408d  Special  Studies 

l'(  >r  Minor  majors,  by  arrangement  with  the  depart- 
ment. 
8  credits 
Full-year  course:  Offered  each  year 

The  Major 

Advisers:  Members  of  the  department 

Adviser  for  Study  Abroad:  I a\  Garfield 

Requirements:  Ten  semester  courses  in  philosophy 
including  two  courses  in  the  history  of  philosophy,  at 
least  one  of  which  must  be  PHI  124  or  PHI  125;  either 
LOG  100  or  PHI  202:  three  200-level  courses,  one  from 
three  of  the  following  areas:  Value  Theory  and  Social 
Philosophy  (210,  222.  233, 234,  235, 240,  241,242, 
245, 246, 255);  Continental  Philosophy  and  Cultural 
Critique  1 21 1 -Wittgenstein.  22^.  237-Nietesche,  260); 
Metaphysics  and  Epistemology  (210. 22(\  230, 234. 
240.  250,  2S2);  Language,  Logic  and  Science  1 202. 205. 
220.  PHI  PSY  200.  PHI/PSY213,  224.  236,  2(^2);  PHI 
200b,  normally  to  be  taken  in  the  sophomore  year;  two 
300-level  courses.  (Note:  Topics  courses,  such  as  210, 
may  fall  under  different  rubrics  in  different  years.) 

Courses  in  related  departments  may  be  included  in  the 
major  program  of  ten  semester  courses  only  with  ap- 
proval of  the  department.  Petitions  for  approval  must 
be  filed  with  the  department  at  least  one  week  before 
the  beginning  of  the  semester  in  which  the  course  is 
offered. 


Advisers  for  the  Minor:  Members  of  the  department 


REL  235  The  Catholic  Philosophical  Tradition 

400  Special  Studies 

For  senior  majors,  by  arrangement  with  the  depart- 
ment. 

1  to  4  credits 
Offered  both  semesters  each  year 


Students  may  minor  in  philosophy  by  (a)  fulfilling 
the  requirements  of  one  of  the  following  sequences,  or 
(b)  designing,  with  departmental  approval,  their  own 
sequence  of  courses.  In  both  cases,  the  minor  consists 
of  a  two-course  "'basis"  and  a  three-course  "'concentra- 
tion." 


320 


Philosophy 


Concentration  1:  Linguistics  and  the 
Philosophy  of  Language 

Basis:  LOG  100  or  PHI  202;  and  236. 

In  addition  to  the  basis,  262  and  PHI/PSY  213  are  re- 
quired. Any  of  the  following  may  be  counted  toward  the 
minor  with  permission  of  the  instructor  and  the  minor 
adviser:  220, 260, 262, 310, 334, 362. 

Concentration  2:  Philosophy  and  the 
Humanities 

Basis:  any  two  from  among  the  following:  LOG  100  or 
PHI  202, 100, 200, 124, 125, 126, 127. 

In  addition  to  the  basis,  three  courses  from  among  the 
following:  210, 222, 224,  225, 226, 233, 234, 235, 237, 
241, 242, 246, 255, 260, 304, 310, 324  and  334. 

Concentration  3:  Philosophy, 
Feminism  and  Society 

Basis:  any  two  from  among  the  following:  LOG  100  or 
PHI  202, 100, 200, 124, 125. 

In  addition  to  the  basis,  three  courses  from  among  the 
following:  224, 235, 240, 304, 305.  Courses  from  related 
departments  and  Five  College  offerings  may  be  substi- 
tuted for  the  above-listed  courses  with  the  approval  of 
the  department. 


Requirements:  a  minimum  of  10  semester  courses  in 
philosophy  and  a  thesis;  an  oral  examination  on  the 
material  discussed  in  the  thesis.  Honors  students  are 
expected  to  satisfy  the  requirements  for  the  major. 


Graduate 


Advisers:  Members  of  the  department 

580  Advanced  Studies 

By  permission  of  the  department,  for  graduates  and 
qualified  undergraduates:  Theory  of  Probable  Infer- 
ence, Topics  in  Logical  Theory,  Philosophy  of  Lan- 
guage, Contemporary  Ethics.  4  or  8  credits 
Offered  both  semesters  each  year 

580d  Advanced  Studies 

By  permission  of  the  department,  for  graduates  and 
qualified  undergraduates:  Theory  of  Probable  Infer- 
ence, Topics  in  Logical  Theory,  Philosophy  of  Lan- 
guage, Contemporary  Ethics.  8  credits 
Yearlong  course;  Offered  each  year 

590  Research  and  Thesis 

4  or  8  credits 

Offered  both  semesters  each  year 

590d  Research  and  Thesis 

8  credits 

Yearlong  course;  Offered  each  year 


Honors 

Director:  Jeff  ry  Ramsey 

430d  Thesis 

8  credits 

Yearlong  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 


432d  Thesis 

12  credits 

Yearlong  course;  Offered  each  year 


321 


Physics 


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


Professors 

'*'  Malgorzata/ielinska-Pfabe',  Ph.D. 
Piotr  Decowski.  Ph.D. 
Nalini  Kaswar,  Ph.D. 

Associate  Professors 

Doreen  A.  Weinberger,  Ph.D..  Chair 

Nathanael  A.  Fortune,  Ph.D. 


Lecturer 

Janet  Van  Blerkom,  Ph.D. 

Laboratory  Instructor 

Joyce  Palmer-Fortune,  Ph.D. 

Laboratory  Supervisor 

JerzyW.Pfabe,M.Sc. 


Assistant  Professor 
:  Gary  Felder,  Ph.D. 


Students  planning  to  major  in  physics  are  advised  to 
elect  both  115/1 17  and  1 18  and  courses  in  mathemat- 
ics in  the  first  year. 

Students  entering  with  a  strong  background  in 
physics  are  urged  to  confer  with  a  member  of  the 
department  at  the  beginning  of  their  first  year  about 
taking  a  more  advanced  course  in  place  of  115/1 17  and 
118. 

Students  who  receive  scores  of  4  and  5  on  the 
Advanced  Placement  tests  in  physics  B  and  C  may  ap- 
ply that  credit  toward  the  degree  unless  they  complete 
115/1 17  and  118  for  credit. 

106  The  Cosmic  Onion:  From  Quantum  World  to  the 
Universe 

Basic  concepts  of  quantum  mechanics  governing  the 
atomic  and  subatomic  worlds.  Structure  of  atoms, 
atomic  nuclei  and  matter.  The  evolution  of  the  Uni- 
verse and  its  relation  to  the  subatomic  physics.  The 
course  is  designed  for  nonscience  majors.  It  does  not 
involve  mathematical  tools.  {N}  4  credits 
Piotr  Decowski 
Offered  Spring  2008 

107  Musical  Sound 

This  course  for  non-science  majors  explores  through 
lectures  and  laboratory  demonstrations  the  physical  ba- 
sis of  musical  sound.  Sample  topics  include  string  and 


air  vibrations,  perception  of  tone,  auditorium  acoustics, 
musical  scales  and  intervals  and  the  construction  of 
musical  instruments.  {N}  4  credits 
Janet  Van  Blerkom 
Offered  Fall  2006,  Fall  2007 

108  Optics  is  Light  Work 

This  course  for  nonscience  majors  reveals  the  intrigu- 
ing nature  of  light  in  its  myriad  interactions  with 
matter.  From  Newton's  corpuscular  theory,  through  the 
triumph  of  wave  optics,  to  the  revolutionary  insights 
of  quantum  theory,  our  understanding  of  the  nature  of 
light  has  come  full  circle.  Yet  questions  still  remain.  In 
this  class  each  student  will  explore  in  depth  an  optical 
phenomenon  of  her  own  choosing.  Enrollment  limited 
to  16.  {N}  4  Credits 
Doreen  Weinberger 
Not  offered  2006-07  and  2007-08 

PHY  109  AST  109  The  Big  Bang  and  Beyond 

According  to  modem  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 


322 


Physics 


also  on  how  we  know  it  and  on  the  limitations  of  our 
knowledge.  Designed  for  nonscience  majors.  Enroll- 
ment limited  to  25.  (E)  {N}  4  credits 
Gary  Felder 
Offered  Spring  2007 

115  General  Physics  I 

The  concepts  and  relations  describing  motion  of  objects 
(Newtonian  and  relativistic).  Prerequisite:  one  semes- 
ter of  introductory  calculus,  (MTH  1 1 1  Calculus  I  or 
equivalent).  Permission  of  the  instructor  required  if 
taken  concurrently.  {N}  5  credits 
Nathanel  Fortune,  Fall  2006 
Joyce  Palmer-Fortune,  Spring  2007,  Fall  2007,  Spring 
2008 
Offered  both  semesters  each  year 

117  Advanced  General  Physics  I 

A  more  mathematically  advanced  version  of  PHY  115. 
Prerequisites:  MTH  114  (Calculus:  Effective  Compu- 
tation and  Power  Series)  OR  corequisite  MTH  112 
(Calculus  II)  or  permission  of  the  instructor.  Students 
cannot  receive  credit  for  both  PHY  115  and  117.  {N} 
5  credits 

Gary  Felder:  Fall  2006,  Spring  2007 
Doreen  Weinberger,  Fall  2007,  Spring  2008 
Offered  both  semesters  each  year 

118  General  Physics  II 

A  continuation  of  115/117.  Electromagnetism,  optics, 
waves  and  elements  of  quantum  physics.  Prerequisite: 
1 15/1 17  or  permission  of  the  instructor.  {N}  5  credits 
Nalini  Easwar,  Fall  2006 
Doreen  Weinberger,  Spring  2007 
Nathanael  Fortune,  Fall  2007,  Spring  2008 
Offered  both  semesters  each  year 

210/EGR  201  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,  integral  trans- 
forms. Prerequisites:  MTH  111  and  112  or  the  equiva- 
lent. {N/M}  4  credits 
Malgorzata  Zielinska-Pfabe 
Offered  every  Fall 


211/EGR  202  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 
Nathanael  Fortune,  Spring  2007 
Malgorzata  Zielinska-Pfabe,  Spring  2008 
Offered  every  Spring 

214  Electricity  and  Magnetism 

Electrostatic  fields,  polarization,  magnetostatic  fields, 
magnetization,  electrodynamics  and  electromagnetic 
waves.  Prerequisite:  115/117  and  118, 210  or  permis- 
sion of  the  instructor.  {N}  4  credits 
Doreen  Weinberger,  Spring  2007 
Malgorzata  Zielinska-Pfabe,  Spring  2008 
Offered  every  Spring 

220/EGR  274  Classical  Mechanics 

Newtonian  dynamics  of  particles  and  rigid  bodies, 
oscillations.  Prerequisite:  115/117, 118, 210  or  permis- 
sion of  the  instructor.  {N}  4  credits 
Rosemary  McNaughton,  Fall  2006 
Malgorzata  Zielinska-Pfabe,  Fall  2007 
Offered  every  Fall 

222  Relativity  and  Quantum  Physics 

The  special  theory  of  relativity,  particle  and  wave 
models  of  matter  and  radiation,  atomic  structure,  and 
an  introduction  to  quantum  mechanics.  Prerequisite: 
1 15/1 17  and  1 18  or  permission  of  the  instructor.  {N} 
4  credits 
Piotr  Decowski 
Offered  every  Fall 

224  Electronics 

A  semester  of  experiments  in  electronics,  with  emphasis 
on  designing,  building  and  trouble  shooting  circuits. 
Discrete  electronic  components:  diodes,  transistors  and 
their  applications.  Analog  and  digital  IC  circuits:  logic 
gates,  operational  amplifiers,  timers,  counters  and 
displays.  Final  individual  design  project.  Prerequisite: 
115/1 17  and  1 18  or  permission  of  the  instructor.  {N} 
4  credits 
Nalini  Easwar 
Offered  every  Spring 


Physics 


523 


250  Intermediate  Physics  Laboratory 
This  is  a  laboratory  course  in  which  students  perform 
advanced  experiments  covering  topics  of  modern  pins 
ics:  properties  of  subatomic  particles,  atomic  structure, 
measurements  of  fundamental  constants  (speed  of 
light,  Planck's  constant ),  and  other  topics  from  con- 
densed matter  physics  and  modem  optics.  Students 
select  4  modules  from  the  pool  of  experiments,  prepare 
equipment  for  the  chosen  experiment,  perform  mea 
surements,  analyze  data  and  write  the  final  report. 
Each  module  lasts  three  weeks.  Enrollment  limited  to 
10.  Prerequisites:  PHY  115/117,  PHY  1 18,  PHY  222,  or 
equivalent  Maybe  repeated  for  credit.  (E)  {N}  4  credits 
I 'loir  Decowski 
Offered  Spring  2007 

299  Current  Topics  In  Physics 

For  this  course  we  will  read  articles  and  attend  talks 
on  diverse  topics  in  physics.  The  emphasis  will  be  put 
on  oral  presentation  and  discussion  of  the  new  phe- 
nomena using  knowledge  from  other  physics  courses. 
Prerequisite:  PHT  222.  Restricted  to  juniors  and  seniors. 
{N}  1  credit 

Doreen  Weinberger,  Fall  2006 
Nathanael Fortune,  Fall  2007 
Offered  every  Fall 

314  EGR  324  Advanced  Electrodynamics 

A  continuation  of  PHY  214.  Electromagnetic  waves  in 
matter;  the  potential  formulation  and  gauge  transfor- 
mations; dipole  radiation;  relativistic  electrodynamics. 
Prerequisite:  PHY  214  or  permission  of  the  instructor. 
{N}  2  or  4credits 
i'io/r  Decowski.  Spring  2007 
Doreen  Weinberger.  Spring  2008 
Offered  Spring  2007,  Spring  2008 

340  Quantum  Mechanics 

The  formal  structure  of  nonrelativistic  quantum  me- 
chanics, including  operator  methods.  Solutions  for  a 
number  of  potentials  in  one  dimension,  and  for  central 
potentials  in  three  dimensions,  including  spin.  Prereq- 
uisites: 210, 220  and  222.  {N}4  credits 
Natbanael  Fortune 
Offered  even  Spring 


tides;  perturbation  theory  analysis.  Prerequisite:  Pin 
540.  {N}  2  or  4  credits 
Doreen  Weinberger 
Offered  Fall  2006,  Fall  2007 

348  Thermal  Physics 

Statistical  mechanics  and  introduction  to  thermody- 
namics. Prerequisites:  210, 220, 222  or  permission  of 
the  instructor.  {N}  4  credits 
GaryFelder,  Fall  2006 
Xdlini  Easwar,  Fall  2007 
Offered  every  Fall 

350  Advanced  Physics  Laboratory 

The  Five  Colleges  have  cooperated  to  develop  an  ad- 
vanced undergraduate  laboratory  course  that  provides 
practical  experience  with  modern  instrumentation 
and  advanced  laboratory  techniques.  A  student  may 
perform  experiments  in  the  fields  of  atomic,  molecular, 
cosmic  ray,  low  temperature,  nuclear,  and  microwave 
radiometry  physics.  Research  facilities  are  supported  on 
different  campuses,  and  a  student  selects  an  approved 
number  of  experiments.  At  least  3  credits  are  required 
to  count  as  a  course  toward  the  major  requirement. 
Prerequisites:  214, 220,  and  222.  {N}  1  to  3  credits 
Natbanael  Fortune 
Offered  Fall  2006 

360  Advanced  Topics  in  Physics 

Selected  special  topics  which  will  vary  from  year  to 
year;  typically  some  subset  of  the  following:  cosmology, 
general  relativity,  nuclear  and  particle  physics,  optics, 
solid  state  physics.  Topic  for  Fall  2006:  Nuclear  and 
/'article  Physics.  Topic  for  Fall  2007:  Solid  State 
Physics.  Prerequisites:  210, 214,  222;  strongly  recom- 
mended: 340.  {NJ  4  credits 

Piotrlh'coicski.  Malgorzata  Zielinska-Pfabe  Fall  2006 
Nalini  Easwar,  Fall  2007 
Offered  every  Fall 

400  Special  Studies 

By  permission  of  the  department. 

1  to  4  credits 

Offered  both  semesters  each  year 


341  Advanced  Quantum  Mechanics 

A  continuation  of  PHY  340.  Applications  of  non-relati\ 
istic  quantum  mechanics  to  systems  of  identical  par- 


324  Physics 


The  Major 


Advisers:  Piotr  Decowski,  Nalini  Easwar,  Nathanael 
A.  Fortune,  Gary  Felder,  Malgorzata  Zielinska-Pfabe, 
Doreen  Weinberger 

The  following  courses  are  required:  115/1 17, 1 18, 210, 
211, 214, 220, 222, 224, 250  (at  least  one  semester), 
299, 340, 348  and  one  additional  300  level  physics 
course  PHY  312, 322, 332,  or  350  or  AST  330, 335,  or 
CHM  331, 337, 347. 

Students  planning  graduate  study  in  physics  are 
advised  to  take  additional  advanced  physics  and  math- 
ematics courses. 

Students  are  advised  to  acquire  a  facility  in  computer 
programming  and  finish  a  machine  shop  project. 

The  Minor 

Advisers:  Members  of  the  department 

The  minor  in  physics  consists  of:  115/1 17, 1 18, 222  and 
at  least  two  additional  200  or  300  level  physics  courses. 

Honors 

Director:  Malgorzata  Zielinska-Pfabe 

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,  plus  an  honors 
project  and  thesis  (430d  or  432d)  nonually  pursued 
throughout  the  senior  year.  An  oral  defense  of  the  hon- 
ors thesis. 


525 


Political  Economy 


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


Advisers 

Martha  Ackelsberg,  Professor  of  Government 
Richard  Fantasia,  Professor  of  Sociologj 
Karen  Pfeifer,  Professor  of  Economics 


Thomas  Riddell,  Associate  Professor  of  Economics 
*-  Gregory  White,  Associate  Professor  of  Government, 

Director 
''Andrew  Zimbalist.  Professor  of  Economics 


404  Special  Studies 

4  credits 

Offered  both  semesters  each  year 

The  purpose  of  the  political  economy  minor  is  to 
foster  an  interdepartmental  approach  to  the  study  of 
advanced  industrial  societies.  This  approach  incorpo- 
rates both  mainstream  and  critical  theoretical  visions. 
It  provides  a  focus  on  European  and  American  society 
from  a  political-economic  perspective;  i.e.,  a  perspective 
that  emphasizes  the  roots  of  political  development  in 
the  material  basis  of  a  society. 

The  political  economy  minor  consists  of  six  courses, 
drawn  from  among  the  courses  listed  under  the  three 
fields  described  below.  At  least  one  course  must  be  taken 
from  each  field;  two  courses  in  theory  are  strongly  rec- 
ommended. Majors  in  a  participating  department  may 
take  no  more  than  four  courses  toward  the  political 
economy  minor  in  that  department. 

At  the  discretion  of  the  adviser,  equivalent  courses  may 
be  substituted. 


2.  History 


1.  Theory 


ECO  256    Marxian  Political  Economy 

ECO  357    Growth  and  Crisis  in  the  I  fnited  States 

Economy 
G(  )V  li2    International  Political  Economy 
(i(  )\  263    Political  Theory  of  the  lc)th  Century 
SOC  250    Theories  of  Society 


EC( )  204  American  Economic  History:  1870-1990 

ECO  208  European  Economic  Development 

( i<  )\  244  Foreign  Policy  of  the  United  States 

SOC  318  Seminar:  The  Sociology  of  Popular  Culture 


3.  Contemporary7  Applications 

ECO  209  Comparative  Economic  Systems 

ECO  222  Women's  Labor  and  the  Economy 

ECO  224  Environmental  Economics 

E( !( )  230  Urban  Economics 

GOV  204  Urban  Politics 

(i(  )\  217  The  Politics  of  Wealth  and  Poverty  in  the 

U.S. 

G( IV  254  Politics  of  the  Global  Environment 

GOV  3 1 1  Seminar  in  Urban  Politics 

G(  )\  347  Seminar  in  International  Politics  and 

Comparative  Politics 

SOC  212  Class  and  Society 

SOC  213  Ethnic  Minorities  in  America 

SOC  216  Social  Movements 

SOC  218  Urban  Sociology 


4.  Special  Studies  (PEC  404) 

To  be  taken  in  any  of  the  above  fields,  with  any  of  the 

faculty  participants  in  the  minor,  as  approved  by  the 
Advisorv  Board. 


326 


Psychology 


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


Professors 

"2  Jill  G.  de  Villiers,  Ph.D.  (Psychology  and  Philosophy) 

**2  Peter  A.  deVilliers,  Ph.D. 

Randy  O.Frost,  Ph.D. 

Fletcher  A.  Blanchard,  Ph.D. 

Mary  Harrington,  Ph.D. 

Philip  K.  Peake,  Ph.D.,  Chair 

Adjunct  Professor 

Maureen  A.  Mahoney,  Ph.D. 

Associate  Professors 

n  Stefan  R.  Bodnarenko,  Ph.D. 
Patricia  M.  DiBartolo,  Ph.D. 
"2  Bill  E.  Peterson,  Ph.D. 
Lauren  E.  Duncan,  Ph.D. 
' ]  Maryjane  Wraga,  Ph.D. 

Adjunct  Associate  Professor 

Barbara  B.  Reinhold,  Ed.D. 


Assistant  Professors 

**'  Byron  L.  Zamboanga,  Ph.D. 
*2  Benita  Jackson,  Ph.D. 

Lecturers 

Beth  Powell,  Ph.D. 
David  Palmer,  Ph.D. 
Michele  T.Wick,  Ph.D. 
Paul  Butler 
Christopher  Overtree 
Michael  Stroud 

Assistant  in  Statistics 

David  Palmer,  Ph.D. 

Research  Associates 

Robert  Teghtsoonian,  Ph.D. 
Martha  Teghtsoonian,  Ph.D. 
George  Robinson,  Ph.D. 
Eric  Hurley,  Ph.D. 
Peter  Puf  all,  Ph.D. 
Michele  T.  Wick,  Ph.D. 


Bases  for  the  Major 

111  Introduction  to  Psychology 

An  introductory  course  surveying  fundamental  princi- 
ples and  findings  in  contemporary  psychology.  Students 
must  section  for  discussion.  Discussion  sections  are 
limited  to  22.  {N}  4  credits 
Peter  de  Villiers,  Director 

Jill  de  Villiers,  Byron  L.  Zamboanga,  Michele  T.  Wick, 
Michael  Stroud 
Offered  Fall  2006 

P8Y 190/MTH 190  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  for  un- 
dergraduate research  emphasizing  methods  for  data 
collection,  data  description,  and  statistical  inference 


including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 
analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  are 
emphasized,  and  students  use  SPSS  statistical  software 
for  data  analysis.  This  course  satisfies  the  Basis  require- 
ment for  the  psychology  students.  Students  who  have 
taken  MTH  1 1 1  or  the  equivalent  should  take  MTH  245, 
which  also  satisfies  the  Basis  requirement.  Students  will 
not  be  given  credit  for  both  MTH  190  and  any  of  the 
following  courses:  ECO  190,  GOV  190,  MTH  245,  or  SOC 
201.  {M}  4  credits 

Nicholas  Horton,  Katherine  Halvorsen,  David 
Palmer,  Philip  Peake 
Offered  both  semesters  each  year 


*sycho!ogy 


^~ 


192  Introduction  to  Research  Methods 
Introduces  students  to  a  variety  of  methods  used  in 
psychological  research.  All  sections  of  tins  course  will 

cover  the  basic  methodological  techniques  of  contem- 
porary psycholog)  such  a>  observational,  experimental 
and  survey  methods.  Sections  will  differ  in  the  particu- 
lar content  theme  used  to  illustrate  these  methods.  PSY 
1 1 1  or  equivalent  is  required  for  PSY  192  and  it  is  rec- 
ommended that  students  take  PSV  P)0A1TH  190  prior 
to  enrolling  in  this  course.  {N}  4  credits 
Fall  2006 

Benito  Jackson;  Content  theme:  Health 
Lauren  Duncan;  Content  theme:  Gender  and  Personality 
Paul  Butler:  Content  theme:  Learning 

Spring  2007 

fill  de  Yilliers:  Content  theme:  Language 

Bill  Peterson;  Content  theme:  Personality  and  Development 

Randy  Frost:  Content  theme:  Clinical  and  Abnormal 

Beth  Powell:  Content  theme:  Physiological/Animal  Behavior 

A.  Brain  and  Cognition 

209/PHI  209  Philosophy  and  History  of  Psychology 

An  examination  of  the  philosophical  issues  which  have 
troubled  psychology  as  a  science,  such  as  determinism 
and  free  will,  conscious  and  unconscious  processes,  the 
possibility  and  efficacy  of  self-knowledge,  behaviorism 
vs.  mentalism,  and  the  relation  of  mind  and  brain. 
Prerequisite:  at  least  one  100-level  course  in  philosophy 
or  psycholog):  {N}  4  credits 
Peter  de  I  illiers 
Offered  Fall  2006 

210  Introduction  to  Neuroscience 

An  introduction  to  the  organization  and  function  of  the 
mammalian  nervous  system.  An  in  depth  exploration 
of  the  brain  using  multiple  levels  of  analysis  rang- 
ing from  molecular  to  cognitive  and  behavioral  ap- 
proaches. An  appreciation  of  how  brain  cells  interact  to 
orchestrate  adaptive  responses  and  experiences  will  be 
gained.  The  material  is  presented  at  a  level  accessible 
for  science  as  well  as  nonscience  majors.  This  course 
has  no  prerequisites.  {N}  4  credits 
Stefan  Boaharenko 
Offered  Spring  2007,  Spring  2008 

213  PHI  213  Language  Acquisition 

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  PS\  111.  PS  233,  phi  loo. 
or  Pill  236,  or  permission  of  the  instructor.  {N}  4  credits 
WdeWiers 
Offered  Fall  2007 

215  Brain  States 

An  exploration  of  how  states  of  consciousness  arise 
from  differential  brain  activity.  Analysis  of  neurological 
case  studies,  emotions,  stress,  genes  and  behavior.  As- 
sociated writing  assignments.  Colloquium  intended  for 
sophomore  and  junior  students.  Enrollment  limited  to 
20.  {N}  4  credits 
Wary  Harrington 
Offered  Fall  2006,  Fall  2007 

218  Cognitive  Psychology 

Theory  and  research  on  current  topics  in  cognition, 
including  attention,  perception,  concept  formation, 
imagery,  memory,  decision  making  and  intelligence. 
Prerequisite:  1 1 1  or  permission  of  the  instructor.  {N} 
4  credits 
Michael  Stroud 
Offered  Fall  2006 

219  Cognitive  Neuroscience 

Cognitive  neuroscience  uses  neuroimaging  techniques 
such  as  PET  and  fMRI  to  examine  issues  related  to  the 
mind/brain.  This  course  covers  such  topics  as  percep- 
tion and  encoding,  cerebral  lateralization  and  special- 
ization, the  control  of  action,  executive  function  and 
the  problem  of  consciousness.  Prerequisite:  PSY  1 1 1  or 
PSY  210  or  permission  of  the  instructor.  {N}  4  credits 
Mary  Harrington,  Spring  2007 
Mary/a ne  Wraga,  Spring  2008 
Offered  Spring  2007,  Spring  2008 

NSC  311  Neuroanatomy 

\  survey  of  the  structural  organization  of  the  mamma- 
lian brain  and  the  behavioral  changes  associated  with 
brain  damage.  Laboratory  covers  research  techniques 
in  neuroanatomy  Prerequisites:  210  or  221,  an  intro- 
ductory BIO  course,  or  permission  of  the  instructor. 
Enrollment  limited  to  20.  Laboratory  sections  limited  to 
10.  {N}  5  credits 
Stefan  Boanarenko 
Offered  Fall  200" 


328 


Psychology- 


NSC  312  Seminar  in  Neuroscience 

General  Anesthesia.  This  seminar  will  explore  the  his- 
tory of  general  anesthesia,  current  anesthetic  practices 
and  the  molecular  mechanisms  of  anesthetic  actions  in 
the  brain.  Prerequisite:  either  BIO  230, 256, 325  or  330. 
Enrollment  limited  to  12.  {N}  4  credits 
Mary  Harrington 
Offered  Fall  2006,  Fall  2007 

313  Research  Seminar  in  Psycholinguistics 

Topic:  Language  Diversify  and  Child  Language 
Assessment.  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,  design  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.  Prerequi- 
sites: One  of:  PSY/PHI 213,  PHI  236,  PSY  233,  EDC  235, 
or  permission  of  instructor.  {N}  4  credits 
////  de  Villiers 
Not  offered  in  2006-07 

314  Seminar  in  Foundations  of  Behavior 

Topic:  Adventures  in  Space  Perception.  This  course 
takes  an  in-depth  look  at  how  human  beings  perceive 
the  layout  of  their  environment,  and  how  the  brain 
stores  that  information.  We  will  read  and  discuss 
primary  sources  from  both  cognitive  psychology  and 
cognitive  neuroscience.  Topics  include  distance  and 
size  perception,  perception,  mental  imager}-  and  hemis- 
patial  neglect.  Prerequisite:  PSY  1 1 1  or  permission  of 
the  instructor.  {N}  4  credits 
To  be  announced 
Offered  Spring  2008 

B.  Health  and  Physiology  of  Behavior 

ESS  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 


221  Physiology  of  Behavior 

Introduction  to  brain-behavior  relations  in  humans 
and  other  species.  An  overview  of  anatomical,  neural, 
hormonal  and  neurochemical  bases  of  behavior  in 
both  normal  and  clinical  cases.  Major  topics  include 
the  biological  basis  of  sexual  behavior,  sleep,  emo- 
tions, depression,  schizophrenia,  autism,  ADHD  and 
neurological  disorders.  Open  to  entering  students.  {N} 
4  credits 
Beth  Powell 
Offered  Fall  2006,  Fall  2007 

222  Psychopharmacology 

This  course  will  examine  the  effects  of  drugs  on  the 
nervous  system  and  associated  changes  in  mood, 
cognition  and  behavior.  Legal  and  illegal  recreational 
drugs  will  be  considered,  as  well  as  therapeutic  agents 
used  to  treat  psychological  illnesses  such  as  depression 
and  schizophrenia.  Focus  will  be  on  understanding 
the  effects  of  drugs  on  synaptic  transmission,  as  well 
as  how  neural  models  might  account  for  tolerance 
and  addiction.  The  course  will  also  cover  issues  with 
social  impact  such  as  the  effects  of  drugs  on  fetal  de- 
velopment, the  phannaceutical  industry,  and  effective 
treatments  for  drug  abuse.  Prerequisite:  210  or  221  or 
permission  of  the  instructor.  {N}  4  credits 
Beth  Powell 
Offered  Spring  2007,  Spring  2008 

224  Learning  and  Behavior  Change:  Methods,  Theory 
and  Practice 

Complex  behavior  interpreted  from  a  behavioral  per- 
spective, supplemented,  when  possible,  with  evolution- 
ary and  neurophysiological  accounts.  In  the  laboratory 
component  of  the  course,  students  will  shape  a  chain  of 
responses  in  a  pigeon  and  will  experiment  with  instruc- 
tional technology  with  humans.  Enrollment  limited  to 
16.  {N}  4  credits 
David  Palme?" 
Offered  Spring  2007 

225  Health  Psychology 

Health  psychology  is  a  burgeoning  field  that  examines 
the  relationship  between  psychosocial  factors  and 
health.  This  course  will  provide  a  broad  overview  using 
the  basic  concepts,  theories,  methods  and  applica- 
tions of  health  psychology.  We  will  critically  examine 
state-of-the-art  research  and  as  well  as  current  gaps 
in  knowledge  to  explore  topics  including  definitions 
of  health  and  illness;  stress  and  coping;  health  behav- 


Psychology 


iors;  how  the  mind  influences  specific  physical  health 
conditions  and  vice  versa;  patient-practitioner  relations 
and  health  promotion.  Emphasis  will  be  placed  on  the 
ways  psychological  factors  interact  with  the  social,  cul- 
tural, economic  and  environmental  contexts  of  health. 
Prerequisite:  192.  {N}  4  credits 
Benita  Jackson 
Offered  Spring  2007,  Spring  2008 

226  Society,  Psychology  and  Health 

In  the  United  States  and  worldwide,  there  are  growing 
disparities  in  major  chronic  physical  health  outcomes 
as  a  function  of  race/ethnicitv.  socioeconomic  status, 
gender  and  other  social  categories.  The  field  of  health 
psychology  contributes  to  how  we  understand  and  ad- 
dress these  issues.  In  this  course,  we  will  focus  on  how 
environments — social,  cultural  and  physical — shape 
psychological  factors  which  in  turn  influence  physical 
health.  Emphasis  will  be  placed  on  critically  evaluat- 
ing primary  sources,  drawing  from  empirical  studies 
in  behavioral  medicine,  public  health,  and  nursing,  as 
well  as  psychology.  Prerequisite:  a  previous  200-level 
course  in  the  Health  and  Physiology  of  Behavior  track 
(i.e..  220,221,224,  or  226).  {N/SJ4 credits 
Benita  Jackson 
Offered  Fall  2006 

325  Seminar  in  Health  Psychology 

Topic:  Issues  in  Mind/ Body  Medicine,  Focusing  on 
the  role  of  psychological  processes,  we  will  examine 
the  state  of  empirical  support  for  various  modalities 
of  healing  physical  health  problems  across  allopathic 
and  complementary/alternative  medicine  perspectives. 
Emphasis  will  be  placed  on  critically  evaluating  cur- 
rent research  and  designing  appropriate  future  studies. 
Recurrent  psychological  process  themes  across  modali- 
ties will  be  highlighted,  e.g..  the  placebo  effect,  emotion 
and  the  social  context  of  healing.  A  previous  course  in 
health  psychology  is  recommended.  Prerequisite:  192 
or  pennission  of  the  instructor.  {N}  4  credits 
Benita  Jackson 
Offered  Fall  2008 

326  Seminar  in  Biopsychology 

Topic:  Brain  Plasticity.  Recent  studies  have  demon- 
strated that  the  "'mature"  brain  retains  its  ability  to 
change  and  even  add  new  elements.  We  will  research 
and  discuss  a  series  of  dogma-altering  findings  that 
have  revolutionized  the  way  neuroscientists  think  about 


the  brain.  Readings  will  reflect  the  behavioral,  cellular, 
and  molecular  approaches  that  have  been  used  to  dem- 
onstrate that  the  brain  continues  to  change  throughout 
its  lifetime  Discussions  will  include  the  moral,  ethical, 
and  public  policy  implications  of  these  (fis 
Prerequisites  include  I'M  210.  221  and  pennission  of 
the  instructor  Enrollment  limited  to  12.  {N}  4  credits 
Stefan  Bodnarenko 
Offered  Spring  200".  Spring  200S 

AAS  366  Seminar:  Contemporary  Topics  in  Afro- 
Americana  Studies 

Topic:  Stress  and  Coping  of  Black  Women  in  the 
I  Hited States,  This  interdisciplinary  course  will  exam- 
ine the  stress  and  coping  of  Black  women  in  the  I  S. 
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  various 
forms  and  sources  of  stress  experienced  bv  Black  wom- 
en of  the  African  Diaspora  in  the  U.S.,  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.,  Psychol- 
ogy. Afro-American  Studies,  Sociology,  Study  of  Women 
and  Gender)  as  well  as  current  knowledge  gaps  in  this 
area.  Prerequisite:  AAS  1 1 1.  PSY  1 1 1,  or  permission  of 
the  instructor. 
Carlotta  Arthur 
Offered  Fall  2006 

C.  Culture  and  Development 

Director  of  the  Child  Study  Committee:  Patricia  DiBartolo 

233  Child  Development 

A  review  of  theory  and  research  on  specific  developmen- 
tal topics:  children's  understanding  of  their  physical 
and  social  world,  pretense  and  theory  of  mind,  lan- 
guage and  reasoning.  Mewed  from  biological,  cognitive 
and  cultural  perspectives.  One  observation  period  to  be 
arranged.  {S/N}  4  credits 
Peter  de  I  illiers 
Offered  Spring  200"  Fall  200" 

EDC  238  Educational  Psychology 

This  course  combines  perspectives  on  cognition  and 
learning  to  examine  the  teaching-learning  process  in 


330 


Psychology 


educational  settings.  In  addition  to  cognitive  factors 
the  course  will  incorporate  contextual  factors  such  as 
classroom  structure,  teacher  belief  systems,  peer  rela- 
tionships and  educational  policy.  Consideration  of  the 
teaching-learning  process  will  highlight  subject  matter 
instruction  and  assessment.  Prerequisite:  a  genuine 
interest  in  better  understanding  teaching  and  learning. 
Enrollment  limited  to  55.  {8/N}  4  credits 
Alan  Rudnitsky 
Offered  Fall  2007,  Spring  2007 

241  Psychology  of  Adolescence  and  Emerging 
Adulthood 

Exploring  adolescents'  developing  identity,  psychosocial 
and  cultural  adjustment  and  their  needs  for  accep- 
tance, autonomy  and  intimacy  in  light  of  the  major 
physical,  cognitive  and  cultural  changes  of  this  phase. 
Emphasis  will  be  given  to  cultural  diversity  issues  and 
multicultural  concepts  in  adolescent  psychology  and 
development.  {8/N}  4  credits 
Byron  L  Zamboanga 
Offered  Spring  2008 

243  Adult  Development 

The  study  of  adult  lives  from  a  life-span  perspective.  In 
addition  to  the  psychology  of  aging  we  will  investigate 
societal  influences  on  aging.  Topics  include  theories 
of  the  life-cycle,  identity  formation,  the  experience  of 
growing  older,  personality  stability  and  psychological 
adjustment  to  the  myths  and  realities  of  age.  {S/N} 
4  credits 
Bill  Peterson 
Offered  Fall  2006,  Fall  2007 

247  Psychology  of  the  Black  Experience 

Designed  to  facilitate  an  understanding  of  Afro-Ameri- 
can psychological  experience.  The  course  critically 
reviews  historical  and  traditional  approaches  to  the 
psychological  study  of  Black  people  and  focuses  on  the 
themes,  models,  and  research  currently  being  gener- 
ated by  psychologists  attempting  to  redefine  the  study  of 
the  Black  experience.  {8/N}  4  credits 
Carlotta  Arthur 
Offered  Spring  2007 

333  Seminar  in  Developmental  Psychology 

Topic:  Identity  in  Psychology,  Fiction  and  Autobiog- 
raphy. How  do  humans  develop  a  sense  of  unity  and 
purpose  in  their  lives?  This  is  a  fundamental  question 
for  theorists  of  identity,  and  we  will  consider  it  by  using 


psychological  theory  to  interpret  fictional  and  autobio- 
graphical accounts  of  self.  Possible  texts  include  works 
by  Erikson,  McAdams,  Angelou  and  Ishiguro.  {N} 
4  credits 
Bill  Peterson 
Offered  Fall  2006,  Fall  2007 

335  Research  Seminar  in  the  Study  of  Youth  and 
Emerging  Adults 

An  introduction  to  research  techniques  through  the 
discussion  of  current  research,  design  and  execution  of 
original  research  in  selected  areas  such  as  accultura- 
tion and  ethnocultural  identity,  health  and  well-being, 
and  alcohol-related  cognitions  and  behaviors  in  youth 
and  emerging  adults.  Prerequisites:  190  or  MTH  190, 
192  and  permission  of  the  instructor.  {N}  4  credits 
Byron  L.  Zamboanga 
Offered  Spring  2008 

D.  Clinical  and  Abnormal 

EDC  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 

252  Abnormal  Psychology 

A  study  of  psychopathology  and  related  issues.  Course 
will  cover  a  broad  range  of  mental  and  personality 
disorders.  Recent  clinical  and  experimental  findings 
stressed,  particularly  as  they  relate  to  major  concep- 
tions of  mental  illness.  Prerequisite:  111.  {N}  4  credits 
Christopher  Overtree 
Offered  Spring  2007 

253  Child  Clinical  Psychology 

Survey  of  child  psychopathology  from  a  developmental 
perspective.  Course  will  cover  theories  of  etiology  as  well 
as  clinical  treatment  interventions  for  a  range  of  child- 
hood disorders  and  difficulties.  Prerequisite:  1 1 1  and 
252  or  233  or  pennission  of  the  instructor.  {N}  4  credits 
Patricia  DiBartolo 
Offered  Spring  2007,  Spring  2008 

254  Clinical  Psychology 

An  overview  of  clinical  psychology  focusing  on  the  set- 
tings, clients,  and  activities  of  the  clinical  psychologist. 
Attention  given  to  the  conceptual  and  methodological 


Psychology 


331 


issues  facing  the  clinical  psychologist,  methods  of  as- 
sessment, forms  of  psychotherapy,  and  evaluation  oi  the 
success  of  psychological  interventions.  Prerequisite:  111 
and  252,  or  permission  of  the  instructor.  {N}  4  credits 
Patricia  DiBartolo 
Offered  Fall  2006,  Fall  2007 

352  Seminar  in  Advanced  Clinical  Psychology 
topic:  Child  and  Adolescent  Anxiety  Disorders.  Ex- 
amination of  the  empirical  and  theoretical  research 
relevant  to  anxiety  disorders  and  their  associated  fea- 
tures in  youth.  1  sing  a  developmental  perspective,  we 
will  focus  on  risk  factors,  theoretical  models,  and  meth- 
ods of  assessment  and  intervention.  Prerequisite:  1 1 1 
and  2S2  or  2S4.  Permission  of  the  instructor  required. 
{N}  4  credits 
Patricia  DiBartolo 
Offered  Spring  2007,  Spring  2008 

354  Seminar  in  Advanced  Abnormal  Psychology 
Tbpic:  The  Meaning  of  Possessions.  A  seminar  on  the 
role  of  possessions  in  peoples  lives,  especially  as  related 
to  compulsive  hoarding,  a  form  of  obsessive  compulsive 
disorder.  We  will  study  the  empirical  research,  theories 
of  0CD  and  hoarding  behavior,  and  efforts  to  develop 
treatments  for  this  condition.  Related  constructs  such 
as  compulsive  buying  and  acquisition,  materialism, 
kleptomania  and  psychopathologies  of  acquisition  will 
also  be  addressed.  Prerequisites;  252  or  254.  Permission 
of  the  instructor  required.  {N}  4  credits 
Randy  Frost 
Offered  Fall  2006,  Fall  2007 

358  Research  Seminar  in  Clinical  Psychology 

An  introduction  to  research  methods  in  clinical  psy- 
chology and  psychopathology.  Includes  discussion 
of  current  research  as  well  as  design  and  execution 
of  original  research  in  selected  areas  such  as  anxiety 
disorders,  eating  disorders  and  depression.  Prerequisite: 
192  and  252  and  permission  of  the  instructor.  {N} 
4  credits 
Randy  Frost 
Offered  Fall  2006,  Fall  2007 

E.  Social,  Personality  and  Gender 

266  Psychology  of  Women  and  Gender 

An  exploration  of  the  psychological  effects  of  gender 
on  females  and  males.  We  will  examine  the  develop- 
ment of  gender  roles  and  stereotypes,  and  the  impact 


of  differences  in  powerwithin  the  family,  workplace 

and  politics  on  women's  lives  and  menial  health  This 
course  will  emphasize  how  psychologists  have  concep- 
tualized and  studied  women  and  gender,  paying  atten- 
tion to  empirical  examinations  of  current  controversies 
(e.g..  biological  versus  cultural  bases  of  gender  differ- 
ences). (S/N)  4  credits 
Lauren  Duncan 
Offered  Spring  2007,  Fall  2007 

269  Colloquium:  Categorization  and  Intergroup 
Behavior 

A  broad  consideration  of  the  nature  of  prejudice,  ste- 
reotypes and  intergroup  relations  from  the  perspective 
of  social  cognition  with  emphasis  on  issues  of  race 
and  ethnicity.  We  will  encounter  theories  and  research 
concerning  the  processes  of  self-and-other  categoriza- 
tion, self-identity,  stereotyping,  prejudice  and  strategies 
from  the  reduction  of  intergroup  hostility  that  these 
approaches  inform.  {S/N}  4  credits 
Fletcher  Blanchard 
Offered  Spring  2007,  Spring  2008 

270  Social  Psychology 

The  study  of  social  behavior  considered  from  a  psy- 
chological point  of  view.  Topics  include  interpersonal 
behavior,  intergroup  behavior  and  social  cognition. 
{N}  4  credits 
Fletcher  Blanchard 
Offered  Fall  2006,  Fall  2007 

271  Psychology  of  Personality 

The  study  of  the  origin,  development,  structure  and 

dynamics  of  personality  from  a  variety  of  theoretical 

perspectives.  {N}  4  credits 

Philip  Peake 

Offered  Fall  2006,  Fall  2007 

275/PHI  275  Topics  in  Moral  Psychology 

This  course  explores  alternative  approaches  to  central 
questions  of  moral  psychology.  How  do  people  make 
moral  judgments  and  decisions?  What  psychological 
processes  are  involved  in  morally  evaluating  people, 
actions,  or  social  practices  and  institutions,  and  in 
morally  motivating  action?  What  roles  do  knowledge 
or  reasoning  play?  What  roles  do  emotions  or  feelings, 
such  as  compassion,  love,  guilt  or  resentment,  play? 
How  does  morality  develop  in  individuals?  Is  moral 
virtue  a  product  of  education?  How  does  moralitj  varj 
across  individuals  and  cultures?  Are  there  gender  differ- 


332 


Psychology 


ences  in  moral  development?  Do  non-human  animals 
have  moral  capacities?  Readings  will  include  work  by 
classical  and  contemporary  philosophers,  as  well  as 
recent  work  by  psychologists,  social  scientists  and  biolo- 
gists. (E)  4  credits 
ErnestAlleva 
Not  offered  2006-07 

366  Seminar:  Topics  in  the  Psychology  of  Women 

Topic:  Issues  in  Adolescent  Gender  Role  Develop- 
ment. In  this  course  we  examine  psychological  issues 
girls  face  in  their  adolescent  years.  Topics  may  include 
body  image,  self-esteem,  academic  achievement,  peer 
and  dating  relationships  and  gender  socialization.  This 
is  a  community  based  learning  course  that  offers  an 
opportunity  to  volunteer  as  a  mentor  to  an  adolescent 
girl  in  the  Northampton  area.  Recommended  pre-  or 
co-requisite:  PSY  266  or  WST  150  and  permission  of  the 
instructor.  {S/N}  4  credits 
Lauren  Duncan 
Offered  Fall  2007 

369  Research  Seminar  on  Categorization  and 
Intergroup  Behavior 

An  exploration  of  methods  of  inquiry  in  social  psychol- 
ogy with  emphasis  on  experimental  approaches  to  cur- 
rent questions  in  respect  to  processes  of  categorization 
and  social  identity  and  their  implications  for  behavior 
among  groups.  Prerequisites:  192  and  either  266, 269, 
270, 271.  Enrollment  limited  to  16.  {N}  4  credits 
Fletcher  Blanchard 
Offered  Fall  2006,  Fall  2007 

371  Seminar  in  Personality 

Topic:  Well  Being.  A  survey  of  current  psychological  re- 
search on  the  factors  that  contribute  to  a  person's  sense 
of  well  being.  What  are  the  components  of  happiness? 
What  are  the  biological,  personality,  and  contextual 
factors  that  contribute  to  that  happiness?  How  does  a 
person's  sense  of  well  being  influence  health,  relation- 
ships and  other  important  life  outcomes?  Prerequisites: 
270  or  271.  {S/N}  4  credits 
Philip  Peake 
Offered  Spring  2007,  Spring  2008 

372  Research  Seminar  on  Categorization  and 
Intergroup  Behavior 

An  exploration  of  methods  of  inquiry  in  social  psychol- 
ogy with  emphasis  on  experimental  approaches  to  cur- 
rent questions  in  respect  to  processes  of  categorization 


and  social  identity  and  their  implications  for  behavior 
among  groups.  Prerequisites:  192  and  either  266, 269, 
270, 271.  Enrollment  limited  to  16.  {N}  4  credits 
Fletcher  Blanchard 
Offered  Fall  2006 

374  Psychology  of  Political  Activism 

Political  psychology  is  concerned  with  the  psychologi- 
cal processes  underlaying  political  phenomena.  This 
seminar  focuses  on  people's  motivations  to  participate 
in  political  activism,  especially  activism  around  social 
issues.  Readings  include  theoretical  and  empirical 
work  from  psychology,  sociology  and  political  science. 
We  will  consider  accounts  of  some  large-scale  social 
movements  in  the  U.S.  (e.g.,  Civil  Rights  Movement, 
Women's  Movement,  White  Supremacy  Movements). 
{S/N}  4  credits 
Lauren  Duncan 
Offered  Spring  2007,  Spring  2008 

F.  Advanced  Courses 

PSY  290/MTH  290  Research  Design  and  Analysis 

A  survey  of  statistical  methods  needed  for  scientific 
research,  including  planning  data  collection  and  data 
analyses  that  will  provide  evidence  about  a  research 
hypothesis.  The  course  can  include  coverage  of  analy- 
ses of  variance,  interactions,  contrasts,  multiple  com- 
parisons, multiple  regression,  factor  analysis,  causal 
inference  for  observational  and  randomized  studies  and 
graphical  methods  for  displaying  data.  Special  atten- 
tion is  given  to  analysis  of  data  from  student  projects 
such  as  theses  and  special  studies.  Statistical  software 
will  be  used  for  data  analysis.  Prerequisites:  One  of  the 
following:  PSY190/MTH  190,  PSY  192,  MTH  245  or  a 
score  of  4  or  5  on  the  AP  Statistics  examination  or  the 
equivalent.  Students  may  not  receive  credit  for  both 
MTH  248  and  PSY  290/MTH  290.  Enrollment  limited  to 
20.  {M}  4  credits 
David  Palmer  (Psychology) 
Offered  Fall  2006 

400  Special  Studies 

By  permission  of  the  instructor,  for  qualified  juniors 
and  seniors.  A  scholarly  project  conducted  under  the 
supervision  of  any  member  of  the  department. 
1  to  4  credits 
Offered  both  semesters  each  year 


Psychology 


533 


The  Major 

Advisers:  Members  of  the  department 
Adviser  for  Study  Abroad:  Fletcher  Blanchard 
Basis:  111,  PSY 190/MTH 190 and  192. 

Each  student,  with  the  approval  of  her  major  adviser. 

elects  a  carefully  planned  program  of  course  selec- 
tions designed  to  meet  the  following  requirements:  10 
semester  courses  including  the  Basis.  The  Basis  must  be 
completed  before  entering  the  senior  year.  Competence 
in  the  major  is  demonstrated  by  sufficient  breadth  of 
course  selections  from  the  various  substantive  areas, 
its  well  as  adequate  depth  in  at  least  one  track.  Nor- 
mally, breadth  is  achieved  by  selecting  at  least  one 
course  from  four  of  the  five  curricular  tracks.  A-E. 
Depth  is  achieved  by  selecting  at  least  three  courses 
in  a  substantive  track  (A-E)  or  by  a  constellation  of 
courses  from  more  than  one  track  that  represents  a 
focus  important  to  the  student  and  recognized  by  the 
department.  Students  are  strongly  advised  to  work  with 
their  major  adviser  to  define  their  program  of  study  for 
the  major.  One  course  in  the  track  of  depth  must  be  a 
seminar. 

Students  are  encouraged  to  attend  departmental 
colloquia. 

Students  planning  careers  in  academic  or  profes- 
sional psychology,  social  work,  personnel  work  involv- 
ing guidance  or  counseling,  psychological  research, 
or  paraprofessional  occupations  in  mental  health 
settings  or  special  education  programs  should  consult 
their  major  advisers  regarding  desirable  sequencing  of 
courses. 

Information  about  graduate  programs  in  psychol- 
ogy and  allied  fields  may  be  obtained  from  members  of 
the  department. 


Honors 

Director:  Patricia  DiBartolo 

431  Thesis 

8  credits 
Offered  each  Fall 

432d  Thesis 

1 2  credits 

Full-year  course;  Offered  each  year 

Requirements:  These  are  the  same  as  for  the  major,  with 
the  following  qualifications.  The  honors  student  must 
complete  a  thesis.  Normally  this  will  be  a  year-long 
project  (432d)  for  12  credits,  the  equivalent  of  three 
semester  courses.  Under  the  condition  of  accelerated 
graduation,  a  student  may  elect  431  for  eight  credits. 
Honors  students  undertake  an  oral  presentation  of 
the  thesis  to  the  faculty  and  an  examination  on  that 
work.  The  thesis  credits  may  be  used  to  fulfill  one  of  the 
three  semester  courses  required  for  depth  but  cannot 
be  used  to  fulfill  the  breadth  requirement.  In  addition, 
they  may  be  used  for  another  semester  course  count- 
ing toward  the  total  of  ten  required  for  the  major.  It  is 
recommended  that  students  elect  a  laboratory,  seminar, 
or  special  studies  in  the  area  of  the  thesis  prior  to  the 
senior  year.  In  addition,  it  is  recommended  that  honors 
students  take  PSY  190A1TH  290. 


The  Minor 

Advisers:  Members  of  the  department 

Requirements:  6  semester  courses  including  two  of  the 
three  courses  that  compose  the  basis  for  the  major,  and 
four  additional  courses  selected  from  at  least  two  of  the 
five  tracks  A-E.  In  addition,  one  of  these  four  courses 
must  be  a  seminar. 


334 


Public  Policy 


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


Director 

Randall  Bartlett,  Professor  of  Economics 

Lecturer 

Paul  Newlin,  M.A. 


Advisers 

n  Donald  Baumer,  Professor  of  Government 
John  Burk,  Professor  of  Biological  Sciences 
H.  Allen  Curran,  Professor  of  Geology 
Deborah  Haas-Wilson,  Professor  of  Economics 


The  program  in  public  policy  provides  students  with 
an  opportunity  to  explore,  from  a  multidisciplinary 
perspective,  both  the  processes  of  making  social  choices 
and  the  content  of  contemporary  policy  issues.  Most 
courses  in  the  program  are  intended  to  serve  as  inter- 
disciplinary complements  to  departmental  offerings. 
Likewise,  the  minor  in  public  policy  is  designed  to  be  a 
valuable  complement  to  majors  in  both  the  social  and 
the  natural  sciences. 

GOV  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 

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 
Leslie  Jaffe  (Health  Services) 
Offered  Spring  2007 


220  Public  Policy  Analysis 

Analysis  of  the  institutions  and  processes  of  public 
policy  formation  and  implementation.  Explores  models 
designed  to  explain  policy  and  also  those  whose  pur- 
pose is  to  "improve"  policy.  Develops  and  uses  analyti- 
cal tools  of  formal  policy  analysis.  Examines  the  debate 
over  the  possible  and  proper  uses  of  these  analytic  tools. 
{8}  4  credits 

Randall  Bartlett  (Economics) 
Offered  Fall  2006 

222  Colloquium:  U.S.  Environmental  History  and  Policy 

Students  will  explore  the  human-environment  rela- 
tionship and  its  role  in  shaping  U.S.  history  as  well 
as  informing  current  environmental  regulation  and 
policy.  There  are  no  prerequisites.  There  will  be  a  mid- 
term report  on  history  as  well  as  an  end  of  the  semester 
project  in  which  the  students  will  work  in  teams  to 
develop  and  present  an  environmental  policy.  There 
will  be  some  quizzes,  but  no  final  exam. 
Extensive  reading  and  class  participation  will  be  re- 
quired. Enrollment  limited  to  20  students.  {H/S} 
4  credits 
Paul  Newlin 
Offered  Spring  2007 

ECO  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 


Public  Policy 


335 


SOC  232  World  Population 

This  course  will  introduce  students  to  environmental, 
economic,  feminist  and  nationalist  perspectives  on 
population  growth  and  decline.  We  will  examine  cur 
rent  populations  trends  and  processes  (fertility,  mortal- 
ity and  migration  I  and  consider  the  social,  political, 
economic  and  environmental  implications  of  those 
trends.  The  course  will  also  provide  an  own  iew  of 
various  sources  of  demographic  data  as  well  as  basic 
demographic  methods.  Cross-listed  with  Environmen- 
tal Science  and  policy.  {S}  4  credits 
Leslie  Vmg 
Offered  Fall  2006 

250  Race  and  Public  Policy  in  the  United  States 
Explanation  of  current  policy  issues  regarding  race. 
Topics  include  voting  rights,  compensation,  public  and 
private  education,  bilingual  education  and  affirmative 
action  in  employment.  Recommended  background: 
PPL  220a  or  a  course  in  American  government.  {8} 
4  credits 

Randall  Bartlett 
Offered  Fall  2007 

GOV  306  Seminar:  Politics  and  the  Environment 
Tbpic:  Politics  and  the  Environment.  An  examination 
of  environmental  policy  making  within  the  federal 
government,  with  special  emphasis  on  how  Congress 
deals  with  environmental  policy  issues.  A  variety  of 
substantive  policy  areas  from  clean  air  to  toxic  waste 
will  be  covered.  Students  will  complete  research  papers 
on  an  environmental  policy  topic  of  their  choice.  Pre- 
requisite: a  200-level  course  in  American  government. 
{S}  4  credits 
Donald  Baumer 
Offered  Spring  2008 

EGR  330  Engineering  and  Global  Development 

This  course  examines  the  engineering  and  policy  issues 
around  global  development,  with  a  focus  on  appropri- 
ate and  intennediate  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  intennediate  technology.  Restricted  to 
students  with  junior  standing  in  engineering  or  those 
who  have  obtained  the  instructor's  pennission.  Enroll- 


ment limited  to  12.  Offeredin  alternating  years.  (E)  {N} 

t  credits 
Don) ia  RUey 
Offered  Spring  2007 

ECO  343  Seminar:  The  Economics  of  Global  Climate 
Change 

Because  global  climate  change  has  the  potential  to  af- 
fect every  person  in  even  country — with  the  possibilitv 
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){S}  4  credits 
To  be  announced 
Offered  Fall  2006 

ECO  351  Seminar:  The  Economics  of  Education 

Why  does  college  cost  so  much?  What  is  the  state  of 
America's  public  schools,  and  what  can  be  done  to  im- 
prove them?  In  this  course  we  will  study  these  questions 
and  others  related  to  the  economics  of  primary,  second- 
ary and  higher  education.  We  will  develop  models  of 
educational  choice  (is  schooling  an  investment  or  a 
signal?),  analyze  the  role  for  government  in  the  market 
for  education  (should  it  provide  financial  support  for 
schools?),  and  study  the  implications  of  institutional 
policies,  including  preferential  admissions,  tenure  and 
governance  procedures,  and  endowment  spending  rules 
as  they  are  practiced  in  Americas  universities.  Prereq- 
uisites: ECO  190  and  250.  {S}  4  credits 
Ardith  Spence 
Offered  Spring  2007 

390  Senior  Public  Policy  Workshop 

An  assessment  of  current  policy  controversies  under- 
taken as  group  projects.  Poliq  recommendations  made 
by  groups  should  be  based  on  both  technical  advis- 
ability and  political  feasibility.  Limited  to  seniors  who 


336 


Public  Policy 


are  completing  the  program  in  public  policy,  or  other 
seniors  with  permission  of  the  instructor.  {8}  4  credits 
PaulNewlin 
Offered  Spring  2007 

404  Special  Studies 

By  permission  of  the  director. 

4  credits 

Offered  both  semesters  each  vear 


The  Minor 


Director:  Randall  Bartlett,  Professor  of  Economics 

Advisers:  Randall  Bartlett  (Economics);  Donald  Bau- 
mer  (Government); John  Burk,  (Biological  Sciences); 
H.  Allen  Curran  (Geology);  Deborah  Haas-Wilson 
(Economics) 


The  minor  consists  of  six  courses: 

GOV  207  or  PPL  220 
Any  two  public  policy  electives; 
Any  two  courses  from  departmental  offerings  that  have 
substantial  policy  content  (to  be  selected  in  consulta- 
tion with  a  minor  adviser); 
PPL  390. 


537 


Quantitative  Courses  for 
Beginning  Students 

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


The  following  courses  engage  students  in  quantitative 
analysis.  These  courses  do  not  have  prerequisites. 

AST  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; 
tlic  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 

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.  Designed  for  non-science 
majors.  Enrollment  limited  to  25  per  section.  {N}  3 
credits 

Suzan  Edwards.  James  howenthal  Meg  Thacher 
Offered  both  semesters  each  year 

AST  103  Sky  II:  Telescopes 

View  the  sky  with  the  telescopes  of  the  McConnell 
Rooftop  Observatory,  including  the  moon,  the  sun,  the 
planets,  nebulae  and  galaxies.  Learn  to  use  a  telescope 
on  your  own,  and  find  out  about  celestial  coordinates 
and  time-keeping  systems.  Designed  for  non-science 
majors.  Enrollment  limited  to  20  students  per  section. 
{N}  2  credits 

James  Lowenthal,  Meg  Thacher 
Offered  Fall  2006 


BI0 110  Introductory  Colloquia:  Life  Sciences  for  the 
21st  Century: 

Women  and  Exercise — What  Is  Really  Going  On  fn 
Our  Muscles  (Q.R.L) 

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 

CHM  111  Chemistry  I:  General  Chemistry 

An  introductory  course  dealing  with  atomic  and  molec- 
ular structure  and  properties  and  with  chemical  reac- 
tions. The  laboratory  includes  techniques  of  chemical 
synthesis  and  analysis.  Enrollment  limited  to  60  per 
lecture  section,  16  per  lab  section.  {N}  5  credits 
Kate  Queeney,  LdlaAka  Burk 
Offered  Fall" 2006,  Fall  2007 

CHM  118  Advanced  General  Chemistry 

This  course  is  designed  for  students  with  a  very  strong 
background  in  chemistry.  The  elementary  theories  i  if 
stoichiometry,  atomic  structure,  bonding,  structure, 
energetics  and  reactions  will  be  quickly  reviewed  The 
major  portions  of  the  course  will  involve  a  detailed 
analysis  of  atomic  theory  and  bonding  from  an  orbital 


338 


Quantitative  Courses  for  Beginning  Students 


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 

CSC  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  and  file 
transfer  protocols,  encoding  and  compression,  http  and 
HTML,  the  design  of  Web  pages,  and  the  operation  of 
search  engines,  beginning  JavaScript;  the  DOM.  Both 
history  and  societal  implications  are  explored.  Prereq- 
uisite: basic  familiarity  with  word  processing.  Enroll- 
ment 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 

CSC  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 

EC0 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.  {S}  4  credits 
James  Miller 
Offered  Fall  2006 

EC0 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.  {S} 
4  credits 

Members  of  the  department 
Offered  both  semesters  each  year 

EC0 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.  {S} 
4  credits 

Members  of  the  department 
Offered  both  semesters  each  year 

EC0 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.  Assignments  include  use  of 
statistical  software  and  micro  computers  to  analyze 
labor  market  and  other  economic  data.  Prerequisite: 
150  and  153  recommended.  {8/M}  4  credits 
Robert  Buchele,  Elizabeth  Savoca 
Offered  both  semesters  each  year 

EGR 100  Designing  the  Future:  An  Introduction  to 
Engineering 

Introduction  to  engineering  practice  through  partici- 
pation in  a  semester-long  team-based  design  project. 
Students  will  develop  a  sound  understanding  of  the  en- 
gineering design  process,  including  problem  definition, 
background  research,  identification  of  design  criteria, 


Quantitative  Courses  for  Beginning  Students 


development  of  metrics  and  methods  for  evaluating 
alternative  designs,  prototype  development  and  proof  of 
concepl  testing.  Working  in  teams,  students  will  present 
their  ideas  frequentl)  through  oral  and  written  reports. 
Reading  assignments,  in-class  discussions,  and  local 
field  trips  will  challenge  students  to  critically  analyze 
con  tempo  ran  issues  related  to  the  interaction  of  tech- 
nology and  society.  {N}  4  credits 
BorfanaMic}PaulVoss,  Fall  2006 
Borjana  Mikic.  Spring  2007 
Offered  Fall  2006.  Spring  2007 

EGR 101  Structures  and  the  Built  Environment 

This  course,  designee!  for  a  general  audience,  examines 

the  development  of  large  structures  (towers,  bridges, 

domes)  throughout  history  with  emphasis  on  the 
past  200  wai^s.  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 


Schallar  anil  others.  Enrollment  limited  to  l()  first  year 
students  {N}  Wl,  Quantitative  Skills  4  credits 
l  ir^niut  Hayssen  (Biological  Sciences) 
Offered  Fall  2006 

FYS  133  What  Can  We  Know? 

An  exploration  of  the  development  of  physical  ideas 
from  the  deterministic  nature  of  Newtonian  physics  to 
the  random  nature  of  modern  quantum  theorj  from 
a  scientific  and  philosophical  point  of  view  Topics 
include  the  necessity  of  using  chance  and  probability 
to  achieve  answers  to  questions  in  chemical,  atomic 
and  nuclear  systems,  the  occurrence  of  unpredictability 
because  of  slightly  different  initial  conditions — chaos 
theory — and  the  requirements  that  chance  and  prob- 
ability play  in  quantum  theory  including  the  quantum 
mechanical  paradoxes.  The  course  is  designed  to  give 
first  year  students  a  general  understanding  of  the  mys- 
teries of  modern  scientific  thought.  Enrollment  limited 
to  20  first-year  students.  {H/N}  Wl,  Quantitative  Skills 
4  credits 

Robert  Linck  (Chemistry),  Piotr  Decowski  (Physics/ 
Not  offered  2006-07 


EGR  102/HSC  211  Ancient  Inventions 

The  dramatic  pace  of  technological  change  in  the 
twentieth  century  obscures  the  surprising  fact  that  most 
of  the  discoveries  and  inventions  on  which  modem 
societies  have  been  constructed  were  made  in  prehis- 
toric times.  Ancient  inventions  tell  detailed  stories  of 
complex  knowledge  for  which  no  written  records  exist. 
In  the  first  part  of  the  course,  we  will  survey  what  is 
known  about  the  technology  of  daily  life  in  several  very 
ancient  societies.  In  the  second  part,  we  will  study  one 
important  technology,  the  production  of  textiles,  in 
detail.  During  the  third  part  of  the  course  students  will 
work  on  group  projects  in  the  Science  Center  machine 
shop,  reconstructing  an  ancient  invention  of  their 
choice.  {H/N}  4  credits 
Not  offered  2006-07 


FYS  135  Women  of  Discovery 
The  story  of  women's  exploration  is  largely  unknown. 
But  women  have  set  forth  on  journeys  of  exploration 
across  the  centuries,  stepping  into  the  unknown,  chal- 
lenging tradition,  expanding  the  world.  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.  Students  will  work  with  historical  docu- 
ments, study  navigation  (including celestial),  and 
develop  their  ability  to  make  oral  and  written  presenta- 
tions. Enrollment  limited  to  16  first-year  students.  Wl 
Quantitative  Skills.  4  credits 
James  Johnson  (Exercise  and  Sport  Studies) 
Offered  Fall  2006 


FYS  130  Lions:  Science  and  Science  Fiction 

This  seminar  will  explore  lions  from  many  perspectives. 
We  will  look  at  how  lions  are  viewed  by  scientists,  sci- 
ence fiction  writers,  directors  of  documentary  films  and 
movie  producers.  We  will  also  compare  different  kinds 
of  science  fiction  and  different  kinds  of  mammals,  ex- 
ploring the  science  of  fiction  and  the  fiction  of  science. 
Readings  will  be  by  OS  Card.  CJ  CherryhJ  Crowley,  G 


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  ll.  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 


340 


Quantitative  Courses  for  Beginning  Students 


involving  people  in  cities.  Lecture,  computing  labs, 
field  observation  and  discussion.  Enrollment  limited  to 
16.  Quantitative  Skills  4  credits 
Fletcher  Blanchard  (Psychology) 
Offered  Spring  2007 

FYS  139  Renewable  Energy 

The  United  States  reliance  on  non-renewable  resources 
to  satisfy  its  growing  energy  demands  comes  at  a  severe 
environmental,  economic  and  political  cost.  Are  there 
alternatives?  Are  they  affordable?  What  are  the  scientific 
tradeoffs  and  constraints?  This  seminar  offers  a  hands- 
on  exploration  of  renewable  energy  technologies,  with 
an  emphasis  on  the  underlying  scientific  principles. 
Students  will  investigate  the  exponential  growth  of 
worldwide  energy  demand,  estimate  how  quickly  the 
world's  resources  will  be  depleted,  study  the  limits  to 
improved  energy  efficiency,  perform  a  home  energy 
audit,  and  explore  the  science  and  technology  of  solar 
heating  and  solar  power,  wind  power  and  hydropower. 
The  course  consists  of  presentations  by  class  members 
in  weekly  seminars  and  a  series  of  hands-on  experi- 
ments. Enrollment  limited  to  16  first-year  students.  (E) 
{N}  {Q}  4  credits 
Nathanael  Fortune  (Physics) 
Not  offered  2006-07 

GOV  190  Empirical  Methods  in  Political  Science 

The  fundamental  problems  in  summarizing,  inter- 
preting 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 
analysis  using  computer  software.  {S/M}  4  credits 
Howard  Gold 
Offered  Spring  2007 

LOG  100  Valid  and  Invalid  Reasoning 

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 


MTH/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,  as  well  as  applying, 
pre-calculus  mathematical  skills.  Students  develop 
their  numerical,  statistical  and  algebraic  skills  by 
working  with  numbers  drawn  from  a  variety  of  current 
media  sources.  Enrollment  limited  to  20.  Permission 
of  the  instructor  required.  This  course  does  not  count 
towards  the  major. 
Tom  Schicker 
Offered  Fall  2006,  Spring  2007 

MTH 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 

MTH  105  Discovering  Mathematics 

Topic:  What  is  mathematics?  A  survey  of  important 
ideas  from  the  major  areas  of  mathematics.  Topics 
selected  on  the  basis  of  esthetics  and  lasting  impact. 
Laboratories  explore  the  role  of  experimentation  in 
mathematics.  Wl  {M}  4  credits 
Sarah-Marie  Belcastro 
Offered  Spring  2007 

MTH  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  ex- 
perimental design.  The  class  meets  in  a  computer  lab 
and  emphasizes  using  the  computer  for  analysis  of 
data.  We  will  design  our  own  experiments,  collect  and 
analyze  the  data,  and  write  reports  on  our  findings. 
Prerequisite:  high  school  algebra.  {M}  4  credits 
To  be  announced 
Offered  Faff  2006 


Quantitative  Courses  for  Beginning  Students 


541 


MTH  111  Calculus  I 

Rates  of  change,  differentia]  equations  and  their  nu- 
merical solution,  integration,  differentiation,  and  the 
fundamental  theorem  ol  the  calculus.  The  scientific 

context  of  calculus  is  emphasized.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

MTH  190  PSY  140  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  for  under- 
graduate research.  The  course  emphasizes  methods  for 
data  collection,  data  description,  and  statistical  infer- 
ence including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 
analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  will 
be  emphasized,  and  students  will  learn  to  use  the  SPSS 
statistical  software  for  data  analysis.  Classes  meet  for 
lecture/discussion  and  for  a  required  weekly  labora- 
tory Lab  sections  limited  to  20.  This  course  satisfies 
the  Basis  requirement  for  the  psychology  department 
major  and  is  recommended  for  all  psychology  students. 
Other  students  who  have  taken  MTH  1 1 1,  AP  Calculus, 
or  the  equivalent  should  take  MTH  245.  Students  will 
not  be  given  credit  for  both  MTH  190  and  MTH  245. 
(E){MJ  4  credits 

Nicholas  Horton,  Katherine  Halvorsen,  David 
I    Palmer.  Philip  Peake 

Offered  both  semesters  each  year 

PHI  202  Symbolic  Logic 

Symbolic  logic  is  an  important  tool  of  contemporary 
philosophy,  mathematics,  computer  science  and 
linguistics.  This  course  provides  students  with  a  basic 
background  in  the  symbols,  concepts  and  techniques 
of  modem  logic.  It  will  meet  for  the  first  half  of  the 
semester  only.  Enrollment  limited  to  20.  {M}  2  credits 
Not  offered  2006-07 

PHY  105  Principles  of  Physics:  Seven  Ideas  that  Shook 
the  Universe 

This  conceptual  course  explores  the  laws  of  mechanics, 
electricity  and  magnetism,  sound  and  light,  relativity 
and  quantum  theory.  It  is  designed  for  nonscience  ma- 
jors and  does  not  rely  on  mathematical  tools.  Lecture 
demonstrations  and  some  hands-on  investigation  will 
be  included.  {N}  4  credits 
Not  offered  2006-07 


PHY  106  The  Cosmic  Onion:  From  Quantum  World  to 
the  Universe 

Basic  concepts  oi  quantum  mechanics  governing  the 
atomic  and  subatomic  worlds.  Structure  ol  atoms, 
atomic  nuclei  and  matter  The  evolution  oi  the  l  in- 
verse and  its  relation  to  the  subatomic  physics.  The 
course  is  designed  for  nor  science  majors.  Itdoesnol 
involve  mathematical  tools.  {N}  4  credits 
Piofr Decowski 
Offered  Spring  2008 

PHY  107  Musical  Sound 

This  course  for  non-science  majors  explores  through 
lectures  and  laboratory  demonstrations  the  physical  ba- 
sis of  musical  sound.  Sample  topics  include  string  and 
air  vibrations,  perception  of  tone,  auditorium  acoustics, 
musical  scales  and  intervals  and  the  construction  of 
musical  instruments.  {N}  4  credits 
Janet  Van  Blerkom 
Offered  Fall  2006 

PHY  108  Optics  is  Light  Work 

This  course  for  nonscience  majors  reveals  the  intrigu- 
ing nature  of  light  in  its  myriad  interactions  with 
matter.  From  Newton's  corpuscular  theory,  through  the 
triumph  of  wave  optics,  to  the  revolutionary  insights 
of  quantum  theory,  our  understanding  of  the  nature  of 
light  has  come  full  circle.  Yet  questions  still  remain.  In 
this  class  each  student  will  explore  in-depth  an  optical 
phenomenon  of  her  own  choosing.  Enrollment  limited 
to  16.  Offered  in  alternate  years.  {N}  4  Credits 
Dorem  Weinberger 
Not  offered  2006-07 

PSY  190 /MTH  140  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  for  under- 
graduate research.  The  course  emphasizes  methods  for 
data  collection,  data  description,  and  statistical  infer- 
ence including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 
analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  will 
be  emphasized,  and  students  will  learn  to  use  the  SPSS 
statistical  software  for  data  analysis.  Classes  meet  for 
lecture/discussion  and  for  a  required  weekK  labora- 
tory. Lab  sections  limited  to  20.  This  course  satisfies 
the  Basis  requirement  for  the  psychologj  department 


342 


Quantitative  Courses  for  Beginning  Students 


major  and  is  recommended  for  all  psychology  students. 

Other  students  who  have  taken  MTH  1 1 1,  AP  Calculus, 

or  the  equivalent  should  take  MTH  245.  Students  will 

not  be  given  credit  for  both  MTH  190  and  MTH  245. 

(E)  {M}  4  credits 

Nicholas  Horton,  Katherine  Halvorsen,  David 

Palmer,  Philip  Peake 

Offered  both  semesters  each  year 


#3 


Religion 


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


Professors 

'Carol  (I.  Zaleski.  Ph.D. 
fl  Peter  N.  Gregory,  PhD. 

Jamii'  Hubbard,  Ph.D.  (Professor  of  Religion  and 
Yehan  Numata  Professor  of  Buddhist  Studies) 


Lecturers 

Elizabeth  E.  Can;  Ph.D. 

Miclial  Bar-Asher  Siegal 

Steven  Heim,  M.A. 
Mohamed  Hassan 


Associate  Professors 

I.oisC.  Dubin,  Ph.D.,Chair 
+2  Vera  Shevzov,  M.Div.,  Ph.D. 
*,JoelS.Kaminsky,Ph.D. 


Research  Associates 

Benjamin  Braude,  Ph.D. 
Philip  Zaleski.  B..V 
Edward  FekLM.H.L 


Assistant  Professors 

*'  Andy  Rotman,  Ph.D. 
Suleiman  Ali  Mourad,  Ph.D. 


All  courses  at  the  100-level  and  200-level  are  appropri- 
ate for  first-year  students  as  well  as  all  other  students, 
unless  otherwise  indicated. 

100-level  courses  are  either  broad-based  introductory 
courses  that  address  multiple  traditions  or  colloquia. 
which  have  a  more  narrow  focus  and  limited  enroll- 
ments. 


Students  interested  in  pursuing  a  Directed  Reading 
course  at  an  advanced  level  in  a  particular  language 
should  contact  the  department  member  skilled  in  that 
language  directly. 

100-Level  Courses 


200-level  courses  are  specific  to  a  tradition  or  method- 
ology. These  courses  are  open  to  all  students  and  do  not 
have  prerequisites,  unless  otherwise  indicated. 

300-level  courses  have  prerequisites  as  specified. 

Students  who  take  introductory  language  courses  will 
receive  credit  for  them  toward  their  religion  major  only 
upon  completion  of  an  advanced  course  in  religious 
texts  of  that  language  (e.g.,  REL  295, 296, 297).  Pos- 
sible languages  in  this  category  include  Latin  or  Greek, 
offered  in  the  Classics  Department,  or  Hebrew,  offered 
in  the  Jewish  Studies  Program.  Similar  arrangements 
can  also  be  made  for  Arabic,  Chinese,  Sanskrit,  or 
Hindi,  whether  studied  at  the  Five  Colleges  or  abroad. 


Introduction  to  the  Study  of  Religion 

105  An  Introduction  to  World  Religions 

An  examination  of  the  ideas  and  practices  of  Hinduism, 
Buddhism,  Confucianism  or  Taoism,  Judaism,  Chris- 
tianity and  Islam.  Classical  texts,  rituals,  and  visual 
materials  will  be  considered.  {H}  4  credits 
Lois  Dubin,  Jamie  Hubbard 
Offered  Fall  2006 

110  Colloquia:  Thematic  Studies  in  Religion 

Directed  discussion  of  themes  and  approaches  to  the 
study  of  religion.  Recommended  for  upper-level  as  well 
as  first-year  students.  4  credits 


344 


Religion 


The  Holy  Land 

This  colloquium  will  examine  the  concept  of  the  "Holy 
Land"  according  to  the  religious  traditions  of  Juda- 
ism, Christianity  and  Islam.  It  will  explore  the  way  the 
Holy  Land  is  defined  and  sanctified  in  scripture  and 
religious  literature  and  in  works  of  art,  architecture, 
poetry,  novel  and  film.  The  course  will  also  explore 
the  many  attempts  through  the  centuries  by  political 
monarchs  to  tap  into  the  sanctity  of  Holy  Land  in  order 
to  promote  their  own  legitimacy.  The  objective  is  to 
emphasize  the  significance  of  this  common  heritage 
shared  by  Judaism,  Christianity  and  Islam,  and  yet  how 
it  has  inspired,  at  times  of  tension,  religious  and  politi- 
cal conflict  among  followers  of  the  three  monotheistic 
traditions.  {H}  4  credits 
Suleiman  Mourad 
Offered  Fall  2006 

Women  Mystics'  Theology  of  Love 
This  course  studies  the  mystical  writings  of  Hildegard 
of  Bingen,  Hadewijch,  Julian  of  Norwich,  and  Teresa  of 
Avila,  and  their  relevance  to  contemporary  spirituality. 
Focus  on  their  life  journeys  in  terms  of  love,  creativity, 
healing  and  spiritual  leadership.  Occasional  films  and 
music.  {H} 
Elizabeth  Can 
Offered  Spring  2007 

Politics  of  Enlightenment 

Thematic  and  biographical  survey  of  Buddhist  attitudes 
to  the  religious  person  in  a  social,  political  world; 
overview  of  doctrinal  statements  and  focus  on  such 
problematic  issues  as  women  in  Buddhism,  Tibetan 
Buddhism  in  exile,  the  monks'  war  in  Vietnam  and 
Western  Buddhism.  {H} 
Jamie  Hubbard 
Offered  Spring  2007 


200-Level  Courses 

No  prerequisites  unless  specified. 

Religious  Studies:  Critical  and 
Comparative 

200  Colloquium:  Approaches  to  the  Study  of  Religion 

An  introduction  to  various  approaches  that  have  char- 
acterized the  modem  and  postmodern  critical  study  of 
religion.  The  course  explores  the  development  of  the 


field  as  a  whole  and  its  interdisciplinary  nature.  The 
first  part  of  the  course  focuses  on  approaches  found  in 
disciplines  such  as  anthropology,  sociology,  psychol- 
ogy and  phenomenology.  The  second  part  examines 
the  application  of  these  approaches  to  the  study  of  one 
particular  religious  phenomenon.  {H/S}  4  credits 
Suleiman  Mourad,  Vera  Shevzov 
Offered  Spring  2007 

Biblical  Literature 

Students  interested  in  biblical  literature  are  best  served 
by  beginning  their  course  of  study  with  either  Introduc- 
tion to  the  Bible  I  (Rel  210)  or  Introduction  to  the  Bible 
II  (Rel  215)  before  proceeding  to  more  specialized  200- 
level  courses  or  seminars  within  this  area.  Rel  210  and 
215  are  general  introductions  to  the  critical  study  of  the 
Bible  and  are  open  to  all  students  including  first-years. 

211  Wisdom  Literature  and  Other  Books  from  the 
Writings 

Critical  reading  and  discussion  of  Wisdom  texts  in  the 
Hebrew  Bible  and  Apocrypha  (Job,  selected  Psalms, 
Proverbs,  Ecclesiastes,  Sirach,  Wisdom  of  Solomon, 
etc.,)  as  well  as  attention  to  some  of  the  shorter  narra- 
tive and  poetic  texts  that  one  finds  in  the  Writings  such 
as  Ruth,  Esther  and  Song  of  Songs.  {1}  4  credits 
JoelKaminsky 
Offered  Spring  2007 

215  Introduction  to  the  Bible  II 

The  literature  of  the  New  Testament  in  the  context  of 
the  Jewish  and  Greco-Roman  world  in  which  it  de- 
veloped. Particular  attention  will  be  paid  to  the  use  of 
the  Hebrew  Bible  in  the  New  Testament  with  an  eye  to 
grasping  the  similarities  and  differences  between  what 
later  came  to  be  called  Early  Christianity  and  Rabbinic 
Judaism.  Enrollment  limited  to  25.  {H/L}  4  credits 
To  be  announced 
Offered  Spring  2007 

Jewish  Traditions 

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  BCE)  to 
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 


Religion 


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.  (E)  {H}  4  credits 
Micbal  Bar-Asber  Siegal 
Offered  Fall  2000 

222  Sages,  Strangers  and  Women:  An  Introduction  to 
Rabbinic  Literature 

An  exploration  of  rabbinic  culture  and  texts  that 
shaped  Judaism  for  centuries  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 
I    Jerusalem  Talmuds.  ( E )  {H/L}  -4  credits 
Micbal  Bar-Asher  Siegal 
Offered  Fall  2006 

227  Judaism/Feminism/Women's  Spirituality 

An  introduction  to  major  works  and  issues  in  the 
contemporary  feminist  reconstruction  of  Judaism. 
Examines  the  possibilities  for  new  relations  to  the 
Jewish  tradition  through  recovery  of  Jewish  women's 
history  and  experience,  critique  and  reinterpretation  of 
classical  texts,  and  changing  conceptions  of  God,  com- 
munity, ritual  and  sexuality.  {H/S}  4  credits 
Lois  Dubin 
Offered  Spring  2007 

Christian  Traditions 

234  Contemporary  Christianity:  Crisis  and  Reflection 

Readings  of  prominent  Protestant,  Roman  Catholic 
and  Eastern  Orthodox  thinkers  of  the  20th  and  early 
21st  centuries.  Their  diverse  responses  to  influential 
modem  and  postmodern  social,  political  and  philo- 
sophical trends  including  "modernism. '  Marxism, 
World  War  II  and  the  Holocaust,  feminism,  pluralism 
and  globalism.  Particular  attention  to  liberation  the- 
ologies. Occasional  films.  {H}  4  credits 
VeraShevzov 
Offered  Spring  2007 

238  Mary:  Images  and  Cults 

Whether  revered  as  the  Birth-Giver  of  God  or  remem- 
bered as  a  simple  Jewish  woman.  Mar}  has  both  In- 


spired and  challenged  generations  of  Christian  women 
and  men.  This  course  focuses  on  kej  developments 
in  the  "history  of  Mary"  since  Christian  times  to  the 
present  I  low  has  her  image  shaped  Christianity?  Whal 
does  her  image  in  am  given  age  tell  us  about  personal 
and  collective  Christian  identity?  Topics  include  Mary's 
■'life";  rise  of  the  Marian  cult:  differences  among  Prot- 
estant, Catholic  anil  Orthodox  Christians;  apparitions 
(eu.  Guadalupe  and  Lourdes);  miracle  working  icons: 
Mary,  liberation  and  feminism.  Liturgical,  devotional, 
and  theological  texts,  art  and  film.  Enrollment  limited 
to  30.  {H}  4  credits 
VeraShevzov 
Offered  Fall  2006 

Islamic  Traditions 

245  The  Islamic  Tradition 

The  Islamic  religious  tradition  from  its  beginnings 
in  7th  century  Arabia  through  the  present  day,  with 
particular  emphasis  on  the  formative  period  (A.D. 
600-1000)  and  on  modem  efforts  at  reinterpretation. 
Topics  include  Muhammad  and  the  Qur'an,  prophetic 
tradition,  sacred  Law,  ritual,  sectarianism,  mysticism, 
dogmatic  theology  and  popular  practices.  Emphasis 
on  the  ways  Muslims  in  different  times  and  places  have 
constructed  and  reconstructed  the  tradition  for  them- 
selves. {H}  4  credits 
Suleiman  Mourad 
Offered  Fall  2006 

Buddhist  Traditions 

260  Buddhist  Thought 

Enduring  patterns  of  Buddhist  thought  concerning  the 
interpretations  of  self,  world,  nature,  good  and  evil, 
love,  wisdom,  time,  and  enlightenment  as  revealed  in  a 
careful  reading  of  two  major  Mahayana  texts.  Enroll- 
ment limited  to  35.  {H}  4  credits 
Steven  Heim 
Offered  Fall  2006 

South  Asian  Traditions 

275  Religious  History  of  South  Asia:  Ancient  to 

Medieval 

This  course  is  an  introduction  to  the  literature,  thought 

and  practice  of  religious  traditions  in  India,  from 

ancient  times  to  the  classical  period.  Readings  will 

include  materials  from  the  Yedas.  I  panishads  and 


j4b 


Religion 


epics,  from  plays  and  poetry,  as  well  as  Buddhist  and 
Jain  literature.  Particular  consideration  will  be  given 
to  the  themes  of  dharma,  karma,  love  and  liberation. 
{H}  4  credits 
Steven  Helm 
Offered  Fall  2006 

282  Violence  and  Nonviolence  in  Religious  Traditions  of 
South  Asia 

What  are  the  implications  of  a  nonviolent  morality? 
When  are  war  and  sacrifice  not  murder?  This  course 
considers  the  rhetoric  and  phenomena  of  violence 
and  nonviolence  in  a  variety  of  religious  traditions  in 
South  Asia,  both  modern  and  premodern.  Particular 
emphasis  on  the  ethical  and  social  consequences  of 
these  practices,  and  the  politics  of  the  discourse  that 
surrounds  them.  Texts  and  films  concerning  Hinduism, 
Buddhism,  Jainism,  Sikhism,  Christianity  and  Islam. 
{H}  4  credits 
Andy  Rotman 
Offered  Spring  2007 

300-Level  Courses 

Prerequisites  as  specified. 

335  Seminar:  Topics  in  Christianity  and  Culture 

Topic:  Christianity  and  Visual  Culture.  Christians 
through  the  ages  have  had  an  ambivalent  relationship 
with  images,  sometimes  embracing  them  in  profound 
expressions  of  piety  and  at  other  times  decrying  their 
use  in  the  name  of  divine  prohibitions  against  idolatry. 
This  seminar  examines  the  history  of  Christian  think- 
ing about  art  (Eastern  Christian,  Roman  Catholic  and 
Protestant),  the  vocation  of  the  Christian  artist,  as  well 
as  the  devotional  uses  of  art  from  late  antiquity  to  the 
present.  {H}  4  credits 
Vera  Shevzov 
Offered  Fall  2006 

345  Islamic  Thought 

Topic:  The  Making  of  Muhammad.  This  seminar 
examines  the  place  of  prophecy  in  Muslim  thought  by 
analyzing  historical  sources  for  the  life  of  Muhammad: 
the  Qur'an,  traditional  and  revisionist  biographies, 
poetry,  art  and  literature.  Topics  include  the  chal- 
lenges of  reconstructing  the  historical  Muhammad, 
representations  of  his  character  and  teachings  in  the 


traditions  of  Islamic  theology,  mysticism  and  sacred 
history,  medieval  European  presentation  of  the  prophet 
of  Islam  and  his  portrayal  in  modern  film  and  fiction. 
The  course  offers  students  an  opportunity  to  investigate 
with  some  sophistication  questions  that  require  careful 
attention  to  research  methods,  critical  theory  and  writ- 
ing. {H}  4  credits 
Suleiman  Mourad 
Offered  Spring  2007 

375  Seminar:  South  Asian  Religious  Literature 

Topic:  Visual  Culture.  How  does  one  make  sense  of 
what  one  sees  in  South  Asia?  What  is  the  visual  logic 
behind  the  production  and  consumption  of  images, 
sculpture  and  film?  This  course  considers  the  visual 
world  of  South  Asia,  focusing  in  particular  on  the  reli- 
gious dimensions  of  visuality.  Topics  include  the  divine 
gaze  (darshana)  in  Hindu  and  Buddhist  contexts,  the 
role  of  god-posters  (chromolithographs)  in  religious 
ritual,  the  function  of  temple  sculpture,  and  the  social 
significance  of  clothing  as  well  as  commercial  films. 
{H/A}  4  credits 
Andy  Rotman 
Offered  Spring  2007 

400  Special  Studies 

By  pennission  of  the  department,  normally  for  senior 

majors  who  have  had  four  semester  courses  above  the 

introductory  level. 

2  to  4  credits 

Offered  both  semesters  each  year 

408d  Special  Studies 

By  permission  of  the  department,  normally  for  senior 

majors  who  have  had  four  semester  courses  above  the 

introductory  level. 

8  credits 

Full-year  course;  Offered  each  year 


Language  Courses 

Credit  is  not  granted  for  the  first  semester  only  of  an 
introductory  language  course. 

Note:  A  reading  knowledge  of  foreign  languages,  both 
modem  and  classical,  is  highly  desirable  and  is  es- 
pecially recommended  for  those  students  planning  a 
major  or  minor  in  the  area  of  religious  studies. 


Religion 


347 


Students  who  take  the  introductory  courses  in  Latin  or 

Greek  in  the  Classics  Department,  or  Hebrew  in  the  Jew 
ish  Studies  Program,  will  receive  credit  for  these  toward 
their  religion  major  upon  completion  of  an  advanced 
course  in  religions  texts  (REL  295,  296,  297).  Similar 
arrangements  can  be  made  for  other  languages  (for 
example,  Arabic,  Chinese,  Sanskrit).  Students  interested 
in  pursuing  Directed  Reading  courses  at  an  advanced 
level  in  a  particular  language  should  contact  depart- 
ment members. 

ARA  100y  Elementary  Arabic 
A  vearlong  course  that  introduces  the  basics  of  Modem 
Standard  Arabic,  this  course  concentrates  on  all  four 
skills:  speaking,  listening,  reading,  writing.  Begin- 
ning with  a  studj  of  Arabic  script  and  sound,  students 
will  complete  the  study  of  the  elementary  Arabic  book 
sequence  by  the  end  of  the  academic  year.  Students  will 
acquire  vocabulary  and  usage  for  everyday  interac- 
tions as  well  as  skills  that  will  allow  them  to  read  and 
analyze  a  range  of  texts.  In  addition  to  the  traditional 
textbook  exercises,  students  will  write  short  essays  and 
participate  in  role  plays,  debates,  and  conversations 
throughout  the  year.  {F}  4  or  8  credits 
Mohamad  Hassan 
Offered  Fall  2006,  Spring  2007 

ARA  298  Intermediate  Arabic  I 

Students  in  this  course  will  continue  perfecting  their 
knowledge  of  Arabic  focusing  on  the  four  skills:  speak- 
ing, listening,  reading  and  writing.  Students  should 
expect  text  assignments  as  well  as  work  with  DYI)s, 
audio  and  Web  sites.  Exercises  include  writing,  social 
interactions,  role  plays,  and  the  interplay  of  language 
and  culture.  Prerequisite  is  ARA  lOOv  or  the  equivalent. 
{Fl 

Mohamecl  Hassan 
Offered  Fall  2006 

ARA  299  intermediate  Arabic  II 

Continued  conversation  at  a  more  advanced  level. 
Further  development  of  reading  and  practical  writing 
skills.  Prerequisite:  ARA  298  or  the  equivalent,  or  per- 
mission of  the  instructor.  {F} 
Mohamed  Hassan 
Offered  Spring  2007 


The  Major 


Advisers:  Lois  Dubin,  Peter N.  Gregoryjamie  Hubbard. 
Joel  Kaminsky,  Suleiman  Mourad,  Andrew  Rotman, 
Vera  Shevzov,  Carol  Zaleski 

Adviser  for  Study  Abroad:  Jamie  I  lubbard 

New  Requirements  for  majors 

Students  who  declared  a  major  or  minor  in  Religion 

prior  to  September  2005  may  follow  either  the  old  or 
the  new  requirements,  and  should  discuss  their  pro- 
grams with  their  advisers. 

12  semester  courses  are  required.  Courses  counting 
toward  the  major  may  not  be  taken  S/U. 

Breadth  (Courses  1-4) 

A  student  will  normally  take  four  200-level  courses  in 
the  religion  department  choosing  one  each  from  four 
of  the  following  six  categories:  (i)  Biblical  Literature; 
(ii)  Jewish  Traditions;  (iii)  Christian  Traditions;  (iv) 
Islamic  Traditions;  (v)  Buddhist  Traditions;  (vi)  South 
Asian  Traditions.  In  fulfilling  this  requirement,  a  stu- 
dent may  not  count  more  than  two  courses  in  Biblical 
Literature,  Jewish  Traditions  and  Christian  Traditions.  A 
student  may  also  count  one  of  the  broad-based  depart- 
mental introductory  courses  (e.g.,  REL  105,  REL  108) 
in  place  of  one  of  these  four  courses. 

Colloquium  (Course  5) 

A  student  will  take  Approaches  to  the  Study  of  Religion 
(REL  200). 

Seminar  (Course  6) 

A  student  will  take  a  seminar  in  the  religion  depart- 
ment. 

Depth  (Courses  7-8  or  7-9) 
A  student  will  take  three  related  courses,  defined  by 
religious  tradition,  geographical  area,  discipline,  or 
theme.  Examples  of  possible  concentrations  are  Bible 
and  its  subsequent  interpretations,  philosophy  of  reli- 
gion, women  and  gender,  religion  and  politics,  religion 
and  the  arts,  ritual  studies  and  religion  in  America.  In 
most  cases,  this  will  involve  adding  two  more  courses 
to  one  already  counted,  though  in  some  cases,  it  ma\ 
involve  three  courses  independent  of  those  counted 
above.  In  short,  no  more  than  one  course  from  courses 


348 


Religion 


1-6  can  be  counted  toward  this  requirement.  A  student 
will  define  her  concentration  in  consultation  with  her 
adviser  and  will  submit  it  to  the  curriculum  committee 
for  approval.  A  student  may  count  any  departmental 
course  toward  this  requirement,  but  no  more  than  one 
100-level  course.  A  student  may  also  count  one  course 
taken  outside  the  department  toward  this  requirement. 

Electives  (Courses  9-12  or  10-12) 

A  student  will  take  three  or  four  additional  religion 
courses  to  complete  the  twelve  courses  for  the  major. 
If  no  course  outside  the  religion  department  has  been 
used  to  count  toward  the  depth  requirement,  a  student 
may  take  two  relevant  courses  outside  the  department 
as  electives.  If  one  outside  course  has  been  used  to 
count  toward  the  depth  requirement,  only  one  outside 
course  may  be  taken  as  an  elective.  These  courses  are 
to  be  determined  in  consultation  with  the  student's 
adviser. 

Examples  of  related  courses  outside  the  department 
include: 

ANT  233  Anthropology  of  Religion 

ARH  220  Relics,  Reliquaries  and  Pilgrimage 

ARH  228  Islamic  Art  and  Architecture 

ARH  230  Early  Medieval  Art 

CLS  227  Classical  Mythology 

HST  2 18  Thought  and  Art  in  China 

HST224  Early  Medieval  World 

HST  225  The  Making  of  the  Medieval  World 

JUD187  The  Jewish  Tradition 

JUD  284  The  Jews  of  Eastern  Europe 

PHI  126  History  of  Medieval  Philosophy 

PHI  127  Indian  Philosophy 

PHI  252  Buddhist  Philosophy 

PHI  253j  Indo-Tibetan  Buddhist  Philosophy  and 
Hermeneutics 

The  Minor 

Advisers :  Same  as  for  the  major. 

New  Requirements  for  minors 

5  semester  courses  are  required.  Courses  counting 
toward  the  minor  may  not  be  taken  S/U.  No  course 
may  be  counted  twice  toward  the  fulfillment  of  the 
requirements. 


Breadth  (Courses  1-3) 

A  student  will  normally  take  three  200-level  courses, 
choosing  one  each  from  three  of  the  following  six 
categories:  (i)  Biblical  Literature;  (ii)  Jewish  Traditions; 
(iii)  Christian  Traditions;  (iv)  Islamic  Traditions;  (v) 
Buddhist  Traditions;  (vi)  South  Asian  Traditions.  In 
fulfilling  this  requirement,  a  student  may  not  count 
more  than  two  courses  in  Biblical  Literature,  Jewish 
Traditions  and  Christian  Traditions. 

Electives  (Courses  4-5) 

A  student  will  take  two  additional  courses  of  her  choice 
in  the  religion  department. 

Old  Requirements  for  majors 

12  semester  courses,  two  of  which,  at  the  recommen- 
dation of  the  adviser,  may  be  related  courses  in  other 
departments.  Each  major's  course  program  must  meet 
the  following  requirements.  No  course  may  be  counted 
twice  toward  the  fulfillment  of  the  requirements. 

1.  Breadth 

Fulfilled  normally  by  taking  two  courses:  a  200- 
level  course  in  a  monotheistic  tradition  and  a  200- 
level  course  in  a  non-monotheistic  tradition.  105 
(Introduction  to  World  Religions)  may  be  taken  in 
place  of  one  of  these  two  courses. 

2.  Depth 

At  least  one  course  from  each  of  the  following  four 
groups,  of  which  at  least  three  will  normally  be 
taken  in  the  department 
Note:  course  numbers  as  they  were  listed  prior  to 
2004-05  are  in  parentheses: 

a.  textual  interpretation:  210, 215  (220) 

b.  critical  and  systematic  reflection:  205  (263), 
206  (260) 

c.  non-monotheistic  traditions:  260  (272),  263, 
275  (270),  276  (271) 

d.  monotheistic  traditions:  221  (235),  223, 224, 
231  (230),  233  (232),  234  (240),  238  (242), 
245  (275). 

3 .  Every  maj  or  must  take  200  (20 1 )  (Approaches  to 
the  Study  of  Religion). 

4.  Every  major  must  take  at  least  one  seminar  origi- 
nating in  the  department. 

5.  Courses  counting  toward  the  major  may  not  be 
taken  S/U. 


Religion 349 

TWo  courses  outside  the  department  upon  oonsulta-      Requirements 

tion  with  the  adviser,  may  be  counted  toward  the  major.      The  same  as  tor  the  major,  with  the  addition  of  a  thesis 

Examples  include:  and  an  oral  examination  on  the  thesis  \  student  will 

ANT  233    Anthropologj  of  Religion  normally  write  her  thesis  during  the  two  semesters  oi 

ARH  220    Relics.  Reliquaries  and  Pilgrimage  her  senior  year,  though  in  special  casesshe  ma)  do  so 

AR1 1  228     Islamic  Art  and  Architecture  in  the  first  semester  of  her  senior  year 

ARH  230    Early  Medieval  Art 
CLS227     Classical  Mythologj 
HST  218    Thought  and  Art  in  China 
1 1ST  224    KarK  Medieval  World 
HST225    Trie  Making  of  the  Medieval  World 
JUD  187     The  Jewish  Tradition 
JUD  284     The  Jews  of  Eastern  Europe 
PHI  126     History  of  Medieval  Philosoph) 
PHI252     Buddhist  Philosophy 

Old  Requirements  for  minors 

1 .  5  semester  courses.  At  least  one  course  must  be 
drawn  from  each  of  the  following  four  groups.  No 
course  may  be  counted  twice  toward  the  fulfillment 
of  the  requirements. 

Note:  course  numbers  as  they  were  listed  prior  to 
2004-05  are  in  parentheses. 

a.  textual  interpretation:  210,  215  (220) 

b.  critical  and  systematic  reflection:  205  (263), 
206  (260) 

c.  non-monotheistic  traditions:  260  (272),  263, 
275  (270),  276  (271) 

d.  monotheistic  traditions:  221  (235),  223,  224, 
231  (230),  233  (232),  234  (240),  238  (242), 
245  (275). 

2.  Courses  counting  toward  the  minor  may  not  be 
taken  S/U. 


Honors 

Director:  Jamie  Hubbard 

430d  Thesis 

8  credits 

Full-year  course:  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 


350 


Russian  Language  and  Literature 


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


Professors 

Maria  Nemcova  Banerjee,  Ph.D.,  Chair 
Alexander  Woronzoff-Dashkoff,  Ph.D. 


Senior  Lecturer 

Catherine  Woronzoff-Dashkoff,  A.B. 


A.  Language 


Credit  is  not  granted  for  the  first  semester  only  of  an 
introductory  language  course. 

lOOy  Elementary  Russian 

Four  class  hours  and  laboratory.  {F}  8  credits 
Catherine  Woronzoff-Dashkoff 
Full-year  course;  Offered  each  year 

220y  Intermediate  Russian 

General  grammar  review;  Selections  from  Russian 
texts,  not  exclusively  literary:  Prerequisite:  lOOy  or  the 
equivalent.  {F}  8  credits 
Alexander  Woronzoff-Dashkoff 
Full-year  course;  Offered  each  year 

331  Advanced  Russian 

Readings  and  discussion  of  texts  taken  from  classical 
and  Soviet  literature,  as  well  as  current  journals.  Inten- 
sive practice  in  writing.  Prerequisite:  220  or  permission 
of  the  instructor.  {F}  4  credits 
Catherine  Woronzoff-Dashkoff 
Offered  Fall  2006 

332  Advanced  Russian 

A  continuation  of  331-  Extensive  translation  of  current 
material  from  Russian  to  English,  and  intensive  prac- 
tice in  writing.  Prerequisite:  331.  {F}  4  credits 
Catherine  Woronzoff-Dashkoff 
Offered  Spring  2007 

338  Seminar  in  Language  and  Literature 

Advanced  study  of  a  major  Russian  literary  text.  {L/F} 
4  credits 


Topic:  Mikhail  Bulgakov's  Master  and  Margarita 
Discussion,  conversation,  oral  reports,  papers.  Prerequi- 
site: 332  or  permission  of  the  instructor.  {L/F}  4  credits 
Catherine  Woronzoff-Dashkoff 
Offered  Fall  2006 

Topic:  Tolstoy's  Anna  Karenina 

Discussion,  conversation,  oral  reports,  papers. 

Prerequisite:  332  or  permission  of  the  instructor. 

Catherine  Woronzoff-Dashkoff 

Offered  Spring  2007 

Topic:  Russian  Fairy  Tales 

Prerequisite:  332  or  permission  of  the  instructor. 

Catherine  Woronzoff-Dashkoff 

Offered  Fall  2007 

Topic:  Readings  of  Pushkin 
Discussion,  conversation,  oral  reports,  papers.  Prerequi- 
site: 332  or  permission  of  the  instructor. 
Catherine  Woronzoff-Dashkoff 
Offered  Spring  2008 


B.  Literature 

126  Readings  in  19th-century  Russian  Literature 

Topic:  Alienation  and  the  Search  for  Identity.  A  study 
of  the  individual's  struggle  for  self-definition  in  society*: 
from  the  superfluous  man.  through  the  underground 
man,  to  the  role  of  women.  Emphasis  on  the  social,  po- 
litical, and  ideological  context  of  the  works  considered. 
Authors  treated  include  Pushkin,  Lermontov  Gogol, 
Goncharov,  Turgenev,  Tolstoy,  Dostoevsky  and  Chekhov. 
In  translation.  {L}  4  credits 
Alexander  Woronzoff-Dashkoff 
Offered  Fall  2006  ' 


Russian  Language  and  Literature 


351 


127  Readings  in  20th-century  Russian  Literature 
Topic:  literature  and  Revolution.  The  theme  ol  revo- 
lution as  a  central  concern  of  Soviet  literature.  Authors 
treated  Include  Gorky,  Bely,  Blok,  Mayakovsky,  Pilnyak, 
Zaniiatin.  Gladkov,  Babel,  Sholokhov,  Pasternak, 
Solzhenitsyn.  In  translation.  {L}  4  credits 
Alexander  Woronzoff-Dasbkqff 
Offered  Spring  2007 

235  Dostoevsky 

A  close  reading  of  all  the  major  literary  works  by 

Dostoevsky  with  special  attention  to  the  philosophical. 
religious,  and  political  issues  that  inform  Dostoevsky's 
search  for  a  definition  of  Russia's  spiritual  and  cultural 
identity.  In  translation.  {L}  4  credits 
Maria  Banerjee 
Offered  Spring  200" 

237  The  Heroine  in  Russian  Literature  from  The 
Primary  Chronicle  to  Turgenev's  On  the  Eve 
Examination  of  the  changing  portrayal  of  the  exem- 
plary female  identity  and  destiny  and  the  attendant 

literan  conventions  in  some  of  the  major  texts  of  the 
following  periods:  medieval  (Kievan  and  Muscovite). 
classical  (18th  century),  and  the  age  of  romantic  real- 
ism. In  translation.  {L}  Wl  4  credits 
Offered  in  2007-08 

239  Major  Russian  Writers 
Topic:  Russia  Between  East  and  West.  The  course 
examines  the  riddle  of  Russia's  identity  and  destiny 
as  it  appears  in  the  distorting  mirror  of  Gogol's  Dead 
Souls  and  in  Tolstoy's  War  and  Peace.  The  underlying 
debate  between  the  Westernizes  and  Slavophils  will  he 
illustrated  by  polemical  writings  of  Chaadaev,  Aksakov, 
Herzen  and  Dostoevsky.  In  the  20th  century  the  argu- 
ments are  reshaped  in  the  crucible  of  the  Revolution,  as 
exemplified  in  the  Berdiaev's  We  Origins  of  Russian 
Communism  and  Trotsky's  Literature  and  Revolu- 
tion. Readings  from  the  Soviet  period  will  include  liter- 
al) texts b)  Solzhenitsyn  and  philosophical  reflections 
b\  dissident  thinkers  from  Russia  and  Eastern  Europe. 
{L}  4  credits 
Maria  Baiier/ee 
Offered  Fall  2006 


Cross-Listed  Courses 

CLT  203/ENG  203  Western  Classics  in  Translation,  from 
Chretien  de  Troyes  to  Tolstoy 
Chretien  deltoyes's  Yvam;  Shakes^aie'sAntony  and 
Cleopatra;  Cervantes'  Don  Quixote:  Lafayette's  The 
Princesse  ofCleves;  Goethe's  Faust;  Tolsto)  s  War  ami 
Peace.  Prerequisite:  CLT  202/ENG  202.  {L}  Wl  4  credits 

CLT  305  The  Philosophical  Novel 

This  course  charts  the  evolution  of  the  theme  of  reason 
and  its  limits  in  the  European  novel  of  the  modern  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  Dostoevsky'sTvo/Sgy^ww  the  l  nderground, 
Kafka's  The  Trial.  Musih  Mau  Without  Qualities  and 
Kundera's  The  Joke  The  Farewell  Tarty,  and  The  I  n- 
bearable  lightness  of  Being. 
Maria  Banerjee 
Offered  Fall  2006 

404  Special  Studies 

By  pennission  of  the  department,  for  majors  who  have 
had  tour  semester  courses  above  the  introductory  level. 
4  credits 
Offered  both  semesters  each  year 

408d  Special  Studies 

By  permission  of  the  department,  for  majors  who  haw 
had  four  semester  courses  above  the  introductory  level. 
8  credits 
Full-year  course:  Offered  each  vear 


The  Majors 

Adviser  for  Study  Abroad:  Alexander  Woronzoff-Dashkoff 

Russian  Literature 

Advisers:  Members  of  the  department 


Basis:  220\.  126  and  127 


352 


Russian  Language  and  Literature 


Required  courses:  331  and  332  and  one  semester  of  338 
and  two  of  the  following:  234, 235, 236, 237, 238, 239, 
CLT223,CLT305,GLT292. 

One  required  seminar:  340, 346,  HST  340,  REL  335. 

Strongly  recommended:  HST  239,  HST  247,  and  REL  236. 

Russian  Civilization 

Advisers:  Members  of  the  department 
sis:  220y. 


courses:  331  and  332  and  two  of  the  following: 
126, 127, 234, 235, 237, 238, 239,  CLT  223,  CLT  305, 
GLT  292  and  three  of  the  following:  ECO  209,  GOV  221, 
HST  239,  HST  240,  HST  247,  REL  236. 

One  required  seminar:  340, 346,  HST  340,  REL  335. 

Strongly  recommended:  338. 


Honors 

Director:  Maria  Nemcova  Banerjee 

431  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

Russian  Literature 

sis:  same  as  for  Russian  literature  major. 


Required  courses:  same  as  for  Russian  literature  major. 
In  addition,  a  thesis  written  in  the  first  semester  of  the 
senior  year. 

Russian  Civilization 


:  same  as  for  Russian  civilization  major. 


Required  courses:  same  as  for  Russian  civilization  ma- 
jor. In  addition,  a  thesis  written  in  the  first  semester  of 
the  senior  year. 


553 


Science  Courses  for 
Beginning  Students 

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


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

Introductory  science  courses  that  serve  as  the  basis  of 

the  major  usually  are  numbered  111  (and  112  if  they 
continue  into  a  second  semester).  Physics  offers  basis 
courses  for  students  with  differing  backgrounds.  Hence, 
after  consulting  with  a  faculty  member,  beginning  stu- 
dents may  choose  between  two  physics  courses  PHY  115 
and  1 17.  Students  with  AP  credit  should  consult  with 
individual  departments  about  advanced  placement. 

Of  the  following  courses,  most  have  no  prerequisites. 
Read  the  course  descriptions  for  complete  information. 

AST  100  A  Survey  of  the  Universe 

AST  102  Sky  I:  Time 

.VST  103  Sky  II:  Telescopes 

AST  1 1 1  Introduction  to  Astronomy 

AST  113  Telescopes  and  Techniques 

AST  21S  History  of  Astronomy 

BIO   101    Modern  Biology  for  the  Concerned  Citizen 

BIO   106   Economic  Botany 

BIO   104   Human  Biology' 

BIO   110   Introductory  Colloquia:  Life  Sciences  for 

the  21st-century: 

Women  and  Exercise 

Island  Biology- 
Origins 

The  Biology  and  Policy  of  Breast  Cancer 

Conservation  Biology 

Bacteria:  The  Good,  the  Bad,  and  the 
Absolutely  Necessar) 
BIO  111   Molecules,  Cells  and  Systems 
BIO   202   Landscape  Plants  and  Issues 
BIO   204    Horticulture 
BIO   203   Horticulture  Laboratory 


CHM  100  Perspectives  in  Chemistry 

CUM  108  Environmental  Chemistry 

CHM  111  Chemistry  I:  General  Chemistry 

CSC   102  How  the  Internetworks 

CSC   103  How  Computers  Work 

CSC  104  Issues  in  Artificial  Intelligence 

CSC   105  Interactive  Web  Documents 

CSC   111  Computer  Science  I 

CSC  112  Computer  Science  II 

GEO  105  Natural  Disasters:  Understanding  and 

Coping 

GEO  106  Global  Change  Through  Time 

GEO  108  Oceanography:  An  Introduction  to  the 

Marine  Environment 

GEO  109  The  Environment 

GEO  111  Introduction  to  Earth  Processes  and  History 

FYS    134  Geology  in  the  Field 

I  DP  208  Women's  Medical  Issues 

MTH  102  Elementary  Functions 

MTH  105  Discovering  Mathematics  (Spring) 

MTH  107  Statistical  Thinking 

MTH  111  Calculus  I 

MTH  1()()  Statistical  Methods  for  Undergraduate 
Research 

PHY  105  Principles  of  Physics:  Seven  Ideas  that 

Shook  the  Universe 

PHY   1(H)  The  Cosmic  Onion:  From  Quantum  World 

to  the  Universe 

PHY  107  Musical  Sound 

PHY  108  Optics  is  Light  Work 

PHY  lis  General  Physics 

PHY  117  Advanced  General  Physics  I 

PHY  118  General  Physics  II 


PSV   1 1 1    introduction  to  Psychology 


354 


Sociology 


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


Professor 

Richard  Fantasia,  Ph.D. 


Assistant  Professor 

Eeva  Sointu,  Ph.D. 


Associate  Professors  Lecturers 

Patricia  Y.  Miller,  Ph.D.  .Mice  Julier,  Ph.D. 

Nancy  Whittier,  Ph.D.  Vanessa  Adel 

t2  Marc  Steinberg,  Ph.D.,  Chair  Jonathan  Wynn 

1  Ginetta  Candelario,  Ph.D.  (Sociology  and  Latin 

American  Studies) 
Leslie  King,  Ph.D. 


The  prerequisite  for  all  sociology  courses  is  101a  or  b, 
or  permission  of  the  instructor.  All  300-level  courses 
require  the  permission  of  the  instructor. 

101  Introduction  to  Sociology 

For  first-year  students  and  sophomores;  juniors  and 
seniors  with  permission  of  the  course  director.  Perspec- 
tives on  society,  culture  and  social  interaction.  Topics 
include  the  self,  emotions,  culture,  community,  class, 
ethnicity;  family,  sex  roles,  deviance  and  economy.  Col- 
loquium format.  {8}  4  credits 
Patricia  Miller,  Director 

Patricia  Miller,  Leslie  King,  Eeva  Sointu.  To  be  an- 
nounced. Fall  2006 

Alice  Julier,  To  be  announced,  To  be  announced, 
Spring  2007 
Offered  both  semesters  each  year 

201  Evaluating  Information 

An  introduction  to  statistical  and  other  strategies  for 
summarizing  and  evaluating  sociological  data.  Top- 
ics include:  descriptive  statistics,  probability  theory, 
correlation,  presentation  and  assessment  of  research 
findings,  deduction  and  induction,  error  and  bias, 
confidence.  {M}  4  credits 
Nancy  Whittier 
Offered  Fall  2006,  Fall  2007 


202  Methods  of  Social  Research 

An  introduction  to  the  logic  and  methods  of  quantita- 
tive research,  and  a  practicum  designed  to  develop  skill 
in  survey  design  and  techniques.  Topics  include  ques- 
tionnaire construction,  sample  design,  data  analysis, 
causation  and  explanatory  research.  Prerequisite:  201. 
{S/M}  4  credits 
Patricia  Miller 
Offered  Spring  2007,  Spring  2008 

203  Qualitative  Methods 

A  basic  exploration  of  qualitative  methods,  this  course 
focuses  on  the  practical  and  ethical  components  of 
ethnography,  interviewing,  textual  analysis,  visual 
methods,  and  multi-method  approaches  to  sociological 
research.  The  relationship  between  theory  and  practice 
will  be  examined  via  a  semester  long  research  project. 
Prerequisite:  201.  {S}  4  credits 
Eeva  Sointu 
Offered  Spring  2007,  Spring  2008 

210  Deviant  Behavior 

An  exploration  of  theories  of  deviance,  research  studies, 
and  literature  and  film  aimed  at  understanding  origins 
of  and  responses  to  mental  illness,  drug  abuse,  rape 
and  other  crimes  against  women,  white  collar  crime, 
corporate  and  governmental  deviance,  crime  and  juve- 


Sociology 


555 


nifc  delinquency,  homosexuality  and  homophobia  and 

rebellion.  {S}  4  credits 

Patricia  Miller 

Offered  Fall  2006,  Fall  2007 

212  Class  and  Society 

An  introduction  to  classical  and  contemporary  ap- 
proaches to  class  relations,  status  and  social  Inequality. 
Topics  include  Marxian  and  Webenan  analysis,  social 
mobility,  class  consciousness,  class  reproduction,  and 
the  place  of  race  and  gender  in  the  class  order.  {S} 
4  credits 
Rick  Fantasia 
Offered  Spring  2007 


feminist,  civU  rights  and  sexual  identity  movements. 

{S}  4  credits 

Marc  Sternberg 

Offered  Spring  2007,  Spring  2008 

218  Urban  Sociology 

AstuiK  of  the  sociological  dimensions  of  urban  life. 
Mam  areas  of  inquiry:  the  processes  of  urban  change; 
the  city  as  a  locus  of  various  social  relationships  and 
cultural  forms;  urban  poverty  and  social  conflict: 
homelessness;  and  strategies  for  urban  Devitalization. 
{S}  4  credits 
Richard  Fantasia 
Offered  Fall  2007 


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  Candclario 
Offered  Spring  2008 

214  Sociology  of  Hispanic  Caribbean  Communities  in 
the  United  States 

This  service  learning  course  surveys  social  science 
research,  literary  texts  and  film  media  on  Cuban,  Do- 
minican and  Puerto  Rican  communities  in  the  United 
States.  Historic  and  contemporary  causes  and  contexts 
of  (im) migration,  settlement  patterns,  labor  market 
experiences,  demographic  profiles,  identity  formations 
and  cultural  expressions  will  be  considered.  Special 
attention  will  be  paid  to  both  inter-  and  intra-group 
diversity,  particularly  along  the  lines  of  race,  gender, 
sexuality  and  class.  Students  are  required  to  dedicate 
four  (4)  hours  per  week  to  a  local  community-based 
organization.  {S}  4  credits 
Guwtta  Candclario 
Offered  Fall  2007 

216  Social  Movements 

This  course  provides  an  in-depth  examination  of  major 
sociological  theories  of  collective  action  and  social 
movements.  Emphasis  will  be  placed  on  the  analysis 
of  social  movement  dynamics  including  recruitment 
and  mobilization,  strategies  and  tactic  and  movement 
outcomes.  The  empirical  emphasis  will  be  on  modem 
American  social  movements  including  student  protest. 


219  Medical  Sociology 

In  this  course,  we  will  draw  on  sociological  and  in- 
terdisciplinary frameworks  to  examine  features  of  the 
structural  organization  of  medical  care;  the  social 
construction,  production,  and  distribution  of  disease; 
the  culture  of  medicine;  and  the  experience  of  illness. 
In  this  process,  we  will  consider  medicine  as  a  social 
institution  and  profession,  as  well  as  the  wider  social 
relations  that  influence  health  and  shape  the  experi- 
ence of  illness.  {S}  4  credits 
EevaSomtu 
Offered  Fall  2006 

220  The  Sociology  of  Culture 

I  )rawing  upon  a  variety  of  sociological  perspectives  and 
analytical  methods,  this  course  considers  the  place  of 
culture  in  social  life  and  examines  its  socially  consti- 
tuted character.  Culture,  treated  as  a  set  of  distinctive 
practices,  as  symbolic  representation,  and  as  a  domain 
of  creative  expression,  will  be  viewed  contextuallv.  in 
specific  social,  historical  and  institutional  locations. 
The  course  will  consider  such  matters  as  the  relation- 
ship between  culture  and  social  inequality,  culture  and 
social  change,  the  commoditization  of  cultural  goods, 
global  cultural  markets,  and  the  complex  processes  by 
which  cultural  forms  are  used,  appropriated  and  trans- 
formed by  social  groups.  {S}  4  credits 
Rick  Fantasia 
Offered  Fall  2007 

222  Blackness  in  America 

This  course  will  comparatively  examine  the  African 
experience  in  both  Central  and  South  American  and 
Caribbean  contexts,  historically  and  contemporarily 


356 


Sociology 


A  relative  consideration  of  the  impact  of  these  various 
hemispheric  race  ideologies  will  be  undertaken.  Enroll- 
ment limited  to  20.  Prerequisites:  SOC  101  required; 
LAS  100  or  MS  1 17  helpful.  {S}  4  credits 
Ginetta  Candelario 
Offered  Spring  2008 

229  Sex  and  Gender  in  American  Society 

An  examination  of  the  ways  in  which  the  social  system 
creates,  maintains  and  reproduces  gender  dichotomies 
with  specific  attention  to  the  significance  of  gender  in 
interaction,  culture  and  a  number  of  institutional  con- 
texts, including  work,  politics,  families  and  sexuality. 
{S}  4  credits 
Nancy  Whittter 
Offered  Spring  2007 

232  World  Population 

This  course  will  introduce  students  to  environmental, 
economic,  feminist  and  nationalist  perspectives  on 
population  growth  and  decline.  We  will  examine  cur- 
rent population  trends  and  processes  (fertility,  mortal- 
it}7  and  migration)  and  consider  the  social,  political, 
economic  and  environmental  implications  of  those 
trends.  The  course  will  also  provide  an  overview  of 
various  sources  of  demographic  data  as  well  as  basic 
demographic  methods.  Cross-listed  with  Environmen- 
tal Science  and  Poliq7.  {S}  4  credits 
Leslie  King 
Offered  Fall  2006 

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.  Cross-listed 
with  Environmental  Science  and  Policy. 
{S}  4  credits 
Leslie  King 
Offered  Spring  2007 

244/LAS  244  Feminisms  and  Women's  Movements: 
Latin  American  Women's  and  Latinas'  Pursuit  of  Social 
Justice 

This  course  is  designed  to  familiarize  students  with 
the  history  of  Latin  American  and  Latina  (primarily 
Chicana)  feminist  thought  and  activism.  A  central 


goal  of  the  course  is  to  provide  an  understanding  of  the 
relationship  between  feminist  thought,  women's  move- 
ments and  local/national  contexts  and  conditions. 
The  writings  of  Latin  American  and  Latina  feminists 
will  compose  the  majority  of  the  texts;  thus  we  are 
limited  to  the  work  of  those  who  write  and/or  publish 
in  English.  (Students  who  are  proficient  in  Spanish  or 
Portuguese  will  have  an  opportunity  to  read  feminist 
materials  in  those  languages  for  their  written  projects.) 
Prerequisites:  SOC  101,  LAS  100  or  WST  150.  {H/S} 
4  credits 

Ginetta  Candelario 
Offered  Fall  2007 

250  Theories  of  Society 

Critical  analysis  and  application  of  "classical"  theories 
of  society  focused  chiefly  on  the  works  of  Marx,  Weber 
and  Durkheim,  (and  their  feminist  and  African-Ameri- 
can contemporaries),  with  emphasis  on  their  theories 
of  societal  development  and  social  change,  stratifica- 
tion, social  structure,  group  conflict,  and  consequences 
of  capitalism  for  modern  societies.  Enrollment  limited 
to  40  with  majors  and  minors  having  priority.  {S} 
4  credits 
Marc  Steinberg 
Offered  Fall  2006,  Fall  2007 

311  Seminar:  Contemporary  Sociological  Theory 

A  comparative  analysis  of  the  wide  variety  of  paradigms 
in  contemporary  social  theory.  These  examinations 
will  be  topic-based  focusing  on  such  issues  as  gender, 
race,  power,  class,  self,  post-modemity,  culture,  social 
change,  ideology7  and  consciousness.  Topics  will  be 
chosen  in  consultation  with  participants.  Paradigms 
will  include  cultural  and  radical  feminism,  neo-Marx- 
ism,  post-structuralism,  phenomenology,  neo-function- 
alism,  rational  choice  and  other  perspectives.  Each  unit 
will  focus  on  how  several  such  perspectives  inform  our 
understanding  of  the  topic  in  question.  Prerequisite: 
250a  or  permission  of  the  instructor.  {S}  4  credits 
Marc  Steinberg 
Offered  Spring  2007,  Spring  2008 

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, and  the  manner  in  which  those  theories  have 
been  confronted,  challenged  and/or  assimulated  by 
Latina/os  in  the  United  States.  Special  attention  will  be 
paid  to  the  relationship  of  Latina/os  to  the  white/black 


Sociology 


dichotomy.  A  particular  concern  throughout  the  course 
will  kj  the  theoretical  and  empirical  relationship 
between  Latina/o  racial,  national,  class,  gender  and 
sexual  Identities,  Studentswill  be  expected  to  engage  in 
extensive  and  intensive  critical  reading  and  discussion 
of  course  texts,  a  credits 
Ginetta  Canddario 
Ottered  Spring  2007 

320  Special  Topics  in  the  Sociology  of  Culture 

a  credits 

Sociology  of  the  Arts 

Sociological  perspectives  on  the  arts  in  society,  with 

particular  attention  to  the  fine  arts  (primarily  paint- 
ing), to  literature  and  to  theatre,  among  other  forms 
of  cultural  expression.  Theories  of  the  place  of  art  in 
society,  the  social  context  of  artistic  production  and  the 
social  production  of  the  artist.  as  well  as  sociological 
perspectives  on  the  changing  nature  of  arts  institutions 
and  audiences,  and  the  social  position  and  aesthetic 
disposition  of  the  artist.  Prerequisite:  SOC 110.  permis- 
i  sion  of  the  instructor.  {S/A}  4  credits 
Richard  Fantasia 
Offered  Fall  2006.  Spring  2008 

The  Sociology  of  Rock  and  Pop  Music 

This  seminar  will  survey  studies  of  rock  and  pop  music 

'■  from  theoretical  perspectives  in  the  sociology  of  culture 
and  cultural  studies.  The  course  will  concentrate  on 
analyses  of  rock  and  pop  music  from  the  last  three 

.  decades.  We  will  first  take  an  overview  of  theories  of 

:  culture  that  inform  many  recent  studies.  Topics  cov- 
ered will  include  the  role  of  music  in  everyday  life,  the 
political  economy  of  production,  cultural  control  and 
resistance,  youth  cultures  and  local  scenes,  gender. 
race,  and  the  role  of  music  in  politics  and  protest.  \\  ru- 
ing requirements  will  include  weekly  reading  critiques 
and  a  final  research  paper.  Priority  will  be  given  to 

1  senior  majors  and  those  who  have  taken  Soc.  220. 
{S}  4  credits 
Marc  Steinberg 
Offered  Spring  2000 

323  Seminar:  Gender  and  Social  Change 

1  Theory  and  research  on  the  construction  of  and  change 
in  gender  categories  in  the  United  States,  with  particu- 
lar attention  to  social  movements  that  seek  to  change 
gender  definitions  and  stratification,  including  both 
feminist  and  anti-feminist  movements.  Theoretical 


frameworks  are  drawn  from  feminist  theorj  and  social 
movement  theory.  Readings  examine  historical  shifts 
in  gender  relations  and  norms,  changing  definitions  of 
gender  in  contemporary  everyda)  life  and  politicized 
struggles  over  gender  definitions.  Themes  throughout 
the  course  include  the  social  construction  of  both  femi- 
ninitj  and  masculinity;  the  intersection  of  race,  class, 
and  sexual  orientation  with  gender;  and  the  growth 
of  a  politics  of  identity.  Case  studies  include  feminist, 
lesbian  and  gay,  right-wing,  self  help,  anti-abortion 
and  pro-choice  movements.  {S}  4  credits 
Nancy  \\  hit  tier 
Offered  Fall  2006,  Fall  2007 

334  Seminar:  The  Politics  of  Population 

This  course  will  examine  the  politics  of  population  with 
an  emphasis  on  the  role  of  states,  international  orga- 
nizations and  social  movements.  Why,  with  a  global 
population  of  over  6  billion,  would  numerous  national 
governments  be  attempting  to  raise  birth  rates?  Should 
nations-states  be  allowed  to  control  migration  into  and 
out  of  their  territories  Why  do  programs  designed  to 
lower  birth  rates  work  in  some  places  and  not  in  others? 
Specific  topics  will  include  abortion  politics,  teenage 
childbearing.  pro-  and  anti-natalist  policies.  AIDS,  and 
migration  and  citizenship.  Permission  of  the  instructor 
required.  (E)  4  credits 
Leslie  King 
Offered  Spring  2007 


General  Courses 


404  Special  Studies 

By  pennission  of  the  department,  for  junior  and  senior 

majors. 

4  credits 

Offered  both  semesters  each  \  ear 

408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  vear 


The  Major  in  Sociology 

Advisers:  (iinetta  Candelario,  Richard  Fantasia,  Leslie 
King.  Patricia  Miller.  Eeva  Sointu.  Marc  Steinberg, 
NancvWhittier 


sn$ 


Sociolo^ 


Adviser  for  Study  Abroad:  Richard  Fantasia 
j:  101. 


Requirements:  10  semester  courses  beyond  the  introduc- 
toiv  course  (SOC  101):  250, 201.  either  202  or  205.  four 

s  at  the  200  or  300  level,  two  additional  courses 
either  in  sociology  or.  with  approval  of  the  major 
adviser,  in  related  fields,  and  one  seminar  at  Smith 
during  the  senior  year — either  SOC  31 1. 3  14,  515. 
520  and  525-  Majors  should  consult  with  their  advisers 
about  the  list  of  recommended  courses  approved  by  the 
department  before  selecting  courses  in  related  fields 
for  major  credit.  Majors  are  strongly  urged  to  take  201 
and  2^0  in  their  sophomore  or  junior  year.  Normally, 
majors  may  not  take  201, 202. 205  or  250  on  a  satisfac- 
tory/unsatisfactory basis. 


The  Minor  in  Sociology 

Advisers:  Ginetta  Candelario.  Richard  Fantasia.  Leslie 
King.  Patricia  Miller.  Eeva  Sointu.  Marc  Steinberg, 
Nana"  Whittier 


Requirements:  101. 201  and  250.  three  additional 
courses  at  the  200  or  300  level. 


Requirements:  10  semester  courses  beyond  the  introduc- 
tory course  (SOC  101): 

250, 201,  either  202  or  205.  four  courses  at  the  200 

or  500  level,  and  a  senior  seminar  most  appropriate 

to  the  thesis  research: 
2.  a  thesis  (430,  452)  written  during  two  semesters:  or 

a  thesis  (43 1 )  written  during  one  semester: 
.  oral  examination  on  the  the-  s 


Graduate 


580  Special  Studies 

Such  subjects  as  advanced  theory;  social  organization 

and  disorganization,  culture  contacts,  problems  of 

scientific  methodology. 

4  credits 

Offered  both  semesters  each  year 

590  Research  and  Thesis 

4  or  8  credits 

Offered  both  semesters  each  year 

590d  Research  and  Thesis 

4  or  8  credits 

Full-Year  course:  Offered  each  Year 


Honors 

Director:  Leslie  King 

>:  same  as  for  the  major. 


430d  Thesis 

8  credits 

Full-year  course:  Offered  each  year 

431  Thesis 
8  credits 
Offered  each  Fall 


432d  Thesis 

12  credits 

Full-Year  course:  Offered  each  vear 


Spanish  and  Portuguese 


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


Professors 

Nancy  Saporta  Sternbach,  Ph.D.  (Spanish  and 
Portuguese  and  Study  of  Women  and  Gender) 

Associate  Professors 

Marina  Kaplan.  Ph.D.  (Spanish  and  Portuguese  and 
Latin  .American  Studies) 
Maria  Estela  Harretche,  Ph.D. 
Reyes  Iizaro.  Ph.D.,  Chair 
'   Michelle  Joffroy  Ph.D. 

Assistant  Professors 

Marguerite  Itamar  Harrison.  Ph.D. 
Maria  Helena  Rueda,  Ph.D. 
Ibtissam  Bouachrine.  Ph.D. 


Senior  Lecturers 

Nicomedes  Suarez  Arauz.  Ph.D. 
Patricia  Gonzalez,  Ph.D. 

Lecturers 

Silvia  Berger.  Ph.D. 
Phoebe  .Ann  Porter.  Ph.D. 
Hugo  Viera.  Ph.D. 
Molly  Falsetti-Yu.  MA 
Malcolm  McNee.  Ph.D. 
Melissa  Belmonte.  MA 
Mollv  Monet-Yiera.  Ph.D. 

Teaching  Assistants 

Juan  Pablo  Jimenez.  MA 
Esther  Cuesta,  MA 
Molly  Monet-Yiera.  Ph.D. 
Yamile  Silva,  Ab.D. 


The  department  has  two  abbreviations  for  the  language 
and  culture  of  three  broad  areas  of  study:  POR  ( Portu- 
guese-speaking world)  and  SPN  (Spain  and  Spanish 
America). 

All  courses  are  taught  in  Spanish  or  Portuguese 
unless  otherwise  indicated.  Students  with  prior  Spanish 
language  experience  must  take  the  placement  test. 

Approved  courses  on  Latina/o  literature.  CLT,  LAS, 
WST  are  cross-listed  after  POR  and  SPN. 

The  Department  strongly  encourages  students  to 
spend  a  semester  or  a  year  studying  abroad  in  a  Span- 
ish- or  Portuguese-speaking  country.  In  recent  years, 
some  40-50  students  have  benefited  from  this  experi- 
ence, profiting  from  the  total  cultural  immersion  and 
the  wide  array  of  specialized  courses  offered  in  institu- 
tions of  higher  learning  in  nine  different  countries. 

The  department  has  official  affiliations  with 
PRESHCO,  for  Study  Abroad  in  Cordoba,  Spain,  with 
the  Program  for  Mexican  Culture  and  Society  for  Study 
Abroad  in  Puebla.  Mexico,  and  with  Brown  in  Brazil  for 
Study  Abroad  in  Rio  de  Janeiro.  Many  other  programs 
in  Latin  America  and  Spain  are  also  approved  for  study 
abroad. 


Those  intending  to  spend  a  junior  year  or  semester 
abroad  in  a  Spanish  or  Portuguese-speaking  country 
should  consult  the  advisers  for  study  abroad. 

Prerequisite  for  300-level  courses  is  SPN  250  or  2^  1 
or  260  or  26l.  or  permission  of  the  instructor.  A  student 
may  repeat  a  course  when  the  topic  is  different. 

Note:  Maximum  enrollment  in  all  language  course 
sections  is  18  students  unless  otherwise  indicated.  Abo, 
please  note  that  the  pass/fail  option  is  normally  not 
granted  for  language  classes. 

Credit  is  not  granted  for  the  first  semester  only  of  a 
yearlong  language  course. 

Portuguese  and  Brazilian 
Studies 

POR  100y  Elementary  Portuguese 

A  one-year  elementary  course  in  spoken  and  written 
Brazilian  Portuguese.  Emphasis  first  semester  will  be 
on  development  of  oral  proficiency  and  acquisition  of 
reading  and  writing  skills.  Second  semester  will  also  in- 


360 


Spanish  and  Portuguese 


elude  the  use  of  music  and  videos  to  improve  listening 
comprehension,  as  well  as  readings  and  discussion  of 
short  texts  by  modem  writers  of  the  Portuguese-speak- 
ing world  from  Brazil,  Portugal,  Angola,  Mozambique, 
Cabo  Verde.  {F}  8  credits 
Marguerite  Itamar  Harrison  (2006-07) 
Full-year  course  (with  a  one-semester  option  for  Smith 
Spanish  majors  only) 
Offered  each  year 

POR 125  Elementary  Portuguese  for  Spanish  Speakers 

A  one-semester  introduction  to  Brazilian  Portuguese 
designed  for  speakers  of  Spanish,  aimed  at  basic 
proficiency  in  all  four  language  modalities:  listening, 
speaking,  reading  and  writing.  Classes  will  be  in  Por- 
tuguese and  students'  individual  knowledge  of  Spanish 
will  support  the  accelerated  pace  of  the  course,  with 
contrastive  approaches  to  pronunciation  and  grammar. 
The  course  will  also  provide  an  introduction  to  aspects 
of  the  cultures  of  Brazil,  Portugal  and  Portuguese- 
speaking  Africa,  with  discussion  of  authentic  audio- 
visual materials  and  short  texts.  Prerequisite:  Spanish 
placement  test  or  SPN  220  or  its  equivalent  {F}  4  credits 
Malcolm  McNee 
Offered  Fall  2006,  Spring  2007 

POR  215  Advanced  Conversation  and  Composition 

This  course  will  focus  on  developing  skills  in  both 
spoken  and  written  Portuguese  and  is  designed  for 
students  who  have  already  mastered  the  fundamentals 
of  grammar.  Topics  for  compositions,  class  discussions, 
and  oral  reports  will  be  based  on  short  literary  texts 
as  well  as  articles  from  the  media,  films  and  music. 
Prerequisite:  POR  125  or  POR200  or  permission  of  the 
instructor.  {F}  4  credits. 
Malcolm  McNee 
Offered  Spring  2007 

POR  200  Intermediate  Portuguese 

This  course  will  serve  as  a  comprehensive  grammar 
review.  In  addition  to  a  grammar  textbook,  we  will  be 
using  several  other  sources  to  stimulate  class  discus- 
sion, as  well  as  to  improve  reading  comprehension, 
writing  skills  and  vocabulary-building  in  Portuguese: 
short  stories  by  writers  from  the  Portuguese-speaking 
world,  music  and  film.  Prerequisite:  lOOy  or  125  or 
their  equivalent.  {F}  4  credits 
Malcolm  McNee 
Offered  Fall  2006 


POR  221  Topics  in  Portuguese  and  Brazilian  Literature 
and  Culture 

Topic:  Shifting  Landscapes  in  Brazilian  Film.  This 
course  will  critically  examine  several  Brazilian  films 
produced  between  the  end  of  the  20th  century  and 
the  beginning  of  the  21st.  We  will  discuss  issues  rang- 
ing from  territoriality  and  migration  to  cinematic 
constructions  of  place  and  narratives  of  displacement. 
Films  will  include:  Tizuka  Yamasaki's  Gaijin  (1980) 
and  its  2005  sequel,  Walter  Salles'  Terra  Estrangeira 
(1995)  and  Central  Station  (1998),  Hector  Babenco's 
Carandiru  (2003)  and  Lais  Bodansky'siftdw  deSete 
Cabecas  (2000),  among  others.  {L/F}  4  credits 
Marguerite  Itamar  Harrison 
Offered  Spring  2007 

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  reception 
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  trans- 
national Portuguese-language  literature  and  world 
literature  today.  Writers  may  include:  Jose  Saramago 
(Portugual);  Machado  de  Assis,  Clarice  Lispector,  Chico 
Buarque  (Brazil);  MiaCouto  (Mozambique).  Course 
conducted  in  English.  {A/L}  4  credits 
Malcolm  McNee 
Offered  Spring  2007 

POR  400  Special  Studies  in  Portuguese  and  Brazilian 
Literature 

By  permission  of  the  department,  normally  for  senior 

majors. 

1-4  credits 

Offered  both  semesters  each  year 

Spanish  Language, 
Literature  and  Culture 

Credit  is  not  normally  granted  for  the  first  semester 
only  of  a  yearlong  language  course. 


Spanish  and  Portuguese 


361 


SPN  112y  Accelerated  Elementary  Spanish 

An  accelerated  introduction  to  Spanish  aimed  at  basic 

proficiency,  emphasizing  all  modes  of  communication. 

The  course  also  serves  as  an  introduction  to  Hispanic 

culture.  5  contact  hours.  Priority  will  be  given  to  first 

and  second  year  students.  {F}  1 1  credits 

Director:  Hugo  I  lera 

Melissa  Bdmonte,  Molly  Falsetto ■'-)//.  Hugo  Viera, 

Fall  2006 

Molly  Falsetti-Yu,  Molly  Monet- 1  iera,  Phoebe  Porter 

Hugo  Viera.  Spring  2007 

Full-year  course;  Offered  each  year 

SPN  120  Low  Intermediate  Spanish  (Intensive) 

This  course  aims  to  prepare  students  to  communicate 
comfortably  in  Spanish  about  themselves  and  their 
environment,  and  to  acquaint  them  with  basic  socio- 
historical  aspects  of  the  cultures  of  Spanish-speaking 
countries.  Students  participate  in  activities  that  involve 
interacting  with  others,  presenting  information,  and 
understanding  (spoken,  written)  texts  in  the  target 
language,  and  that  allow  them  to  learn  about  the 
structure  of  the  language  (its  grammar).  Five  contact 
hours.  Students  completing  this  course  can  go  to  SPN 
220,  if  they  receive  an  A-  or  higher.  {F}  6  credits 
Director:  Molly  Falsetti-Yu 
Molly  Falsetti- } u,  Molly  Monet-Viera 
Offered  Fall  2006 

SPN  125  Spanish  for  Heritage  Speakers 

i  This  course  is  designed  for  students  of  Hispanic  heri- 
tage who  have  been  exposed  to  spoken  Spanish  in  an 

I  informal  context  and  who  consider  themselves  heritage 

( j  speakers,  but  who  have  not  studied  Spanish  formally. 
The  structure  of  the  course  is  divided  into  three  basis 
components:  culture,  grammar  and  composition. 

jj  Through  these  components  students  will  broaden  their 
knowledge  of  the  cultural  regions  which  compose  the 
Hispanic  world,  will  formalize  their  understanding  of 
Spanish  language  grammar,  and  will  develop  their 
linguistic  abilities  in  four  skill  areas:  comprehension, 
conversation,  reading  and  writing.  There  will  be  a 
specific  emphasis  on  the  study,  discussion  and  presen- 
tation of  themes  relevant  to  the  Hispanic  world  as  seen 
through  a  series  of  cultural  materials.  {F}  4  credits 
Michelle  /of/roy 
Offered  Fall  2006 

SPN  200  Intermediate  Spanish 

This  course  is  intended  for  students  who  already  possess 


an  intermediate  background  of  the  Spanish  language. 
The  chief  goals  of  the  course  are  to  expand  vocabulary 
and  conversational  skills,  strengthen  grammar,  and 
learn  about  key  social,  cultural,  and  historical  issues  ol 
the  Spanish-speaking  world.  Vocabulary  and  grammar 
are  taught  within  the  context  of  the  specific  themes 
chosen  to  enhance  students'  familiarity  with  the  "reali- 
ties" of  Spanish-speaking  countries.  Prerequisite:  SPN 
1 1 2y,  120  or  the  equivalent.  {F}  4  credits 
Director:  Maria  Helena  Rueda 
Melissa  Belmonte,  Maria  Helena  Rueda,  Hugo 
Viera,  Fall  2006 

Ibtissam  Bouachrme,  Hugo  Viera,  Spring  2007 
Offered  both  semesters  each  year 

SPN  220  Contemporary  Culture  in  the  Spanish- 
Speaking  World 

This  is  a  high-intermediate  course  that  aims  at  increas- 
ing students'  ability  to  communicate  comfortably  in 
Spanish  (orally  and  in  writing).  The  course  explores  an 
array  of  issues  relevant  to  the  Spanish-speaking  world, 
and  prepares  students  to  think  more  critically  and  in 
depth  about  those  issues,  with  the  goal  of  achieving  a 
deeper  understanding  of  the  target  cultures.  Materials 
used  in  the  class  include  visual  narratives  (film),  short 
stories,  poems,  plays  and  essays.  Prerequisite:  SPN  120, 
200  or  the  equivalent.  {F}  4  credits 
Silvia  Berger.  Michelle  Joffroy  Phoebe  Porter.  Fall 
2006 

Molly  Falsetti-Yu,  Maria  Estela  Harretch,  Phoebe 
Porter,  Spring  2007 
Offered  both  semesters  each  year 

SPN  230  Topics  in  Latin  American  and  Peninsular 
Literature 

Topic:  A  Transatlantic  Search  for  Identity.  A  quest  tor 
the  self  and  its  relation  to  otherness  through  a  one- 
poem  per  class  approach.  Readings  in  modern  and 
contemporary  works  by  poets  from  both  sides  of  the 
ocean,  complemented  by  the  study  of  related  music  and 
visual  art.  We  will  examine  the  consequences  of  politi- 
cal exile  as  a  journey  to  the  unknown  (Jimenez,  Cernu- 
da,  Cortazar,  Neruda,  Alberti),  as  well  as  the  voluntary 
exile  of  the  artist  in  search  of  a  new  aesthetic  identity 
(Dario,  Lorca,  Vallejo).  Special  attention  will  be  given 
to  the  problems  of  subjectivity;  gender  and  sexuality, 
as  poets  searched  within  themselves:  Agustini,  Storni. 
Parra  and  Pizamik,  four  women.  Students  will  haw  the 
option  of  composing  an  original  poem  to  supplement 
their  final  grade.  Prerequisite:  SPN  200  or  equivalent 


362 


Spanish  and  Portuguese 


Enrollment  limited  to  19.  {L/F}  4  credits 
Maria  Mela  Harrecthe 
Offered  Fall  2006 

Topic:  Representations  of  Violence  in  Latin  Ameri- 
can Literature.  An  overview  of  the  representation  of 
violence  in  Latin  American  narratives  from  the  20th 
century.  We  will  study  several  literary  works  from  differ- 
ent countries  in  the  region,  written  between  1941  and 
1994,  analyzing  how  their  use  of  violence  as  a  literary 
subject  reflects  on  many  conflicts  of  Latin  American 
societies.  Close  attention  will  be  paid  to  how  literary 
representation  is  a  way  to  deal  with  real  life  violence  in 
the  region.  Prerequisites:  SPN  220  or  above.  Enrollment 
limited  to  19-  {L/F}  4  credits 
Maria  Helena  Rueda 
Offered  Fall  2006 

Topic:  From  Euphoria  to  Disenchantment:  The 
Return  to  Democracy  on  Stage.  A  study  of  two  societ- 
ies (Spain  and  Argentina)  at  a  critical  moment  in 
their  histories.  We  will  examine  at  least  two  different 
responses  to  their  respective  returns  to  democracy 
through  plays  depicting  the  traumatic  past  of  dictator- 
ship and  the  renewed  challenges  of  daily  life.  Through 
reading  texts  that  vary  from  tragedy  to  farce  by  Gam- 
baro,  Pavlovsky,  Goldenberg,  de  Santos,  Cabal,  Pedrero 
and  Desola,  among  others,  we  will  discuss  repression, 
state-terrorism,  delinquency,  and  the  reciprocal  roles  of 
victim  and  oppressor.  The  class  will  include  training  in 
methodologies  of  acting,  and,  to  end  the  course,  some 
of  the  texts  will  be  staged  in  Spanish.  Prerequisites:  SPN 
200  or  above.  No  previous  acting  experience  required. 
Enrollment  limited  to  19.  {L/F}  4  credits 
Maria  Mela  Harretche 
Offered  Spring  2007 

Topic:  Latin  American  Women  s  Poetry.  This  course 
will  offer  an  overview  of  poetry  written  by  women  in 
Latin  America  since  the  late  19th  century.  It  will  include 
readings  of  poetry  by  authors  from  different  countries 
in  the  region.  We  will  study  the  place  of  these  poets  in 
the  more  general  context  of  Latin  American  literary 
movements,  and  reflect  on  the  use  of  Spanish  as  a 
medium  for  the  expression  of  women's  subjectivity.  In 
studying  these  poems,  students  will  engage  in  an  explo- 
ration of  the  language  as  a  creative  and  expansive  tool 
for  communication.  Prerequisites:  SPN  220  or  above. 


Enrollment  limited  to  19.  {L/F}  4  credits 
Maria  Helena  Rueda 
Offered  Spring  2007 

SPN  241  Gulturas  de  Esparia 

A  study  of  the  Spain  of  today  through  a  look  at  its  past 
in  history,  art,  film  and  popular  culture.  The  course 
focuses  on  Spain's  complex  multiculturalism,  from  the 
past  relations  among  Jews,  Christians  and  iMuslims  to 
its  present  ethnic  and  linguistic  diversity.  Highly  recom- 
mended for  those  considering  JYA  in  Spain.  Also  recom- 
mended for  those  students  looking  for  a  transitional 
course  to  the  upper-level,  and  looking  forward  to  an 
environment  in  which  oral  and  written  communica- 
tion are  privileged.  A  satisfactory  command  of  Spanish 
is  required  (SPN  220  or  above).  Not  open  for  students 
returning  from  JYA  in  Spain.  Enrollment  limited  to  19. 
{L/F}  4  credits 
Ibtissam  Bouachrine 
Offered  Fall  2006 

SPN  244  Advanced  Composition 

The  course  is  intended  to  provide  the  student  with  the 
writing  skills  necessary  to  successfully  undertake  writ- 
ing assignments  in  the  upper-division  Spanish  courses. 
The  focus  of  the  course  will  be  on  expository  and  argu- 
mentative writing,  but  some  attention  will  be  devoted 
to  writing  narratives  and  descriptions.  Grammar  will  be 
reviewed  within  the  context  of  the  writing  assignments. 
Prerequisite:  SPN  220  or  sufficient  proficiency  in  Span- 
ish. Enrollment  limited  to  15.  {F}  4  credits 
Silvia  Berger 
Offered  both  semesters  each  year 

SPN  245  Topics  in  Latin  American  and  Peninsular 
Studies 

Topic:  Latin  American  Film  as  Visual  Narrative.  A 
discussion  of  films  from  various  countries  (Chile,  Ar- 
gentina, Cuba,  Brasil,  Mexico)  in  terms  of  visual  narra- 
tive, images,  historical  contexts  and  symbolic  meaning. 
Different  genres  will  be  analyzed,  such  as  documenta- 
ries, comedies,  Carnival  and  road  movies  and  auteur 
films.  The  goals  of  the  course  are  to  enhance  cultural 
knowledge  through  the  popular  media  of  film  and  to 
improve  students'  linguistic  skills.  Films  are  subtitled; 
readings  are  (mostly)  in  Spanish.  Prerequisite:  SPN220 
or  above.  Enrollment  limited  to  19-  {F/L/A}  4  credits 
Marina  Kaplan 
Offered  Fall  2006 


Spanish  and  Portuguese 


jbj 


SPN  246  Topics  in  Latin  American  Literature 
{L/F}  4  credits 

Ufe  stories  by  latin  American  Jewish  it  Titers 
This  course  will  stud)  20th-century  poetry,  short  stories, 
essays,  and  novels  bj  Jewish  writers  of  Spanish  America. 
Beginning  with  tjarl\  immigrant  writers,  we  will  ex- 
plore how  recent  authors  portray  issues  of  identity  and 
belonging.  Special  attention  will  be  given  to  the  social 
context  of  works  and  to  literary  movements  as  ideologi- 
cal constructs.  Prerequisites:  SPN  220  or  above.  Enroll- 
ment limited  to  19.  {L/F}  4  credits 
Silvia  Berger 
Offered  Spring  2007 

SPN  250  Survey  of  Iberian  Literatures  and  Society  I 

Topic:  Sex  and  the  Medieval  City.  This  course  exam- 
ines the  medieval  understanding  of  sex  and  the  female 
body  within  an  urban  context.  We  will  read  medieval 
medical  treatises  on  women's  sexual  health  by  physi- 
cians such  as  Ibu  Sina.  We  will  also  address  women's 
role  as  physicians  in  the  medieval  Iberian  Peninsula. 
Texts  include  The  Book  of  the  Canon  of  Medicine  by 
Ibn  Sina.  MUagros  de  Nuestra  Senora  by  Gonzalo  de 
Berceo,  El  Collar  de  lapaloma  by  Ibn  Hazm.  Medical 
Aphorisms  by  Maimonides  and  La  Celestina  by  Fer- 
nando de  Rojas.  Enrollment  limited  to  19.  {L/F} 
4  credits 

Ibtissa/n  Bouachrine 
Offered  Fall  2006 

SPN  251  Survey  of  Iberian  Literatures,  Art  and 
Society  II 

This  course  explores  the  social,  political,  and  cultural 
development  of  Spain  (from  Goya  to  the  present  day) 
through  historically  significant  narratives,  poems, 
painting,  popular  music  and  films.  Enrollment  limited 
to  19.  {L/F}  4  credits 
Reyes  Ldzaro 
Offered  Spring  2007 

SPN  260  Survey  of  Latin  American  Literature  I 

A  historical  perspective  of  Latin  .American  literature  as 
an  expression  of  the  cultural  development  of  the  con- 
tinent within  the  framework  of  its  political  and  eco- 
nomic dependence,  from  the  colonial  period  until  the 
present  time.  Enrollment  limited  to  19.  {L/F}  4  credits 
Marina  Kaplan 
Offered  Fall  2006 


SPN  261  Survey  of  Latin  American  Literature  II 
A  study  of  the  development  of  genres  and  periods  in 
Latin  American  literature.  Special  attention  will  be 
given  to  the  relationship  between  the  evolution  of 
literary  forms  and  social  context.  Some  topics  to  be 
explored  include  literary  periods  and  movements  as 
ideological  constructs,  and  the  Latin  American  adapta- 
tion of  European  models.  Enrollment  limited  to  19. 
{L/F}  4  credits 
Marina  Kaplan 
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  Remvidicacion 
del  conde  don  Julian .  Magdalena  Lasala's  Wallada 
la  Omeya.  Amin  MaaloufsZ&H  Tafricaiu.  Carme 
Riera's  Diins  del  darer  blau.  Noah  Gordon's  The  Last 
Jew.  Salman  Rushdie's  The  Moor  s  Last  Sigh.  Ali  Tariq's 
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 

SPN  366  20th-century  Spanish  Poetry 
Topic:  Federico  Garcia  Lorca.  A  detailed  reading  and 
discussion  of  the  two  fundamental  works  written  by 
Lorca  in  New  York  during  the  crisis  of  1929.  We  will 
Study B  Publico  and  Poeta  en  \ueia  York  together 
with  excerpts  from  the  major  criticism  of  each  of  these 
texts.  Special  attention  will  be  given  to  Lorca's  years 
in  Madrid  (Residencia  de  Estudiantes)  and  to  the 
philosophical,  political  and  aesthetic  contexts  which 
shaped  Lorca's  artistic  personality.  By  analyzing  the 
social  intentions  of  Lorca's  discourse  and  considering 


364 


Spanish  and  Portuguese 


its  intertextuality  with  works  by  artists  such  as  the  film- 
maker Luis  Bunuel  and  the  Surrealist  painter  Salvador 
Dalf,  an  attempt  will  be  made  to  understand  his  role 
both  as  a  poet  and  as  a  playwright  in  a  time  of  politi- 
cal unrest  that  climaxed  with  the  Spanish  Civil  War. 
Additional  readings  from  other  works  by  the  author 
will  also  be  included  (Romancero  Gitano,  Mariana 
Pineda,  Yerma,  Poemas  del  amor  oscuro,  Divan  del 
Tamarit  and  Bodas  de  sangrej.  {F/L}  4  credits 
Maria  Mala  Harretche 
Offered  Fall  2006 

SPN  371  Latin  American  Literature  in  a  Regional 
Context 

Topic:  Central  America:  Texts.  Films,  Music.  This 
course  charts  the  artistic  experience  in  Central  America 
from  the  first  Mayan  texts  (Popol  Vuh),  to  the  revolu- 
tionary poetiy  of  the  Sandistas,  to  the  eerie  magnetic 
prose  of  Miguel  Angel  Asturias.  Indigenous  struggles, 
poetry  workshops  for  the  masses,  political  and  social 
justice,  resistance  to  class,  gender,  and  racial  oppres- 
sion will  be  studied  through  primary  texts,  both  visual 
and  print.  There  will  be  screenings  of  several  films  and 
attention  to  the  New  Song  Movement  as  it  was  mani- 
fested in  Central  America.  Readings  include:  Rigoberta 
Menchu  and  the  controversy  surrounding  her,  Gio- 
conda  Belli,  Ruben  Dario,  Miguel  Angel  Asturias,  Cla- 
ribel  Alegrfa,  Ernesto  Cardenal  and  others.  Enrollment 
limited  to  12.  {L/F}  4  credits 
Nancy  Saporta  Sternbach 
Offered  Fall  2006 

SPN  372  Topics  in  Latin  American  and  Iberian  Studies 

This  research  seminar  is  designed  for  students  return- 
ing from  Junior  Year  Abroad  (either  from  Lusophone  or 
Spanish  speaking  countries).  Students  must  previously 
submit  a  proposal  of  a  semester-long  project  related  to 
their  JYA  experience.  Historical,  sociological  and  literary 
texts  pertinent  to  the  projects  will  frame  the  discussions. 
English  will  be  the  lingua  franca,  but  we  will  use  as 
much  Portuguese  and  Spanish  as  fluid  communica- 
tion allows.  Prerequisite:  one  or  two  semesters  of  JYA. 
Enrollment  limited  to  12.  {L/F}  4  credits 
Reyes  Ldzaro 
Offered  Fall  2006 

SPN  373  Literary  Movements  in  Spanish  America 

Topic:  Literature,  Film  and  the  Transnational 
Imagination  in  Latin  America.  This  class  will  look 
at  how  Latin  American  filmmakers  and  writers  have 


imagined  this  region's  place  in  the  post  Cold  War 
global  configuration  since  the  1990s.  Through  the 
analysis  of  films  such  as  Maria,  Full  of  Grace  (2004) 
and  City  of  God  (2002),  as  well  as  recent  literary  works 
by  authors  from  various  backgrounds,  we  will  explore 
cultural  production  as  an  alternate  means  of  negotiat- 
ing conflicts  related  to  immigration,  drug  trafficking, 
free  trade  agreements,  media  and  consumer  culture 
and  continuing  political  instability.  Enrollment  limited 
to  12.  {L/F}  4  credits 
Maria  Helena  Rueda 
Offered  Spring  2007 

P0R  380 /SPN  380  Advanced  Literary  Studies 

Topic:  Translating  Poetry.  A  close  reading  and  transla- 
tion to  English  of  major  poets  from  Spanish  America, 
Spain,  Brazil,  Portugal  and  Portuguese-speaking 
Africa.  Hands-on,  practice  of  translation,  with  some 
theory.  The  first  half  of  the  course  will  be  a  group 
exploration  of  often-translated  poets:  Neruda,  Lorca, 
Pessoa,  Drummond  de  Andrade,  Cecilia  Meireles  and 
others;  the  second  half  will  allow  for  independent  work 
on  a  favorite  poet  which  will  be  part  of  a  final  course 
compilation.  Visits  from  local  poet-translators;  atten- 
dance at  poetry  readings  required.  Prerequisites:  a  good 
command  of  Spanish  or  Portuguese  and  a  background 
in  Spanish/Spanish  American  or  Portuguese-Brazilian 
literatures.  An  interest  in  creative  writing  desirable. 
Discussion  in  English.  {L/F}  4  credits 
Charles  Cutler 
Offered  Spring  2007 

SPN  400  Special  Studies  in  Spanish  and  Spanish 
American  Literature 

By  permission  of  the  department,  normally  for  senior 

majors. 

1  to  4  credits 

Offered  both  semesters  each  year 

SPN  481/FRN  480  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  acqui- 
sition and  learning,  as  well  as  with  "contemporary" 
approaches  to  foreign  language  instruction.  Students 
will:  observe  and  teach  different  classes;  create  lesson 
plans  and  their  own  materials  and  evaluate  others'; 
explore  their  beliefs  about  teaching  and  language 


Spanish  and  Portuguese 


learning,  other  topics  include:  the  use  of  technology  in 
the  classroom  (specially  the  use  of  CMC),  foreign  cul- 
tural literacy  the  class  as  a  learning-community  and 
the  National  Standards.  {F}  a  credits 
AnoukAlquier 
Offered  Spring  2007 

Cross-Listed  Courses 

GLT  268  Latina  and  Latin  American  Women  Writers 

This  course  examines  the  last  twenty  vears  of  Latina 
writing  in  this  country  while  tracing  the  Latin  .Ameri- 
can roots  of  man)  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  Stembach 
Offered  Fall  2006 

CLT  367  Imagined  Homes:  Literary  Interpretations  of 
the  National  Question 

This  course  will  analyze  the  works  of  20th-century 
writers  who  belong  to  national  or  ethnic  communities 
struggling  to  constitute,  maintain  or  defend  a  national 
identity  against  a  dominant  culture  and  language. 
We  will  read  works  by  Irish  (both  from  the  Republic 
of  Ireland  and  from  lister),  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 


LAS  301  Seminar:  Topics  in  Latin  America  and  Latino/a 
Studies 

Itpic:  hitin  America  in  Motion.  This  course  will  dis- 
cuss the  search  for  justice  and  the  counter-hegemonic 
struggles  that  are  changing  our  view  of  Latin  America. 
We  will  focus  primarily  on  the  actions  and  writings  of 
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.  As  a  social  and  as  a 
discursive  event,  Zapatismo  has  been  studied  by  schol- 
ars in  a  broad  array  of  disciplines;  we  will  read  some 
of  their  articles  and  complement  this  with  films.  In 
addition,  we  may  review  other  forms  of  resistance  and 
creative  social  intervention  in,  for  example.  Argentina. 
Brazil  or  Bolivia.  Involved  is  the  search  for  breaking 
the  limited  conceptions  of  '■democracy"  that  condemn 
populations  to  invisibility,  their  cultural  memory  to 
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  (Hampshire) 
Offered  Spring  2007 


The  Majors 


Majors,  as  well  as  non-majors  interested  in  gaining  in- 
tensive linguistic  and  cultural  proficiency,  are  strongly 
encouraged  to  go  abroad  for  one  semester  or  one  \  ear. 
The  following  preparation  is  recommended  for  students 
who  intend  to  major  in  Spanish:  courses  in  classics, 
either  in  the  original  or  in  translation;  courses  in  other 
European  literatures  and  history;  a  reading  knowledge 
of  another  foreign  language.  CLT  300  is  strongly  rec- 
ommended for  graduating  seniors. 

Teacher  Certification:  A  major  in  Spanish  and  five  courses 
in  education  will  certify  students  to  teach  in  Massa- 
chusetts. 


366 


Spanish  and  Portuguese 


The  S/U  grading  option  is  not  allowed  for  courses 
counting  toward  the  majors.  The  S/U  option  is  nor- 
mally not  available  for  courses  SPN  220  and  below. 

300-level  courses  that  are  the  basis  for  the  majors 
are  normally  to  be  taken  at  Smith  College  during  the 
senior  year. 

Advisers  for  the  Spanish  Major:  Members  of  the  depart- 
ment 

Advisers  for  the  Portuguese-Brazilian  Studies  Major:  Mar- 
guerite Itamar  Harrison,  Malcolm  McNee 

Advisers  for  Study  Abroad 

For  students  interested  in  going  to  Spain:  Nancy  Sa- 
porta  Stembach  and  Ibtissam  Bouachrine.  For  students 
interested  in  going  to  Latin  America:  Michelle  Joffory. 
For  students  interested  in  going  to  Brazil  or  Portu- 
guese-speaking countries:  Marguerite  Itamar  Harrison, 
Malcolm  McNee. 

Major  in  Spanish 

Ten  semester  courses.  Two  core  courses  (any  combina- 
tion of  SPN  250/251/260/261).  Advanced  Composition 
(SPN  244),  one  semester  of  Introductory  Portuguese 
(POR  100),*  two  300-level  courses  taken  during  the 
senior  year.  Of  the  remaining  four  courses,  two  may  be 
Spanish  language  courses  200  and  above,  Portuguese 
200  or  above;  one  course  may  be  taught  in  English. 
Cross-listed  courses  can  count  at  the  200  level  if  at  least 
one-third  of  the  work  is  done  in  Spanish  and  Portu- 
guese. For  students  who  study  abroad  their  junior  year, 
credit  will  be  granted  at  the  200-level. 

*A11  majors  are  encouraged  to  take  a  full  year  of  Portu- 
guese, but  will  be  required  to  take  one  semester. 

Portuguese-Brazilian  Studies  Major 

Requirements:  POR  lOOy,  POR  200  and  either  POR  220 
or  POR  221.  Five  other  semester  courses  related  to  the 
Portuguese-speaking  world,  one  of  which  must  be  at 
the  300-level.  Courses  to  be  selected  from  literature  and 
language,  history  (especially  260  and  26l),  Afro-Ameri- 
can studies,  anthropology,  art,  dance,  music,  econom- 
ics and  government. 


Latin  American  Area  Studies  Major 

For  students  interested  not  only  in  literature,  but  in 
such  fields  as  anthropology,  art,  economics,  govern- 
ment, history  and  sociology.  See  Interdepartmental 
Major  and  Minor  in  Latin  American  Studies. 


The  Minors 

Advisers:  Members  of  the  department 

Spanish  Minor 

Requirements:  Five  semester  courses  in  Spanish  above 
the  100-level.  A  maximum  of  two  can  be  language 
courses. 

Portuguese-Brazilian  Studies  Minor 

Requirements:  POR  lOOy,  POR  200  and  either  POR  220 
or  POR  221.  Two  other  semester  courses  related  to  the 
Portuguese-speaking  world,  one  of  which  must  be  at 
the  300-level.  Courses  to  be  selected  from  literature, 
history7  (especially  260  and  26 1),  Afro-American  stud- 
ies, anthropology,  art,  dance,  music,  economics  and 
government. 

Latin  American  Area  Studies  Minor 

See  Interdepartmental  Major  and  Minor  in  Latin 
American  Studies. 


Honors 

Director:  Silvia  Berger 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 


431  Thesis 

8  credits 
Offered  each  Fall 

Requirements:  Same  as  those  of  the  Spanish  major.  A 
thesis,  normally  to  be  written  during  the  first  semester 
of  the  senior  vear.  An  examination  on  the  thesis. 


Statistics 


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


Professors 

Robert  Buchele,  Professor  of  Economics 
1 1(  m  arc!  Gold,  Professor  of  Government 

[Catherine  T.  Halvorsen,  Professor  of  Mathematics  and 
Statistics.  Director 

Virginia  Hayssen,  Professor  of  Biological  Sciences 

Philip  K.  Peake,  Professor  of  Psychology 
Elizabeth  Savoca,  Professor  of  Economics 

Stephen  Tilley,  Professor  of  Biological  Sciences 


Associate  Professors 

Patricia  M.  DiBartolo,  .Associate  Professor  of  Psychology 
Nana  W'hittier,  Associate  Professor  of  Sociology 

Assistant  Professor 

1  Nicholas!.  Horton.  Assistant  Professor  of 
Mathematics  and  Statistics 

Assistant  in  Statistics 

David  C.  Palmer.  Department  of  Psychology 


The  interdepartmental  minor  in  applied  statistics  offers 
students  a  chance  to  study  statistics  in  the  context  of  a 
field  of  application  of  interest  to  the  student.  The  minor 
is  designed  with  enough  flexibility  to  allow  a  student  to 
choose  among  many  possible  fields  of  application. 

The  minor  consists  of  five  courses.  Students  who  have 
taken  AP  Statistics  in  high  school  and  received  a  4  or  5 
on  the  .AP  Statistics  Examination  will  not  be  required 
to  repeat  the  introductory  statistics  course,  but  they  will 
be  expected  to  complete  5  courses  to  satisfy  the  require- 
ments for  the  minor  in  applied  statistics. 

The  student  must  take  one  of  the  following  courses  and 
no  more  than  one  of  these  courses  will  count  toward 
the  minor.  (Students  presenting  a  4  or  5  on  the  AP 
Statistics  Examination  will  receive  exemption  from  this 
requirement.) 

MTU  190    Statistical  Methods  for  I'ndergraduate 

Research 
MTU  24 1    Probability  and  Statistics  for  Engineers 
MTJ 1 245    Introduction  to  Probability  and  Statistics 
ECO  190    Introduction  to  Statistics  and  Econometrics 
GOV  190    Empirical  Methods  in  Political  Science 
PSY  190     Statistical  Methods  for  I'ndergraduate 

Research 
SOC  201     Evaluating  Information 


The  student  must  also  take: 

MTH  24"    Regression  .Analysis 

And  take  one  of  the  following  courses: 

MTU  248    Design  of  Experiments 
PSY  303     Advanced  Research  Design  and  Statistical 
Analysis 

The  student  must  choose  two  (or  more)  courses  from 
the  following  list: 

BIO  2?1        An  Introduction  to  Genetics  and 

Molecular  Biology 
BIO  260/26 1  Principles  of  Ecology  and  Principles  of 

Ecology  Laboratory 
BIO  359        Ecological  Analysis  Laboratory 
BIO  36 1        Evolutionary  Analysis  Laboratory 
ECO  240        Econometrics 
MTH  246       Probability 
PSY  358        Experimental  Investigation  in  Clinical 

Psychology 
SOC  202        Methods  of  Social  Research 

Also  see  the  concentration  in  statistics  within  the  math- 
ematics major  and  the  minor  in  mathematical  statis- 
tics in  the  Department  of  Mathematics  and  Statistics. 


368 


Theatre 


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


Professors  Lecturers 

Leonard  Berkman,  D.F.A.  Nan  Zhang,  M.F.A. 

: '  Catherine  H.  Smith,  M.F.A.  Edward  Check,  M.F.A. 

John  D.  Hellweg,  Ph.D.  Hillary  Bucks 

'2  Andrea  Hairston,  MA  (Theatre  and  Afro-American  Don  Jordan 

Studies)  Normi  Noel 

Ellen  W.  Kaplan,  M.F.A.  Jill  St.  Coeur 

PanWelland 
Associate  Professors 
PaulZimet,BA 
Kiki  Gounaridou,  Ph.D.,  Chair 


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.  Using  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 
Nan  Zhang  and  Ellen  Kaplan 
Offered  Fall  2006 

198  Theatre  History  and  Culture:  Ancient  Greece  to 
English  Restoration 

This  course  will  survey  the  history  of  theatre,  drama, 
design  and  performance  from  Ancient  Greece  to  the 
17th  century.  The  focus  will  be  on  the  theatres  of  Eu- 
rope and  their  relationship  to  their  respective  cultures 
during  the  Ancient  Greek  and  Roman  periods,  the 
Middle  Ages,  Italian  Renaissance,  Elizabethan  and 
Jacobean  England,  Spanish  Golden  Age,  French  Neo- 
classicism  and  English  Restoration.  Non-Western  issues 
in  regards  to  Asian,  African,  Australian  and  South 
American  theatres  will  also  be  discussed.  Lectures  and 


discussions  will  be  complemented  by  video  screenings 
of  recent  productions  of  some  of  the  plays  under  discus- 
sion. {L/H/A}  4  credits 
Kiki  Gounaridou 
Offered  Fall  2006 

199  Theatre  History  and  Culture:  Eighteenth  Century 
to  the  Present 

This  course  will  survey  the  history  of  theatre,  drama, 
design  and  performance  from  the  18th  century7  to  the 
present.  The  focus  will  be  on  the  theatres  of  Europe  and 
the  United  States  and  their  relationship  to  their  respec- 
tive cultures  during  the  18th,  19th  and  20th  centuries. 
Non-Western  issues  in  regard  to  Asian,  African,  Aus- 
tralian and  South  American  theatres  will  also  be  dis- 
cussed. Lectures  and  discussions  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 

A.  History,  Literature, 
Criticism 

213  American  Theatre  and  Drama 

A  survey  of  theatre  history  and  practices,  as  well  as 
dramatic  literature,  theories  and  criticism,  and  their 


Theatre 


relationship  to  the  cultural,  social  and  political  envi- 
ronment of  the  {  oited  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  200" 

215  Minstrel  Shows  from  Daddy  Rice  to  Big  Momma's 
House 

This  course  explores  the  intersection  of  race,  theatre, 
film,  and  performance  in  America.  We  consider  the 
history  and  legacy  of  minstrel  shows  from  the  1820s 
to  the  present.  Reading  plays  by  Alice  Childress,  Loften 
Mitchell.  Lorraine  Hansberrv.  Douglas  Turner  Ward, 
Ntozake  Shange.  George  Wolfe.  Pearl  Cleage,  Garble 
Brown  and  Suzan  Lori  Parks,  we  investigate  the  im- 
pact of  the  minstrel  performance  of  blackness  on  the 
.American  imagination.  What  is  the  legacy  of  this  most 
popular  of  forms  in  the  current  entertainment  world? 
How  have  monumental  works  such  as  Uncle  Tom's 
Cabin  shaped  American  performance  traditions  and 
identity?  How  have  historical  and  contemporary  films 
incorporated  minstrel  images  and  performances?  How 
have  artists  and  audiences  responded  to  the  comedic 
power  of  minstrel  images?  Is  a  contemporary  audience 
entertained  in  the  same  way  by  Martin  Lawrence  as 
they  were  by,  say.  Stepin  Fetchit?  {L/H/A}  4  credits 
Andrea  Hairslon 
Offered  Fall  2006 

217  Modern  European  Drama  I 

The  plays,  theatres,  and  playwrights  of  the  late  19th 
and  early  20th  centuries  in  Europe.  From  Ibsen, 
Strindberg,  Shaw.  Chekhov,  Wedekind  and  Gorky  to  the 
widespread  experimentation  of  the  1920s  and  earlier 

|    avant  garde  (e.g.,  Jam-,  Artaud,  Stein,  Witkiewicz. 
Pirandello,  Mayakovsky,  Fleisser,  early  Brecht).  Special 
attention  to  issues  of  gender,  class,  warfare  and  other 
personal/political  foci.  Attendance  required  at  selected 
performances.  {L/H/A}  4  credits 

:    Leonard  Berk  man 
Offered  Fall  2006 

218  Modern  European  Drama  II 

Pioneering  and  influential  contemporary  theatre  in 
Europe  from  the  1930s  to  the  present.  The  playwrights 
.   to  be  studied  include  later  Brecht,  Camus,  Sartre, 


Anouilh,  Beckett,  lonesco,  Genet,  Gombrowicz,  Pinto; 
Duras,  llaiulke.  Fo,  Havel,  Friel,  Page,  Stoppardand 

Churchill.  Special  attention  to  issues  of  gender,  class, 
warfare  and  other  personal/political  foci.  Attendance 
required  at  selected  performances,  {L/H/A}  4  credits 
Leonard  Berkman 
Offered  Spring  2007 

The  following  advanced  courses  in  history,  literature 
and  criticism  may  have  limited  enrollments  as 
indicated. 

None  listed  for  2006-07. 


B.  Theory  and  Performance 

In  the  following  section:  "L"  indicates  that  enrollment 
is  limited;  "P"  indicates  that  permission  of  the  instruc- 
tor is  required.  Please  note:  registration  without  secur- 
ing permission  of  the  instructor  where  required  will  not 
assure  course  admittance. 


141  Acting  I 

Introduction  to  physical,  vocal  and  interpretative  as- 
pects of  performance,  with  emphasis  on  creativity;  con- 
centration and  depth  of  expression.  Enrollment  limited 
to  14.  {A}  4  credits 
Sec.  Y.Don  Jordan,  Fall  2006 
Sec.  2:  Hillary  Bacs.  Fall  2006 
Sec.  1:  Ellen  Kaplan.  Spring  2007 
Sec.  2:  Paul  Zimet.  Spring  2007 
Offered  Fall  2006,  Spring  2007 

142  Voice  for  Actors 

An  introduction  to  the  study  of  voice,  exploring  the 
connections  between  thought,  feeling  and  vocalization 
through  exercises  that  strengthen  and  enhance  an 
actor's  (or  speaker's)  understanding  and  command  of 
vocal  expression.  Enrollment  limited  to  IS.  {A}  4  credits 
NormiNod,  Fall  2006 
Pan  Wetland,  Spring  2(X)7 
Offered  Fall  2006.  Spring  2007 

200  Theatre  Production 

A  laboratory  course  based  on  the  preparation  and  per- 
formance of  department  productions.  Students  In  the 
first  semester  of  enrollment  are  assigned  to  a  produc- 
tion run  crew.  In  subsequent  semesters  of  enrollment 


370 


Theatre 


students  elect  to  fulfill  course  requirements  from  a 
wide  array  of  production-related  responsibilities.  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.  Atten- 
dance is  mandatory;  attendance  at  weekly  production 
meetings  for  some  assignments  may  be  required.  Grad- 
ing for  this  course  is  satisfactory/unsatisfactory.  1  credit 
Kiki  Gounaridou 
Offered  Fall  2006,  Spring  2007 

201  Theatre  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;  attendance  at  weekly  production  meetings 
for  some  assignments  may  be  required.  Grading  for  this 
course  is  satisfactory/unsatisfactory.  1  credit 
Kiki  Gounaridou 
Offered  Fall  2006,  Spring  2007 

FRN  260  Literary  Visions 

Topic:  Analysis  and  Performance  of  Contemporary 
Dramatic  Texts.  Since  waiting  for  Godot,  20th-century 
theater  has  become  a  source  of  new  modes  of  expres- 
sion and  provocative  visions  of  the  world.  Having 
abolished  the  traditional  rules  associated  with  drama, 
contemporary  authors  have  imagined  completely  novel 
ways  of  representing  reality  and  have  thus  thoroughly 
renewed  this  literary  genre.  In  this  course,  we  will  read, 
analyze  and  stage  scenes  from  four  plays  by  Jean- 
Claude  Grumberg,  Bernard-Marie  Koltes,  Jean-Luc 
Lagarce  and  Noe'lle  Renaude.  The  course  will  alternate 
between  discussion  of  the  texts  and  rehearsal  of  the 
scenes.  The  course  will  culminate  in  a  public  perfor- 
mance. {L/A/F}  4  credits 
Fabienne  Bullot 
Not  offered  2006-07 

242  Acting  II 

Acting  II  offers  intensive  focus  on  different,  specific 
topics  pertaining  to  acting  training.  THE  242  can  be 
repeated  for  credit  up  to  three  times  provided  the  con- 
tent is  different.  Prerequisites:  Acting  I  (THE  141)  or  its 
equivalent.  Preference  for  admission  to  Acting  II  will  be 
given  to  students  who  have  completed  Voice  for  Actors 
(THE  142)  or  equivalent  vocal  training.  {A}  4  credits 
Don  Jordan 
Offered  Fall  2006 


Topic:  Shakespeare  and  Calderon 
This  acting  class  focuses  on  poetic  expression,  height- 
ened language  and  the  world  of  the  play  in  selected 
works  of  William  Shakespeare  and  Pedro  Calderon  de 
la  Barca.  We  develop  skills  in  textual  analysis,  physical 
and  vocal  expressiveness  and  theatrical  imagination. 
Through  research  and  analysis,  we  explore  period  style, 
rhetorical  strategies,  historical  perspectives  and  unify- 
ing themes,  with  emphasis  on  performance.  Students 
complete  three  performance  projects  and  one  research 
paper. 

Ellen  Kaplan 
Offered  Fall  2006 

Topic:  Improvisation 

An  intensive  exploration  of  specific  approaches  to  im- 
provisation (authentic  movement,  contact  improvisa- 
tion, Johnstone,  Boal,  transformational  exercises  and 
theatre  games)  that  enhance  the  agility,  resourceful- 
ness and  creativity  of  the  performer.  Prerequisites:  one 
semester  of  acting  or  one  semester  of  dance.  Enroll- 
ment limited  to  16. 
John  Hellweg 
Offered  Spring  2007 

252  Set  Design  I 

Topic:  Set  Designing  for  the  Theatre 
The  course  will  develop  overall  design  skills  for  design- 
ing sets  for  the  theatre.  After  reading  assigned  plays, 
students  will  learn  how  to  develop  their  designs  by 
concentrating  on  the  action  of  the  play.  Visual  research, 
sketches  and  basic  drafting  skills  are  some  of  the  areas 
in  which  students  will  learn  to  develop  their  ideas. 
Along  with  teaching  artistic  and  technical  skills,  this 
course  will  emphasize  the  importance  of  collaborating 
with  fellow  designers  when  facing  design  challenges. 
{A}  4  credits 
Edward  Check 
Offered  Fall  2006,  Spring  2007 

253  Lighting  Design  I 

This  course  is  designed  as  an  introduction  to  the  theory 
and  practice  of  stage  lighting  design.  The  class  will 
work  on  developing  sensitivity  towards  images  and  en- 
vironments composed  by  light;  becoming  familiar  with 
the  mechanical  aspects  of  lighting  instrumentation, 
control  systems  and  safe  electrical  practice;  developing 
skills  in  the  observation,  evaluation  and  execution 
of  lighting  design  for  theatre  through  script  analysis, 
design  and  drafting  projects,  written  responses  of  the- 


Theatn 


atre  productions,  and  production  support  experiences. 

Enrollment  limited  to  12.  {A}  4  credits 

Nan  Zhang 

Offered  Fall  2006,  Spring  2007 

254  Costume  Design  I 

The  elements  of  line,  texture,  color  and  gesture,  and 
their  application  to  design  and  character  delineation. 
Analysis  of  clothing  construction.  Research  of  clothing 
styles  of  various  cultures  and  eras.  Enrollment  limited 
to  15.  {A}  4  credits 
To  be  announced 
Offered  Fall  2006 

261  ENG  291  Writing  for  the  Theatre 

The  means  and  methods  of  the  playwright  and  the 
writer  for  television  and  the  cinema.  Analysis  of  the 
structure  and  dialogue  of  a  few  selected  plays.  Exercises 
in  writing  for  various  media.  Plays  by  students  will  be 
considered  for  staging.  L  and  P  with  writing  sample 
required.  {A}  4  credits 
Andrea  Hairs/on.  Fall  2006 
Leonard  Berkman,  Spring  2007 
Offered  Fall  2006,  Spring  2007 

262  Writing  for  the  Theatre 

Intermediate  and  advanced  script  projects. 
Prerequisite:  26 1.  L  and  P.  {A}  4  credits 
Andrea  Hairston,  Fall  2006 
Leonard Berkman,  Spring  2007 
Offered  Fall  2006,  Spring  2007 

314  Masters  and  Movement  in  Performance 
Topic:  Creating  Collaborative  Theatre.  The  class  will 
explore  the  ways  that  actors  and  writers  can  collectively 
create  works  for  the  theatre.  We  will  study  the  examples 
of  contemporary  theatre  companies  that  have  col- 
lectively created  significant  new  works — including  the 
Open  Theater  (Joseph  Chaikin),  The  Wooster  Group 
(Elizabeth  LeCompte),  Theatre  du  Soleil  (Arianne 
Mnouchkine),  SITI  Company  (Anne  Bogart),  Centre 
International  de  Creation  (Peter  Brook),  and  The  Polish 
Lab  Theatre  (Jerzy  Grotowski).  Using  the  techniques  that 
these  companies  and  others  developed  to  generate  and 
shape  theatrical  material — as  well  as  approaches  we 
will  discover  in  class — we  will  together  create  a  new  the- 
atre piece.  The  roles  of  actor  and  writer  will  be  fluid  in 
this  process,  so  participants  should  be  interested  in  both 
performing  and  writing.  Enrollment  limited  to  14.  {A} 
Paul  Zimet 
Offered  Spring  2007 


318  Movements  in  Design 

Production  Design  for  Feature  Films. 
Moviemaking  is  storytelling.  A  storj  can  be  told  by  the 
actors  or  by  its  visuals.  Every  feature  Rim  employs  a 

production  designer  who  is  in  charge  of  the  visual  de 
sign  of  the  film.  In  this  class,  students  will  learn  how  a 
production  designer  breaks  down  a  script  to  detennine 
which  scenes  should  be  shot  on  location  and  which 
should  be  built  as  sets.  Each  student  will  then  make 
design  choices  for  the  entire  script.  Whether  picking  out 
locations  or  creating  interiors  to  be  shot  on  a  sound- 
stage,  this  class  will  examine  what  makes  one  design 
choice  better  than  another.  Students  will  also  learn 
the  basic  skills  to  communicate  their  designs  through 
storyboards,  model  building  and  drafting.  Prerequisites: 
Set  Design  I.  Permission  of  the  instructor  required. 
Enrollment  limited  to  12  students.  {A}  4  credits 
lit heard Check 
Offered  Spring  2007 

Costumes  in  Dance 

This  class  will  study  the  roles  that  costumes  play  in  a 
broad  range  of  dance  forms  and  choreography.  From 
these  observations,  the  student  will  design  costumes  for 
a  specific  piece.  Recommended  background:  at  least 
one  course  in  design,  choreography  or  dance  perfor- 
mance. Permission  of  the  instructor  required.  4  credits 
Jill  St.  Coeur 
Offered  Spring  2007 

344  Directing  I 

This  course  focuses  upon  interpretative  approaches  to 
performance  pieces  (texts,  scores,  improvisations,  etc.) 
and  how  they  may  be  realized  and  animated  through 
characterization,  composition,  movement,  rhythm  and 
style.  Prerequisites:  Acting  I  or  its  equivalent.  Preference 
for  admission  to  Directing  I  will  be  given  to  students 
who  have  completed  Voice  for  Actors  (THE  142)  or 
equivalent  vocal  training.  Enrollment  limited  to  12.  {A} 
4  credits 

Paul  Zimet,  Fall  2006 
Ellen  Kaplan,  Spring  2007 
Offered  Fall  2006,  Spring  2007 

345  Directing  II 

Theoretical  and  practical  aspects  of  directing  for 
the  stage.  Structural  analysis  of  dramatic  texts,  with 
emphasis  on  articulating  a  unique  vision  for  a  text. 
Work  on  problems  of  visual  composition,  rehearsal 


372 


Theatre 


techniques  and  development,  in  collaboration  with 
actors  and  designers,  of  the  inner  score  of  action  and  its 
physical  expression  the  stage.  Final  presentation  will  be 
a  substantial  directing  project  (one-act  play  or  equiva- 
lent) for  the  stage.  Prerequisites:  Directing  I  (THE  344) 
or  its  equivalent,  and  permission  of  the  instructor. 
Preference  for  admission  to  Directing  II  will  be  given 
to  students  who  have  completed  Voice  for  Actors  (THE 
142)  or  equivalent  vocal  training.  In  addition,  Acting 
II  (THE  242)  and  a  200-level  design  class  are  strongly 
recommended,  and  may  be  taken  concurrently.  Enroll- 
ment limited  to  4.  {A}  4  credits 
PatdZmet,  Fall  2006 
Ellen  Kaplan,  Spring  2007 
Offered  Fall  2006,  Spring  2007 


design  for  the  annual  Smith  College  Spring  Dance 
Concert  in  the  Hallie  Flanagan  Studio  Theatre.  Permis- 
sion of  the  instructor  required.  Enrollment  limited  to 
12.  {A}  4  credits 
Nan  Zhang 
Offered  Spring  2007 

361  Screenwriting 

The  means  and  methods  of  the  writer  for  television  and 
the  cinema.  Analysis  of  the  structure  and  dialogue  of  a 
few  selected  films.  Prerequisite:  26 1  or  262  or  permis- 
sion of  the  instructor.  Enrollment  limited  to  12.  Writing 
sample  required.  {A}  4  credits 
Andrea  Hairston 
Offered  Spring  2007 


346  Acting  for  Directing 

Students  in  this  course  perform  in  monologues,  exer- 
cises and  scenes  directed  by  students  in  Directing  I  and 
II.  The  class  requires  approximately  two  hours  per  week 
for  rehearsals  outside  of  class  time.  Grading  for  the 
course  is  satisfactory/unsatisfactory  only.  Enrollment 
limited  to  12.  {A}  2  credits 
PaulZimet,  Fall  2006 
Ellen  Kaplan,  Spring  2007 
Offered  Fall  2006,  Spring  2007 

352  Set  Design  II 

Topic:  Set  Designing  for  Ballet,  Musicals  and  Opera 
This  course  is  a  continuation  of  Set  Design  I.  Students 
will  look  at  the  advanced  challenges  involved  in  de- 
signing period  plays  as  well  as  multiset  productions. 
We  will  examine  the  special  concerns  facing  designers 
of  opera  as  well  as  musical  theatre  and  ballet  sets.  Stu- 
dents will  also  learn  scene-painting  techniques  which 
apply  to  these  different  types  of  scenery.  Prerequisite:  Set 
Design  I.  Enrollment  limited  to  12.  {A}  4  credits 
Edward  Check 
Offered  Fall  2006 

353  Lighting  Design  II 

THE  353  is  an  advanced  study  in  lighting  design  which 
further  explores  the  role  light  plays,  and  the  role  light- 
ing designers  play  in  artistic  collaborations.  The  course 
will  focus  on  the  different  considerations  in  designing 
for  different  genres  of  performing  arts  such  as  drama, 
dance  and  opera.  The  students  will  be  introduced  to 
automated  lighting  instruments  and  computer  software 
such  as  Lightwright  and  Vectorworks.  The  class  will 


362  Screenwriting 

Intermediate  and  advanced  script  projects.  Prerequisite: 
361.  Land  P.  {A}  4  credits 
Andrea  Hairston 
Offered  Spring  2007 

400  Special  Studies 

For  qualified  juniors  and  seniors.  Admission  by  pennis- 

sion  of  the  instructor  and  the  chair  of  the  department. 

Departmental  permission  forms  required. 

1  to  4  credits 

Offered  both  semesters  each  vear 


The  Major 


Advisers:  Members  of  the  department 
Adviser  for  Study  Abroad:  Ellen  Kaplan 
198  and  199- 


Requirements:  ten  semester  courses,  including  the  fol- 
lowing: 

1.  198  and  199  as  the  basis. 

2.  A  sampling  of  three  courses  from  Division  A:  history; 
literature,  criticism.  Courses  in  other  departments 
that  focus  wholly  on  dramatic  literature  may  be 
counted  toward  fulfillment  of  the  history,  literature, 
and  criticism  requirements  for  the  major. 

3.  Three  courses  from  Division  B:  Theory  and  Perfor- 
mance. These  must  be  chosen  as  follows:  one  acting 


Theam 


or  four-credit  dance  course  (141  or  a  four-credit 
dance  course);  one  design  or  technical  course  (151, 
1^1. 253,  or254);  one  directing,  choreography,  or 

plauvri ting  course  (344,  261.  or  DAN  353). 

4.  Four  semesters  (or  four  credits )  of  200. 

5.  One  additional  course  from  either  Division  A  or 
Division  B. 

.•Ml  majors  are  encouraged  to  include  courses  in  ail  and 
music  in  their  programs  as  well  as  dramatic  literature 
in  any  of  the  language  departments. 


The  Minor 


Advisers:  Members  of  the  department 
Requirements:  six  courses. 
Basis:  198  and  199- 

In  addition  to  the  basis:  one  semester  course  approved 
by  an  adviser  in  each  of  three  of  the  following  different 
divisions  plus  one  four-credit  course  of  the  students 
choice  ( including,  as  an  option,  four  credits  of  200 
Theatre  Production): 

a.  History;  Literature.  Criticism; 

b.  Acting.  Dance,  Choreography.  Directing,  or  Playwrit- 
ing;  and 

c.  Costume,  Lighting,  or  Scene  Design. 


Requirements  for  the  degree  with  honors: 

1.  Production-linked  proposals  tor  the  honors  program 
must  be  submitted  to  the  department  in  the  semes- 
ter preceding  entrance  into  the  honors  program 
and  no  later  than  March  1  of  the  second  semester 

of  the  junior  war.  Non-production-linked  proposals 
must  be  submitted  to  the  director  of  theatre  honors 
no  later  than  April  4.  The  department  recommends 
that  all  prospective  theatre  honors  students  enter  the 
program  at  the  outset  of  the  junior  year 

2.  Fulfillment  of  the  general  requirements  of  the 
major.  These,  listed  above,  should  be  taken  as  early 
as  possible  to  allow  for  seminars  and  independent 
study  in  the  department  and  in  approved  related 
departments  during  the  junior  and  senior  years. 

3.  Completion  of  honors  work  will  be: 

a.  a  thesis  in  literature,  aesthetics,  critical  analyses, 
or  history  of  any  of  the  theatre  arts;  or 

b.  a  creative  project  in  acting,  dance,  design,  di- 
rection, plauvriting.  choreography,  or  stagecraft. 
Performance  projects  should  be  supplemented 
by  production  materials  (logs,  directors'  note- 
books, etc.)  as  requested  by  the  department.  All 
creative  projects  are  to  be  supplemented  as  well 
by  a  research  paper  relating  the  project  to  its 
specific  theatrical  context  (historical,  thematic, 
stylistic  or  other). 

4.  Work  for  a  one-semester  thesis  or  project/paper 
must  be  done  in  the  first  semester  of  the  senior  year, 
and  the  thesis  or  component  research  paper  is  due 
on  the  first  dav  of  the  second  semester.  Work  for  a 


Honors 

two-semester  thesis  or  project/paper  must  be  done 

during  the  senior  year,  and  the  thesis  or  component 

Director:  Leonard  Berkman 

research  paper  is  due  on  April  15. 

5.  1\vo  examinations:  a  general  examination  in  the 

430d  Thesis 

theatre  arts  and  an  oral  examination  in  the  general 

8  credits 

field  of  the  student's  honors  thesis  or  project/paper. 

Full-year  course;  Offered  each  year 

431  Thesis 

Graduate 

8  credits 

Offered  each  Fall 

Adviser:  Leonard  Berkman 

432d  Thesis 

M.FA  in  plauvriting.  please  refer  to  p.  56. 

12  credits 

Full-year  course;  Offered  each  year 

512  Advanced  Studies  in  Acting,  Speech  and  Movement 

4  credits 

Members  of  the  department 

Offered  both  semester  each  year 

374 Theatre 

513  Advanced  Studies  in  Design 

4  credits 

A.  Set  Design 
Edward  Check 

B.  Lighting  Design 
Nan  Zhang 

C.  Costume  Design  and  Gutting 
To  be  announced 

D.  Technical  Production 
To  be  announced 

Offered  both  semesters  each  year 

515  Advanced  Studies  in  Dramatic  Literature,  History, 
Criticism  and  Piaywriting 

4  credits 

Members  of  the  department 

Offered  both  semesters  each  year 

A.  Dramatic  Literature 

B.  Theatre  History 

C.  Dramatic  Criticism 

D.  Piaywriting 

580  Special  Studies 

4  credits 

Members  of  the  department 

Offered  both  semesters  each  year 

590d  Research  and  Thesis  Production  Project 

8  credits 

Members  of  the  department 

Full-year  course;  Offered  each  year 

590  Research  and  Thesis  Production  Project 

4  credits 

Members  of  the  department 

Offered  both  semesters  each  year 


Third  World  Development  Studies 


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


Advisers 

Elliot  Fratkin,  Professor  of  Anthropology 
Elizabeth  Hopkins,  Professor  of  Anthropology 

Karen  Pfeifer,  Professor  of  Economics 

Nola  Reinhaidt,  Professor  of  Economics,  Director 
Steven  Goldstein,  Professor  of  Government 
'-  Gregory  White,  Associate  Professor  of  Government 


Catharine  Newbury,  Professor  of  Government 
1  David  Newbury,  Professor  of  History  and  .African 

Studies 
"-  Ann  Zulawski,  Associate  Professor  of  History'  and 

Latin  American  Studies 
Leslie  King,  Associate  Professor  of  Sociology 


Third  World  development  studies,  a  multidisciplinarv 
social  science  program,  explores  the  transformation 
of  African,  Asian,  Latin  .American  and  Middle  Eastern 
societies  since  the  16th  century.  The  program  offers 
the  student  the  opportunity  to  systematically  analyze 
processes  of  social,  economic,  political  and  ideological 
change  in  these  regions  as  they  respond  to  contact  with 
the  West. 

The  minor  is  designed  to  introduce  the  participant 
to  the  diverse  analytical  perspectives  of  anthropology, 
economics,  history,  and  political  science  while  ensuring 
that  the  student  has  a  sustained  familiarity  with  one 
geographical  region. 

Requirements:  six  semester  courses  with  at  least 
one  but  no  more  than  two  courses  from  each  of  the 
four  disciplines  participating  in  the  minor.  Two  of  the 
courses  in  the  minor  must  reflect  a  regional  concentra- 
tion on  Africa,  Asia,  Latin  America,  or  the  Middle  East. 
See  departmental  and  program  listings  for  course  pre- 
requisites. Comparable  courses  at  other  colleges  may  be 
included  with  the  consent  of  the  minor  adviser. 

Anthropology 

230  Peoples  of  Africa:  Population  and  Environment 
Issues 

236  Economy,  Ecology  and  Society 

237  Native  South  Americans:  Conquest  and  Resistance 
241  Anthropology  of  Development 

252  The  City  and  the  Countryside  in  China 

253  Introduction  to  East  Asian  Societies  and  Cultures 

254  Gender,  Media  and  Culture  in  India 


25~  l' roan  Anthropology 

258  Performing  Culture 

259  Colloquium:  Race,  Rights  and  Resources 

263  The  Third  World  in  the  Western  Imaginary 

264  The  Anthropology  of  Tourism 

342  Seminar:  Topics  in  Anthropology:  The 

Anthropology  of  Food 

348  Seminar:  Topics  in  Development:  Health  in  Africa 

Economics 

209  Comparative  Economic  Systems 
2 1 1  Economic  Development 

213  The  World  Food  System 

214  The  EU.  the  Mediterranean  and  the  Middle  East 
318  Seminar:  Latin  American  Economics 

Government 

224  Islam  and  Politics  in  the  Middle  East 

226  Latin  American  Political  Systems 

227  Contemporary  African  Politics 
230  Government  and  Politics  of  China 
233  Problems  in  Political  Development 

237  Colloquium:  Politics  and  the  l.S.Alexico  Border 

241  International  Politics 

248  The  Arab-Israeli  Dispute 

250  Case  Studies  in  International  Relations 

252  International  Organizations 

256  Colloquium:  International  Migration 

321  Seminar:  The  Rwanda  Genocide  in  Comparative 
Perspective 


— 

- 

2 


. 


.  : 

_ 

— 

- 

-   .  -     . 
.   - 

-     ■    ■  '  -  ■  -■ 


'  -  Escr 

- 


Urban  Studies 


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


Advisers 

Martha  Ackelsberg.  Professor  of  Government 
Randall  Bartlett  Professor  of  Economics,  Director 
Richard  Fantasia.  Professor  of  Sociology 


Sam  Intrator.  .Associate  Professor  of  Education  and 
Child  Study 


The  minor  in  urban  studies  offers  students  a  chance  to 
stud\'  the  processes  and  problems  of  urbanization  from 
a  variety  of  perspectives.  It  is  designed  with  enough 
flexibility  to  allow  a  student  to  choose  among  many 
possible  combinations,  but  requires  her  to  experience  at 
least  three  different  disciplinary  approaches. 

The  minor  consists  of  six  courses  from  the  following 
list  but  must  contain  choices  from  at  least  three  differ- 
ent departments  or  programs.  Courses  offered  at  other 
five  College  campuses  may  be  included  in  the  minor, 
with  the  approval  of  one  of  the  advisers.  Please  consult 
home  departments  for  year  and  semester  each  course 
is  offered. 

Afro-American  Studies 

- _^  The  '60s:  A  History  of  Afro-Americans  in  the 
I'nited  States  from  1954  to  19D 

Anthropology 

257  Oman  Anthropology 

Art 

2 1 2  .Ancient  Cities  and  Sanctuaries 

280  Introduction  to  .Architecture.  City  Planning,  and 
Landscape  Design 

28 1  Landscape  Studies  Introductory  Studio 

treat  Cities 

olloquium:  Architectural  Studies 
386  Topics  in  .Architecture:  Stitches  and  Seams;  the 

Architecture  of  Edges  and  Connections 
388  Advanced  .Architecture:  Complex  Places.  Multiple 

Spaces 


Economics 

230  l'rban  Economics 

Education 

200  Education  in  the  City 

Government 

204  L'rban  Politics 

311  Seminar  in  L'rban  Politics 

History 

27      L )  The  Culture  of  .American  Cities 

Sociology 

213  Ethnic  Minorities  in  .America 
218  l'rban  Sociology 
313  Seminar  .America's  People 
Topic:  Immigrants  and  Exiles 


378 


Study  of  Women  and  Gender 


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


Members  of  the  Committee  for  the  Program  for  the 
Study  of  Women  and  Gender  2006-07 

Susan  Van  Dyne,  Professor  of  the  Study  of  Women  and 
Gender,  Chair 

Martha  Ackelsberg,  Professor  of  Government  and  the 

Study  of  Women  and  Gender 
**x  Elisabeth  Armstrong,  Assistant  Professor  of  the  Study 

of  Women  and  Gender 
' '  Ginetta  Candelario,  Assistant  Professor  of  Sociology 

and  Latin  American  Studies 
Paula  Giddings,  Professor  of  Afro-American  Studies 
n  Ambreen  Hai,  Associate  Professor  of  English 

Language  and  Literature 
Marguerite  Harrison,  Assistant  Professor  of  Spanish  and 

Portuguese 
Alice  Hearst,  Associate  Professor  of  Government 
Michelle  Joffroy,  Assistant  Professor  of  Spanish  and 

Portuguese 
n  Ann  R.  Jones,  Professor  of  Comparative  Literature 


Kimberly  Kono,  Assistant  Professor  of  East  Asian 

Languages  and  Literatures 
n  Gary  Lehring,  Associate  Professor  of  Government 
Helen  Lefkowitz  Horowitz,  Professor  of  American 

Studies 
**'  Gwendolyn  Mink,  Professor  of  the  Study  of  Women 

and  Gender 
n  Cornelia  Pearsall,  Associate  Professor  of  English 

Language  and  Literature 
11  Kevin  Quashie,  Associate  Professor  of  Afro-American 

Studies 
**'  Donna  Riley,  Assistant  Professor  of  Engineering 
Marilyn  Schuster,  Professor  of  the  Study  of  Women  and 

Gender 
Christine  Shelton,  Professor  of  Exercise  and  Sport 

Studies 
**2Ruth  Solie,  Professor  of  Music 
fl  Elizabeth  V.  Spelman,  Professor  of  Philosophy 
"2  Nancy  Saporta  Sternbach,  Professor  of  Spanish  and 

Portuguese  and  the  Study  of  Women  and  Gender 


Director:  The  chair  of  the  program  committee  will 
serve  as  the  director  of  the  major  and  the  minor  and 
will  verify  completion  of  the  major  and  the  minor  on 
recommendation  of  the  student's  adviser. 

Goals  for  the  Major  in  the 
Study  of  Women  and  Gender 

The  Program  for  the  Study  of  Women  and  Gender 
examines  gender,  race,  class  and  sexuality  as  important 
and  simultaneous  aspects  of  social  worlds  and  hu- 
man lives.  This  examination  requires  inquiry  into  the 
construction  and  operation  of  power  relations,  social 
inequalities,  and  resistances  to  them  in  both  national 
and  transnational  contexts.  We  understand  women, 


gender,  feminism,  queer,  masculinity  and  transgender 
as  politicized  terms.  As  categories  of  analysis  they  help 
reveal  how  subjects  become  racialized,  sexualized, 
gendered  and  class-located. 

Building  on  its  origins  in  Women's  Studies,  our 
program  continues  to  examine  the  experiences,  ide- 
ologies, works  and  actions  of  women  in  a  variety  of 
national,  cultural,  historical  and  political  contexts.  As 
an  interdisciplinary  endeavor,  the  Study  of  Women  and 
Gender  shows  students  how  different  academic  disci- 
plines view  the  operation  of  gender  in  the  labor  market, 
the  family,  political  systems  and  cultural  production. 
Research  and  theory  emerge  from  these  everyday  reali- 
ties and  feminist  theory,  in  turn,  informs  our  analysis 
of  political  choices.  The  Study  of  Women  and  Gender 
is  joined  to  an  understanding  of  the  forms  of  activism 
around  the  globe. 


Study  of  Women  and  Gender 


Requirements  for  the  Major 

The  major  requires  the  completion  of  ten  semester 
courses,  totaling  fort\  (40)  credit  hours.  These  courses 
comprise  SWG  prefix  courses  and  department-based 
courses  cross-listed  in  SWG,  chosen  from  a  list  com- 
piled yearly  by  the  Program  for  the  Study  of  Women 
and  Gender.  All  Smith  courses  accepted  for  major  credit 
are  listed  on  the  SWG  Web  site,  www5mith.edu/swg. 

Requirements  include: 

1 .  SWG  ISO:  Introduction  to  the  Study  of  Women  and 
Gender,  normally  taken  in  the  first  or  second  year, 
and  which  may  not  be  elected  S/U. 

2.  One  Queer  Studies  course.  (SWG  100,  among  others, 
fulfills  this  requirement.) 

3.  Beginning  with  the  class  of  200^.  two  (2)  courses  in 
the  concentration  in  Women,  Race  and  Culture,  one 
course  each  on  U.S.  and  international  topics. 

4.  Three  courses  in  one  of  the  following  six  concentra- 
tions. One  of  these  courses  must  be  at  the  300  level: 
(a)  forms  of  literary  or  artistic  expression  {Uh};  (b) 
historical  perspectives  {H};  (c)  forms  of  political/so- 
cial/economic thought/action/organization  {S};  (d) 
modes  of  scientific  inquiry  {S/M};  (e)  queer  studies; 
or  (0  women,  race  and  culture. 

5.  Three  courses  with  the  SWG  prefix,  one  at  the  300 
level.* 

6.  TWo  additional  300  level  courses,  in  area  of  concen- 
tration or  electives  in  the  program. 

*  Courses  satisfying  this  requirement  may  include 
those  listed  in  1.2  or  3  above 

Transfer  students  are  expected  to  complete  at  least  half 
of  their  major  (or  5  courses)  at  Smith  (or  approved 
Five  College  courses). 

Students  with  double  majors  may  count  a  maxi- 
mum of  three  courses  toward  both  majors. 

In  the  senior  year,  a  student  will  complete  a  state- 
ment reflecting  on  the  connections  among  the  courses 
in  her  major,  and  identifying  what  questions  have  been 
the  most  important  to  her. 


Requirements  for  the 
Minor  in  the  Program  for 
the  Study  of  Women  and 
Gender 

In  consultation  with  an  adviser  from  the  Study  of 
Women  and  Gender  program  committee,  a  student  will 
select  six  approved  courses  (or  a  total  of  24  credits)  in 
the  program.  The  courses  must  include: 

1 .  SWG  150,  Introduction  to  the  Study  of  Women  and 
Gender,  normallv  taken  in  the  first  or  second  year, 
and  which  may  not  be  elected  S/T. 

2.  One  Queer  Studies  course. 

3.  One  Women,  Race  and  Culture  course. 

4.  Three  additional  courses  in  the  program. 

Minors  are  strongly  encouraged  to  elect  at  least  one 
course  at  the  300  level. 


Advising 


All  members  of  the  Program  Committee  for  the  Study 
of  Women  and  Gender  serve  as  advisers  for  the  major 
and  minor. 


Honors 

A  student  may  honor  in  SWG  by  completing  an  eight- 
credit  two-semester  thesis  in  addition  to  the  10  courses 
in  the  major  and  fulfilling  all  the  general  require- 
ments. Eligibility  of  students  for  honors  work,  and 
supervision  and  evaluation  of  the  thesis  are  determined 
by  the  Program  Committee  for  the  Study  of  Women 
and  Gender. 

400  Special  Studies 

For  qualified  juniors  and  seniors.  Admission  by  permis- 
sion of  the  instructor  and  director  of  the  program. 
1  to  4  credits 
Offered  both  semesters  each  vear 


430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 


Study  of  Women  and  Gender 


Approved  courses  for 
2006-07 

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  per- 
sonal 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  Women's  Studies 
major.  Wl  {L}  4  credits 
Marilyn  R.  Schuster 
Offered  Fall  2006 

SWG 110  Colloquium:  Feminist  Public  Cultures 

This  course  spans  the  early  second  wave  women's 
movement  in  the  mid-sixties  to  present  women's 
activism  to  understand  how  feminist  protest  shapes 
public  culture  in  the  United  States.  In  the  early  sixties, 
women  began  to  speak  the  private  and  the  personal  in 
public,  about  reproductive  health,  sexual  desire,  forced 
sterilization  and  abortion.  Their  audacity  demanded 
new  fonns  of  expression  and  carved  out  new  feminist 
publics  in  relation  to  other  emerging  social  movements 
and  the  wider  public  sphere.  This  course  looks  at  the 
history  of  feminism  in  post-war  United  States  through 
the  lens  of  its  cultural  production:  of  high  art  and 
everyday  contestation.  We  will  trace  the  history  of  DIY 
(do-it-yourself)  feminist  cultures  from  consciousness 
raising  groups  to  blogs,  mimeographed  newsletters  to 
zines,  and  super  8  film  to  video.  Course  assignments 
will  include  use  of  the  Sophia  Smith  archives,  frequent 
writing  assignments,  and  interview  projects  to  develop 
local  histories  of  feminist  public  culture.  Enrollment 
limited  to  20  first-year  students  only.  (E)  {L/A}  4  credits 
Elisabeth  Armstrong 
Offered  Fall  2007 


SWG  150  Introduction  to  the  Study  of  Women  and 
Gender 

An  introduction  to  the  interdisciplinary  field  of  the 
study  of  women  and  gender  through  a  critical  exami- 
nation of  feminist  histories,  issues  and  practices.  Focus 
on  the  U.S.  with  some  attention  to  the  global  context. 
Primarily  for  first-  and  second-year  students.  Lecture 
and  discussion,  students  will  be  assigned  to  sections. 
{H/S}  4  credits 

Marilyn  Schuster,  Director,  Elisabeth  Armstrong, 
Susan  Van  Dyne 
Offered  Spring  2007 

Further  work  in  the  Study  of  Women  and  Gender 
usually  requires  SWG  150  as  a  prerequisite. 

SWG  200  Introduction  to  Queer  Studies 

This  course  examines  central  concepts  in  the  interdisci- 
plinary field  of  queer  studies  including  histories  of  non- 
normative  gender  and  sexual  expression,  resistance  to 
heteronormativity,  the  ways  that  communities,  cultures 
and  institutions  both  enable  and  regulate  queer  identi- 
ties, and  the  political  movements  that  emerge  from 
claiming  or  resisting  sexual  identities.  We  will  examine 
the  changing  social  meanings  and  forms  of  sexual  and 
gender  practices  from  the  19th  through  the  21st  cen- 
turies, and  we  will  consider  archival  evidence  for  and 
representations  of  queerness  in  a  variety  of  disciplines. 
Enrollment  limited  to  30.  Prerequisite:  SWG  100  or 
150.  This  course  serves  as  a  prerequisite  for  upper-level 
work  in  the  queer  studies  concentration.  {H/S}  4  credits 
Marilyn  Schuster 
Offered  Spring  2007 

SWG  225  Women  and  the  Law 

This  course  will  examine  U.S.  constitutional  and  statu- 
tory developments  affecting  women's  legal  rights  and 
gender  equality.  Through  a  close  reading  of  judicial 
opinions,  we  will  consider  how  the  law  historically  has 
officiated  gender  relations;  how  the  law  has  responded 
to  women's  gender-based  claims  for  equality;  how 
inequalities  based  on  class/race/sexuality  inform  (or 
not)  feminist  law  reform;  and  how  gendered  asym- 
metries in  families,  the  economy,  and  society  challenge 
conceptions  of  and  strategies  for  equality.  Readings  and 
lectures  will  emphasize:  1)  constitutional  and  statutory 
frameworks  for  equality;  2)  fundamental  rights  and 
intimate  life;  and  3)  legal  remedies  for  inequality.  {S} 
4  credits 

Gwendolyn  Mink 
Offered  Fall  2006 


Studv  of  Women  and  Gendei 


581 


SWG  240  Global  Women,  Feminized  Work 
Advertisements  for  Madison  Avenue  fashions  gloss 

over  the  neosssarj  labor  of  picking  cotton  and  sewing 
cloth.  Similarly,  the  women  who  wear  the  clothes  have 
scant  knowledge  of  the  people  who  make  them.  This 
course  pulls  the  thread  of  profit  that  connects  disparate 
places  and  far-Hung  people  in  the  global  assembly 
line.  As  women  take  the  frontlines  of  cheapened  work, 
they  develop  new  methods  of  resistance  and  hone  old 
means  of  survival.  This  course  relies  upon  intensive 
research  projects  alongside  historical,  sociological,  oral 
and  written  narratives  to  examine  gender  and  work  in 
economies  of  slavery,  colonialism  and  multinational 
capitalism.  {H/8}  4  credits 
Elisabeth .  \rmstrong 
Offered  Fall  2007 

SWG  245  Poverty  Law  and  Social  Policy  in  the  U.S. 

This  course  will  examine  the  development  of  the  United 
States  welfare  state  in  light  of  its  gendered  and  racialized 
politics  and  impacts.  Readings  and  lectures  will  consider 
poverty  law  and  social  policy  through  a  focus  on  rela- 
tionships among  the  welfare  state,  democratization  and 
persistent  inequality.  Particular  attention  will  be  given  to 
welfare  policy,  an  arena  of  vexed  interactions  among  the 
politics  of  gender,  race  and  class.  {H/S}  4  credits 
Gwendolyn  Mink 
Not  offered  during  2006-07 

SWG  252  Colloquium:  Debates  in  Feminist  Theory 

This  course  provides  a  focused,  historical  understand- 
ing of  vital  debates  in  feminist  theory.  Contentious  and 
challenging  points  of  view  will  center  on  one  analytic 
theme,  although  that  theme  will  change  from  year  to 
year.  This  course  will  cover  topics  such  as  "the  subject," 
representation,  the  body,  nation/identity  and  transla- 
tion. Readings,  lectures  and  discussions  will  ground 
widely  differing  perspectives,  modes  of  analysis  and 
arguments  in  their  political,  social  and  historical  con- 
text. Enrollment  limited  to  20.  Prerequisites:  SWG  150 
and  one  other  SWG  course.  Permission  of  the  instructor 
required.  {H/S}  4  credits 
Elisabeth  Armstrong 
Not  offered  during  2006-07 

SWG  260  The  Cultural  Work  of  Memoir 

This  course  will  explore  how  queer  subjectivitv  inter- 
sects with  gender,  ethnicity,  race  and  class.  How  do 
individuals  from  groups  marked  as  sociallv  subordinate 
or  non-normative  use  life-writing  to  claim  a  right  to 


write?  The  course  uses  life-writing  narratives,  published 
in  the  I  .S.  over  roughly  the  last  30  years,  to  explore  the 
relationships  between  politicized  identities,  communi- 
ties and  social  movements.  Students  also  practice  writ- 
ing autobiographically.  Prerequisites:  SWG  150,  and  a 
literature  course.  {L/H}  4  credits 
Susan  Van  Dyne 
Offered  Spring  2007 

CLT  272  Women  Writing:  20th-  and  21st-century 
Fiction 

A  study  of  the  pleasures  and  politics  of  fiction  b\ 
women  from  English-speaking  and  French-speaking 
cultures.  How  do  women  writers  engage,  subvert  and/or 
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 
meaning(s)?  How  do  different  theoretical  perspectives 
(feminist,  lesbian,  queer,  psychoanalytic,  postcolonial, 
postmodern)  change  the  way  we  read?  Writers  such  as 
Woolf,  Colette,  Conde',  Larsen,  Morrison,  Duras,  Rule, 
Kingston.  Shields  and  Atwood.  Not  open  to  first-year 
students.  {L/H}  4  credits 
Marilyn  Schuster 
Offered  2007-2008 

All  300- level  courses  in  the  Study  of  Women  and 
Gender  are  seminars  and  are  normally  limited  to  12 
juniors  or  seniors;  seminars  have  prerequisites  and  all 
require  permission  of  the  instructor  to  enroll. 

SWG  311  Mothers  in  Law  and  Policy 

This  seminar  will  explore  how  law  and  policy  regulate 
motherhood  based  on  the  class,  race,  culture,  sexuality 
and  marital  status  of  pregnant  women  and  mothers. 
Simultaneously  considered  will  be  various  feminist 
policy-theoretical  perspectives  on  and  remedies  for 
intersectional  inequalities  among  mothers  in  family 
and  child  welfare  law  as  well  as  in  social  policy.  Specific 
topics  may  include  the  right  to  be  a  mother;  the  rights 
of  pregnant  women;  equity  issues  in  assisted  reproduc- 
tion; and  governmental  promotion  of  fatherhood.  Pre- 
requisites; SWG  150,  one  additional  course  in  the  major 
and  permission  of  the  instructor.  {H/S}  4  credits 
Gwendolyn  Mmk 
Not  offered  during  2006-0" 

SWG  312  Queer  Resistances:  Identities,  Communities, 
and  Social  Movements 

How  do  we  know  what  it  means  to  identify  as  lesbian. 
gay,  queer,  bisexual  or  transgender?  Win  do  these 


382 


Studv  of  Women  and  Gender 


terms  mean  different  things  to  different  people  and  in 
different  contexts?  How  does  claiming  or  refusing  to 
claim  a  sexual  identity  affect  community  formation  or 
social  change?  This  seminar  will  explore  constructions 
of  queer  collective  identities,  communities  and  social 
protest.  We  will  pay  explicit  attention  to  how  queer 
identities,  communities  and  movements  are  racialized, 
shaped  by  class,  gendered  and  contextual.  Drawing 
on  historical,  theoretical,  narrative  and  ethnographic 
sources,  we  will  examine  multiple  sites  of  queer  resis- 
tance including  local  communities,  academic  institu- 
tions, media,  the  state,  social  movement  organizations 
and  the  Internet.  We  will  examine  the  consequences  of 
various  theories  of  gender,  sexuality  and  resistance  for 
how  we  interpret  the  shapes  that  queer,  lesbian,  gay, 
bisexual  and  transgender  identity,  community,  and 
social  movements  take.  Prerequisites:  SWG  150,  one 
additional  course  in  the  major  and  permission  of  the 
instructor.  {H/L}  4  credits 
Nancy  WhitHer 
Offered  Spring  2007 

SWG  315  Sexual  Histories,  Lesbian  Stories 

In  this  seminar  we  will  focus  on  two  moments  in 
20th-century  gay  and  lesbian  history:  the  1920s  and 
the  1950s.  The  1920s  saw  the  publication  and  trial  of 
Radclyffe  Hall's  Vie  Well  of  Loneliness  in  England. 
the  Harlem  Renaissance  in  the  U.S.  and  an  active  cul- 
tural life  in  Paris  in  which  American  expatriates  played 
an  important  role.  We  will  look  at  historical  studies 
and  texts  by  early  sexologists  of  this  period  along  with 
fiction,  blues  lyrics,  memoirs  and  other  narratives  by 
sexually  transgressive  women.  The  post  World  War  II 
homophile  movement  in  the  U.S.  in  the  1950s  has  been 
the  focus  of  groundbreaking  historical  studies.  In  addi- 
tion to  historical  narratives  we  will  study  the  Daughters 
of  Bilitis  and  The  Ladder,  pulp  fiction,  butch/femme 
histories,  novels  and  short  stories.  Throughout  the 
seminar  we  will  ask:  What  contradictions  and  con- 
tinuities mark  the  expression  and  social  control  of 
female  sexualities  that  were  considered  transgressive  at 
different  moments  and  in  different  cultural  contexts? 
Whose  stories  get  told?  How  are  they  read?  How  can  the 
multiple  narratives  of  control,  resistance  and  cultural 
expression  be  useful  to  us  in  the  21st  century?  Prerequi- 
sites: SWG  150,  one  additional  course  in  the  major  and 
permission  of  the  instructor.  {H/L}  4  credits 
Marilyn  Schuster 
Offered  Fall  2006 


SWG  316  Seminar:  Feminist  Theories  of  Cross-Border 
Organizing 

Border  crossing  forms  the  cornerstone  of  feminist  soli- 
darity, whether  across  the  bounds  of  propriety,  or  the 
definitions  of  racialized  identities,  or  the  police  check- 
points of  the  nation-state.  This  seminar  centers  on 
feminist  theories  that  imagine  how  to  recognize  strang- 
ers, defer  citizenship,  nurture  desire  and  remember  the 
very  histories  that  divide  cohorts  in  struggle.  We  will 
also  discuss  emerging  methods  of  organizing  women 
that  inspire  these  theories.  Course  assignments  include 
frequent  short  papers  and  in-class  presentations.  A 
background  in  feminist  theory  is  required.  Prerequi- 
sites: SWG  150,  one  additional  course  in  the  major,  and 
permission  of  the  instructor.  (E)  {S}  4  credits 
Elisabeth  Armstrong 
Not  offered  during  2006-07 

SWG  317  Seminar:  Feminist  Legal  and  Policy  Theory 

Common  reading  and  discussion  will  consider  U.S. 
feminist  legal  theories  of  subordination  and  difference 
as  well  as  feminist  legal  and  policy  theories  of  sex 
and  gender  justice.  We  will  pay  particular  attention  to 
the  ways  in  which  intersecting  statuses,  identities  and 
interests  based  on  race,  class,  sexuality  and  gender  can 
stratify  different  women's  relationships  to  the  same 
laws  and  can  undermine  the  distribution  of  women's 
rights  to  all  women.  Topics  addressed  will  include  work, 
reproduction,  family  formation,  violence  and  sexual- 
ity as  sites  of  women's  oppressions.  Throughout  the 
course,  students  will  be  asked  to  theorize  the  problems 
posed  for  law  by  asymmetries  of  power  and  resources 
among  women  and  between  women  and  men;  and 
on  the  significance  of  rights  to  women's  prospects  for 
equality.  Prerequisites:  SWG  150  or  225,  one  additional 
course  in  the  major  and  permission  of  the  instructor. 
{H/S}  4  credits 
Gwendolyn  Mink 
Offered  Fall  2006 

SWG  318  Seminar:  Feminism  and  Crime 

Examines  U.S.  feminist  legal  approaches  to  violence 
against  women,  to  women  offenders  and  to  incarcer- 
ated women  in  the  context  of  the  racialized  penal  state. 
Considers  vectors  of  intersectional  inequality  in  the 
criminalization  of  violence,  poverty  and  sexuality;  in 
the  treatment  of  victims;  in  the  victimization  of  de- 
tained women;  and  in  the  impacts  of  the  criminal  jus- 
tice system  on  communities  of  color.  Topics  will  include 
policing  sexuality;  legal  and  policy  responses  to  domes- 


Studv  of  \\  omen  and  (lender 


tic  violence;  rape  law  reform:  prosecuting  reproduction: 
mothers  who  kill:  women  in  prison.  Prerequisites  S\Ui 
150  and/or  Ur.  and  permission  of  the  instructor.  Of- 
fered in  alternate  years.  {S/H}  4  credits 
Gwendolyn  Mink 
Not  offered  during  2006-07 

Approved  Courses  for  the 
Major  and  Minor  in  the 
Studv  of  Women  and 
Gender 

Please  see  8WG  Program  Web  site  or  the  home 
department  for  descriptions. 

AAS  209  Feminism,  Race  and  Resistance:  History  of 
Black  Women  in  America 
Paula  Gidatngs 
Offered  Fall  2006 


CLT  230  "Unnatural"  Women:  Mothers  Who  Kill  Their 
Children 
Thalia  Randiri 
Ottered  2007-08 

CLT  234  The  Adventure  Novel:  No  Place  for  a  Woman? 
Margaret  Bruzdki& 
Offered  Fall  2006 

CLT  268  Latina  and  Latin  American  Women  Writers 
Nancy  stern  bach 
Offered  M  2006 

CLT  272  Women's  Writing:  20th-  and  21st-century 
Fiction 

Marilyn  Schuster 
Offered  2007-08 

EAL  244  Construction  of  Gender  in  Modern  Japanese 
Women's  Writing 
timber!)  Kono 
Offered  Fan  2006 


AA8  348  Black  Women  Writers 
Daphne  Lamotbe 
Offered  Fall  2006 

AAS  336  Seminar:  Contemporary  Topics  in  Afro- 
American  Studies: 

Topic:  Stress  and  Coping  of  Black  Women  in  the 
( 'nited  States 
(arlotta  Arthur 
Offered  Fall  2006 

AMS  120  Scribbling  Women 
Sherry  Marker 

Offered  Spring  200".  Spring  2008 

ANT  254  Gender,  Media  and  Culture  in  India 
RavmaAggarwal 

Offered  Fall  2000 

BIO  110  Introductory  Colloquia:  Life  Sciences  for  the 

21st  Century 

Topic:  We  Biology  and  Policy  of  Breast  Cancer 

Robert  Dorit 
Offered  Fall  2006 


EAL  245  Writing  Japan  and  Otherness 
Kimberh  Kono 
Offered  Spring  2007 

EAL  360  Seminar:  Topics  in  East  Asian  Languages  and 
Literatures:  Intimacy,  Dreams.  Disappointments  and 
Practices  of  Desire 
sabinaK).. 
Offered  Spring  2007 

EAS  230  Women  of  Korea  from  the  Three  Kingdoms 
Period  to  the  Present 
Jennifer  lung-Kim 
Offered  Fall  2006 

ENG  238  What  Jane  Austen  Read:  The  18th-century 
Novel 

Elizabeth  Ha  • 
Offered  Fall  2006 

ENG  276  Contemporary  British  Women  Writers 
Robert  Hosmer 
Offered  Fall  2006 


384 


Study  of  Women  and  Gender 


ENG  278  Writing  Women 

Topic:  Asian  American  Women  Writers 
Floyd  Cheung 
Offered  Fall  2006 


FYS  125  Midwifery  in  Historical  and  Cross-Gultural 
Perspective 

Erika  Laquer 
Offered  Fall  2006 


ENG  279  American  Women  Poets 

Susan  Van  Dyne 
Offered  Fall  2006 


GOV  204  Urban  Politics 

Martha  Ackelsberg 
Offered  Fall  2007 


ENG  284  Victorian  Sexualities 

Cornelia  Pearsall 
Offered  Fall  2006 


GOV  205  Colloquium:  Law,  Family  and  State 

Alice  Hearst 
Offered  Spring  2008 


ENG  287  Early  Modern  Women  Writers:  Writing  the  Self 

Sharon  Seelig 
Offered  Spring  2007 


GOV  269  Politics  of  Gender  and  Sexuality 

Gary  Lehring 
Offered  Spring  2008 


ENG  292  Crafting  the  Memoir 

Ann  Boutelle 
Offered  Spring  2007 

ESS  340  Women's  Health:  Current  Topics 

Barbara  Brehm-Curtis 
Offered  Fall  2006 

FRN  230  Readings  in  Modern  Literature:  Women 
Writers  of  Africa  and  the  Caribbean 

Dawn  Fulton 
Offered  2007-08 

FRN  320  Topics  in  Medieval  and  Renaissance  Literature 

Topic:  Women  Writers  of  the  Middle  Ages 
Eglal  Doss-Quinby 
Offered  Fall  2006 

FRN  340  Topics  in  17th/18th  Century  Literature: 

Topic:  "Family  Values"  in  the  Enlightenment 
Janie  Vanpee 
Offered  Spring  2007 

FRN  360  Topics  in  19th/20th  Century  Literature: 
Images  of  the  "Other"— Female  Domestic  Servants  in 
French  Fiction 

Martine  Gantrel 
Offered  Spring  2007 

FYS  114  Turning  Points 

Marilyn  R.  Schuster 
Offered  Fall  2006 


GOV  311  Seminar  in  Urban  Politics:  Politics  of  Urban 
Social  Movements 

Martha  Ackelsberg 
Offered  Spring  2008 

GOV  364  Seminar  in  Political  Theory 

Topic:  Feminist  Theory 
Martha  Ackelsberg 
Offered  Spring  2007 

HST 101  Introduction  to  Historical  Inquiry: 

Topic:  Geisha,  Wise  Mothers  and  Working  Women 
Marnie  Anderson 
Offered  Fall  2006 

HST  223  Women  in  Japanese  History:  From  Ancient 
Times  to  the  19th  Century 

Marnie  Anderson 

Offered  Spring  2007,  Spring  2008 

HST  238  Gender  and  Empire 

Jennifer  Hall-Witt 
Offered  Spring  2007 

HST  252  Women  in  Modern  Europe,  1789-1918 

Darcy  Buerkle 
Offered  Fall  2006 

HST  253  Women  in  Contemporary  Europe 

Darcy  Burkle 
Offered  Spring  2007 


Stuck  of  Women  and  Gender 


HST  278  Women  in  the  United  States,  1890  to  Present 
Babette  Faebmel 

Offered  Spring  2007 


REL  238  Mary:  Images  and  Cults 
Vera  Sbevzov 
Offered  Fall  2006 


HST  289  Colloquium:  Aspects  of  Women's  History 
Tbpic:  The  Hislon  of  sexuality  from  the  Victorians  to 
the  Kinsey  Report 
Jennifer  Hall  \\  ill 
Offered  Spring  2007 

HST  383  Research  in  U.S.  Women's  History:  The  Sophia 

Smith  Collection 

"topic:  American  Women  in  the  H)th  and  20th 

Centuries 

Helen  Horowitz 

Offered  Fall  20(H) 

IDP  208  Women's  Medical  Issues 

Leslie  Jaffe 

Offered  Spring  2007 

ITL  344  Women  in  Italian  Society  Yesterday,  Today  and 
Tomorrow 

diorauna  Bellesia 
Offered  Spring  2007 

MUS 100  Colloquium:  Music  and  Gender  in  the  World 
Margaret Sarkissian 
Offered  Fall  2006 

PSY  266  Psychology  of  Women  and  Gender 

Lauren  Duncan 

Offered  Spring  2007,  Fall  2007 

PSY  366  Seminar:  Topics  in  the  Psychology  of  Women 
Tbpic:  Issues  in  Adolescent  Gender  Role  Development 
Lauren  Duncan 
Offered  Fall  2007 

PSY  374  Psychology  of  Political  Activism 

Lauren  Duncan 

Offered  Spring  2007,  Spring  2008 

REL  110  Women  Mystics'  Theology  of  Love 
Elizabeth  Can 

Offered  Spring  2007 

REL  227  Judaism/Feminism/Women's  Spirituality 

Lois  Dubiu 
Offered  Spring  2007 


SOC  213  Ethnic  Minorities  in  America 

Cinetta  Candelario 
Offered  Spring  2007 

SOC  222  Blackness  in  America 

dinet/a  Candelano 
Offered  Spring  2008 

SOC  229  Sex  and  Gender  in  American  Society 
Nancy  Whittier 
Offered  Spring  2007 

SOC  244  LAS  244  Feminisms  and  Women's  Movements: 

Latin  American  Women's  and  Latinas'  Pursuit  of  Social 

Justice 

Gmetta  Candelario 

Offered  Fall  2007 

SOC  314  Seminar  in  Latina/o  Identity 

Topic:  Latina/o  Racial  Identities  in  the  United  States 
Ginetta  Candelario 
Offered  Spring  2007 

SOC  323  Seminar:  Gender  and  Social  Change 

Nancy  Whittier 
Offered  Fall  2006 

SPN  230  Topics  in  Latin  American  and  Peninsular 

Literature 

Topic:  I /it  in  American  Women's  Poetry 

Maria  Helena  Rueda 

Offered  Spring  2007 

SPN  250  Survey  of  Iberian  Literature  and  Society  I 
Topic:  Sex  and  the  Medieval  City 

Ibtissam  Bouachriue 
Offered  Fall  2006 

THE  215  Minstrel  Shows  from  Daddy  Rice  to  Big  Mama's 
House 

Andrea  Hairston 
Offered  Fall  2006 

For  a  list  of  approved  departmental  courses  that  count 
towards  the  major/minor  in  SWG  but  are  not  offered 
in  2006— 0"7.  visit  the  Program  Web  site  at  www.smith. 
edu/swg/crsmain.html. 


386 


Interdepartmental  and 
Extradepartmental  Course  Offerings 

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


ACC  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- 
sions. Concepts  rather  than  procedures  are  stressed  and 
class  time  will  be  largely  devoted  to  problem  solutions 
and  case  discussions.  A  basic  knowledge  of  arithmetic 
and  a  familiarity  with  a  spreadsheet  program  is  sug- 
gested. No  more  than  four  credits  in  accounting  may  be 
counted  toward  the  degree.  {8}  4  credits 
Charles  Johnson 
Offered  Fall  2006,  Spring  2007 

EDP  290  Mellon  Mays  Undergraduate  Fellows  Research 
Seminar 

Seminar  on  research  design  and  conduct.  The  devel- 
opment and  conduct  of  research  projects  including 
question  definition,  choice  of  methodology,  selection  of 
evidence  sources  and  evidence  evaluation.  Participants 
will  present  their  own  research  design  and  preliminary 
findings.  Limited  to  recipients  of  Mellon  Mays  Under- 
graduate Fellowships.  Graded  S/U  only.  (E)  2  credits 
Randy  Bartlett 
Offered  Fall  2006 

To  be  arranged  to  accommodate  schedules  of  MMUF 
Fellows  (90  minutes  per  week) 

IDP 100  Critical  Reading  and  Discussion:  "Book  Title" 

The  goal  of  this  course  is  to  continue  dialogues  and 
discussions  similar  to  those  between  students  and  fac- 
ulty on  the  annual  summer  reading  book  for  entering 
students  during  orientation.  It  represents  an  opportu- 
nity for  students  and  faculty'  to  engage  in  a  sustained 
conversation  about  a  mutual  interest.  A  book  will  be 
selected  by  an  instructor  as  the  core  reading  for  the 
course.  The  group  will  meet  no  fewer  than  five  times 
in  an  informal  setting  to  discuss  the  book.  Attendance 


and  participation  is  required.  Each  student  will  write  a 
five  page  essay  (or  a  series  of  essays) .  This  course  to  be 
graded  S/U  only.  (E)  1  credit 
Margaret  Bruzelius,  Course  Director 
Members  of  the  department 
Offered  Interterm  2006-07 

IDP  105  The  Arts  Around  Us 

This  course  offers  the  opportunity'  for  students  to  attend 
live  performances  in  music,  dance  and  theatre,  as  well 
as  museum  exhibits,  films  and  other  artistic  experi- 
ences. Students  discuss  and  write  about  their  responses 
and  meet  some  of  the  performing  artists  involved  in 
performance  events.  Graded  S/U  only.  No  prerequisite. 
(E)  1  credit 

Carol  Christ,  Grant  Moss 
Offered  Fall  2006 

IDP  108  Intellectual  Inquiry 

An  introduction  to  the  disciplines  and  methods,  the 
possibilities  and  limitations,  the  pleasures  and  the  per- 
ils of  academic  investigation.  Students  will  seek  to  an- 
swer three  questions  posed  by  the  course  directors.  The 
questions  will  not  be  limited  in  any  way  and  may  come 
from  any  corner  of  the  liberal  arts.  In  pursuing  their 
research,  students  will  have  available  all  the  facilities  of 
the  college — libraries,  laboratories,  computers,  col- 
lections, etc.  They  will  work  in  groups  with  assistance 
from  selected  upper-level  students  and  from  members 
of  the  college  staff.  Enrollment  limited  to  first-year 
students,  15  per  section.  (E)  1  credit 
To  be  announced 
To  be  arranged 

IDP  208  Women's  Medical  Issues 

A  stud\'  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- 


Interdepartmental  and  Extradepartmental  Course  Offering? 


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,  the  media's  representa- 
tion of  women  and  gender  bias  in  health  care.  {N} 
4  credits 

Leslie Jaffe  (Health  Services) 
Offered  Spring  200" 

QSK 101/MTH  101  Algebra 

This  course  is  intended  for  students  who  need  ad- 
ditional preparation  to  succeed  in  courses  containing 
quantitative  material.  It  will  provide  asupportne  envi- 
ronment tor  learning  or  reviewing,  as  well  as  applying, 
pre-calculus  mathematical  skills.  Students  develop 
their  numerical,  statistical  and  algebraic  skills  by 
working  with  numbers  drawn  from  a  variety  of  current 
media  sources.  Enrollment  limited  to  20.  Permission 
of  the  instructor  required.  This  course  does  not  count 
toward  the  major.  4  credits 
Thomas  Schicker 
Offered  Fall  2006,  Spring  2007 


m  individual  conferences.  During  one  class  meeting, 
the  students  will  also  review  and  analyze  videotapes 
of  notable  speeches.  Iwo  sections,  each  limited  to  10 
students  Classes  will  be  held  for  six  weeks  of  the  spring 
semester,  beginning  the  week  of  February  2.  Confer- 
ences will  be  scheduled  separately.  Students  must  come 
to  the  first  class  prepared  to  deliver  a  v  to  5-minute 
speech  of  introduction:  Who  I  Am  and  Whew  Vm  Go- 
ing Students  also  need  to  bring  a  blank  videotape  to 
class.  All  the  speeches  students  make  during  class  will 
be  recorded  on  this  tape.  Offered  spring  semester  every 
year  (E)  1  credit 
Ik'hra  Carney,  MaryKoncel 


QSK  103/MTH  103 

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  does  not 
count  toward  the  major.  (E)  2  credits 
Thomas  Schicker 


SPE 100  The  Art  of  Effective  Speaking 

This  one-credit  course  will  give  students  systematic 
practice  in  the  range  of  public  speaking  challenges  they 
will  face  in  their  academic  and  professional  careers. 
During  each  class  meeting,  the  instructor  will  present 
material  on  an  aspect  of  speech  craft  and  delivery;  each 
student  will  then  give  a  presentation  reflecting  her 
mastery  of  that  week's  material.  The  instructor  video- 
tapes each  students  presentations  and  reviews  them 


Five  College  Course  Offerings 
by  Five  College  Faculty 

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


Five  College  Supervised  Independent  Language 
Program,  Five  College  Center  for  the  Study  of  World 
Languages,  University  of  Massachusetts  (under  the 
Five  College  Program). 

Elementary-level  courses  are  currently  offered  in  the 
following  languages:  Bulgarian,  Czech,  Dari,  Modern 
Greek,  Hungarian,  Indonesian,  Norwegian,  Persian, 
Romanian,  Serbo-Croatian,  Slovak,  Thai,  Turkish, 
Tbrkmen,  Twi,  Urdu,  Yoruba,  Vietnamese,  and  Wolof. 
For  further  information,  including  information  on 
registration,  consult  the  Web  site  (http://www.umass. 
edu/fclang). 

Five  College  Mentored  Language  Program,  Five  College 
Center  for  the  Study  of  World  Languages,  University  of 
Massachusetts  (under  the  Five  College  Program). 

Elementary,  intermediate  and  advanced  courses  are 
currently  offered  in  the  following  languages:  Modem 
Standard  Arabic,  colloquial  Arabic  (dialects  are  offered 
in  rotation),  Hindi,  and  Swahili.  For  further  infor- 
mation, including  information  on  registration  and 
prerequisites,  consult  the  Web  site  (http://www.umass. 
edu/fclang). 


African  Studies 


Catharine  Newbury,  Professor  of  Government  (at 
Smith  College  in  the  Five  College  Program). 

First  Semester:  On  sabbatical  leave. 
Second  Semester:  Course  release 


Arabic 


Mohammed  Mossa  Jiyad,  Senior  Lecturer  in  Arabic  (at 
Mount  Holyoke  College  in  the  Five  College  Program). 


Asian  130f.  Elementary  Arabic  I 

This  course  covers  the  Arabic  alphabet  and  elementary 
vocabulary  for  everyday  use,  including  courtesy  expres- 
sions. Students  will  concentrate  on  speaking  and  listen- 
ing skills  and  basic  Arabic  syntax  and  morphology,  as 
well  as  basic  reading  and  writing.  MWF  1-2:15  p.m. 
First  semester.  Mount  Holyoke  College  (4  credits) 

Asian  232f.  Intermediate  Arabic  I 

This  course  continues  Elementary  Arabic  I,  study  of 
modem  standard  Arabic.  It  covers  oral/aural  skills 
related  to  interactive  and  task-oriented  social  situa- 
tions, including  discourse  on  a  number  of  topics  and 
public  announcements.  Students  read  and  write  short 
passages  and  personal  notes  containing  an  expanded 
vocabulary  on  everyday  objects  and  common  verbs  and 
adjectives.  MWF  2:30-3:45  p.m. 
First  semester.  Mount  Holyoke  College  (4  credits) 

Asian  295.  Independent  Study  in  Arabic 

Designed  for  students  who  would  like  to  continue  their 
study  for  advanced  level,  those  who  come  back  from  the 
Middle  East,  and  those  who  have  Arabic  as  a  minor  or 
designed  major.  It  involves  extensive  reading,  writing 
and  translation  assignments.  Students  read  original 
texts,  get  media-based  materials  from  various  sites,  and 
listen  to  audio  live  reporting  from  various  TV  sites  on 
the  Web;  mainly  from  BBC,  aljazeera,  alArabiyya  and 
CNN.  This  is  a  demanding  course  recommended  for 
those  who  have  chosen  Arabic  to  be  part  of  their  future 
career.  (Time  to  be  arranged) 
First  semester.  Mount  Holyoke  College  (2-4  credits) 

Asian  131S.  Elementary  Arabic  II 

Continuation  of  Elementary  Arabic  I.  Students  will 
expand  their  command  of  basic  communication  skills, 
including  asking  questions  or  making  statements 
involving  learned  material.  Also,  they  will  expand  their 
control  over  basic  syntactic  and  morphological  prin- 


•ive  College  Course  I  offerings  bj  Five  College  Faculty 


ciples.  Reading  materials  (messages,  personal  notes, 
and  statements)  will  contain  formulaic  greetings,  cour- 
tesy expressions,  queries  about  personal  well-being. 
age.  family,  weather  and  time.  Students  will  also  learn 
to  write  frequently  used  memorized  material  such  as 
names,  forms,  personal  notes  and  addresses. 
Second  semester.  Mount  Holyoke  College  (4  credits) 

Arabic  233S.  Intermediate  Arabic  II 

This  course  continues  Elementary  Arabic  I,  studv  of 
modem  standard  Arabic.  It  covers  oral/aural  skills 
related  to  interactive  and  task-oriented  social  situa- 
tions, including  discourse  on  a  number  of  topics  and 
public  announcements.  Students  read  and  write  short 
passages  and  personal  notes  containing  an  expanded 
vocabulary  on  everyday  objects  and  common  verbs  and 
adjectives. 
Second  semester.  Mount  Holyoke  College  (4  credits) 

Asian  395.  Independent  Study  in  Arabic 
Same  as  Asian  295,  designed  for  students  who  would 
like  to  continue  their  study  for  advanced  level,  those 
who  come  back  from  the  Middle  East,  and  those  who 
haw  Arabic  as  a  minor  or  designed  major.  It  involves 
extensive  reading,  writing  and  translation  assignments. 
Students  read  original  texts,  get  media-based  materials 
from  various  sites,  and  listen  to  live  audio  reporting 
from  various  TV  stations  on  the  Web;  mainly  from  BBC. 
aljazeera.  alArabiyya  and  CNN.  This  is  a  demanding 
course  recommended  for  those  who  have  chosen  Arabic 
to  be  part  of  their  future  career.  (Time  to  be  arranged) 
Second  semester.  Mount  Holyoke  College  (2-4  credits) 

Asian/Pacific/American 
Studies 

Richard  Chu,  Assistant  Professor  of  History  (at  the 
University  in  the  Five  College  Program). 

Hist  111B.  Problems  in  World  Civilization  since  1500 
(HSG) 

The  goal  of  the  course  is  to  understand  the  develop- 
ment of  world  history  from  the  late  15th  century  to  the 
present.  In  order  to  provide  a  coherent  narrative  the 
course  will  focus  on  the  concept,  formation  and  effects 
of  empires.  We  will  use  this  central  theme  to  investigate 
concepts  including  race,  gender,  class,  colonialism, 
nationalism,  neo-colonialism  and  globalization. 


The  readings  of  the  course  focus  on  both  primary 
and  secondary  sources  in  order  to  better  analyze  and 
understand  the  diversin  of  the  norms,  societies,  and 
cultures  and  the  waj  they  change  over  time.  The 
course  work  will  emphasize  the  development  of  critical 
thinking  and  writing  skills.  Requirements  includ 
exams,  quizzes  and  a  final  research  paper  This  course 
fulfills  the  non-Western  requirement  for  history  majors 
and  the  historical  studies  and  global  perspective  por- 
tion of  the  general  education  program.  TtiTh  11:15 
a.m.-12:30p.m. 
First  Semester.  University 

Hist  259f-1.  "Empire,"  "Race"  and  the  Philippines: 
Indigenous  Peoples  vs.  the  Spanish,  U.S.,  and 
Japanese  Imperial  Projects 
Is  the  United  States  an  "empire"?  Today,  U.S.  political, 
military  and  economic  involvement  in  many  parts  of 
the  world  like  the  Middle  East  makes  this  an  urgent 
and  important  question.  This  course  addresses  the 
issue  of  American  imperial  power  by  examining  the 
history"  of  U.S.  colonization  of  the  Philippines,  during 
the  first  half  of  the  20th-century,  and  by  comparing  it 
with  that  of  two  other  imperial  powers — Spain  and 
Japan.  Themes  to  be  discussed  include  imperialism, 
colonialism,  religion,  ethnicity,  gender,  orientalism, 
nationalism,  post-colonialism,  neo-colonialism, 
crony  capitalism,  globalization  and  militarism. 
Requirements  include  two  exams  and  a  final  paper. 
TThu  2:45-3:55  p.m. 
First  Semester.  Mount  Holyoke  College 

Hist  253.  Asian/Pacific/American  History:  1850  to 
Present 

This  course  is  an  introductory  survey  course  in 
the  history  of  Asian/Pacific/  Americans  within  the 
broader  historical  context  of  U.S.  imperialism  in 
the  Asia-Pacific  region.  It  will  compare  and  contrast 
the  historical  experiences  of  specific  groups  of  the 
A/P/A  community;  namely,  those  of  Chinese,  Filipino, 
Japanese,  Korean,  Southeast  Asian  (Vietnamese, 
Cambodian  and  Hmong),  Asian  Indian  and  Pacific 
Islander  descent.  Thematicallv.  the  course  will  focus 
on  imperialism,  migration,  race  and  racism,  class, 
gender,  sexuality,  immigration,  colonialism,  post- 
colonialism,  nationalism,  ethnicity,  globalization 
and  transnationalism.  Discussions  will  emphasize  the 
complexity  and  diversity,  as  well  as  the  commonalities. 
of  certain  groups  of  A/P/A  community  affected  by 
American  imperialism  Till  11:15  a,m -12:30p.m. 
Second  Semester.  University 


390 


Five  College  Course  Offerings  by  Five  College  Faculty 


AMST  221.  Pacific  Empires  of  the  19th  and  20th 
Centuries  and  the  A/P/A  Communities:  The  Race  to 
World  Dominance  and  the  Domination  of  Race 

How  does  a  study  of  "empire"  help  us  understand  the 
history  of  migration,  and  vice  versa?  This  course  seeks 
to  examine  this  question  by  focusing  on  the  Pacific 
empires  of  the  19th  and  20th  centuries  as  they  relate 
to  the  diasporic  movements  of  Asian-Pacific  Islanders 
to  the  United  States.  The  presence  of  a  growing 
and  significant  Asian-Pacific-Islander  American 
community  in  the  United  States  in  the  last  150  years 
is  a  product  of  various  historical  forces,  but  courses 
and  studies  about  them  often  place  their  histories 
strictly  or  solely  within  the  boundaries  of  "American" 
studies.  This  course  will  link  their  lives  with  the  wider 
political  and  socio-economic  developments  in  their 
original  homelands  in  the  Asia-Pacific  region,  at  a 
time  when  European,  American,  and  Asian  (Chinese 
and  Japanese)  competed  for  world  dominance. 
Themes  to  be  discussed  include  imperialism,  racism, 
gender,  colonialism,  neo-  colonialism,  globalization, 
transnationalism  and  migration. 
Second  Semester.  Smith  College 

Dance 

Constance  Valis  Hill,  Associate  Professor  of  Dance  (at 
Hampshire  College  in  the  Five  College  Program). 

On  Sabbatical  leave  2006-07. 


English 


Jane  Degenhardt,  Assistant  Professor  of  English  (at  the 
University  in  the  Five  College  Program). 

Eng  891.  Early  Modern  Literature  as  Postcolonial 

This  seminar  explores  the  vexed  relationship  between 
postcolonial  criticism  and  early  modern  English 
literature,  with  an  emphasis  on  primary  texts  that 
either  explicitly  or  implicitly  deal  with  representations 
of  English  travel  and  with  eastern  and  New  World 
geographies.  Primary  texts  include  works  of  all  genres 
of  the  late  16th  and  early  17th  centuries.  Possible  texts 
include  Shakespeare's  The  Tempest  and  Marlowe's 
The  Jew  of  Malta;  poetic  works  by  Donne,  Milton,  and 
Spenser;  prose  narratives  such  as  Behn's  Oroonoko 


and  John  Smith's  description  of  Pocahontas,  and  travel 
narratives  compiled  by  Richard  Eden.  Richard  Hakluyt, 
and  Samuel  Purchas.  By  considering  secondary  works 
by  Homi  Bhabha,  Gayatri  Spivak,  Edward  Said,  Frantz 
Fanon,  Aime  Cesaire,  and  Ania  Loomba,  we  will  engage 
broader  questions  of  how  contemporary  theories  of  na- 
tion, empire,  race,  and  colonialism  might  illuminate 
or  distort  the  cultural  dynamics  of  early  modern  texts. 
TH1:00 
First  Semester.  University 

Eng  95-2.  Seminar  in  English  Studies:  "Renaissance 
Drama:  Past,  Present,  Future" 

This  course  approaches  the  Renaissance  stage  as  a  site 
of  experimentation  for  both  the  "old"  and  the  "new." 
We'll  explore  how  popular  plays  by  Shakespeare  and 
his  contemporaries  recuperated  old  stories,  genres  and 
tropes  from  the  classical  and  medieval  periods,  but  also 
how  the  stage  rejected  models  from  the  past  in  favor  of 
new  forms,  themes  and  desires.  How,  for  example,  did 
the  Renaissance  stage  revisit  and  refigure  templates 
from  the  medieval  and  classical  past  to  explore  new 
concerns  about  empire,  travel,  and  the  fixity  or  fluidity 
of  identity?  We'll  focus  in  particular  on  stories  of  cross- 
cultural  contact  and  conversion.  Readings  include 
plays  by  Shakespeare,  Marlowe,  Kyd  and  Massinger,  as 
well  as  selections  from  Chaucer's  Canterbury  Tales, 
Cervantes'  Don  Quixote,  a  medieval  mystery  play 
and  classical  mythology.  We'll  also  take  a  look  at  how 
Shakespeare  is  brought  into  the  "future"  in  films  such 
as  John  Madden  '$  Shakespeare  in  Love  and  Michael 
Radford's  The  Merchant  of  Venice.  T/TH  10:00-11:20 
First  Semester.  Amherst  College 

English  491.  Sex  and  Violence  in  the  Medieval  and 
Renaissance  Periods 

This  course  explores  the  exciting  and  varied  profusion 
of  sex  and  violence  in  medieval  and  early  modem  lit- 
erature. In  what  ways  do  sex  and  violence  go  together? 
Is  violence  an  intrinsic  part  of  "good"  sex,  and  is  it 
always  antithetical  to  "moral"  sex?  What  makes  the  ef- 
fect funny,  exciting,  scary  or  misogynistic?  We  will  cover 
a  broad  range  of  canonical  medieval  and  Renaissance 
texts  with  attention  to  issues  of  form,  genre  and  histori- 
cal context.  Primary  texts  include  Chaucer's  "The  Mill- 
er's Tale"  and  "The  Reeve's  Tale";  The  Lais  of  Marie 
de  France;  select  virgin  martyr  legends;  Shakespeare's 
The  Taming  of  the  Shrew  and  The  Rape  ofLucrece; 
Webster's  The  Duchess  ofMalfi;  selections  from  Spens- 


ave  College  Course  Offerings  by  Five  College  Faculty 


w 


er's  The  Faerie  Queen  and  Milton's  Paradise  Lost;  and 
short  poems  from  Donne.  Nashe  and  Caiew. 
Second  Semester.  University 

Eng  353.  English  Seminar:  Foreign  Geographies  on  the 
Early  Modern  Stage 

While  Shakespeare  and  his  contemporaries  were 
writing  plays  for  the  English  stage,  England  was 
advancing  its  position  on  the  world  stage  through 
overseas  exploration  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 
explores  a  range  of  popular  plays  by  John  Fletcher, 
Christopher  Marlowe,  Ihomas  Kvd.  Shakespeare. 
and  others  that  imagine  cross-cultural  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. 
Thurs  1-2:50  p.m. 
Second  Semester.  Smith  College 


Film/Video 


Baba  Hill  man,  Assistant  Professor  of  Video/Film 
Production  (at  Hampshire  College  in  the  Five  College 
Program). 

HACU  210.  Film/Video  Workshop  I 

This  course  teaches  the  basic  skills  of  film  production, 
including  camera  work,  editing,  sound  recording,  and 
preparation  and  completion  of  a  finished  work  in  film 
and  Video.  Students  will  submit  written  responses  to 
critical  readings  and  to  screenings  of  films  and  videos 
that  represent  a  range  of  approaches  to  the  moving 
image.  There  will  be  a  series  of  filmmaking  assign- 
ments culminating  in  an  individual  final  project  for 
the  class.  The  development  of  personal  vision  will  be 
stressed.  The  bulk  of  the  work  in  the  class  will  be  pro- 
duced in  16mm  format  Digital  video  and  non-linear 
editing  will  also  be  introduced.  A  $50  lab  fee  provides 
access  to  equipment  and  editing  facilities.  Students  are 
responsible  for  providing  their  own  film,  tape,  process- 
ing and  supplies.  There  are  weekly  evening  screenings 
or  workshops.  Prerequisite  courses  include  a  100-level 


course  ill  media  arts  (Introduction  to  Media  \rt\  Intro- 
duction to  Media  Production.  Introduction  to  Digital 
Photography  and  New  Media,  or  equivalent  and  must 
he  completed  and  not  concurrent  with  this  course.  I 
Tuesday  12:30- 3:20  pm 
First  Semester.  Hampshire  College 

Comm  393b.  Intermediate  Video  Production 

This  is  an  intermediate  video  production/theory  course 
for  students  interested  in  exploring  a  wide  range  of 
approaches  to  narrative,  documentary  and  experi- 
mental videomaking.  Students  will  gain  experience  in 
pre-production  and  postproduction  techniques  and  will 
learn  to  think  about  and  look  critically  at  the  moving 
and  still  image.  The  class  will  concentrate  on  the  devel- 
opment of  individual  approaches  to  directing,  perfor- 
mance, text,  sound  and  image.  Students  will  complete 
several  collaborative  and  individual  projects  for  the 
course  and  will  also  write  responses  to  critical  read- 
ings and  weekly  screenings.  The  course  will  include 
workshops  in  non-linear  editing,  cinematography  and 
lighting.  Admission  is  by  instructor  permission:  e-mail 
bhillman@hampshire.edu  for  an  application.  Wednes- 
day, 9:30  a.m.-noon 
First  Semester.  University 

HACU  287.  Performance  and  Directing  for  Film  and 
Video 

This  is  an  advanced  production/theory  course  for 
video  and  film  students  interested  in  developing  and 
strengthening  the  element  of  performance  in  their 
work.  How  does  performance  for  the  camera  differ  from 
performance  for  the  stage?  How  do  we  find  a  physical 
language  and  a  camera  language  that  expand  upon 
one  another  in  a  way  that  liberates  the  imagination' 
This  course  will  explore  perfonnance  and  directing  in 
their  most  diverse  possibilities,  in  a  context  specific  to 
film  and  videomakers.  The  class  will  emphasize  the 
development  of  individual  approaches  to  relation- 
ships between  performance,  text,  sound  and  image. 
We  will  discuss  visual  and  verbal  gesture,  variations  of 
approach  with  actors  and  non-actors,  dialogue,  nar- 
ration and  voice-over,  camera  movement  and  rhythm 
within  the  shot,  and  the  structuring  of  perfonnance 
in  short  and  long  fonn  works.  Students  will  complete 
three  projects  for  the  class.  Screenings  and  readings 
will  introduce  students  to  a  wide  range  of  approaches  to 
directing  and  perfonnance. 
Second  Semester.  Hampshire  College 


392 


Five  College  Course  Offerings  by  Five  College  Faculty 


Eng  89.  Production  Seminar  in  the  Moving  Image: 
Advanced  Video  Production 

This  is  an  advanced  production/theory  course  for  video 
students  interested  in  developing  and  strengthening 
the  elements  of  cinematography,  editing,  directing  and 
performance  in  their  work.  The  course  will  include 
workshops  in  non-linear  editing,  lighting,  sound  re- 
cording and  cinematography  The  class  will  emphasize 
the  development  of  individual  approaches  to  image, 
sound  and  text.  Students  will  complete  four  production 
assignments.  Weekly  screenings  and  critical  readings 
will  introduce  students  to  a  wide  range  of  approaches 
to  narrative,  documentary  and  hybrid  structures  within 
early  and  contemporary  film  and  videomaking.  We  will 
study  works  by  Louis  Feuillade,  Wong  Kar  Wai,  Apichat- 
pong  Weerasethakul,  Nagisa  Oshima,  and  Lucrecia 
Martel  among  others.  Readings  by  Gilles  Deleuze,  Ha- 
mid  Naficy,  Jane  Campion,  Guy  Debord  and  Maureen 
Turim  Prerequisite:  English  82,  Video  I  or  Introduction 
to  Media  Production.  Admission  with  consent  of  the 
instructor. 
Second  Semester.  Amherst  College 

Jenny  Perlin,  Visiting  Artist  in  Film  Studies  (at  Mount 
Holyoke  College  in  the  Five  College  Program). 

Eng  82.  Production  Workshop  in  the  Moving  Image 

The  topic  changes  each  time  the  course  is  taught.  In 
fall  2006  the  topic  will  be  "Now!  Artists  Respond  to 
Contemporary  Events:  Beginning  Video  Production;' 
This  beginning  video  production  course  investigates 
some  of  the  many  ways  artists  have  responded  to  con- 
temporary social  and  political  events  of  their  times. 
What  kinds  of  artistic  responses  cluster  around  major 
historical  points?  What  kinds  of  responsibility  must  we 
take  as  artists?  We  will  look  at  a  range  of  media  work 
from  Vertov'syJto  with  a  Movie  Camera  to  Rosler's 
Semiotics  ojthe  Kitchen;  from  experimental  films  and 
contemporary  blockbusters  to  online  activist  media 
projects.  This  is  a  beginning  production  course  that  will 
cover  the  basics  of  shooting,  lighting,  audio  and  digital 
editing.  Students  will  be  expected  to  create  works  that 
draw  from  and  respond  to  the  charged  and  challenging 
world  around  them. 
First  Semester.  Amherst  College 

FS  210.  Production  Seminar  in  the  Moving  Image 

This  beginning  video  course  is  an  intensive  introduc- 
tion to  digital  video  cameras,  microphones,  lights  and 
digital  video  editing.  The  "space"  section  investigates 


lenses,  zooms  and  basic  shooting  strategies.  In  the 
"silent"  section,  we  study  the  silent  film  genre,  view- 
ing historical  and  contemporary  works,  from  those 
who  worked  with  silence  and  piano  accompaniment 
to  those  who  deliberately  chose  not  to  add  any  sound 
to  their  films.  "Splicing"  looks  at  editing  as  a  primary 
locus  for  the  creation  of  meaning.  The  "sound"  section 
examines  audio  as  a  technical  aspect  of  video  produc- 
tion, as  well  as  an  aesthetic  world  with  a  life  of  its  own. 
The  course  requires  group  and  individual  production 
assignments  and  numerous  readings,  as  well  as  weekly 
evening  screenings.  Final  projects  entail  the  creation  of 
one  or  more  videos  of  your  own  devising.  Readings  will 
include  texts  by  Gunning,  Benjamin,  Vertov,  Murch, 
Doane,  Bresson,  Pudovkin,  Trinh  and  others.  Screen- 
ings will  include  Lumiere  Brothers,  Hitchcock,  Tajiri, 
Brakhage,  Melies,  Trinh,  Conner,  Kubelka,  Marker, 
Coppola,  Scorsese,  Vertov,  Deren,  and  more. 
First  Semester.  Mount  Holyoke  College 

FLS  282.  Real  Time:  Advanced  Video  Production 

This  advanced  video  production  course  will  look  at  the 
concept  of  "real  time"  in  film  and  video,  in  cinema, 
installation,  and  online  projects.  Students  will  be 
expected  to  give  presentations,  write  short  papers,  and 
work  independently  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  proficienqj  with  video 
production  and  digital  video  editing  prior  to  taking 
this  course.  Enrollment  by  instructor  permission  only 
(application). 
Second  Semester.  Smith  College 

FS-310.  Topics  in  "nonfiction":  Advanced  Video 
Production 

This  course  will  investigate  the  "nonfiction"  or  es- 
say film.  It  will  provide  a  framework  for  creating 
independent  videos  that  use,  challenge  and  expand 
documentary  forms.  We  will  read  texts  by  Trinh  T 
Minh-Ha,  Walter  Benjamin,  Su  Friedrich,  Harun 
Farocki  and  other's,  and  look  at  works  by  Greta  Snider, 
Trinh,  Farocki,  Matthias  MuTler,  Daniel  Eisenberg,  Su 
Friedrich,  Johann  Van  der  Keuken,  Chris  Marker  and 
many  others.  Students  will  develop  a  wide  range  of 
approaches  to  the  documentary  fomi,  through  in-class 
workshops,  assignments  and  independent  projects. 
Students  will  be  expected  to  give  presentations,  write 
short  papers  and  produce  one  or  more  independent 


?ive  College  Course  Offerings  b)  Five  College  Faculty 


and  collaborative  video  projects  over  the  course  of  the 
semester  Technical  workshops  will  be  given  on  a  proj- 
ect-by-project  basis.  Please  note:  this  is  not  a  software 
course.  Students  will  he  expected  to  haw  proficienq 
with  video  production  and  digital  video  editing  prior  to 
taking  this  course.  Enrollment  by  instructor  permission 
only  (application). 
Second  Semester.  Mount  Holyoke  College 


Geosciences 

/.  Michael  Rhodes.  Professor  of  Geochemistry  (at  the 
I  niversity  in  the  Five  College  Program). 

GEO  515.  X-Ray  Fluorescence  Analysis 

Theoretical  and  practical  application  of  X-ray  fluores- 
cence analysis  in  detennining  major  and  trace  element 
abundances  in  geological  materials.  Prerequisites: 
Analytical  Geochemistry,  or  consent  of  instructor. 
First  semester.  University 

Geo  591V.  Volcanology 

Systematic  discussion  of  volcanic  phenomena,  types 
of  eruptions,  generation  and  emplacement  of  magma, 
pnxlucts  of  volcanism,  volcanic  impact  on  humans, 
and  the  monitoring  and  forecasting  of  volcanic  events. 
Case  studies  of  individual  volcanoes  illustrate  principles 
of  volcanology;  particular  attention  to  Hawaiian, 
ocean-floor,  and  Cascade  volcanism. 
Second  semester.  University 

International  Relations 

Michael  T.  Klare.  Professor  of  Peace  and  World  Secu- 
rity Studies  (at  Hampshire  College  in  the  Five  College 
Program). 

SS-114T.  Global  Resource  Politics 

An  examination  of  the  international  politics  arising 
from  disputes  over  the  ownership  and  exploitation  of 
vital  natural  resources,  especially  oil.  water  and  land. 
The  course  will  consider  the  powerful  forces  being 
brought  to  bear  on  the  world's  resource  base,  includ- 
ing population  growth,  globalization,  unsustainable 
consumption  and  climate  change.  It  will  also  examine 
the  various  ways  in  which  states,  corporations  and  civil 
society  groups  are  responding  to  contemporary  resource 


disputes.  Each  student  will  select  a  particular  resource 

issue  to  stud)  in  depth. 

First  Semester.  Hampshire  College 

PolSci  392G.  Global  Resource  Politics 

An  intensive  examination  of  the  international  politics 

surrounding  disputes  over  the  ownership,  extraction 
ami  utilization  ot  vital  natural  resources,  especially  oil, 
water,  land,  timber  and  minerals.  The  course  will  assess 
the  growing  pressures  being  brought  to  bear  on  the 
world's  resource  base,  including  globalization,  popula- 
tion growth,  rising  consumption  and  climate  change. 
It  will  also  consider  the  various  ways  in  which  state  and 
non-state  actors  respond  to  resource  disputes,  includ- 
ing war,  adjudication,  conservation  and  innovation. 
Each  student  will  select  a  particular  resource  problem 
or  dispute  to  study  in  considerable  depth  and  prepare  a 
research  paper  on  that  topic. 
First  Semester.  University 

SS-234.  America  and  the  World:  The  Global  Debate 
Over  U.S.  Hegemony 

America  is  now  the  world's  only  superpower  and  will 
remain  so  for  some  time  to  come.  This  unique  situa- 
tion has  aroused  enormous  debate  both  at  home  and 
abroad  over  how  the  U.S.  should  wield  its  enormous 
power.  There  are  some  in  this  country  who  argue  that 
the  U.S.  should  use  its  power  unilaterally  and  to  Amer- 
ica's exclusive  advantage;  others  argue  that  the  U.S. 
refrain  from  using  force  except  when  sanctioned  bv  the 
international  community  This  course  will  examine 
and  assess  the  domestic  and  international  debates  over 
America's  international  role  and  look  at  particular 
aspects  of  American  foreign  policy.  Students  will  be 
expected  to  participate  in  policy  debates  on  America's 
response  to  various  international  issues  (proliferation, 
human  rights,  the  environment,  trade,  and  so  on)  and 
to  write  an  in-depth  paper  on  a  particular  problem  in 
foreign  affairs. 
Second  Semester.  Hampshire  College 

Gov  250.  Case  Studies  in  International  Relations 

The  development  and  application  of  theoretical 
concepts  of  international  relations;  examination 
of  historical  events  and  polio  decisions;  testing 
theories  against  the  realities  of  state  behavior  and 
diplomatic  practice.  In  Spring  2007,  the  course  will 
focus  on  the  growing  centralitv  of  Asia  in  international 
security  affairs.  In  particular,  we'll  focus  on  securin 


394 


Five  College  Course  Offerings  by  Five  College  Faculty 


issues  raised  by  China's  growing  economic  and 
military  power,  such  as  the  status  of  Taiwan,  nuclear 
negotiations  with  North  Korea,  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  of 
these  issues  for  the  United  States  and  to  investigate  a 
particular  problem  in  depth.  4  credits 
Second  Semester  Smith  College 

Jon  Western,  Assistant  Professor  of  International  Rela- 
tions (at  Mount  Holyoke  College  in  the  Five  College 
Program). 

IR  319f.  U.S.  Foreign  Policy,  Human  Rights  and 
Democracy 

Is  the  United  States  committed  to  promoting  democ- 
racy and  human  rights  abroad  or  just  advancing  its 
own  strategic  and  domestic  corporate  interests?  What 
influence  does  the  U.S.  have  on  the  development  of 
democracy  around  the  world  and  on  the  emergence 
of — and  compliance  with — international  human 
rights  conventions,  protocols  and  laws?  This  seminar 
begins  with  an  historical  overview  of  American  democ- 
racy and  human  rights  rhetoric  and  policies,  and  seeks 
to  uncover  the  range  of  political,  economic,  cultural 
and  geostrategic  motivations  underlying  U.S.  behavior. 
We  will  then  examine  American  foreign  policy  re- 
sponses to  contemporary  human  rights  and  democracy 
issues  as  they  relate  to  women,  regional  and  civil  vio- 
lence, state-sponsored  violence  and  repression,  develop- 
ment, globalization,  and  environmental  degradation 
and  resource  scarcity.  Throughout  the  semester  we  will 
examine  how  these  policies  have  influenced  events 
in  Latin  America,  East  Asia,  Eastern  Europe,  and  sub- 
Saharan  and  southern  Africa.  This  course  fulfills  the 
requirement  for  advanced  seminar  in  political  science. 
First  semester.  Mount  Holyoke  College 

SS  303.  American  Hegemony  and  Global  Politics  in  the 
21st  Century 

This  course  explores  how  decisions  and  strategic  posi- 
tioning by  the  United  States  will  influence  the  global 
security  climate  in  the  coming  decades.  It  begins  with 
a  broad  overview  of  the  global  security  environment 
and  the  nature  and  sources  of  American  power.  We 
will  explore  multiple  conceptions  of  American  power 


and  examine  the  role  of  American  exceptionalism 
and  liberal  ideals  as  a  basis  of  American  hegemony. 
The  course  will  then  critically  examine  the  effects  of 
American  power  as  it  relates  to  traditional  sources  of 
international  security  and  conflict  and  likely  trends  in 
WMD  proliferation,  terrorism,  economic  development, 
environmental  degradation,  resource  scarcity,  demo- 
graphic stress  and  global  public  health.  Previous  course 
work  in  world  politics  is  required 
First  semester.  Hampshire  College 

Pol  116.  World  Politics 

This  course  is  a  survey  of  contending  approaches  to 
the  study  of  conflict  and  cooperation  in  world  politics. 
Examines  key  concepts — including  balance  of  power, 
imperialism,  collective  security,  deterrence  and  inter- 
dependence— with  historical  examples  ranging  from 
the  Peloponnesian  War  to  the  post-Cold  War  world. 
Analyzes  the  emerging  world  order.  This  course  satisfies 
requirements  in  Social  Sciences  III-A:  Anthro,  econ, 
geog,  etc. 
Second  semester.  Mount  Holyoke  College 

To  Be  Determined 
Second  semester.  University 


Italian 


Elizabeth  H.  D.  Mazzocco,  Associate  Professor  of 
Italian  and  Director  of  the  Five  College  Center  for  the 
Study  of  World  Languages  (at  the  University  in  the  Five 
College  Program). 

First  Semester:  Teaching  Leave 

Italian  497  and  Italian  514.  II  Quattrocento:  fra 
I'umanesimo  e  la  fantasia 

Studieremo  il  mondo  culturale  del  Quattrocento  italia- 
no  tramite  due  opera  fondamentali  dell'epica  italiana: 
L  Orlando  Innamorato  di  Matteo  Maria  Boiardo  e  II 
Morgante  di  Luigi  Pulci.  Queste  opere,  oltre  ad  essere 
giocose  e  stimolanti,  rispecchiano  anche  le  condizioni 
storiche,  letterarie  e  filosofiche  delFepoca.  Le  opere 
saranno  lette  nel  contesto  storico  affinche  si  riesca  ad 
apprezzare  sia  il  loro  contenuto  che  l'ambiente  storico 
in  cui  furono  scritte. 
Second  Semester.  University 


Five  College  Course  Offerings  bj  Five  College  Faculty 


Music 

Bode  Omojola,  Assistant  Professor  of  Ethnomusicol- 
ogj  tat  Mount  Holyoke College  in  the  Five  College 

Program). 

MUS 166.  Introduction  to  Music  of  Africa 
This  introductory  course  concentrates  on  indigenous 
musical  traditions  from  different  parts  of  the  African 
continent.  Cross-cultural  features  as  well  as  regional 
varieties  are  examined.  A  major  objective  of  the  course 
is  to  facilitate  an  understanding  of  the  cultural  contexts 
within  which  African  musical  traditions  derive  their 
meaning  and  significance.  Relying  on  selected  live 
performances  as  well  as  recordings  of  instrumental  and 
vocal  idioms,  the  course  discusses  the  conceptual  and 
behavioral  aspects  of  music,  the  contexts  and  functions 
of  musical  performances,  musical  instruments  and 
vocal  styles,  the  training  and  status  of  musicians,  and 
the  stylistic  features  of  the  music.  4  credits:  enrollment 
limited  to  25.  T/TH  1:15-2:30 
First  Semester.  Mount  Holyoke  College 

HACU  257.  African  Popular  Music 

The  course  examines  modern  popular  musical  idioms 
in  Africa,  with  special  attention  to  those  that  evolved 
during  and  after  the  colonial  era.  Regional  examples 
like  the  West  Africa  "highlife".  the  East/Central  African 
"soukous",  North  African  "rai",  and  "mbaqanga"  from 
Southern  Africa  provide  the  basis  for  assessing  the 
significance  of  popular  music  as  a  creative  response  to 
the  dynamics  of  colonial  and  postcolonial  environment 
in  twentieth  century  Africa,  Themes  explored  include 
the  use  of  music  in  the  construction  of  social  identity, 
the  impact  of  social  and  political  structures  on  musical 
practice  as  well  as  the  interaction  of  local  and  global 
elements.  Discussions  rely  on  live  performances  and 
recordings.  MW  2:30-3:50. 
First  Semester.  Hampshire  College 

TBA 

Second  Semester.  Mount  Holyoke  College 

TBA 

Second  Semester.  University 


Russian,  East  European, 
Eurasian  Studies 

Sergey  Gtebov,  tesistanl  Professor ol  History  (at  Smith 
College  in  the  Five  College  Program). 

History  340.  Seminar:  How  Ideas  Can  Kill:  Women  and 
Men  in  the  Russian  Revolutionary  Movement 

How  does  political  terror  become  the  ultimate  means 
for  building  a  just  society?  How  do  selfless  idealists  and 
intellectuals,  women  and  men  alike,  who  dedicated 
their  lives  to  the  cause  of  bettering  the  social  world, 
become  merciless  executioners?  How  can  rational  and 
modern  revolutionaries — not  religious  fanatics! — 
fashion  their  lives  according  to  scenarios  prescribed  by 
books  of  revolutionary  prophets? 

The  seminar  explores  the  emergence  and  develop- 
ment of  the  Russian  revolutionary  movement  which 
culminated  in  the  creation  of  the  first  modern  Utopian 
state,  the  Soviet  Union.  As  we  look  at  different  figures  of 
the  revolutionary  movement  and  at  the  succession  of 
ideologies,  from  romanticism  to  populism,  socialism, 
anarchism,  and  finally.  Marxism  and  bolshevism  we 
will  try  to  explore  how  ideas  refracted  in  life  experiences 
of  individuals  and  how  historical  contexts — one's 
social  background,  gender,  or  biographical  trajec- 
tory— influenced  one's  political  motivations. 
One  of  the  central  foci  of  the  seminar  will  be  on  ex- 
perience of  women  in  the  revolutionary  movement, 
from  the  typical  '"wife  of  the  aristocratic  Decembrist" 
in  1825  to  the  radical  terrorists  of  the  People's  Will  in 
late  1970s  and  1880s.  We  are  going  to  investigate  how 
issues  of  liberation  and  emancipation  of  women  were 
interwoven  for  the  Russian  revolutionaries  with  ques- 
tions of  political  ideology  and  ultimately  made  subject 
to  the  overarching  goals  of  social  emancipation  of  "the 
people."  M  7-9:30  a.m. 
First  Semester.  Smith  College 

History  393p.  Empire-Building  in  Eurasia,  1552-1914 

This  course  will  introduce  students  to  the  emergence, 
development,  and  dissolution  of  one  of  the  last  great 
multinational  empires  in  the  world.  We  will  explore 
ways  in  which  the  Russian  empire  conquered,  incor- 
porated, and  ruled  over  dozens  of  national  and  ethnic 
groups,  as  well  ;is  pay  attention  to  diverse  cultures  and 
traditions  developed  by  different  peoples  of  the  Russian 
empire.  .As  a  result  of  this  course,  students  will  gain 


396  Five  College  Course  Offerings  by  Five  College  Faculty 

greater  understanding  of  how  multinational  states 
managed  diversity  and  how  empires  were  built  and 
maintained.  They  will  gain  insights  into  contemporary 
theorizing  of  modern  nationalism  and  will  be  better 
suited  to  navigate  themselves  in  the  often  complex 
situation  of  the  post-Soviet  world.  The  students  will 
also  learn  about  colonialism  and  "Orientalism," 
mobile  diasporas,  and  supranational  institutions. 
Finally,  they  will  be  tempted  to  think  of  the  history  of 
multinational  empires  as  a  model  of  world  history,  and 
explore  parallels  between  modernization  processes  in 
the  Russian  empire  and  globalization.  T  TH  2:30-3:45 
p.m. 
First  Semester.  University 

History  247  (L).  Aspects  of  Russian  History 

Topic:  Affirmative  Action  Empire:  Soviet  Experiences 
of  Managing  Diversity.  How  the  Communist  rulers 
of  the  Soviet  Union  mobilized  national  identities  to 
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/S}  TTH  10:30-11:50  a.m. 
Second  Semester.  Smith  College 

RES  131s  (01).  Introduction  to  Peoples  and  Cultures  of 
Eurasia 

Explores  the  past  and  present  of  the  diverse  peoples  and 
cultures  inhabiting  the  territory  once  dominated  by  the 
Russian  Empire  and  the  Soviet  Union.  How  has  this 
region  been  imagined  and  mapped?  How  useful  are 
conventional  definitions  of  the  boundary  between  "Eu- 
rope" and  "Asia"?  What  is  meant  by  "Eastern  Europe," 
"Central  Europe,"  and  "Eurasia"?  Topics  to  be  consid- 
ered will  include  the  struggle  for  a  usable  past  and  the 
emergence  of  national  identity;  techniques  of  imperial 
rule  and  colonial  domination;  formation  and  dissemi- 
nation of  knowledge  about  Eurasia;  cultural  traditions 
of  the  region.  Designed  to  help  students  navigate  the 
world  of  post-Soviet  and  post-socialist  Eurasia. 
Second  Semester.  Mount  Holyoke  College 


39y 


Five  College  Certificate  in 
African  Studies 


The  Five  College  African  Studies  Certificate  Program 
allows  students  on  each  of  the  five  campuses  to  develop 
a  concentration  of  study  devoted  to  Africa  that  comple- 
ments any  major.  The  certificate  course  of  study  is 
based  on  six  courses  on  Africa  to  be  selected  with  the 
guidance  and  approval  of  an  African  studies  certificate 
program  advisee 

Five  College  Certificate 
Program 

Requirements  in  Detail: 

A.  Six  courses,  chosen  from  at  least  four  different 
disciplines  or  programs:  (Each  course  should  carry  at 
least  three  semester  credits  and  its  content  should  be  at 
least  50%  devoted  to  Africa  per  se) 

1 .  History.  Minimum  of  one  course  providing  an  intro- 
ductory historical  perspective  that  surveys  the  entire 
African  continent; 

1.  Social  Science.  Minimum  of  one  course  on  Africa  in 
the  social  sciences  (i.e..  Anthropology.  Economics, 
Geography,  Political  Science,  Sociology); 

3.  Arts  and  Humanities.  Minimum  of  one  course  on 
Africa  in  the  fine  arts  and  humanities  (i.e.  Art, 
Folklore,  History,  Literature,  Music,  Philosophy; 
Religion). 

B.  Language  Requirement:  Proficiency  through  the 
level  of  the  second  year  in  college,  in  an  indigenous  or 
colonial  language  of  Africa  other  than  English.  This 
requirement  maybe  met  by  examination  or  course 
work;  such  language  courses  may  not  count  towards 
the  six  courses  required  in  Section  A. 

C.  Further  Stipulations: 

1 .  No  more  than  three  courses  in  any  one  discipline  or 
program  may  count  toward  the  six  required  in  Sec- 
tion A. 

2.  A  certificate  candidate  may  present  courses  taken 
in  Africa,  but  normally  at  least  three  of  the  required 


courses  must  be  taken  in  the  Five  Colleges. 

3.  A  candidate  must  earn  a  grade  of  B  or  better  in  every 
course  for  the  certificate;  none  may  be  taken  on  a 
pass/fail  basis. 

4.  Unusual  circumstances  may  warrant  substitut- 
ing certificate  requirements;  therefore  a  candidate 
through  her/his  African  Studies  Faculty  Adviser  may 
petition  the  Faculty  Liaison  Committee  (the  Five 
College  committee  of  certificate  program  advisers) 
at  least  one  full  semester  before  graduation  for 
adjustments  in  these  requirements.  A  successful 
petition  will  satisfy  the  interdisciplinary  character  of 
the  certificate  program. 

D.  Recommendations: 

1 .  Students  are  encouraged  to  spend  a  semester  or 
more  in  Africa.  Study  abroad  opportunities  currently 
available  through  the  Five  Colleges  include  Uni- 
versity of  Massachusetts  programs  at  the  American 
University  in  Cairo,  Egypt;  the  University  of  Fort 
Hare,  South  Africa;  Mount  Holyoke  College  Program 
in  Senegal  at  l'Universite  Cheikh  Anta  Diop,  Dakar; 
and  independent  programs  approved  by  each  col- 
lege. Admission  to  these  exchange  programs  is  open 
to  qualified  students  from  all  five  colleges.  Further 
information  about  these  and  other  Africa  programs 
is  available  at  the  college's  study  abroad  office. 

2.  Students  are  encouraged  to  complete  their  certifi- 
cate program  with  an  independent  study  project  that 
integrates  and  focuses  their  course  work  in  African 
studies. 

For  further  details,  consult  one  of  the  Smith  College 
advisers: 

Elliot  Fratktn,  Department  of  Anthropology 
Elizabeth  Hopkins,  Department  of  Anthropology 
Katumm  Mule.  Comparative  Literature  and  Afro- 
American  Studies 

(Marine  Neu  bury,  1  )epartment  of  Government 
David  Newbury,  Department  of  History 
Louis  Wilson,  Department  of  Afro-American  Studies 


Five  College  Certificate  in 
Asian/Pacific/American  Studies 


Mission  Statement 

The  Five  College  Asian/Pacific/American  Studies  Certif- 
icate Program  enables  students  to  pursue  concentrated 
study  of  the  experiences  of  Asians  and  Pacific  Islanders 
in  the  Americas.  Through  courses  chosen  in  consulta- 
tion with  their  campus  program  adviser,  students  can 
learn  to  appreciate  APA  cultural  and  artistic  expres- 
sions, understand  and  critique  the  racial  formation  of 
Asian/Pacific/Americans,  and  investigate  how  interna- 
tional conflicts,  global  economic  systems  and  ongoing 
migration  affect  APA  communities  and  individuals  and 
their  intersections  with  others.  Drawing  upon  diverse 
faculty,  archival  and  community-based  resources,  the 
Five  College  program  in  Asian/Pacific/American  Stud- 
ies encourages  students  not  only  to  develop  knowledge 
of  the  past  experiences  of  Asian/Pacific/Americans,  but 
also  to  act  with  responsible  awareness  of  their  present 
material  conditions. 


Requirements 


A.  A  minimum  of  seven  courses,  distributed  among 
the  following  categories.  (As  always,  to  be  counted 
toward  graduation,  courses  taken  at  another  campus 
must  be  approved  by  campus  advisers.) 

1.  One  foundation  course.  Normally  taken  during  the 
first  or  second  year,  this  course  offers  an  interdisci- 
plinary perspective  on  historical  and  contemporary 
experiences  of  Asian/Pacific/Americans.  Attention 
will  be  paid  to  interrogating  the  term  Asian/Pacific/ 
American  and  to  comparing  different  APA  popula- 
tions distinguished,  for  example,  by  virtue  of  their 
different  geographical  or  cultural  derivations,  their 
distribution  within  the  Americas,  and  their  historical 
experience  of  migration. 

2.  At  least  five  elective  courses.  Students  must  take  at 
least  one  course  from  each  of  the  following  catego- 


ries. (Three  of  these  five  courses  should  be  chosen 
from  among  the  core  courses  and  two  may  be  taken 
from  among  the  component  courses.) 

a)  Expressions.  These  courses  are  largely  devoted  to 
the  study  of  APA  cultural  expression  in  its  many 
forms. 

b)  U.S.  Intersections.  These  courses  are  dedicated 
substantially  to  the  study  of  Asian/Pacific/Ameri- 
cans but  are  further  devoted  to  examining  inter- 
sections between  APA  experiences  and  non-APA 
experiences  within  the  United  States. 

c)  Global  Intersections.  These  courses  have  their 
focus  outside  the  United  States  but  offer  special 
perspectives  on  the  experiences  of  Asian/Pacific/ 
Americans. 

3.  Special  Project.  Normally  fulfilled  in  the  third  or 
fourth  year,  this  requirement  involves  the  comple- 
tion of  a  special  project  based  on  intensive  study  of 
an  Asian/Pacific/American  community,  historical 
or  contemporary,  either  through  research,  service- 
learning  or  creative  work  (e.g.,  community-based 
learning  project,  action-research,  internship, 
performing  or  fine  arts  project).  Normally  the 
requirement  will  be  fulfilled  while  enrolled  in  an 
upper-level,  special  topics  or  independent  study 
course,  although  other  courses  may  be  used  subject 
to  approval  of  the  campus  program  adviser.  Projects 
should  include  both  self-reflective  and  analytic  com- 
ponents. Students  fulfilling  this  requirement  will 
meet  as  a  group  at  least  once  during  the  semester 
to  discuss  their  ongoing  projects,  and  at  the  end  of 
the  semester  to  present  their  completed  projects  at 
a  student  symposium  or  other  public  presentation. 
Students'  plans  for  completing  the  requirement 
should  be  approved  by  a  campus  program  adviser  in 
the  previous  semester. 


Five  College  Certificate  in  Asian/Pacific/American  Studies 


599 


B.  Further  Stipulations 

•  Grades:  Students  must  receive  the  equivalent  of  a 
"H"  grade  or  better  in  all  courses  counted  toward 
the  certificate.  I  In  the  case  of  Hampshire  students 
taking  courses  at  Hampshire,  "B"  equivalence  will 
be  determined  by  the  Hampshire  program  adviser, 
based  on  the  written  evaluations  supplied  by  course 
instructors.) 

•  Courses  counted  toward  satisfaction  of  campus- 
based  major  requirements  may  also  he  counted 
toward  the  Five  College  Certificate. 

•  No  course  can  be  counted  as  satisfying  more  than 
one  certificate  distribution  requirement. 

•  Courses  taken  abroad  may  be  used  to  fulfill  the 
distribution  requirement  with  the  approval  of  the 
campus  program  adviser. 

C.  Recommendation 

•  Students  are  encouraged  to  attain  some  proficiency 
in  at  least  one  language  other  than  English,  espe- 
cially if  such  proficiency  facilitates  the  completion 
of  the  Special  Project  component  of  the  Certificate 
Program.  While  English  is  sufficient  and  appropri- 
ate for  the  completion  of  many  projects  involving 
Asian/Pacific/American  communities,  many  sources 
and  communities  can  be  consulted  only  through 
other  languages. 


Administration  and 
Advisement 

Each  year,  each  campus  will  designate  two  or  more 
faculty  members  to  advise  students  seeking  the  Five 
College  Certificate  in  Asian/Pacific/American  Studies. 
These  advisers  will  constitute  the  Five  College  Asian/ 
I 'aci  lie/American  Studies  Certificate  Program  Com- 
mittee and  will  review  and  approve  applications  for  the 
certificate  in  spring  semester  of  the  senior  year.  Upon 
the  committee's  certification  that  a  student  has  com- 
pleted all  requirements  of  the  program,  the  committee 
will  notify'  the  registrar  at  the  student's  campus  so  that 
award  of  the  certificate  can  be  noted  on  the  official 
transcript.  Students  completing  program  requirements 
will  also  receive  a  certificate  recognizing  their  achieve- 
ment. 

Smith  College  Advisers: 

Floyd  Cheung,  Department  of  English  and  American 

Studies  Program 

Peter  N.  Gregory,  Department  of  Religion  and  East 

Asian  Studies  Program 

Bill  E.  Peterson,  Department  of  Psychology 


400 


Five  College  Buddhist  Studies 
Certificate  Program 


Because  Buddhist  Studies  is  an  interdisciplinary 
field — straddling  anthropology,  art  history,  Asian  stud- 
ies, history,  language  study,  literary  and  textual  studies, 
philosophy  and  religious  studies — students  are  often 
unaware  of  the  integrity  of  the  field  or  of  the  range  of 
resources  available  for  its  study  in  the  valley. 

Each  student  pursuing  the  Buddhist  Studies  certificate 
will  choose,  in  consultation  with  the  Buddhist  Studies 
adviser  at  his/her  college,  a  course  of  study  compris- 
ing no  fewer  than  seven  courses.  At  least  five  of  these 
courses  should  be  drawn  from  the  Buddhist  Studies 
courses  listed  below  (list  subject  to  modification  from 
year  to  year).  1\vo  others  may  be  drawn  from  this  list  or 
may  be  chosen  from  elsewhere  in  the  Five  Colleges  to 
support  the  student's  Buddhist  Studies  program  from 
other  disciplinary  perspectives.  Each  proposed  course  of 
study  must  be  approved  by  the  coordinating  committee 
for  the  Buddhist  Studies  certificate. 

For  students  who  may  wish  to  pursue  a  certificate  in 
Buddhist  Studies  as  preparation  for  graduate  study  in 
this  field,  we  strongly  recommend  the  study  of  at  least 
one  canonical  language  (Sanskrit,  Pali,  Chinese  or 
Tibetan)  and/or  the  modern  language  of  at  least  one 
Buddhist  culture  (especially  for  those  who  have  an 
ethnographic  interest  in  Buddhism).  Up  to  two  courses 
in  a  relevant  language  can  count  towards  the  certifi- 
cate, although  we  strongly  encourage  these  students 
to  continue  language  study  beyond  the  first-year  level. 
Language  study  is  not  required,  however. 


List  of  Requirements: 

1.  The  certificate  must  be  comprised  of  at  least  seven 

courses,  at  least  one  of  which  must  be  at  an  ad- 
vanced level  (200  or  300  at  Hampshire,  300  or 
above  at  Mt  Holyoke,  Smith  or  UMass;  comparable 
upper-level  courses  at  Amherst). 

2.  Students  must  take  at  least  one  course  in  three  dif- 
ferent disciplines  of  Buddhist  Studies  (anthropology, 
art  history,  Asian  studies,  philosophy,  religious  stud- 
ies, etc.). 

3.  Students  must  take  at  least  one  course  addressing 
classical  Buddhism  and  one  course  addressing 
contemporary  Buddhist  movements  (19th— 21st 
Century),  and  they  must  study  Buddhism  in  at  least 
two  of  the  following  three  geographical  areas:  South 
and  Southeast  Asia,  East  Asia  and  the  Tibeto-Hima- 
layan  region. 

4.  Up  to  two  canonical  or  appropriate  colloquial  Asian 

language  courses  may  count  towards  the  certificate. 

5.  Students  must  receive  a  grade  of  at  least  "B"  in  each 
course  counting  towards  the  certificate. 

6.  Courses  must  be  of  three  credit-hours  or  more  to 
count  towards  the  certificate. 

7.  Courses  taken  abroad  or  outside  the  Five  Colleges 

may  count  towards  the  certificate  only  if  they 
would  be  approved  for  credit  towards  the  major  in 
the  appropriate  department  of  the  student's  home 
institution. 


8.  Exceptions  to  these  requirements  by  petition. 


K)l 


Five  College  Coastal  and  Marine 
Sciences  Certificate  Program 


The  Five  College  Coastal  and  Marine  Sciences 
(FCC&MS)  Certificate  enables  students  to  seled  from  a 
varietj  of  courses  In  marine  sciences,  including  coastal 
and  marine  ecology/geology;  resource  management 
and  public  policy,  oceanography,  and  coastal  engineer 
ing  to  create  a  concentration  of  studj  Smith,  Mount 
Holyoke,  and  Hampshire  Colleges  and  the  University 
of  Massachusetts  currentl)  award  certificates.  I  nder 
the  guidance  of  faculty  ad\  isers  on  each  campus,  stu 
dents  choose  a  progressive  series  of  courses  available 
within  the  five  campuses  and  in  academic  off  campus 
programs  (e.g.,  Sea  Education  Association,  School  for 
Field  Studies.)  Some  of  these  courses  musl  have  an 
intensive  field  component  so  thai  students  obtain  com 
petence  in  field  studies.  Students  must  also  participate 
in  a  "capstone"  independent,  marine  related  research 
project  that  counts  toward  the  certificate. 

Students  interested  in  working  toward  the  certificate 
select  a  faculty  advisorwho  reviews  and  approves  the 
program  of  Study  proposed  hv  the  student  to  ensure  a 
strong  concentration  in  marine  sciences,  as  well  as  the 
necessary  field  experience. 

Faculty  advisers  and  FCC&MS  steering  committee 
members  (*)  are: 

Hampshire  College:  Charlene  D'Avanzo*,  Steve  Root' 
Mount  Holyoke  College:  Jill  Bubier*,Stan  Rachcotin, 

\l  Werner 
Smith  College:  C.  John  Burk.  II.  Allen  Cumin*,  Paulette 

Peckol*,L  David  Smith 
Universitj  of  Massachusetts:  Bruce  Byers*,  Paul 

Godfrey,  Francis Juanes*,  Mark  Leckie11 

Requirements  for  the  Certificate 

I    \  minimum  of  six  courses,  with  at  least  onecourse 
ill  each  of  the  following  categories 

a.  Marine  biodiversitj 

b.  Marine  and  coastal  ecologj 

c.  Marine  geology,  chemistry,  and  other  related 

sciences 

d.  Resource  management  and  public  poliq 


\t  least  three  of  the  courses  must  he  aho\e  the  intnxluc 
ton  level. 

Each  student  must  show  competent  in  field  studies 
h\  either  completing  a  course  with  a  field  component 
or  h\  participating  in  an  intensive  Five  College  held 
COUBe  or  approved  semester  awaj  program  (e.g  .  Sea 
Semester,  School  for  Field  Studiessemesterwithcoast.il 
settings). 

Students  must  receive  a  "B"  grade  or  better  for  all 
courses  contributing  to  the  Certificate  requirements 

\d\  isoiS  of  I  lampshire  College  students  will  determine 
the  grade  "IV  equivalent,  based  on  written  e\aluations 
supplied  In  course  instructors, 

2.  Completion  of  an  independent,  marine  related 
research  project  through  an  internship,  thesis.  Divi 
sion  ill  project,  independent  study,  or  other  activity 
acceptable  to  their  home  campus  ad\  iser. 

3.  Completion  of  the  application  form  tor  the 
certificate 

The  campus  program  adviser  submits  the  completed 

application  ami  a  transcript  to  the  FCC&MS  Steering 
committee.  After  the  committee  certifies  that  a  student 
has  completed  all  program  requirements,  Five  Colleges, 
Inc.,  contacts  campus  registrars  so  the  certificate  can  he 
noted  on  the  official  transcript  Eligible  students  receive 
a  certificate  recognizing  their  achievement. 


402 


Five  College  Certificate  in  Culture 
Health  and  Science 


The  Five  College  Certificate  in  Culture,  Health  and  Sci- 
ence complements  a  traditional  disciplinary  major  by 
allowing  students  to  deepen  their  knowledge  of  human 
health,  disease,  and  healing  through  an  interdisciplin- 
ary focus.  Under  the  guidance  of  faculty  program  ad- 
visers on  each  campus,  students  choose  a  sequence  of 
courses  available  within  the  five  campuses,  and  identify 
an  independent  research  project  that  will  count  toward 
the  certificate.  The  certificate  represents  areas  of  study 
critical  to  understanding  health  and  disease  from  a 
biocultural  perspective: 

I.  Overviews  of  biocultural  approaches:  covering 
biocultural  and  comparative  approaches  to  human 
health  and  disease. 

II.  Mechanisms  of  disease  transmission:  mechanisms 
of  health  and  disease  growth  and  transmission 
within  individuals  and  populations. 

III.  Population,  health  and  disease:  the  relationship 
among  social,  behavioral,  economic  and  other 
aggregate  population  forces  and  human  health  and 
disease. 

IV.  Healers  and  treatment:  the  organization,  interpreta- 
tion, and  function  of  healers  and  treatment. 

V.  Ethics  and  philosophy:  structures  of  knowledge 
about  health  and  health  care  decision-making, 
including  ethical  and  philosophical  issues. 

VI.  Research  design  and  analysis:  concepts  of  evidence, 
data  collection,  research  ethics,  measurement,  and/ 
or  analvsis. 


Requirements: 

The  Five  College  Certificate  in  Culture,  Health,  and 
Sciences  consists  of  seven  courses  with  a  grade  of 
"B"  or  better,  with  at  least  one  course  in  each  of  the 
six  categories.  No  course  may  be  used  to  satisfy  more 
than  one  category.  At  least  four  of  the  courses  must 
be  above  the  introductory  level.  Students  are  urged  to 
begin  with  courses  in  Categories  I  and  II,  and  to  take 
courses  in  Category  II  that  will  expose  them  to  knowl- 
edge of  health  and  disease  processes  at  the  level  of  the 
population  as  well  as  the  individual  or  sub-organism 
levels.  Students  must  also  complete  an  independent 
research  project  through  an  internship,  thesis,  Division 
III  project,  course  project,  independent  study,  or  other 
activity  acceptable  to  their  local  campus  adviser.  At 
the  discretion  of  the  campus  adviser,  courses  from  the 
student's  major  can  count  toward  the  certificate.  Cer- 
tificate students  are  strongly  urged  to  take  at  least  four 
semesters-or  its  equivalent-  of  a  second  language.  Such 
language  training  may  be  required  for  students  seeking 
internships  and  summer  research  positions  available 
through  the  Program. 

For  further  details  consult  the  Smith  College  represen- 
tative: 
Suzanne  Z.  Gottschang,  Department  of  Anthropology. 

http://www.fivecolleges.edu/sites/chs/index.php 


tlh 


Five  College  Certificate  in 
International  Relations 


The  International  Relations  Certificate  Program  offers 
an  opportunity  for  students  to  pursue  an  interest  in 
international  affairs  as  a  complement  to  their  majors. 
The  program  provides  a  disciplined  course  of  study 
designed  to  enhance  the  understanding  of  the  complex 
international  processes — political,  economic,  social, 
cultural,  and  environmental — that  are  increasingly 
important  to  all  nations.  The  Five  College  Certificate  in 
International  Relations  essentially  parallels  the  Smith 
College  Minor  in  International  Relations.  They  differ  in 
the  former's  inclusion  of  language  and  grade  require- 
ments and,  of  course,  its  conduct  under  the  rubric  of 
Five  College  cooperation. 

The  Certificate  Program  consists  of  a  minimum  of 
eight  courses  covering  the  following  areas  of  study: 

1 .  Introductory  world  politics; 

2.  Global  institutions  or  problems; 

3.  The  international  financial  and/or  commercial 
system; 

4.  A  modern  (post- 181 5)  history  course  relevant  to  the 
development  of  international  systems; 

5.  Contemporary  U.S.  foreign  policy; 

6.  A  contemporary  foreign  language  up  to  a  profi- 
ciency level  of  the  second  year  of  college; 

7.  T\vo  courses  on  the  politics,  economy,  and/or  society 
of  foreign  areas,  of  which  one  must  involve  the 
study  of  a  developing  region. 

A  complete  list  of  the  Five  College  courses  for  each  of 
the  seven  requirements  is  available  at  wwwmtholy- 
oke.edu/acad/intrel/5col/homepage.htm.  Not  every 
Five-College  course  is  accepted  at  Smith  for  degree 
credit;  students  should  consult  with  their  advisers  as 
to  whether  particular  courses  are  acceptable  for  Smith 
and  certificate  credit. 


No  more  than  four  of  these  courses  in  any  one  depart- 
ment can  be  counted  toward  the  certificate,  and  no 
single  course  can  satisfy  more  than  one  requirement. 
Students  who  complete  the  required  courses  with  a 
grade  of  B  or  better  (no  pass/fail  options)  will  receive 
the  certificate. 

There  is  at  least  one  adviser  on  each  campus  for  the 
International  Relations  Certificate: 

Amherst  College:  Javier  Corrales,  Pavel  Machala,  Ronald 
Tiersky,  William  Taubman,  Political  Science 

Hampshire  College:  Michael  Klare,  Peace  and  World  Se- 
curity Studies;  Fred  Weaver,  Social  Science 

Mount  Holyoke  College:  Vincent  Ferraro,  Politics;  Sohail 
Hashmi,  International  Relations;  Kavita  Khory,  Politics; 
Jon  Western,  International  Relations 

Smith  College:  Mlada  Bukovansky,  Steven  Goldstein, 
Jacques  Hymans,  Gregory  White 

UMass:  James  DerDerian,  Political  Science;  Stephen 
Pelz,  History;  Eric  Einhorn,  Political  Science;  Peter 
Haas,  Political  Science;  M.J.  Peterson,  Political  Science 


404 


Five  College  Certificate  in  Latin 
American  Studies 


The  Five  College  Certificate  in  Latin  American  Stud- 
ies offers  students  the  opportunity  to  show  an  area  of 
specialization  in  Latin  American  Studies  in  conjunc- 
tion with  or  in  addition  to  their  majors.  The  program 
provides  a  disciplined  course  of  study  allowing  students 
to  draw  on  the  rich  resources  of  more  than  50  Latin 
Americanist  faculty  members  in  the  Five  College  area 
and  is  designed  to  enhance  students'  understanding  of 
the  complex  region  that  comprises  contemporary  Latin 
America. 

Minimum  course  requirements  (minimum  of  three 
credits  each): 

1 .  A  broadly  based  introductory  course  providing  an 
overview  of  the  social  and  political  history  of  Latin 
America  (such  as  History  260/261); 

2.  One  course  in  the  humanities,  including  courses 
focusing  on  Latin  American  culture  from  the  pre- 
Columbian  period  to  the  present  (such  as  art,  art 
history,  dance,  film,  folklore,  literature,  music,  reli- 
gion, and  theatre); 

3.  One  course  in  the  social  sciences  including  anthro- 
pology, economics,  geography  political  science,  and 
sociology,  that  offers  substantial  attention  to  Latin 
America  and/or  the  Caribbean; 

4.  Four  other  courses  which  should  be  more  advanced 
and  more  specific  in  focus; 

5  A  seminar  which  gives  the  student's  course  work  in 
Latin  American  Studies  an  interdisciplinary  force. 


Other  requirements: 

1.  Proficiency  in  Spanish  or  Portuguese  through  the 
level  of  the  fourth  semester  of  college  language 
study.  Students  must  take  one  of  these  languages  to 
the  intermediate  level  and/or  demonstrate  in  an 
interview  the  ability  to  conduct  a  normal  conversa- 
tion and  read  and  interpret  a  text. 

2.  Students  must  receive  a  grade  of  B  or  better  in  even- 
course  that  qualifies  for  the  minimum  certificate 
requirement. 

At  least  three  of  the  eight  courses  must  be  taken  either 
at  another  of  the  five  colleges  or  be  taught  by  a  faculty 
member  not  of  the  student's  own  institution. 

The  certificate  adviser  on  each  campus  is  the  director  of 
the  Latin  American  studies  program  at  that  campus  or 
another  individual  designated  by  that  body 


4H- 


Five  College  Certificate  Program 

in  Logic 


"How  critical  is  logic?  I  will  tell  you:  in  even'  comer  of 
the  known  universe,  you  will  find  either  the  presence  of 
logical  arguments  or.  more  significantly,  the  absence." 
—  Y.  K.  Samadar 

Logic  is  a  part  of  even-  discipline.  There  is  reasoning 
in  every  field  of  inquiry.  There  are  rules  behind  every 
work  of  art.  behind  even  natural  language.  There  is 
inference  in  even  intelligence,  human  and  inhuman. 
Every  issue  of  law  and  public  policy  bends  to  the  power 
of  logic. 

The  study  of  logic  itself  is  thus  of  the  greatest 
importance.  The  Logic  Certificate  Program  brings  to- 
gether aspects  of  logic  from  different  regions  of  the  cur- 
riculum: Philosoph\.  Mathematics.  Computer  Science, 
and  Linguistics.  The  program  is  designed  to  acquaint 
students  with  the  uses  of  logic  and  initiate  them  in  the 
profound  mysteries  and  discoveries  of  modern  logic. 

The  basic  requirement  for  the  logic  certificate  is  six 
courses  from  the  list  of  Five  College  logic  courses. 

No  more  than  four  courses  can  be  counted  towards 
the  certificate  from  any  single  discipline  (philosophy, 
linguistics,  mathematics,  computer  science). 

At  least  two  courses  must  be  taken  at  an  advanced 
level  (500  or  above  at  I  Mass.  300  or  above  at  Smith, 
Hampshire  or  Mt  Holyoke,  30  or  above  at  Amherst). 

At  least  one  course  should  expose  students  to  the 
basic  metatheory  of  first  order  logic  including  incom- 
pleteness. Courses  satisfying  this  requirement  include: 

I    Smith.  Philosophy  220 

;    Amherst.  Math  34 
(Mass.  Philosophy  514 
Mount  Holyoke,  Philosophy  327 

;    Students  must  receive  grades  of  at  least  'B'  in  each 
i    course  counting  towards  the  certificate. 

For  a  complete  list  of  courses  fulfilling  certificate  re- 
quirements, consult  the  program  website,  listed  with 
other  certificate  programs  at  the  Five  College  website 
(\u\A\.fi\  ecolleges.edu) .  Or  consult  a  program  advisor 


(Alexander  George.  Philosophy.  Dan  Velleman,  Math- 
ematics ) 

Complete  list  of  logic  courses: 

Introductory-  symbolic  logic  courses: 
Smith.  Logic  100.  Philosophy  202 
Amherst,  Philosophy  13 
UMass,  Philosophy  110 

Critical  thinking  courses: 
U  ass,  Philosophy  192R 

Mount  Holyoke,  Philosophy  210 

Introductory  symbolic  logic  for  mathematics  students: 

Amherst,  Math  34 

UMass,  Philosophy  513, 514 

Mount  Holyoke,  Philosophy  225 

Incompleteness: 

Smith,  Philosophy  220 
Amherst.  Math  34 
UMass,  Philosophy  514 
Mount  Holyoke,  Philosophy  327 

Various  topics  in  logic  and  philosophy: 
Smith,  Philosophy  203 

Amherst,  Philosophy-  50 

UMass,  Philosophy  310, 511, 512, 594, 710 

Hampshire.  CS  210 

Various  topics  in  computer  science: 
Smith,  Computer  Science  250,  270,  290,  294 
Amherst,  Computer  Science  14, 24, 38 
UMass,  CMPSCI 601 
Hampshire,  CS  175,  CS  236 

Various  topics  in  mathematics: 
Smith.  Mathematics  217 
Amherst,  Math  34 
l  Mass.  Philosophy  594S 


4UD 


rive  Louege  Lertmcate  urogram  in  Logic 


Various  topics  in  Linguistics: 

Smith,  Computer  Science  294 
UMass,  Ling  6 10 
UMass,  Ling  620 
UMass,  Ling  720 
Hampshire,  CS  166,  CS  210 


Special  Events: 

Every  fall  a  distinguished  logician  is  invited  to  Smith 
College  to  give  the  annual  Alice  Ambrose  Tom 
Tymoczko  Logic  Lecture.  This  year  Professor  Anil  Gupta 
of  the  University  of  Pittsburgh  was  the  invited  speaker. 
The  previous  year's  lecturer  was  Professor  Marcia 
Groszek  from  Dartmouth  College. 


*(F 


Five  College  Certificate  in 
Middle  East  Studies 


The  Five  College  Certificate  provides  an  opportunity 
for  students  to  complement  a  disciplinary'  major  with 
multidisciplinary  studies  and  linguistic  attainments. 
Because  of  the  wide  range  of  courses  available  through 
the  five  colleges,  students  must  design  a  program  that 
will  meet  their  intellectual  academic,  and  prospective 
professional  needs  in  conjunction  with  an  adviser  from 
their  home  institution.  The  Program  is  administered 
by  the  Five  College  Committee  for  Middle  East  Stud- 
ies, which  includes  the  program  advisers  from  each 
campus.  Students  are  encouraged  to  declare  intentions 
and  begin  work  with  an  adviser  during  the  sophomore 
year.  In  addition  to  the  courses  offered  through  each  of 
the  five  institutions,  students  are  encouraged  to  spend 
time  in  the  Middle  East,  learning  Arabic  and  other 
languages  and  immersing  themselves  in  the  culture  of 
the  area.  Plans  for  study  abroad  should  be  designed  in 
consultation  with  the  student's  adviser.  Courses  from 
outside  the  five  colleges  will  be  counted  as  contributing 
toward  the  fulfillment  of  Certificate  requirements  on 
the  recommendation  of  the  campus  adviser  and  the 
approval  of  the  Committee.  Students  must  receive  a 
grade  of  B  or  better  in  every  course  counted  toward  the 
Certificate. 

Requirements: 

1 .  Knowledge  equivalent  to  at  least  two  years  of  college 
study  of  a  language  of  the  region.  Arabic  and  Mod- 

.  ern  Hebrew  are  currently  taught  in  the  Five  Colleges; 
in  consultation  with  an  adviser,  other  languages  of 
the  region  may  be  substituted. 

2.  Two  introductory-  courses  providing  a  historical 
overview  of  the  medieval  and  modern  periods. 


3.  Five  courses  from  the  following  categories.  Students 
must  take  at  least  one  course  from  each  of  the  first 
three  groups,  and  no  more  than  two  from  any  single 
group. 
Group  one:        Religion/Philosophy 
Group  two:        History/Literature/Arts 
Group  three:      Social  Sciences 
Group  four:       Additional  language  study 
beyond  what  is  required  to 
satisfy  the  language  require- 
ment above. 

A  list  of  courses  offered  at  the  five  colleges  satisfying 
each  of  the  requirements  is  available  from  the  advisers 
listed  below  and  through  the  Five  College  Center  or  on 
the  Five  College  webpage  (http://www.fivecolleges.edu). 
Courses  not  listed,  whether  taken  at  one  of  the  five  col- 
leges or  elsewhere,  must  be  approved  by  the  Committee 
on  the  recommendation  of  the  campus  adviser. 

There  is  at  least  one  adviser  on  each  campus  in  Middle 
East  Studies.  Any  of  the  following  faculty  members  of 
the  Middle  East  Studies  Committee  at  Smith  College 
may  serve  as  your  adviser:  Justin  Cammy  (Jewish  Stud- 
ies), Donna  Robinson  Divine  (Government),  Sulei- 
man Mourad  (Religion).  Karen  Pfeifer  (Economics), 
Gregory  White  (Government). 

Please  contact  Five  Colleges,  Inc.  or  see  their  website 
at  http://wwwfivecolleges.ediVdeptprog/mideast/  for 
the  most  up  to  date  information  on  the  Certificate  in 
Middle  East  Studies. 


4U8 


Five  College  Certificate  in 
Native  American  Indian  Studies 


The  Five  College  Certificate  in  Native  American  Indian 
Studies  provides  students  with  the  opportunity  to 
acquire  a  knowledge  and  understanding  of  the  devel- 
opment, growth,  and  interactions  of  the  indigenous 
peoples  and  nations  of  the  Western  Hemisphere.  The 
program  emphasizes  the  many  long  histories  of  Native 
American  Indians  as  well  as  their  contemporary  lives 
and  situations.  A  holistic  and  comparative  interdisci- 
plinary approach  underlies  the  certificate  program's  re- 
quirements, enabling  students  to  become  familiar  with 
the  diversity  of  indigenous  lifeways,  including  cultural 
forms,  institutions,  political  economies,  and  modes  of 
self-expression.  In  addition  to  this  broader  perspec- 
tive, the  program  places  some  emphasis  on  the  Native 
peoples  of  the  Northeast  so  that  Five  College  students 
can  become  acquainted  with  the  history,  culture  and 
presence  of  indigenous  peoples  in  this  region. 

Requirements 

At  least  seven  courses  are  required  for  completion  of 
the  Five  College  Certificate  in  Native  American  Indian 
Studies:  a  foundation  course  plus  six  additional  cours- 
es, with  no  more  than  three  of  the  seven  courses  from  a 
single  discipline.  A  student's  program  must  be  approved 
by  the  program  advisor  from  her  or  his  campus. 

A.  One  foundation  course.  Offered  at  various  levels, 
foundation  courses  provide  an  opportunity  to  hear 
Native  perspectives  and  are  taught  from  a  philo- 
sophical perspective  that  reflects  Native  Studies 
theories,  pedagogies  and  methodologies.  For  a  list  of 
foundation  courses  offered  in  the  current  academic 
year,  please  consult  a  program  adviser  or  go  to  the 
program's  Web  site  (http://www.fivecolleges.edu/ 
sites/natam). 


B.  At  least  six  additional  courses.  For  a  list  of  courses 
currently  approved  by  the  Five  College  NAIS  Com- 
mittee as  counting  toward  the  certificate  go  to  the 
program's  Web  site  (http://www.fivecolleges.edu/ 
sites/natam).  The  six  additional  courses  must  be 
selected  from  this  list.  (Courses  not  on  this  list  may 
be  approved  for  inclusion  by  campus  program  advi- 
sors in  consultation  with  the  Committee.) 

C.  Grades.  Students  must  receive  a  grade  of  B  or  higher 
in  all  7  courses  to  receive  a  certificate. 

Smith  College  Advisers: 

Nancy  Mithlo,  Department  of  Anthropology 

Neal  Salisbury;  Department  of  History 


409 


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 
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 
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 
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. 


In  the  course  of  fulfilling  the  program  of  study, 
at  least  one  course  must  focus  on  non-narrative  film 
(documentary  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  require- 
ments above. 

Smith  College  Advisers 

Barbara  Kellum.  Department  of  Art 

Jefferson  Hunter,  Department  of  English  Language  and 

Literature 
Dean  Flower,  Department  of  English  Language  and 

Literature 
Dawn  Fulton,  Department  of  French  Studies 


Program  Of  Study 


1.  Introduction  to  Film  (must  be  taken  on  the  home 
campus) 

2.  Film  History  (either  a  general,  one-semester  survey 
or  a  course  covering  approximately  fifty  years  of 
international  film  history) 

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. 


410 


Five  College  Self-Instructional 
Language  Program 


The  Five  College  Self-Instructional  Language  Program 
affords  students  the  opportunity  to  study  languages 
that  are  not  currently  offered  through  traditional  class- 
room instruction.  At  the  beginning  of  the  semester  the 
student  is  given  a  goal  to  be  reached  by  the  semester's 
end.  The  student  works  independently  on  his/her  home 
campus  throughout  the  semester  using  a  textbook, 
workbook,  audio  tapes,  video  tapes,  and  computer  pro- 
grams (various  components  are  available  for  different 
languages).  The  student  is  assigned  a  native-speaker 
(usually  an  international  student  from  the  home  cam- 
pus) who  serves  as  conversation  partner  for  one  hour 
of  conversation  per  week.  At  the  end  of  the  semester,  a 
professor  of  the  target  language  is  brought  to  campus 
to  administer  a  20-30  minute  oral  exam;  from  that 
exam,  the  professor  determines  a  grade  for  the  course. 

This  program  is  designed  for  students  who  are  ex- 
tremely self-motivated  and  secure  in  foreign  language 
study.  Students  must  have  a  personal  interview  with  the 
program  director;  those  with  limited  knowledge  of  a 
language  must  schedule  a  placement  exam  the  semes- 
ter before  language  study  begins. 

In  general,  these  courses  carry  one-half  of  the  credit 
carried  by  a  traditional  language  course,  but  there  are 
contingencies  on  every  campus.  The  program  director 
can  provide  additional  information.  These  courses  do 
not  satisfy  the  language  requirement  on  any  campus. 
The  only  languages  offered  are  those  not  offered  in  the 
classroom  situation  on  any  of  the  five  campuses. 


The  self-instructional  language  program  is  adminis- 
tered in  the  Five  College  Center  for  the  Study  of  World 
Languages,  102  Bartlett  Hall,  University  of  Massachu- 
setts, by  the  Center  s  director,  Elizabeth  H.D.  Mazzocco. 

Examples  of  Language  Courses  Offered 

Czech  I,  II,  III,  IV 
Hindi  I,  II,  III,  IV 
Hungarian  I,  II,  III,  IV 
Indonesian  I,  II,  III,  IV 
Modern  Greek  I,  II,  III,  IV 
Norwegian  I,  II,  III,  IV 
Serbo-Croation  I,  II,  III,  IV 
Swahili  I,  II,  III,  IV 
Thai  I,  II,  III,  IV 
Turkish  I,  II,  III,  IV 
Urdu  I,  II,  III,  IV 


The  Athletic  Program 


411 


Lynn  Oberbillig.  M.B.A..  Director  of  Athletics 
Bonnie  May.  M.S.  .Assistant  Director  of  Athletics 

Senior  Coaches 

Kim  Bierwert,  B.S.,  Senior  Coach  of  Swimming  and 

Diving 
Carla  Coffey,  MA,  Senior  Coach  of  Track  and  Field 
Christine  Davis.  M.S.,  Senior  Coach  of  Tennis 
Karen  Klinger.  M.S.,  Senior  Coach  of  Crew- 
Suzanne  Payne.  M.Ed.,  Senior  Coach  of  Equestrian 
Judy  Strong,  B.S.,  Senior  Coach  of  Field  Hockey 


Coaches 

Tim  Bacon.  M.A..  Coach  of  Squash 
Marsa  Daniels,  Coach  of  Novice  Crew 
Liz  Feeley.  B.A..  Coach  of  Basketball 
Phil  Nielsen.  M.A..  Coach  of  Soccer 
Ellen  O'Neil.  M.S.T.,  Coach  of  Cross  Country 
Steve  Samolewicz.J.D.,  Coach  of  Skiing 
Wendy  Walker,  M.A.,  Coach  of  Lacrosse 
Softball  Coach,  To  be  announced 
Volleyball  Coach,  To  be  announced 

Sports  Medicine  Staff 

Deb  Coutu.  M.S..  Athletic  Trainer 
Kelli  Steele,  M.S..  Athletic  Trainer 


The  athletic  program  offers  opportunities  for  athletic 
participation  to  all  students  of  the  college,  at  the 
intercollegiate,  recreational  and  club  levels.  Students 
interested  in  athletic  instruction  should  consult  the 
exercise  and  sport  studies  department  listings  begin- 
ning on  p.  209.  Although  Smith  does  not  offer  athletic 
scholarships,  financial  aid  is  available  on  the  basis 
of  need.  Inquiries  should  be  addressed  to  the  Director 
of  Athletics,  Ainsworth  Gymnasium,  Smith  College, 
Northampton.  NLA  01063. 


A.  Intercollegiate  Athletics 

The  intercollegiate  program  emphasizes  the  pursuit  of 
athletic  excellence  and  the  enjoyment  of  competition 
with  other  highly  skilled  athletes.  The  mission  of  the 
athletic  program  is  to  develop  scholar- athletes  who 
demonstrate  positive  self  images,  a  sense  of  fair  play 
and  good  citizenship,  commitment  and  dedication  to 
themselves  and  their  team,  enthusiasm  for  participa- 
tion, leadership  skills,  improved  skills,  performance, 
fitness  and  team  play  There  is  opportunity  for  post- 
season play  on  a  regional  and  national  level  for  all 
teams  and  individuals  who  qualifv.  Smith  is  a  founding 
member  of  the  New  England  Women's  and  Men's  Ath- 
letic Conference  (NEWMAC)  and  belongs  to  Division  III 


of  the  National  Collegiate  Athletic  .Association  (NCAA) 
and  the  Eastern  College  Athletic  Conference  (ECAC). 

In  2006-07,  the  college  will  field  the  following 
intercollegiate  teams: 

Basketball.  Season:  Oct  15-March.  Practice  hours:  M  T 
W  Th  F  4-6  p.m.,  Liz  Feeley. 

Crew.  Season:  September-October,  February-May 
Practice  hours:  M  T  W  Th  F  4-6  p.m.  or  6-8  a.m.  and 
as  schedules  permit.  Head  Coach.  Karen  fQmger  and 
Marsa  Daniels,  novice  creiv  coach. 

Cross  Country.  Season:  September-November.  Practice 
hours:  M  T  W  Th  4-6  p.m..  F  3:30-5:30  p.m..  Ellen 
OXeil. 

Field  Hockey.  Season:  September-November  and  .April. 
Practice  hours:  M  T  W  Th  4-6  p.m..  F  3:30-5:30  p.m.. 
Judy  Strong. 

Lacrosse.  Season:  Sept  15— Oct  15  and  February-May. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m., 
Wendy  Walker. 


412 


The  Athletic  Program 


Equestrian.  Season:  September-November,  February- 
May.  Practice  hours:  To  be  arranged,  Suzanne  Payne. 

Skiing.  Season:  January-March.  Practice  hours:  Oct 
15-December,  M  T  W  Th  F  4-6  p.m.  Interterm:  7 
a.m-4  p.m.  February  and  March,  to  be  arranged,  Steve 
Samolewicz. 

Soccer.  Season:  September-November  and  April.  Prac- 
tice hours:  M  T  W  Th  F  4-6  p.m.,  Phil  Nielsen. 

Softball.  Season:  February-May  and  Sept  15— Oct  15. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  330-5:30  p.m., 
to  be  announced. 

Squash.  Season:  October-March.  Practice  hours:  M  T  W 
Th  4-6  p.m.,  F  3:30-5:30  p.m.,  Tim  Bacon. 

Swimming  and  Diving.  Season:  October-March.  Practice 
hours  for  swimming:  M  W  4—6  p.m.,  T  Th  3-5  p.m., 
F  3:30-5:30  p.m.;  practice  hours  for  diving:  M  T  W  Th 
5:45-7:30  p.m.,  F  1-3  p.m.,  Kim  Bierwert. 

Tennis.  Season:  September-October,  February-May. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m., 
Christine  Davis. 


B.  Recreation  and  Sport 
Clubs 

The  focus  of  the  recreation  program  is  on  regular, 
noncredit  fitness  activities  as  well  as  one  day  special 
event  competitions.  The  fitness  activities  may  include 
aerobic  dance,  kickboxing,  weight  lifting  clinics,  pilates 
and  yoga. 

The  34  houses  vie  with  friendly  rivalry  in  special 
events  such  as  a  novice  crew  regatta  (the  Head  of  the 
Paradise),  campus  runs,  inner  tube  water  polo,  flag 
football,  triathlon  and  Midnight  Madness. 

The  club  sports  are  a  group  of  independent  clubs 
under  the  guidance  of  the  Smith  College  Athletic  As- 
sociation. They  are  supported  by  dues,  fundraisers,  SGA 
activities,  fee  allocations  and  the  Athletic  Association. 
Open  to  Smith  students  of  any  ability  level,  club  sports 
provide  a  resource  to  learn  a  new  sport  or  practice  a 
familiar  one.  Presently,  there  are  9  clubs:  Fencing,  Golf, 
Ice  Hockey,  Outing,  Riding  (dressage),  Rugby,  Synchro- 
nized Swimming,  Ultimate  Frisbee  and  Water  Polo. 


Track  and  Field.  Season:  Mid-November  through  Decem- 
ber, preseason  conditioning;  technique  and  strength 
work.  January-May,  indoor/outdoor  competition.  Prac- 
tice hours:  M  T  W  Th  4-6  p.m.  and  F  3:30-5:30  p.m., 
Carta  Coffey. 

Volleyball.  Season:  September-November  and  April. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m., 
to  be  announced. 


413 


Directory 


The  Board  of  Trustees 


Carol  Tecla  Christ,  President 

Sidney  H.  Golub 

Louise  M.  Parent  72 

Northampton,  MA 

Corona  del  Mar,  CA 

New  York,  NY 

Mary  Patterson  McPherson  '57 

Joanne  Sawhill  Griffin  72 

Jane  Lofgren  Pearsall  '57 

LLD 1981 

AASC  President 

Oak  Park,  IL 

Chair  of  the  Board 

St.  Louis,  MO 

Rosemont,  PA 

Lois  Perelson-Gross  '83 

Jane  Lakes  Harman  '66  LLD  1994 

New  York,  NY 

Phoebe  A.  Haddon  72 

(on  leave) 

Vice  Chair  of  the  Board 

Washington,  DC 

Susan  Porth  70 

Philadelphia,  PA 

Ira  Michael  Heyman 

Ross,CA 

Judith  Bronstein  Milestone  '66 

Berkeley,  CA 

Tracy  Garrett  Rubin  77 

Vice  Chair  of  the  Board 

Needham,  MA 

Atlanta  GA 

Gayle  White  Jackson  '67 

.  uIiUIIlI.  vja 

St.  Louis,  MO 

Agnes  Bundy  Scanlan  79 

Rachel  Bartels  '88 

Alumnae  Trustee 

Oxon,  England 

Ann  F.  Kaplan  '67 

New  York,  NY 

Cambridge,  MA 

Nancy  Keebler  Bissell  '61 

Nancy  Godfrey  Schacht  '56 

Alumnae  Trustee 

Amelia  S.  Kegan  '05 

New  York,  NY 

Tlicscon,  AZ 

Student  Government  Trustee 

Seattle,  WA 

James  Shulman 

Jane  Chace  Carroll  '53 

New  York,  NY 

New  York,  NY 

Janet  Wright  Ketcham  '53 

Seattle,  WA 

Cornelia  Mendenhall  Small  '66 

Susan  KomrofF  Cohen  '62 

New  York,  NY 

Alumnae  Trustee 

Stanley  Kogelman  MSW  75 

Riverside,  CT 

Mount  Kisco,  NY 

James  Wei 

Princeton,  NJ 

Peggy  Block  Danziger  '62 

New  York,  NY 

Alexander  C.  Lindsey 

Seattle,  WA 

Anita  VolzWien '62 

New  York,  NT 

Ka'Neda  Ellison  '06 

Student  Government  Trustee 

Victoria  Murden  McClure  '85 

Louisville,  KY 

Phoebe  Pederson  Wood  75 

Louisville,  KY 

Lawrenceville,  NJ 

Janet  A.  Clarke  McKinley  76 

Elizabeth  Mugar  Eveillard  '69 

Alumnae  Trustee 

San  Francisco,  CA 
Annie  Morita  '90 

Rebecca  C.  Lindsey,  Secretary  of 
the  Board  of  Trustees  and 

Assistant  to  the  President 

New  York,  NY 

Alumnae  Trustee 

William  C.  Gipson 

Philadelphia,  PA 

Manhattan  Beach,  CA 

Georgia  Yuan,  General  Counsel 
and  Secretary  of  the  College 

414 


Emeritae/i 


Faculty 


Ruth  J.  Simmons 

President  Emerita  (2001) 

Jill  Ker  Conway 
President Emerita  (1989) 

Mary  Maples  Dunn 

President  Emerita  ( 1 995) 

Elizabeth  Dorothy  Robinton 

Professor  Emerita  in  the  Biological  Sciences  (1973) 

Charlotte  HackstafT  Fitch 

Professor  Emerita  of  Theatre  and  Speech  (1976) 

Joaquina  Navarro 

Professor  Emerita  of  Spanish  and  Portuguese  (1981) 

Dilman  John  Doland 

Professor  Emeritus  of  Psychology  (1982) 

Rosalind  Shaffer  deMille 

Professor  Emerita  of  Dance  (1984) 

Rita  May  Benson 

Associate  Professor  Emerita  of  Exercise  and  Sport 
Studies  (1985) 

Andree  Demay 

Professor  Emerita  of  French  Language  and 
Literature  (1985) 

Robert  Torsten  Petersson 

Professor  Emeritus  of  English  Language  and 
Literature  (1985) 

Helen  Krich  Chinoy 

Professor  Emerita  of  Theater  (1986) 

Frank  H.  Ellis 

Mary  Augusta  Jordan  Professor  Emeritus  of 
English  Language  and  Literature  and  Adjunct 
Curator  of  Queen  Anne  Pamphlets,  Mortimer  Rare 
Book  Room  (1986) 

Charles  Henderson  Jr. 

Professor  Emeritus  of  Classical  Languages  and 
Literatures  (1986) 

James  Holderbaum 

Professor  Emeritus  of  Art  (1986) 


6.  Elizabeth  Horner 

Myra  M.  Sampson  Professor  Emerita  of  Biological 
Sciences  (1986) 

Jess  J.  Josephs 

Professor  Emeritus  of  Physics  (1986) 

Richard  P.  Wilbur 

Poet  Emeritus  (1986) 

Adrienne  Auerswald 

Iva  Dee  Hiatt  Professor  Emerita  of  Music  (1987) 

Louis  Conn-Haft 

Professor  Emeritus  of  History  (1987) 

Paul  Pickrel 

Professor  Emeritus  of  English  Language  and 
Literature  (1987) 

Klemens  von  Klemperer 

L  Clark  Seelye  Professor  Emeritus  of  History  (1987) 

Margherita  Silvi  Dinale 

Professor  Emerita  of  Italian  Language  and 
Literature  (1989) 

David  Andrew  Haskell 

Professor  Emeritus  of  Biological  Sciences  (1990) 

Nelly  Schargo  Hoyt 

Achilles  Professor  Emerita  of  History  (1990) 

lole  Fiorillo  Magri 

Professor  Emerita  of  Italian  Language  and 
Literature  (1990) 

Jean  Higgins 

Professor  Emerita  of  Religion  and  Biblical 
Literature  (1991) 

Joan  Hatch  Lennox 

Associate  Professor  Emerita  of  Sociology  (1991) 

Caryl  Miriam  Newhof 

Professor  Emerita  of  Exercise  and  Sport  Studies  ( 1 99 1 ) 

Charles  Langner  Robertson 

Professor  Emeritus  of  Government  (1991) 

Joan  Maxwell  Bramwell 

Professor  Emerita  of  English  Language  and 
Literature  (1992) 


Emeritae/i 


415 


Gemze  de  Lappe 

Artist  in  Residence  Emerita,  Dance  Department 

(1992) 

Stanley  Maurice  Elkins 

Sydenham  Clark  Parsons  Professor  Emeritus  of 
History  i  \W1) 

Lawrence  A.  Fink 

Professor  Emeritus  of  Education  and  Child  Study 
(1992) 

W.  Bruce  Hawkins 

Professor  Emeritus  of  Physics  (1992) 

Josephine  Louise  Ott 

Professor  Emerita  of  French  Language  and 
Literature  (1992) 

Lory  Wallfisch 

Ira  Dee  Hiatt  Professor  Emerita  of  Music  (1992) 

Robert  Mitchell  Haddad 

Sophia  Smith  Professor  Emeritus  of  History  and 
Professor  Emeritus  of  Religion  and  Biblical 
literature  (1993) 

Stanley  Rothman 

Mary  Huggins  Gamble  Professor  Emeritus  of 

Government  (1993) 

Elizabeth  Gallaher  von  Klemperer 

Esther  Cloudman  Dunn  Professor  Emerita  of 
English  Language  and  Literature  (1993) 

Lois  Ann  Hartman 

Dean  Emerita  of  the  Smith  College  School  for  Social 

Work  and  Elizabeth  Mailing  Treuhaft  Professor 

Emerita  of  the  Smith  College  School  for  Social  Work 

(1994) 

J.  Diedrick  Snoek 

Professor  Emeritus  of  Psychology  (1994) 

Erna  Berndt  Kelley 

Professor  Emerita  of  Spanish  and  Portuguese  (1995) 

Murray  James  Kiteley 

Sophia  Smith  Professor  Emeritus  of  Philosophy 
(1995) 

Peter  Niles  Rowe 

Professor  Emeritus  of  Government  (1995) 


Melvin  S.  Steinberg 

Professor  Emeritus  of  Physics  (1995) 

Alice  Rodriguez  Clemente 

Professor  Emerita  of  Spanish  and  Portuguese  and  of 
Comparative  Literature  |  199$) 

Quentin  Quesnell 

Roe/Straut  Professor  Emeritus  in  the  Humanities 

I  Religion  and  Biblical  Literature)  1 1996) 

Margaret  L.  Shook 

Professor  Emerita  of  English  Language  and 
Literature  (1996) 

Robert  Teghtsoonian 

Professor  Emeritus  of  Psychology  (1996) 

Elizabeth  Ann  Tyrrell 

Professor  Emerita  of  Biological  Sciences  (1996) 

Igor  Zelljadt 

Professor  Emeritus  of  Russian  Language  and 

Literature  (1996) 

Phyllis  Joan  Cassidy 

Professor  Ementa  of  Mathematics  ( 1997) 

Bruce  Theodore  Dahlberg 

Professor  Emeritus  of  Religion  and  Biblical 
Literature  (1997) 

Patricia  Weed 

Professor  Emerita  of  French  Language  and 
Literature  (1997) 

Marie-Jose  Madeleine  Delage 

Professor  Emerita  of  French  Language  and 
Literature  (1998) 

Philip  Green 

Sophia  Smith  Professor  Emeritus  of  Government 
(1998) 

Seymour  William  ItzkofF 

Professor  Emeritus  of  Education  and  Child  Study 
(1998) 

Cynthia  Taft  Morris 

Charles  X.  Clark  Professor  Emerita  of  Economics 
(1998) 


416 


Emeritae/i 


Taitetsu  Unno 

Jill  Ker  Conway  Professor  Emeritus  of  Religion  and 
East  Asian  Studies  (1998) 

Francis  Murphy 

Professor  Emeritus  of  English  (1999) 

Lawrence  Alexander  Joseph 

Professor  Emeritus  of  French  Language  and 
Literature  (2000) 

Thomas  Hastings  Lowry 

Professor  Emeritus  of  Chemistry'  (2000) 

Philipp  Otto  Naegele 

William  R.  Kenan,  Jr.  Professor  Emeritus  of  Music 
(2000) 

Helen  E.  Searing 

Alice  Pratt  Brown  Professor  Emerita  of  Art  (2000) 

Frances  Cooper  Volkmann 

Harold  Edward  and  Elsa  Siipola  Israel  Professor 
Emerita  of  Psychology  (2000) 

Raymond  A.  Ducharme,  Jr. 

Professor  Emeritus  of  Education  and  Child  Study 
(2001) 

George  Fleck 

Professor  Emeritus  of  Chemistry  (2001) 

D.  Dennis  Hudson 

Professor  Emeritus  of  World  Religions  (200 1 ) 

Mary  Helen  Laprade 

Lecturer  Emerita  in  Biological  Sciences  (2001) 

Brian  White 

Professor  Emeritus  of  Geology  (2001) 

R.  Jackson  Wilson 

Sydenham  Clark  Parsons  Professor  Emeritus  of 
History  (2001) 

Kathyrn  Addelson 

Mary  Huggins  Gamble  Professor  Emerita  of 
Philosophy  (2002) 

David  Ball 

Professor  Emeritus  of  French  Language  and 
Literature  and  Comparative  Literature  (2002) 

Charles  Cutler 

Professor  Emeritus  of  Spanish  and  Portuguese  (2002) 


Ronald  Perera 

Elsie  Irwin  Sweeney  Professor  Emeritus  of  Music 
(2002) 

Philip  D.  Reid 

Louise  C  Harrington  Professor  Emeritus  of 
Biological  Sciences  (2002) 

James  Sacre 

Doris  Silbert  Professor  Emeritus  in  the 
Humanities  (French  Language  and  Literature) 
(2002) 

Malcolm  B.  E.  Smith 

Professor  Emeritus  of  Philosophy  (2002) 

Richard  White 

Professor  Emeritus  of  Astronomy  (2002) 

Joan  M.  Afferica 

L  Clark  Seelye  Professor  Emerita  of  History  (2003) 

Robert  T.  Averitt 

Professor  Emeritus  of  Economics  (2003) 

Thomas  Sieger  Derr,  Jr. 

Professor  Emeritus  of  Religion  and  Biblical 
Literature  (2003) 

Jaroslaw  Volodymyr  Leshko 

Professor  Emeritus  of  Art  (2003) 

Peter  B.  Pufall 

Professor  Emeritus  of  Psychology  (2003) 

Donald  Baldwin  Reutener,  Jr. 

Professor  Emeritus  of  Psychology  (2003) 

Peter  I.  Rose 

Sophia  Smith  Professor  Emeritus  of  Sociology  and 
Anthropology  (2003) 

William  P.  Wittig 

Professor  Emeritus  of  Music  (2003) 

Yvonne  Daniel 

Professor  Emerita  of  Dance  and  Afro-American 
Studies  (2004) 

Kenneth  Edward  Fearn 

Professor  Emeritus  of  Music  (2004) 

Lester  K.  Little 

Dwight  W  Morrow  Professor  Emeritus  of  History 
(2004) 


Emeritae/i 417 

Elliot  Melville  Offner 

Andrew  W.  Mellon  Professor  Emeritus  in  the 
Humanities  (Art)  and  Printer  Emeritus  to  the 
College  (2004) 

Donald  Leonard  Robinson 

Charles  N.  Clark  Professor  Emeritus  of  Government 
(2004) 

Harold  Lawrence  Skulsky 

Mary  Augusta  Jordan  Professor  Emeritus  of 
English  Language  and  Literature  (2004) 

Hans  Rudolf  Vaget 

Helen  and  Laura  ShecU  Professor  Emeritus  of 
German  Studies  and  Professor  Emeritus  of 
Comparative  Literature  (2004) 

Karl  Paul  Donfried 

Elizabeth  A.  Woodson  1922  Professor  Emeritus  of 
Religion  and  Biblical  Literature  (2005) 

Ann  Arnett  Ferguson 

Associate  Professor  Emerita  of  Afro-American  Studies 
(2005) 

Caroline  Houser 

Professor  Emerita  of  Art  (2005) 

Chester  J.  Michalik 

Professor  Emeritus  of  Art  (2005) 

John  Porter  Sessions 

Professor  Emeritus  of  Music  (2005) 

Mark  Aldrich 

Marilyn  Carlson  Nelson  Professor  Emeritus  of 
Economics  (2006) 

Myron  Peretz  Glazer 

Barbara  Richmo?id  1940  Professor  in  the  Social 
Sciences  (Sociology)  (2006) 

Howard  Nenner 

Roe/Straut  Professor  Emeritus  in  the  Humanities 
(History)  (2006) 


418 


Professors 


Professors 


Martha  A.  Ackelsberg 

Professor  of  Government  and  of  the  Study  of  Women 

and  Gender 

B.A.  Radcliffe  College,  MA,  Ph.D.  Princeton  University. 

Michael  0.  Albertson 

L  Clark  Seelye  Professor  of  Mathematics  and 

Statistics 

B.S.  Michigan  State  University,  Ph.D.  University  of 

Pennsylvania. 

Paul  Alpers 

Professor-in-Residence 

Stephen  Amidon 

Elizabeth  Drew  Professor  English  Language  and 

Literature 

B.A.  Wake  Forest  University. 

Margaret  E.  Anderson 

Professor  of  Biological  Sciences 

B.A.  Augustana  College,  Ph.D.  Stanford  University. 

Frederique  Apffel-Marglin 

Professor  of  Anthropology 
B.A.,  Ph.D.  Brandeis  University. 

Pau  Atela 

Professor  of  Mathematics  and  Statistics 
Licenciatura  en  Mathematicas,  University  of  Barcelona, 
Ph.D.  Boston  University. 

Maria  Nemcova  Banerjee 
Professor  of  Russian  Language  and  Literature 
Baccalaureat,  College  Marie  de  France,  Montreal,  M.A. 
I'niversite  de  Montreal,  Ph.D.  Harvard  University. 

Randall  Bartlett 

Professor  of  Economics 

A.B.  Occidental  College;  MA,  Ph.D.  Stanford  University. 

Donald  C.  Baumer 

Professor  of  Government 

B.A.  Ohio  University;  MA,  Ph.D.  Ohio  State  University. 

Giovanna  T.  Bellesia 

Professor  of  Italian  Language  and  Literature 
Ph.D.  University  of  North  Carolina  at  Chapel  Hill; 
Dottore  in  Lingue  e  literature  Straniere,  I.U.L.M., 
Milano. 


Christopher  Benfey 

Five  College  40th  Anniversary  Professor  (English 
Language  and  Literature) 

Leonard  Berkman 

Anne  Hesseltine  Hoyt  Professor  of  Theatre 
B.A.  Columbia  College;  M.FA,  D.F.A.  Yale  University- 
Mary  Ellen  Birkett 
Professor  of  French  Studies 
A.B.  Smith  College;  M.Phil.,  Ph.D.  Yale  University. 

Fletcher  A.  Blanchard 

Professor  ofPs)>cholog)> 

B  A  University  of  New  Hampshire,  Ph.D.  University  of 

Colorado. 

Peter  Anthony  Bloom 

Grace  Jarcho  Ross  1933  Professor  of  Humanities, 

(Music) 

B.A.  Swarthmore  College;  M.A.,  Ph.D.  University  of 

Pennsylvania. 

Susan  C.  Bourque 

Esther  Booth  Wiley  Professor  of  Government  and 
Provost/Dean  of  the  Faculty 
B.A.,  Ph.D.  Cornell  University. 

Nancy  Mason  Bradbury 

Professor  of  English  Language  and  Literature 
B.A.  Smith  College,  M.A.  Boston  College,  Ph.D. 
University  of  California  at  Berkeley. 

Scott  A.  Bradbury 

Professor  of  Classical  Languages  and  Literatures 
BA  Amherst  College;  B.A.,  MA  Corpus  Christi  College, 
Oxford  University;  Ph.D.  University'  of  California  at 
Berkeley. 

John  B.  Brady 

Mary  Elizabeth  Moses  Professor  of  Geology 

A.B.  Harvard  College,  M.S.  University  of  California  at 

Los  Angeles,  Ph.D.  Harvard  University. 

Barbara  Brehm-Curtis 

Professor  of  Exercise  and  Sport  Studies 

B.A.  Duke  University;  MA,  Ed.D.  Columbia  University. 

Richard  T.  Briggs 

Professor  of  Biological  Sciences 

B.A.  College  of  Wooster,  Ph.D.  University  of  Kansas. 


Professors 


419 


Jane  Bryden 

Iva  Dee  Hiatt  Professor  of  Music 
B.M.,  M.M.  New  England  Conservatory. 

Robert  Buchele 

Professor  of  Economics 

B.S.  University  of  California  at  Los  Angeles,  M.S.  Mas- 
sachusetts Institute  of  Technology1,  Ph.D.  Harvard 
University. 

Brigitte  Buettner 

Priscilla  Paine  Van  cler  Poel  Professor  of  Art  History 
Maitrise,  Universite  de  Paris-X  Nanterre,  Ph.D.  Ecole 
des  Hautes  Etudes  en  Sciences  Sociales,  Paris. 

H.  Robert  Burger 

Achilles  Professor  of  Geology 

B.S.  Yale  University;  A.M.,  Ph.D.  Indiana  University. 

Carl  John  Burk 

Elsie  Damon  Simonds  Professor  of  Biological 

Sciences 

A.B.  Miami  University;  M.A.,  Ph.D.  University  of  North 

Carolina. 

A.  Lee  Burns 

Professor  of  Art 

BA,  M.S.,  M.F.A.  University  of  Iowa. 

Barton  Byg 

Five  College  40th  Anniversary  Professor  (German 
Studies) 

James  Joseph  Callahan 

Professor  of  Mathematics  and  Statistics 
BA  Marist  College,  Ph.D.  New  York  University. 

Carol  T.  Christ 

President  and  Professor  of  English  Language  and 

Literature 

BA  Douglass  College;  M.Ph.,  Ph.D.  Yale  University. 

J.  Patrick  Coby 

Professor  of  Government 

BA,  MA,  Ph.D.  University  of  Dallas. 

David  Warren  Cohen 

Professor  of  Mathematics  and  Statistics 

B.S.  Worcester  Polytechnic  Institute;  M.S.,  Ph.D. 

University  of  New  Hampshire. 


Rosetta  Marantz  Cohen 

Professor  of  Education  and  Child  study 

BA  Yale  I  Diversity;  Ml- A.  Columbia  University;  M  I'.d.. 

Ed.D.  Teachers  College,  Columbia. 

John  M.  Connolly 

Professor  of  Philosophy 

BA  Fordham  College,  M.A.  Oxford  I  Diversity,  Ph.D. 

Harvard  University. 

Nora  F.  Crow 

Professor  of  English  Language  and  Literature 

A.B.  Stanford  University;  A.M.,  Ph.D.  Harvard  University. 

H.  Allen  Curran 

William  R.  Kenan.  Jr.  Professor  of  Geology 
B.S.  Washington  and  Lee  University;  M.S..  Ph.D. 
University  of  North  Carolina  at  Chapel  Hill. 

R.  Craig  Davis 

Professor  of  English  Language  and  Literature 
BA  College  of  William  and  Mary,  MA  University  of 
Wales,  Ph.D.  University  of  Virginia. 

John  Davis 

Alice  Pratt  Brown  Professor  of  Art 

A.B.  Cornell  University;  MA,  M.Phil.,  Ph.D.  Columbia 

University. 

Jill  G.  de  Villiers 

Professor  of  Philosophy  and  Sophia  and  Austin  Smith 

Professor  of  Psychology 

B.Sc.  Reading  University,  England;  Ph.D.  Harvard 

University. 

Peter  A.  de  Villiers 

Sophia  and  Austin  Smith  Professor  of  Psychology 
B.A.  Rhodes  University,  South  Africa;  B.A.  Oxford 
University;  Ph.D.  Harvard  University. 

Piotr  Decowski 

Professor  of  Physics 

M.Sc.,  Ph.D.  University  of  Warsaw. 

Donna  Robinson  Divine 

Momiugstar  Family  Professor  in  the  Field  of  leinsh 

Studies  and  Professor  of  Government 

BA  Brandeis  University,  Ph.D.  Columbia  University. 

Eglal  Doss-Quinby 

Professor  of  French  Studies 

BA  State  University  of  New  York  at  Stony  Brook;  MA. 

Ph.D.  New  York  University. 


420 


Professors 


Nalini  Easwar 

Professor  of  Physics 

B.Sc,  M.Sc.  University  of  Bombay,  India;  M.S.,  Ph.D. 

University  of  Pittsburgh. 


Suzan  Edwards 

Professor  of  Astronomy 
BA  Dartmouth  College;  M.S. 
Hawaii. 


Ph.D.  University  of 


Karen  Smith  Emerson 

Professor  of  Music 

B.A.  Luther  College,  M.M.  University  of  Illinois. 

Jessica  Nicoll 

Director  of  the  Smith  College  Museum  of  Art  and 
Chief  Curator 

Richard  Fantasia 

Professor  of  Sociology 

B.S.  Upsala  College,  M.S.  State  University  of  New  York  at 

Buffalo,  Ph.D.  University  of  Massachusetts  at  Amherst. 

Craig  M.  Felton 

Professor  of  Art 

B.A.  Saint  Vincent  College;  M.A.,  Ph.D.  University  of 

Pittsburgh. 

Dean  Scott  Flower 

Professor  of  English  Language  and  Literature 
A.B.  University  of  Michigan,  Ph.D.  Stanford  University. 

Elliot  Mayer  Fratkin 

Professor  of  Anthropology 

BA  University  of  Pennsylvania,  M.Phil.  University  of 

London,  Ph.D.  Catholic  University  of  America. 

Sue  J.  M.  Freeman 

Professor  of  Education  and  Child  Study 
B.A.  Rutgers  University,  M.S.,  Ph.D.  University  of 
Wisconsin. 

Daisy  Fried 

Grace  Hazard  Conkling  Writer-in-Residence 

Randy  0.  Frost 

Harold  Edward  and  Elsa  Siipola  Israel  Professor  of 

Psychology 

B.A.,  M.A.,  Ph.D.  University  of  Kansas. 


Martine  Gantrel 

Professor  of  French  Studies 

Agregee  de  l'Universite,  Docteur  de  Troisieme  Cycle  en 

Litterature  Frangaise,  La  Sorbonne,  Paris,  France. 

Daniel  K.  Gardner 

Dwight  W.  Morrow  Professor  of  History 

A.B.  Princeton  University,  Ph.D.  Harvard  University. 

Jay  L.  Garfield 

Doris  Silbert  Professor  of  Philosophy 

A.B.  Oberlin  College;  M.A.,  Ph.D.  University  of 

Pittsburgh. 

Paula  J.  Giddings 

Professor  of  Afro-American  Studies  and  Editor  of 

Meridians 

B.A.  Howard  University. 

Howard  Gold 

Professor  of  Government 

BA  McGill  University;  MA,  M.Phil,  Ph.D.  Yale 

University. 

Steven  Martin  Goldstein 

Sophia  Smith  Professor  of  Government 

B A  Ms  College,  MA  Fletcher  School  of  Law  and 

Diplomacy,  Ph.D.  Columbia  University. 

Michael  Gorra 

Mary  Augusta  Jordan  Professor  of  English  Language 

and  Literature 

A.B.  Amherst  College,  Ph.D.  Stanford  University. 

Justina  Winston  Gregory 

Professor  of  Classical  Languages  and  Literatures 
A.B.  Smith  College,  M.A.,  Ph.D.  Harvard  University. 

Peter  Gregory 

//'//  Ker  Conway  Professor  of  Religion  and  East  Asian 

Studies 

B.A.  Princeton  University  M.A.  Claremont  Graduate 

School,  Ph.D.  Harvard  University. 

Gertraud  Gutzmann 

Professor  of  German  Studies 

BA,  M.A.  Middlebury  College;  Ph.D.  University  of 

Massachusetts  at  Amherst. 


Professors 


421 


Ruth  Haas 

Professor  of  Mathematics  and  Statistics  and  of 

Engineering 

BA  Swarthmore  College;  M.S.,  Ph.D.  Cornell 

Universit>. 

Deborah  Haas-Wilson 

Marilyn  Carlson  Nelson  Professor  in  Economics 
B.A.  University  of  Michigan;  M.A.,  Ph.D.  University  of 
California  at  Berkeley. 

Andrea  Hairston 

Professor  of  Theatre  and  Afro-American  Studies 
A.B.  Smith  College.  A.M.  Brown  University. 

Katherine  Taylor  Halvorsen 

Professor  of  Mathematics  and  Statistics 
B.A.  University  of  Michigan,  M.Ed.  Boston  University, 
M.S.  University  of  Washington,  D.Sc.  Harvard  School  of 
Public  Health. 

Elizabeth  Wanning  Harries 

Laura  Shedd  Professor  of  English  Language  and 
Literature  and  of  Comparative  Literature 
A.B.  Yassar  College;  MAT.,  Ph.D.  Yale  University. 

Mary  Harrington 

Tippit  Professor  in  the  Life  Sciences  (Psychology) 
B.Sc.  Pennsylvania  State  University;  M.A.  University  of 
Toronto,  Ph.D.  Dalhousie  University. 

Virginia  Hayssen 

Professor  of  Biological  Sciences 

B.A.  Pomona  College,  Ph.D.  Cornell  University. 

Susan  Heideman 

Professor  of  Art 

B.F.A.  Boston  University  School  for  the  Arts,  M.F.A. 

Indiana  University. 

John  D.  Hellweg 

Professor  ofWeatre 

B.A.  University  of  California  at  Riverside.  M.A.  Stanford 

University,  Ph.D.  University  of  California  at  Berkeley 

James  M.  Henle 

Professor  of  Mathematics  and  Statistics 

A.B.  Dartmouth  College,  Ph.D.  Massachusetts  Institute 

of  Technology. 


Elizabeth  Erickson  Hopkins 

Professor  of  Anthropology 

B.A.  Wellesley  College;  MA..  Ph. I).  Columbia  University. 

Daniel  Horowitz 

Mary  Huggjns  ( nimble  Professor  of  American 
studies,  and  Associated  Member  of  History 
B.A.  Yale  College,  Ph.D.  Harvard  University. 

Helen  Lefkowitz  Horowitz 

Sydenham  (.'lark  Parsons  Professor  of  History  and 

Professor  of  American  Studies 

B.A.  Wellesley  College;  MA,  Ph.D.  Harvard  University. 

Jamie  Hubbard 

Professor  of  Religion  and  Yehan  Numata  Lecturer 

in  Buddhist  Studies 

BA  Webster  University:  MA.  Ph.D.  University  of 

Wisconsin. 

Jefferson  Hunter 

Professor  of  English  Language  and  Literature 
BA  Pomona  College,  B A  University  of  Bristol,  Ph.D. 
Yale  University. 

Leslie  R.  Jaffe,  M.D. 

Adjunct  Associate  Professor  of  Biological  Sciences 
and  College  Physician 

Monica  Jakuc 

Elise  Irwin  Sweeney  Professor  of  Music 
B.S.,  M.S.  Juilliard  School  of  Music. 

James  H.  Johnson 

Professor  of  Exercise  and  Sport  Studies 
B.S.,  M.S.,  Ph.D.  Louisiana  State  University: 

Ann  Rosalind  Jones 

Esther  Cloudman  Dunn  Professor  of  Comparative 

Literature 

BA  University  of  California  at  Berkeley,  MA  Columbia 

University,  Ph.D.  Cornell  University. 

Linda  E.  Jones 

Director  Picker  Engineering  Program,  Rosemary 
Bradford  Hewlett  40  Professor 
B.S.  Mary  Washington  College;  M.S.,  Ph.D. 
Pennsylvania  State  University. 

Donald  Joralemon 
Professor  of  Anthropology 

BA  Oberlin  College;  MA.  Ph.D.  University  of 
California  at  Los  Angeles. 


422 


Professors 


Ellen  Kaplan 

Professor  of  Theatre 

B.A.  State  University  of  New  York  at  Binghamton,  M.F.A. 

University  of  North  Carolina  at  Greensboro. 

Roger  T.  Kaufman 

Professor  of  Economics 

B.A.  Williams  College,  Ph.D.  Massachusetts  Institute  of 

Technology. 

Barbara  A.  Kellum 

Professor  of  Art 

A.B.,  A.M.  University  of  Southern  California,  A.M. 

University  of  Michigan,  Ph.D.  Harvard  University. 

Andreas  Kleinert 

Kennedy  Professor  in  Renaissance  Studies  (History 
of  Science  and  Technology) 

Jocelyne  Kolb 

Professor  of  German  Studies 

B.A.  Smith  College,  Ph.D.  Yale  University. 

Frederick  Leonard 

Professor  of  Economics 

B.S.,  M.A.  Miami  University,  Ph.D.  University  of 

Michigan. 

Ann  Leone 

Professor  of  French  Studies 

A.B.  Smith  College;  M.A.,  Ph.D.  Brown  University. 

Richard  Urn 

Professor  of  History 

A.B.  University  of  California  at  Berkeley;  M.A.,  Ph.D. 

Princeton  University. 

Robert  G.  Linck 

Professor  of  Chemistry 

B.S.  Case  Institute  of  Technology,  Ph.D.  University  of 

Chicago. 

Mahnaz  Mahdavi 

Professor  of  Economics 

B.A.  N.I.O.C.  College  of  Accounting  and  Finance,  MA 

Eastern  Michigan  University. 

Maureen  A.  Mahoney 

Adjunct  Professor  of  Psychology  and  Dean  of  the 

College 

B.A.  University  of  California  at  Santa  Cruz,  Ph.D. 

Cornell  University. 


Alan  L.  Marvelli 

Professor  of  Education  and  Child  Study,  Director  of 
the  Smith  College-Clarke  School  for  the  Deaf  Teacher 
Education  Program 

B.S.  Bridgewater  State  College,  M.E.D.  Smith  College, 
Ed.D.  University  of  Massachusetts  at  Amherst. 

Joseph  George  McVeigh 

Professor  of  German  Studies 

B.A.  La  Salle  College;  M.A.,  Ph.D.  University  of 

Pennsylvania. 

Lawrence  Meinert 

Professor-in-Residence 

B.A.  Carleton  College,  Ph.D.  Stanford  University. 

Robert  B.  Merritt 

Professor  of  Biological  Sciences 
B.A.,  Ph.D.  University  of  Kansas. 

Richard  Millington 

Sylvia  Dlugasch  Bauman  Professor  of  American 

Studies  and  Professor  of  English  Language  and 

Literature 

A.B.  Harvard  College;  M.A.,  M.Phil,  Ph.D.  Yale 

University. 

Gwendolyn  Mink 

Charles  N.  Clark  Professor  of  the  Study  of  Women 

and  Gender 

B.A.  University  of  California,  Berkeley;  Ph.D.  Cornell 

University. 

Barry  Moser 

Professor-in-Residence,  Art 
B.S.  University  of  Chattanooga. 

Albert  Mosley 

Professor  of  Philosophy 

B.S,  Ph.D.  University  of  Wisconsin,  Madison. 

Catharine  Newbury 

Professor  of  Government 

B.A.  Willamette  University;  MA,  Ph.D.  University  of 

Wisconsin,  Madison. 

David  Newbury 

Gwendolen  Carter  Professor  of  African  Studies 

(History) 

B A  Williams  College;  MA,  Ph.D.  University  of 

Wisconsin,  Madison. 


Professors 


423 


Robert  M.  Newton 
Professor  of  Geology 

BA  University  of  New  Hampshire,  MA  State  University 
of  New  York  at  Binghamton,  Ph.D.  University  of 
Massachusetts. 

Herbert  Nickles 

Director  of  Information  Technology  Services 

BA,  MA  University  of  California,  Riverside. 

Gary  L.  Niswonger 

Professor  of  Art 

B.A.  Miami  University,  M.Ed.  Ohio  University,  M.F.A. 

Rhode  Island  School  of  Design. 

Richard  Francis  Olivo 

Professor  of  Biological  Sciences 

A.B.  Columbia  University;  A.M.,  Ph.D.  Harvard 

University. 

William  Allan  Oram 

Helen  Means  Professor  of  English  Language  and 

Literature 

B.A.  Yale  College,  BA  Merton  College,  Oxford,  Ph.D. 

Yale  University. 

Joseph  O'Rourke 

Spencer  T.  and  Ann  W.  Olin  Professor  of  Computer 
Science  and  Professor  of  Mathematics  and  Statistics 
B.S.  St.  Joseph's  University,  M.S.,  Ph.D.  University  of 
Pennsylvania. 

Thalia  Alexandra  Pandiri 

Professor  of  Classical  Languages  and  Literatures 

and  ofComparath  'e  Literature 

A.B.  City  College  of  New  York;  A.M.,  Ph.D.  Columbia 

University. 

Douglas  Lane  Patey 

Sophia  Smith  Professor  of  English  Language  and 

Literature 

A.B.  Hamilton  College,  M.A.  (Philosophy),  MA 

(English),  Ph.D.  University  of  Virginia. 

Philip  K.  Peake 

Professor  of  Psychology 

B.A.  Carleton  College,  Ph.D.  Stanford  University. 

Paulette  Peckol 

Louise  Harrington  Professor  of  Biological  Sciences 
BA  Wittenberg  University,  Ph.D.  Duke  University. 


Jenny  Perlin 

Five  College  40th  Anniversary  Professor  (Film 
Studies) 

Karen  Pfeifer 

Professor  of  Economics 

B.A.  University7  of  Connecticut,  MA  State  University  of 

New  York  at  Binghamton,  Ph.D.  American  University. 

Dwight  Pogue 

Professor  of  Art 

B.F.A.,  M.S.  Kansas  State  College,  M.FA  University  of 

Oklahoma. 

Alfonso  Procaccini 

Professor  of  Italian  Language  and  Literature 
B.A.  Rider  College,  M.A.  Middlebury  College,  Ph.D. 
Johns  Hopkins  University. 

Charles  Eric  Reeves 

Professor  of  English  Language  and  Literature 
BA  Williams  College;  MA,  Ph.D.  University  of 
Pennsylvania. 

Nola  Reinhardt 

Professor  of  Economics 

A.B.  University  of  Connecticut;  M.A.,  Ph.D.  University  of 

California  at  Berkeley. 

Barbara  B.  Reinhold 

Director  of  the  Career  Development  Office  and 

Adjunct  Associate  Professor  of  Psychology 

BA  Hood  College;  M.Ed.,  C.A.G.S.,  Ed.D.  Northeastern 

University. 

Marylin  Martin  Rhie 

Jessie  Wells  Post  Professor  of  Art  and  Professor  of  East 

Asian  Studies 

MA,  Ph.D.  University  of  Chicago. 

Denise  Rochat 

Professor  of  French  Studies 

B.A.  Southeastern  Massachusetts  University7;  M.A.,  Ph.D. 

Brown  University. 

Thomas  H.  Rohlich 

Professor  of  East  Asian  Languages  and  Literatures 
BA,  M.A.,  Ph.D.  University  of  Wisconsin-Madison. 

Alan  N.  Rudnitsky 

Professor  of  Education  and  Child  Study 
B.S.  Drexel  University,  M.Ed.  University  of 
Massachusetts  at  Amherst,  Ph.D.  Cornell  University. 


424 


Professors 


Neal  E.  Salisbury 

Professor  of  History1  and  Barbara  Richmond  1940 

Professor  in  the  Social  Sciences 

B.A.,  M.A.,  Ph.D.  University  of  California  at  Los  Angeles. 

Elizabeth  Savoca 

Professor  of  Economics 

B.A.  Douglass  College  of  Rutgers  University;  M.A.,  Ph.D. 

University  of  California  at  Berkeley. 

Marilyn  Schuster 

Andrew  W  Mellon  Professor  in  the  Humanities 

(The  Study  of  Women  and  Gender) 

B.A.  Mills  College;  M.Phil.,  Ph.D.  Yale  University. 

Stylianos  P.  Scordilis 

Professor  of  Biological  Sciences 

A.B.  Princeton  University,  Ph.D.  State  University7  of  New 

York  at  Albany. 

Sharon  Cadman  Seelig 

Professor  of  English  Language  &  Literature  and 

Roe/Straut  Professor  in  the  Humanities 

B.A.  Carleton  College;  M.A.,  Ph.D.  Columbia  University. 

Marjorie  Lee  Senechal 

Louise  Wolff  Kahn  Professor  in  Mathematics  and 
History  of  Science  and  Technology 
B.S.  University  of  Chicago;  M.S.,  Ph.D.  Illinois  Institute 
of  Technology. 

Christine  M.  Shelton 

Professor  of  Exercise  and  Sport  Studies 

B.S.  Madison  College,  M.S.James  Madison  University. 

Richard  Jonathan  Sherr 

Caroline  L  Wall  '27  Professor  of  Music 

B.A.  Columbia  University;  M.F.A.,  Ph.D.  Princeton 

University. 

Nancy  J.  Shumate 

Professor  of  Classical  Languages  and  Literatures 
B.A.  Indiana  University;  M.A.,  Ph.D.  Harvard  University. 

Donald  Steven  Siegel 

Professor  of  Exercise  and  Sport  Studies 
B.S.  Brooklyn  College,  M.S.  University  of 
Massachusetts  at  Amherst,  Ed.D.  University  of  North 
Carolina  at  Greensboro. 


Patricia  Lyn  Skarda 

Professor  of  English  Language  and  Literature 
B.A.  Sweet  Briar  College,  Texas  Tech  University;  Ph.D. 
University  of  Texas  at  Austin. 

Catherine  H.  Smith 

Professor  ofTljeatre 

A.B.  Smith  College,  M.A.  University  of  Virginia,  M.F.A. 

University  of  Texas. 

Ruth  Ames  Solie 

Sophia  Smith  Professor  of  Music 

A.B.  Smith  College;  M.A,  Ph.D.  University  of  Chicago. 

Elizabeth  V.  Spelman 

Barbara  Richmond  1940  Professor  in  the 
Humanities,  Professor  of  the  Study  of  Women  and 
Gender  and  of  Philosophy 
B.A.  Wellesley  College,  Ph.D.  Johns  Hopkins  University. 

Charles  P.  Staelin 

Professor  of  Economics  and  Dean  for  Academic 
Devefapment/Director  of  Sponsored  Research 
B.A.,  M.S.,  Ph.D.  University  of  Michigan. 

Llan  Stavans 

Five  College  40th  Anniversary  Professor  (fewish 
Studies) 

Nancy  Saporta  Sternbach 

Professor  of  Spanish  and  Portuguese  and  of  the 
Study  of  Women  and  Gender 
B.A.  University  of  Wisconsin,  M.A.  Middlebury  College, 
Madrid;  Ph.D.  University  of  Arizona. 

Ileana  Streinu 

Professor  of  Computer  Science 
Ph.D.  Rutgers  University. 

Stephen  G.  Tilley 

MyraA.  Sampson  Professor  of  Biological  Sciences 
B.S.  Ohio  State  University;  M.S.,  Ph.D.  University  of 
Michigan. 

Susan  R.  Van  Dyne 

Professor  of  the  Study  of  Women  and  Gender 

B.A.  University  of  Missouri  at  Columbia,  Ph.D.  Harvard 

University. 

Janie  Vanpee 

Professor  of  French  Studies 

B.A.  Smith  College,  M.Phil,  Ph.D.  Yale  University. 


Professors/Associate  Professors 


425 


Susan  Kay  Waltner 

Professor  of  Dance 

BA  Occidental  College,  M.S.  University  of  Wisconsin. 

Donald  Franklin  Wheelock 

Irwin  and  Pauline  Alper  Glass  Professor  of  Music 
A.B.  Union  College,  M.Mus.  Yale  School  of  Music. 

Steven  A.  Williams 

Gales  Professor  of  Biological  Sciences 

BA,  M.S.,  Ph.D.  University  of  California  at  Davis. 

Louis  Wilson 

Professor  of  Afro-American  Studies 

BA  California  State  University;  MA.  Ph.D.  University 

of  California  at  Los  Angeles. 

Alexander  Woronzoff-Dashkoff 

Professor  of  Russian  Language  and  Literature 
BA  University  of  California  at  Los  Angeles;  MA,  Ph.D. 
University  of  Southern  California. 

Dennis  T.  Yasutomo 

Professor  of  Government 

B.A..  MA  San  Francisco  State  University;  MA,  M.Phil., 

Ph.D.  Columbia  University. 

Carol  Zaleski 

Professor  of  Religion  and  Chair  in  World  Religions 
BA  Wesleyan  University;  MA,  Ph.D.  Harvard 
University. 

Margaret  Skiles  Zelljadt 

Professor  of  German  Studies  and  Dean  of  the  Senior 

Class 

A.B.  University  of  Michigan,  AM.  Indiana  University, 

Ph.D.  University  of  Massachusetts  at  Amherst. 

Malgorzata  Zielinska-Pfabe 

Sophia  Smith  Professor  of  Physics 

M.Sc.  University  of  Warsaw;  Ph.D.  Institute  of  Nuclear 

Research.  Warsaw. 

Andrew  Zimbalist 

Robert  A.  Woods  Professor  of  Economics 

BA  University  of  Wisconsin;  MA,  Ph.D.  Harvard 

University. 

Ann  Zulawski 

Professor  of  History  and  of  Latin  American  Studies 
BA  University  of  Wisconsin  at  Madison;  M.S.  Bank 
Street  College;  MA,  Ph.D.  Columbia  University. 


Associate  Professors 

Ravina  Aggarwal 

Associate  Professor  of  Anthropology 

BA  University  of  Bombay,  M.S.  Purdue  University, 

Ph.D.  University  of  Indiana. 

Raphael  Atlas 

Associate  Professor  of  Music 

B.Mus.  Oberlin  College;  M.Phil.,  Ph.D.  Yale  University. 

Ernest  J.  Benz 

Associate  Professor  of  History 

BA,  M.A.,  Ph.D.  University  of  Toronto. 

Merrie  Bergmann 

Associate  Professor  of  Computer  Science 

BA  Douglass  College,  M.S.  Wright  State  University, 

MA,  Ph.D.  University  of  Toronto. 

Nalini  Bhushan 

Associate  Professor  of  Philosophy 
BA  Stella  Maris  College.  Madras  University; 
MA,  M.Phil.  Madras  Christian  College.  Madras 
University;  India;  Ph.D.  University  of  Michigan. 

David  Bickar 

Associate  Professor  of  Chemistry 

B.A.  Reed  College,  Ph.D.  Duke  University. 

Rodger  Blum 

Associate  Professor  of  Dance 

M.F.A.  University  of  California  at  Irvine. 

Stefan  Bodnarenko 

Associate  Professor  of  Psychology 

A.B.  Columbia  University;  M.Phil,  Ph.D.  City  University 

of  New  York. 

Anna  Botta 

.Associate  Professor  of  Italian  Language  and 

Literature  and  of  Comparative  literature 

Laurea.  Universitadi  Torino;  MA.  Ph.D.  University  of 

Pennsylvania. 

Mlada  Bukovansky 

Associate  Professor  of  Government 

BA  Colorado  College;  MA,  Ph.D.  Columbia  University. 


426 


Associate  Professors 


Ginetta  Gandelario 

Associate  Professor  of  Sociology  and  Latin  American 

Studies 

A.B.  Smith  College;  M.A.,  Ph.D.  City  University  of  New 

York. 

Patricia  Marten  DiBartolo 

Associate  Professor  of  Psychology 

A.B.  Smith  College;  M.A.,  Ph.D.  State  University  of  New 

York  at  Albany. 

Robert  Dorit 

Associate  Professor  of  Biological  Sciences 

B.A.,  M.A.  Stanford  University;  M.A.,  Ph.D.  Harvard 

University. 

Lois  G.  Dubin 

Associate  Professor  of  Religion 

D.C.S,  B.A.  McGill  University;  A.M.,  Ph.D.  Harvard 

University. 

Lauren  E.  Duncan 

Associate  Professor  of  Psychology 

B.A.  University  of  Southern  California,  Los  Angeles; 

M.A.,  Ph.D.  University  of  Michigan,  Ann  Arbor. 

Glenn  Ellis 

Associate  Professor  in  Residence  (Engineering) 

B.S.  Lehigh  University;  M.A.,  Ph.D.  Princeton  University. 

Susan  Etheredge 

Associate  Professor  of  Education  and  Child  Study 
and  Acting  Associate  Dean  of  the  Faculty 
A.B.,  Ed.M.  Smith  College,  Ed.D.  University  of 
Massachusetts,  Amherst. 

Nathanael  A.  Fortune 

Associate  Professor  of  Physics 

B.A.  Swarthmore  College,  Ph.D.  Boston  University. 

Judy  Franklin 

Associate  Professor  of  Computer  Science 

B.A.  Clarion  University  of  Pennsylvania;  M.S.,  Ph.D. 

University  of  Massachusetts,  Amherst. 

Velma  Garcia 

Associate  Professor  of  Government 

B.A.  Smith  College;  MA,  M.Phil,  Ph.D.  Yale  University. 


Luc  Gilleman 

Associate  Professor  of  English  Language  and 

Literature 

B.A.  Vrije  Universiteit,  Brussel,  Belgium;  Ph.D.  Indiana 

University. 

Bosiljka  Glumac 

Associate  Professor  of  Geology 

B.Sc,  University  of  Zagreb,  Croatia;  Ph.D.  University  of 

Tennessee  at  Knoxville. 

Christophe  Gole 

Associate  Professor  of  Mathematics  and  Statistics 
B  A  Universite  Paris,  M.A.  University  of  California  at 
Santa  Cruz,  Ph.D.  Boston  University. 

Jonathan  Gosnell 

Associate  Professor  of  French  Studies 

B.A.  Brown  University;  M.A.  Ph.D.  New  York  University. 

Kyriaki  Gounaridou 

Associate  Professor  of  Theatre 
B.F.A.  Drama  Conservatory  of  Thessaloniki,  Greece, 
M.A.  San  Jose  State  College,  Ph.D.  University  of 
California,  Davis. 

Ambreen  Hai 

Associate  Professor  of  English  Language  and 

Literature 

B.A.  Wellesley  College;  MA,  M.Phil,  Ph.D.  Yale 

University. 

Maria  Estela  Harretche 

Associate  Professor  of  Spanish  and  Portuguese 
B  A  Taller  de  Investigaciones  Dramaticas,  La  Plata 
(Argentina),  MA,  Ph.D.  University  of  California  at 
Davis. 

Robert  Hauck 

Adjunct  Associate  Professor  of  Government 

Alice  Hearst 

Associate  Professor  of  Government 

B.A.  Idaho  State  University;  MA,  Ph.D.  Cornell 

University;  J.D.  University  of  Washington  Law  School. 

Maki  Hirano  Hubbard 

Associate  Professor  of  East  Asian  Languages  and 

Literatures 

B.A.  Waseda  University,  Tokyo;  MA,  Ph.D.  University  of 

Wisconsin. 


Associate  Professors 


427 


Sam  Intrator 

Associate  Professor  of  Education  and  Child  study 
BA  State  University  of  New  York,  Binghamton;  MA 
Middlebuiy  College;  MA,  Ph.D.  Stanford  University. 

Carolyn  Jacobs 

Elizabeth  Marling  Treuhafl Professor,  Dean  of  the 

School  for  Social  Work,  and Adjunct  Associate 

Professor  in  Afro-American  Studies 

BA  Sacramento  State  University,  Ph.D.  Brandeis 

University. 

Michelle  Joffroy 

Associate  Professor  of  Spanish  and  Portuguese 

BA  University-  of  Massachusetts  at  Amherst;  MA,  Ph.D. 

University  of  Arizona. 

Joel  S.  Kaminsky 

Associate  Professor  of  Religion 
BA  Miami  University;  MA,  Ph.D.  University  of  Chi- 
cago Divinity  School. 

Marina  Kaplan 

Associate  Professor  of  Spanish  and  Portuguese  and  of 

Latin  American  Studies 

BA  Loyola  University;  M.A..  Ph.D.  Tulane  University. 

Laura  A.  Katz 

Associate  Professor  of  Biological  Sciences 
A.B.  Harvard  College,  Ph.D.  Cornell  University. 

Gillian  Kendall 

Associate  Professor  of  English  Language  and 

Literature 

BA.  MA  Stanford  University;  MA,  Ph.D.  Harvard 

University. 

Leslie  King 

Associate  Professor  of  Sociology' 

BA  Hunter  College;  MA,  Ph.D.  University  of  Illinois, 

Urbana-Champaign. 

Deirdre  Sabina  Knight 

Associate  Professor  of  East  Asian  Languages  and 

Literatures 

BA  University  of  Wisconsin,  Madison;  MA  University 

of  California,  Berkeley;  MA,  Ph.D.  University  of 

Wisconsin,  Madison. 

Reyes  Lazaro 

Associate  Professor  of  Spanish  and  Portuguese 
BA  Universidad  de  Deusto,  Spain;  MA,  Ph.D. 
University  of  Massachusetts  at  Amherst. 


Gary  Lehring 

Associate  Professor  of  Government 

BA.  MA  University  oi  Louisville,  Ph.D.  University  of 

Massachusetts,  Amherst. 

Dana  Leibsohn 

Associate  Professor  of  Art 

BA  Bryn  Mawr  College,  MA  University  ot  Colorado, 

Ph.D.  University  of  California,  Los  Angeles. 

Marc  Lendler 

.Associate  Professor  of  Government 

BA  Antioch  College.  Ph.D.  Vale  University. 

Susan  Levin 

Associate  Professor  of  Philosophy 

BA  Pomona  College,  Ph.D.  Stanford  University. 

Thomas  S.  Litwin 

Adjunct  Associate  Professor  of  Biological  Sciences 

and  Director  of  the  Science  Center 

BA.  Hartwick  College,  Ph.D.  Cornell  University. 

James  Lowenthal 

Associate  Professor  of  Astronomy 

B.S.  Yale  College,  Ph.D.  University  of  Arizona. 

Borjana  Mikic 

Associate  Professor  of  Engineering 
B.S.,  MA,  Ph.D.  Stanford  University. 

James  Miller 

Associate  Professor  of  Economics 

BA  Wesleyan  University,  MA  Vale  University,  Ph.D. 

University  of  Chicago,  J.D.  Stanford. 

Patricia  Y.  Miller 

Associate  Professor  of  Sociology 

BA  University  of  Illinois  at  Chicago  Circle.  M.S. 

University  of  Wisconsin,  Ph.D.  Northwestern  University. 

John  Moore 

Associate  Professor  of  Art 

A.B.  Cornell  University;  A.M..  Ph.D.  Harvard  University. 

Cornelia  Pearsall 

Associate  Professor  of  English  Language  and 

literature 

BA,  MA,  Ph.D.  Yale  University. 


428 


Associate  Professors 


Bill  E.  Peterson 

Associate  Professor  of  Psychology 

BA  University  of  California  at  Berkeley;  MA,  Ph.D. 

University  of  Michigan. 

Joel  Pitchon 

Associate  Professor  of  Music 
B.Mus.,  M.Mus.  The  Julliard  School. 

Kevin  E.  Quashie 

Associate  Professor  of  Afro-American  Studies 
BA  Florida  International  University;  M.A.  Bowling 
Green  State  University;  MA,  Ph.D.  Arizona  State 
University. 

Kate  Queeney 

Associate  Professor  of  Chemistry 

B.A.  Williams  College,  Ph.D.  Harvard  University. 

Jeffpy  Ramsey 

Associate  Professor  of  Philosophy 

BA  Kansas  State  University;  MA,  Ph.D.  University  of 

Chicago. 

Amy  Larson  Rhodes 

Associate  Professor  of  Geology 

A.B.  Smith  College;  M.S.,  Ph.D.  Darthmouth  College. 

Thomas  A.  Riddell 

Associate  Dean  of  the  College,  Dean  of  the  First-Year 
Class,  and  Associate  Professor  of  Economics 
BA  Swarthmore  College;  MA,  Ph.D.  American 
University 

Margaret  Sarkissian 

Associate  Professor  of  Music 

B.Mus.  King's  College,  University  of  London;  M.M., 

Ph.D.  University  of  Illinois  at  Urbana-Champaign. 

Vera  Shevzov 

Associate  Professor  of  Religion 

BA,  M.Phil.  Yale  University;  M.Div.  St.  Vladimir's 

Orthodox  Theological  Seminary;  Ph.D.  Yale  University. 

Patricia  L.  Sipe 

Associate  Professor  of  Mathematics  and  Statistics 
B.S.  Union  College;  M.S.,  Ph.D.  Cornell  University. 

L.  David  Smith 

Associate  Professor  of  Biological  Sciences 

B.A.  University  of  Virginia,  M.S.  University  of  South 

Carolina,  Ph.D.  University  of  Maryland. 


Marc  W.  Steinberg 

Associate  Professor  of  Sociology 

A.B.,  M.A.  The  Johns  Hopkins  University;  Ph.D. 

University  of  Michigan. 

Gristina  Suarez 

Associate  Professor  of  Chemistry 

B.S.,  Ph.D.  University  of  California  at  Davis. 

Dominique  F.  Thiebaut 

Associate  Professor  of  Computer  Science 
Diplome  d' Etudes  Universitaires  Generales  (DEUG), 
Universite  Pierre  et  Marie  Curie,  Paris  VI,  France; 
Maitrise  es  Sciences,  Institut  d'lnformatique,  Universite 
Pierre  et  Marie  Curie;  M.S.,  Ph.D.  University  of 
Massachusetts. 

Michael  Thurston 

Associate  Professor  of  English  Language  and 

Literature 

BA  University  of  North  Texas;  A.M.,  Ph.D.  University  of 

Illinois,  Urbana-Champaign. 

Helene  Visentin 

Associate  Professor  of  French  Studies 
B.A.,  MA  Universite  de  Montreal;  Docteur  de 
L'  Universite'  de  Paris-Sorbonne. 

Doreen  A.  Weinberger 

Associate  Professor  of  Physics 

BA  Mount  Holyoke  College,  Ph.D.  University  of 

Arizona. 

Gregory  White 

Associate  Professor  of  Government 

A.B.  Lafayette  College;  M.A.  University  of  Delaware; 

MA,  Ph.D.  University  of  Wisconsin,  Madison. 

Christine  White-Ziegler 

Associate  Professor  of  Biological  Sciences 

BA  University  of  Virginia,  Ph.D.  University  of  Utah. 

Nancy  Whittier 

Associate  Professor  of  Sociology 
B.A.,  M.A.,  Ph.D.  Ohio  State  University. 

Maryjane  Wraga 

Associate  Professor  ofPs)'cholog}' 

BA  University  of  Hartford,  Ph.D.  Emory  University. 

Paul  Zimet 

Associate  Professor  of  Theatre 
B.A.  Columbia  University. 


Assistant  Professors 


429 


Assistant  Professors 

Mamie  Anderson 

Assistant  Professor  of  History 

BA  Smith  College,  MA  University  of  Michigan. 

Federica  Anichini 

Assistant  Professor  of  Italian  Language  and 

Literature 

Laurea,  University  of  Florence,  Italy;  MA,  Ph.D.  New 

York  University. 

Nina  Antonetti 

Assistant  Professor  of  Landscape  Studies 

BA  Richmond  University,  U.K.;  Ph.D.  University  of 

London. 

Elisabeth  Armstrong 

Assistant  Professor  of  the  Study  of  Women  and 

Gender 

BA  Pomona  College;  M.A.,  Ph.D.  Brown  University. 

Michael  Barresi 

Assistant  Professor  of  Biological  Sciences 

BA  Merrimack  College,  Ph.D.  Wesleyan  University. 

Sarah-Marie  Belcastro 

Visiting  Assistant  Professor  Mathematics  and 

Statistics 

B.S.  Haverford  College;  M.S.,  Ph.D.  University  of 

Michigan ,  Ann  Arbor. 

Susan  Core  Bianchi 

Visiting  Assistant  Professor  Mathematics  and 

Statistics 

MA,  Ph.D.  State  University  of  New  York  at  Stony  Brook. 

Ibtissam  Bouachrine 

Assistant  Professor  of  Spanish  and  Portuguese 

BA,  M.A.  West  Virginia  University;  Ph.D.  Tlilane 

University. 

Darcy  Buerkle 

Assistant  Professor  of  History 

BA  University  of  Missouri,  Ph.D.  Claremont  Graduate 

University. 

Justin  Cammy 

Assistant  Professor  of  Jewish  Studies 

B.A.  McGill  University;  A.M.,  Ph.D.  Harvard  University. 


Judith  Cardell 

Clare  Bootbe  Luce  Assistant  Professor  of  Computer 

Engineering 

A.B.,  B.S.,  Cornell  University;  M.S.,  Ph.D.  Massachusetts 

Institute  of  Technology. 

Floyd  Cheung 

Assistant  Professor  of  English  Language  and 

Literature 

BA  Whittier  College;  MA,  Ph.D.  Tlilane  University. 

Andre  Dombrowski 

Assistant  Professor  of  Art 

MA  Courtauld  Institute  of  Art,  University  of  London; 
Magister,  University  of  Hamburg,  Germany;  Ph.D. 
University  of  California,  Berkeley. 

Maureen  Fagan 

Assistant  Professor  of  Chemistry 

B.S.  University  of  New  Hampshire;  Ph.D.  University  of 

Wisconsin,  Madison. 

Gary  Felder 

Assistant  Professor  of  Physics 

B.A.  Oberlin  College;  Ph.D.  Stanford  University. 

Dawn  Fulton 

Assistant  Professor  of  French  Studies 
B.A.  Yale  University,  Ph.D.  Duke  University. 

Serguei  Glebov 

Fite  College  Assistant  Professor  of  Russian  History 
BA  St.  Petersburg  State  University,  Russian  Federation; 
MA  Central  European  University;  Budapest,  Hungary' 

Judith  Gordon 

Assistant  Professor  of  Music 

B.Mus.  New  England  Conservatory  of  Music. 

Suzanne  Z.  Gottschang 

Assistant  Professor  of  Anthropology  and  East  Asian 

Studies 

BA,  MA  University  of  California,  Los  Angeles;  Ph.D. 

University  of  Pittsburgh. 

Jennifer  Guglielmo 

Assistant  Professor  of  History 

BA  University- of  Wisconsin,  Madison;  M.A.  University 

of  New  Mexico;  Ph.D.  University  of  Minnesota. 


430 


Assistant  Professors 


Andrew  Guswa 

Assistant  Professor  of  Engineering 

B.Sc.  Princeton  University;  M.Sc,  Ph.D.  Stanford 

University. 

Adam  Hall 

Assistant  Professor  of  Biological  Sciences 
BA,  MA  University  of  Cambridge,  U.K.;  Ph.D. 
University  of  London,  U.K. 

Christopher  Hardin 

Visiting  Assistant  Professor  of  Mathematics  and 

Statistics 

B  A  Amherst  College,  M.S.  Cornell  University. 

Marguerite  Harrison 

Assistant  Professor  of  Spanish  and  Portuguese 
BA  Mary  Baldwin  College;  M.A.  University  of  Texas, 
Austin;  Ph.D.  Brown  University. 

Nicholas  Horton 

Assistant  Professor  of  Mathematics  and  Statistics 
A.B.  Harvard  College,  Sc.D.  Harvard  School  of  Public 
Health. 

Nicholas  Howe 

Assistant  Professor  of  Computer  Science 
A.B.  Princeton  University;  M.S.,  Ph.D.  Cornell  Univer- 
sity. 

Shizuka  Hsieh 

Assistant  Professor  ofChe?nistry 

B.A.  Carleton  College,  D.Phil.  Oxford  University  (U.K.) 

Jacques  Hymans 

Assistant  Professor  of  Government 

A.B.  Harvard  College;  A.M.,  Ph.D.  Harvard  University. 

Benita  Jackson 

Assistant  Professor  of  Psychology 

A.B.  University  of  California,  Berkeley;  A.M.,  Ph.D. 

University  of  Michigan,  Ann  Arbor. 

Elizabeth  Jamieson 

Assistant  Professor  of  Chemistry 

A.B.  Smith  College;  M.A.,  Ph.D.  Massachusetts  Institute 

of  Technology. 

Kai  Jenson 

Hamburg  Exchange  (Biological  Sciences) 


Jennifer  Jung-Kim 

Assistant  Professor  of  East  Asian  Studies 
BA  Barnard  College;  MA,  Ph.D.  University  of 
California,  Los  Angeles. 

Alexandra  Keller 

Assistant  Professor  of  Film  Studies 

B.A.  Harvard  University,  Ph.D.  New  York  University. 

Kimberly  Kono 

Assistant  Professor  of  East  Asian  Languages  and 

Literatures 

BA,  MA,  Ph.D.  University  of  California,  Berkeley. 

Daphne  Lamothe 

Assistant  Professor  of  Afro-American  Studies 
B  A  Yale  University,  Ph.D.  University  of  California, 
Berkeley. 

Nancy  Marie  Mithlo 

Assistant  Professor  of  Anthropology 

B.A.  Appalachian  State  University;  M.A.,  Ph.D.  Stanford 

University 

Grant  Russell  Moss 

Senior  Lecturer  in  Musk  and  Organist  to  the  College 
B.Mus.  University  of  Nebraska;  M.M.,  M.MA,  D.MA 
Yale  University 

Suleiman  Ali  Mourad 

Assistant  Professor  of  Religion 

B.S.,  BA,  MA,  American  University  of  Beirut;  M.Phil., 

Ph.D.  Yale  University. 

Katwiwa  Mule 

Assistant  Professor  of  Comparative  Literature  and  of 
Afro-American  Studies 
B.Ed.,  M.A.  Kenyatta  University,  Nairobi;  Ph.D. 
Pennsylvania  State  University. 

Lucy  Mule 

Assistant  Professor  of  Education  and  Child  Study 
B.Ed.  Kenyatta  University,  Nairobi,  Kenya;  Ph.D. 
Pennsylvania  State  University. 

Roisin  O'Sullivan 

Assistant  Professor  of  Economics 

M.A.  Ohio  State  University;  M.S.  University  of  Galway, 

Ireland;  Ph.D.  Ohio  State  University. 


Assistant  Professors/Lecturers 


431 


Donna  Riley 

Assistant  Professor  cf  Engineering 

B.S.E.  Princeton  University,  Ph.D.  Carnegie  Mellon 
University. 

Leanne  Robertson 

Assistant  Professor  of  Mathematics  and  Statistics 

BA.  Reed  College.  Ph.D.  University  of  California  al 

Berkeley 

Andy  Rotman 

Assistant  Professor  of  Religion 

BA  Columbia  University,  Ph.D.  University  of  Chicago. 

Kevin  Rozario 

Assistant  Professor  of  American  studies 

BA  University  of  Warwick;  U.K.,  MA  University  of 

London;  Ph.D.  Yale  University 

Maria  Helena  Rueda 

Assistant  Professor  of  Spanish  and  Portuguese 
Licenciada.  Universidad  de  Los  Andes,  Bogota, 
Columbia;  M.A.  State  University  of  New  York,  Stony 
Brook;  Ph.D.  Stanford  I'niversity. 

Nicolas  Russell 

Assistant  Professor  of  French  Studies 

B.A.  I'niversity  of  Pittsburgh;  MA,  Ph.D.  University  of 

Virginia. 

Gail  E.  Scordilis 

Adjunct  Assistant  Professor  of  Biological  Sciences 

BA  Smith  College,  Ph.D.  University  of  Massachusetts. 

Kevin  Shea 

Assistant  Professor  of  Chemistry 

B.Sc.  Worcester  Polytechnic  Institute,  Ph.D. 

Massachusetts  Institute  of  Technology. 

Eeva  Sointu 

Assistant  Professor  of  Sociology 

BA,  MA,  Ph.D.  Lancaster  University;  U.K 

Ardith  Spence 

Assistant  Professor  of  Economics 

BA  Carleton  College.  Ph.D.  The  University  of  Chicago. 

Fraser  Stables 

Assistant  Professor  of  Art 

BA  Edinburgh  College  of  .Art,  M.F.A.  University  of 

Guelph,  Ontario,  Canada. 


Paul  Voss 

Assistant  Pr  ngmeering 

BA,  B.S.  Brown  l  niversity;  Ph.D.  Harvard  University 

Susan  Voss 

.  \ssistani  Professor  of  Engineering 

B.S.  Brown  University;  M.S..  Ph.D.  Massachusetts 

Institute  of  Technology. 

Steve  Waksman 

Assistant  Professor  of  Music 

BA  University  of  California,  Berkeley;  M.A.  University 

of  North  Carolina.  Chapel  Hill;  Ph.D.  University  of 

Minnesota. 

Frazer  Ward 

.  Issistaut  Professor  of  Art 

B.A..  M.A.  University  of  Sydney;  Ph.D.  Cornell  University. 

Joel  Westerdale 

Assistant  Professor  of  German  Studies 

B.A.  University  of  Michigan;  A.M..  Ph.D.  Harvard 

University. 

Carolyn  Wetzel 

Assistant  Professor  of  Biological  Sciences 

B.S.  University  of  Michigan.  Ph.D.  Cornell  University. 

SuJane  Wu 

Assistant  Professor  of  East  Asian  Languages  and 

Literatures 

BA.  Soochow  University,  Taipei.  Taiwan;  MA,  Ph.D. 

University  of  Wisconsin,  Madison. 

Lynne  Yamamoto 

Assistant  Professor  of  Art 

BA  The  Evergreen  State  College;  M.A.  New  York 

University. 

Byron  L.  Zamboanga 

Assistant  Professor  of  Psychology' 

BA  University  of  California,  Berkeley;  MA,  Ph.D. 

University  of  Nebraska,  Lincoln. 


Lecturers 


Vanessa  Adel 
Lecturer  in  Sociology 

BA  Long  Island  University,  M.A.  Lesley  College.  M.A. 
University  of  Massachusetts. 


432 


Lecturers 


Susan  Heuck  Allen 

Lecturer  in  Archaeology 

A.B.  Smith  College,  MA  University  of  Cincinatti,  Ph.D. 

Brown  University. 

Ernest  Alleva 

Lecturer  in  Philosophy 

B.A,  MA,  M.Phil.,  Ph.D.  Columbia  University. 

Anouk  Alquier 

Lecturer  in  French  Studies 

Julio  Alves 

Lecturer  in  English  Language  and  Literature 


Martin  Antonetti 

Lecturer  in  Art  and  Curator  of  Rare 
M.S.L.S. 


Timothy  Bacon 

Lecturer  in  Exercise  and  Sport  Studies 

MA  University  of  Toronto,  Ph.D.  L'Universite  de 

Montreal. 

Michal  Bar-Asher  Siegel 

Lecturer  in  Religion 
BA,  M.A.  Hebrew  University. 

Melissa  Belmonte 

Lecturer  in  Spanish  and  Portuguese 

B  A  Gordon  College,  M.A.  University  of  Massachusetts, 

Amherst. 

Martine  Benjamin 

Lecturer  in  French  Studies 

Silvia  Berger 

Lecturer  in  Spanish  and  Portuguese 

BA  National  Conservatory  of  Music;  M.A.,  Ph.D. 

University  of  Massachusetts. 

Carol  Berner 

Lecturer  in  Education  and  Child  Study 

Jeffrey  Blankenship 

Lecturer  in  Landscape  Studies 

B.S.  University  of  Kentucky,  M.L.A.  University  of 

Massachusetts. 

Jackie  Blei 

Lecturer  in  Exercise  and  Sport  Studies 


Melanie  Bost-Fievet 

Visiting  Lecturer  from  the  Ecole  Normale  Superieure 

in  Paris 

MA  Universite'  Paris. 

Ann  Edwards  Boutelle 

Senior  Lecturer  in  English  Language  and  Literature 
MA  University  of  Saint  Andrews;  M.A.,  Ph.D.  New  York 
University. 

Mark  Brandriss 

Lecturer  in  Geology 

BA  Wesleyan  University;  M.S.,  Ph.D.  Stanford 

University. 

Billbob  Brown 
Lecturer  in  Dance 

Daniel  Brown 

Lecturer  in  History 

B.A.  Northwestern  University,  Ph.D.  University  of 

Chicago. 

Margaret  Bruzelius 

Lecturer  in  Comparative  Literature  and  Dean  of  the 
Sophomore  and  Junior  Classes. 

Kerry  Buckley 

Lecturer  in  American  Studies 

Hillary  Bucks 

Lecturer  in  Theatre 

B.S.  Northeastern  University,  M.F.A.  University  of 

Pittsburgh. 

Fabienne  Bullot 

Lecturer  in  French  Studies 

License,  Maitrise,  Paris  W,  Sorbonne;  D.E.A.,  Paris  X, 

Nanterre. 

Lale  Aka  Burk 

Senior  Lecturer  in  Chemistry 

A.B.  The  American  College  for  Girls,  Istanbul,  A.M. 

Smith  College,  Ph.D.  University  of  Massachusetts  at 

Amherst. 

Paul  Butler 

Lecturer  in  Psychology 

B.S.,  M.S.,  Ph.D.  Brigham  Young  University. 


Lecturers 


4tf 


Akiva  Cahn-Lippman 
Lecturer  in  Music 

B.Mus.  Oberlin  Conservatory  of  Music,  M.M.  The 
Julliard  School,  D.M.A.  University  of  Cincinnati  College 
Conservatory  of  Music. 

Carl  Caivano 

Lecturer  in  Art 

B.F.A.  Syracuse  University,  M.F.A.  University  of 

Massachusetts. 

Rosetta  Caponetto 

Lecturer  in  Italian  Language  and  Literature 
B.A.  University  of  Bologna,  Italy;  M.A.  University  of 
Baini,  Italy;  M.A.  University  of  Connecticut. 

Karen  Cardoza 

Lecturer  in  American  Studies 

Debra  L.  Carney 

Lecturer  in  English  Language  and  Literature 
B.A.,  M.F.A.  University  of  Massachusetts. 

Elizabeth  E.  Carr 

Lecturer  in  Religion  and  Catholic  Chaplain 
B.A.,  M.A.  University  of  Southern  California;  Ph.D. 
Graduate  Theology  Union,  Berkeley. 

Edward  Check 

Lecturer  in  Theatre 

B.F.A.  State  University  of  New  York,  Purchase;  M.F.A. 

Yale  University. 

Yoon-Suk  Chung 

Lecturer  in  East  Asian  Languages  and  Literatures 
B.A.,  M.A.  Seoul  National  University;  MA,  Ph.D. 
University  of  California,  Berkeley. 

Jim  Coleman 

Lecturer  in  Dance 

B  A  University  of  California  at  Santa  Cruz,  M.FA 

University  of  Utah. 

George  Colt 

Lecturer  in  American  Studies 

A.B.  Harvard  College,  MA  Johns  Hopkins  University. 

Thomas  Ciufo 

Sherman-FairchildArtist-in-Residence 

Charles  Cutler 

Lecturer  Emeritus  in  Spanish  and  Portuguese 


Holly  Davis 

Lecturer  in  English  Language  and  Literature 

BA  Wittenberg  University,  M.A.  State  University  of  New 

York  at  Albany. 

Tom  R.  Dennis 

Lecturer  in  Astronomy 

B.A.,  MA  University  of  Michigan,  Ph.D.  Princeton 

University. 

Ranjana  Devi 

Lecturer  in  Dance  (University  of  Massachusetts  Fine 

Arts  Center) 

M.  Darby  Dyar 

Lecturer  in  Astronomy 

Sally  Katzen  Dyk 

Washington  Scholar  in  Residence 

B.A.  Smith  College,  J.D.  University  of  Michigan. 

Valija  Evalds 

Lecturer  in  Art 

B.A.  Mount  Holyoke  College;  M.Phil.,  MA  Yale 

University. 

Babette  Faehmel 

Lecturer  in  History 

B.A.  Hamburg  University,  Germany;  M.A.  University  of 

Cincinnati. 

Molly  Falsetti-Yu 

Lecturer  in  Spanish  and  Portuguese 

B.A.  State  University  of  New  York,  Binghamton,  MA 

University  of  Massachusetts. 

Paola  Ferrario 

Harnish  Visiting  Artist 

B.FA  San  Francisco  Art  Institute,  M.FA.  Yale  University'. 

Charles  Flachs 

Lecturer  in  Dance 

Rose  Flachs 

Lecturer  in  Dance 

Terese  Freedman 

Lecturer'  in  Dance 

B.A.  University  of  Colorado  at  Boulder. 

Elizabeth  Garland 

Lecturer  in  Anthropology 

B.A.  Amherst  College,  M.A.  Johns  Hopkins  University. 


434 


Lecturers 


Janice  Gatty 

Lecturer  in  Education  and  Child  Study 
B.A.  Mills  College,  Ed.M.  Smith  College,  Ed.D. 
University  of  Massachusetts  at  Amherst. 

John  Gibson 

Senior  Lecturer  in  Art 

B.F.A.  Rhode  Island  School  of  Design,  M.F.A.  Yale 

University. 

Sean  Gilsdorf 

Lecturer  in  History 

B.A.  University  of  Colorado,  M.A.  University  of  Toronto. 

Patricia  Gonzalez 

Senior  Lecturer  in  Spanish  and  Portuguese 

B.A.  Mary  Baldwin  College,  M.A.  Middlebury  College, 

Ph.D.  University  of  Texas  at  Austin. 

Ron  Gorevic 

Lecturer  in  Music 

Performance  Diploma,  Guildhall  School  of  Music, 

London. 

Serena  Grattarola 

Lecturer  in  Italian  Language  and  Literature 
Laurea,  University  of  Padua;  M.A.  University  of 
California,  Los  Angeles;  M.A.,  Harvard  University. 

George  S.  Greenstein 

Lecturer  in  Astronomy 

B.S.  Stanford  University,  Ph.D.  Yale  University. 

Peter  Gunn 

Lecturer  in  History 

A.B.  Dartmouth  College,  M.Ed.  Harvard  University. 

Jennifer  Hail-Witt 

Lecturer  in  History 

B.A.  Northwestern  University;  M.A.,  Ph.D.  Yale 

University. 

Salman  Hameed 

Lecturer  in  Astronomy 

B.S.  State  University  of  New  York,  Stony  Brook,  M.S. 

New  Mexico  State  University,  Ph.D.  New  Mexico  State 

University. 

Mohamed  Hassan 

Lecturer  in  Religion 

B.A.  Mansoura  University,  Egypt;  M.S.  Tanta  University, 

Egypt. 


Steven  Heim 

Lecturer  in  Religion 

B.A.,  M.A.  University  of  California,  Santa  Barbara. 

Yehudit  Heller 

Lecturer  in  Jewish  Studies 

M.Ed.  University  of  Massachusetts,  Amherst. 

James  Hicks 

Director,  Diploma  in  American  Studies 

B.A.,  B.S.  Michigan  State  University;  Ph.D.  University  of 

Pennsylvania. 

Constance  Valis  Hill 

Lecturer  in  Dance 

Jonathan  Hirsh 

Senior  Lecturer  and  Director  of  Orchestral  and 

Choral  Activities 

B.A.  Amherst  College;  M.M.,  D.M.A.  University  of 

Michigan. 

Robert  Ellis  Hosmer,  Jr. 

Senior  Lecturer  in  English  Language  and  Literature 
A.B.  College  of  the  Holy  Cross;  M.A.  (Religion)  Smith 
College;  M.A.  (English),  Ph.D.  University  of 
Massachusetts  at  Amherst. 

Susannah  Howe 

Lecturer/Director  of  Design  Clinic  in  Engineering 
B.S.E.  Princeton  University;  M.Eng.,  Ph.D.  Cornell 
University. 

Jing  Hu 

Lecturer  in  East  Asian  Languages  and  Literatures 
B.A.  Luoyang  PLA  Foreign  Language  Institute,  PR. 
China;  M.A.  Peking  University. 

Charles  Johnson 

Lecturer  in  Economics 

Don  Jordan 

Lecturer  in  Theatre 
B.A.  Ms  University 

Deanna  Joseph 

Lecturer  and  Choral  Director 
B.S.  Mary  Pappert  School  of  Music,  Duquesne 
University;  M.Mus.  Eastman  School  of  Music,  University 
of  Rochester. 


Lecturers 


435 


Alice  Julier 
Lecturer  in  Sociology 

B.A.  Brandeis University,  MA  University  of 
Massachusetts. 

Susan  Kart 
Lecturer  in  Art 

BA  Smith  College;  MA,  M.Phil.  Columbia  College. 

Neal  Katz 

Lecturer  in  Astronomy 

Laura  Katzman 

Lecturer  in  American  Studies 

BA.  New  York  University;  MA,  M.Phil.,  Ph.D.  Yale 

University. 

Sam  Kenney 

Lecturer  in  Dance 

Judith  Keyler-Mayer 

Lecturer  in  German  Studies 

MA  Ludwig-Maximilians  Universitat,  Munich, 

Germany. 

Lucretia  Knapp 

Lecturer  in  Film  Studies 

BA,  MA,  The  Ohio  State  University;  M.FA.  University 

of  Michigan,  Ann  Arbor. 

Mary  Koncel 

Lecturer  in  English  Language  and  Literature 

Yuri  Kumagai 

Lecturer  in  East  Asian  Languages  and  Literatures 
BA,  M.Ed.,  Ed.D.  University  of  Massachusetts,  Amherst. 

Denise  Lello 

Lecturer  in  Biological  Sciences 

BA  University  of  Chicago;  B.S.,  Ph.D.  University  of 

Washington. 

Grant  Xialguang  Li 

Lecturer  in  East  Mian  Languages  and  Literatures 
BA,  M.A.  Heilongjiang  University,  China;  M.A.,  Ph.D. 
University  of  California,  Irvine. 

Fang  Liu 

Lecturer  in  East  Asian  Languages  and  Literatures 
B.A.  Hebei  Teachers  University,  PR.  China;  M.Ed. 
Universitv  of  Massachusetts,  Amherst. 


Sara  London 

Lecturer  in  English  Language  and Literature 

BA,  M.FA.  I  fniversityof  Iowa. 

Daphne  Lowell 

Lecturer  ui  Dance 

BA  Ms  University,  M.EA.  University  of  Utah. 

Kirin  Joya  Makker 
Lecturer  in  Art 

Judith  Malafronte 
Lecturer  in  Music 

Sherry  Marker 

Lecturer  in  American  Studies 

B.A.  Radcliffe  College,  M.A.  University  of  California  at 

Berkeley. 

Suk  Massey 

Lecturer  in  East  Asian  Languages  and  Literatures 
BA.  Chosun  University,  Kwang-ju,  Korea;  M.A.  Ewha 
Women's  University  Seoul,  Korea;  M.A.  St.  Michael's 
College. 

Rosemary  McNaughton 

Lecturer  in  Physics 

Malcolm  McNee 

Lecturer  in  Spanish  and  Portueguese 

BA.  University  of  Idaho,  M.A.  Tlilane  University. 

Donna  Mejia 

\  isiting  Artist  in  Residence,  Dance 
B.S.  University  of  Colorado,  Boulder. 

Ghristiane  Metral 

Lecturer  in  French  Studies 

Licence  es  Lettres,  University  of  Geneva,  Switzerland. 

Elizabeth  Meyersohn 

Lecturer  in  Art 
BA  Smith  College 

Marilyn  Middleton  Sylla 

Fire  (.'allege  Lecturer  in  Dance 

Molly  Monet-Viera 

Lecturer  hi  Spanish  and  Portuguese 

Esteban  Monserrate,  Ph.D. 

Lecturer  and  Laboratory  Instructor  in  Biological 

Sciences 

M.S.,  Ph.D.  Universitv  of  Massachusetts,  Amherst. 


436 


Lecturers 


Mary  Murphy 

Senior  Lecturer  in  Mathematics  and  Statistics 

BA  College  of  St.  Elizabeth,  MAT.  The  Johns  Hopkins 

University. 

Cathy  Nicoli 

Lecturer  in  Dance 

Normi  Noel 
Lecturer  in  Theatre 
BA  University7  of  Alberta. 

Rebecca  Nordstrom 

Lecturer  in  Dance 

BA  Antioch  College,  M.FA  Smith  College. 

Christopher  Overtree 

Lecturer  in  Psychology 

B.A.  Princeton  University;  M.S.,  Ph.D.  University  of 

Massachusetts. 

Meredith  Palin 

Lecturer  in  Theatre 

B.A.  Colby  College,  M.FA  Yale  University  School  of 

Dance,  Drama. 

David  Palmer 

Lecturer  in  Psychology 

B.S.,  M.S.,  Ph.D.  University  of  Massachusetts. 

Vittoria  Offredi  Poletto 

Senior  Lecturer  in  Italian  Language  and  Literature 
B A.  University  of  Birmingham,  England. 

Phoebe  Ann  Porter 

Lecturer  in  Spanish  and  Portuguese 

B.A.  Bryn  Mawr  College;  M.A.,  Ph.D.  Brown  University. 

Beth  Powell  (Anne  P.  Anderson) 

Lecturer  in  Psychology 

A.B.  Smith  College;  MA,  Ph.D.  University  of 

Massachusetts  at  Amherst. 

Cathy  Hofer  Reid 

Principal  of  the  Campus  School  and  Lecturer 
(Education  and  Child  Study) 
BA.  Hamline  University,  M.S.  Utah  State  University, 
Ph.D.  University  of  Connecticut. 

Alejandro  Reuss 

Lecturer  in  Economics 

B.A.  Harvard  University,  MA  Tufts  University. 


Peter  Carl  Rosnick 

Lecturer  in  Mathematics  and  Statistics 

B  A  Tufts  University;  Ed.D.  University  of  Massachusetts, 

Amherst. 

Maureen  Ryan 

Lecturer  in  Classical  Languages  and  Literatures 
B.A.,  MA,  Ph.D.  Ohio  State  University. 

Jill  St.  Coeur 

Lecturer  in  Theatre 

BA,  MA  University  of  Massachusetts,  Amherst. 

Samuel  Scheer 

Lecturer  in  English  Language  and  Literature 
B.A.  Bennington  College,  M.Phil.  Oxford  University. 

Peter  Schloerb 

Lecturer  in  Astronomy 

B.A.  Hamilton  College,  Ph.D.  California  Institute  of 

Technology. 

Katherine  Schneider 

Lecturer  in  Art 

B.A.  Yale  University,  M.FA  Indiana  University. 

Stephen  E.  Schneider 

Lecturer  in  Astronomy 

Caroline  Shread 

Lecturer  in  French  Studies 

Peggy  Schwartz 

Lecturer  in  Dance 

B A  University  of  Rochester,  MA  State  University  of 

New  York  at  Buffalo. 

Ronald  L.  Snell 

Lecturer  in  Astronomy 

BA  University  of  Kansas;  MA,  Ph.D.  University  of 

Texas. 

Olga  Solovieva 

Lecturer  in  Film  Studies 
MA  Freia  University,  Berlin. 

Jane  Stangl 

Lecturer  in  Exercise  and  Sport  Studies 

B.S.  University  of  Wisconsin,  M.A.  Bowling  Green  State 

University,  Ph.D.  University  of  Iowa. 


Lecturers 


Michael  John  Stroud 

lecturer  in  Psychology 

B.S.  University  of  California,  Santa  Barbara;  MA 

California  State  University. 

Nicomedes  Suarez  Arauz 
Senior  Lecturer  in  Spanish  and  Portuguese 
BA  University  of  Tampa,  M.\.  Utah  State  University, 
Ph.D.  Ohio  University 

Maria  Succi-Hempstead 

Lecturer  in  Italian  Language  and  Literature 
MA  University  of  Kent,  Canterbury,  England. 

Atsuko  Takahashi 

Lecturer  in  Hast. -Ivan  Languages  and  Literatures 
BA  Japan  Women's  University  M.S.Ed.  L'niversity  of 
Pennsylvania. 

Cathy  Weisman  Topal 

Lecturer  in  Education  and Child  Study 

B.A.  Cornell  University,  M.A.T.  Harvard  School  of 

Education. 

Janet  Van  Blerkom 
Lecturer  in  Physics 

B.S.  Massachusetts  Institute  of  Technology,  Ph.D. 
l'niversity  of  Colorado. 

Hugo  Viera 

Lecturer  in  Spanish  and  Portuguese 

B.A.  University  of  Pennsylvania,  Ph.D.  Yale  University 

Richard  Wallace 

Lecturer  in  Anthropology 

BA  Grinnell  College,  MA  University  of  Massachusetts, 

Amherst 

Daniel  Wang 
Lecturer  in  Astronomy 

Daniel  Warner 

Lecturer  in  Music 

Ellen  Dore  Watson 

Lecturer  in  English  Language  and Literature: 

Director  of  Poetry  Center 

BA.  M.FA  University  of  Massachusetts,  Amherst. 

Martin  D.  Weinberg 
Lecturer  m  Astronomy 


Robert  Weir 

Lecturer  in  History 

B.S.,  MA  Shippensburg University,  Ph.D.  University  of 

Massachusetts,  Amherst 

Pan  Welland 

Lecturer  in  Theatre 

B.EA.  University  of  Massachusetts.  Amherst;  MA  Smith 

College. 

Jon  Western 

Lecturer  in  Government 

Michele  Wick 

Lecturer  in  Psychology 

B.S.  Cornell  University,  Ph.D.  University  of  New  York. 

Buffalo. 

Catherine  Wilson 

Lecturer  and  Lab  Instructor  in  Sociology' 

Grant  Wilson 
Lecturer  m  Astronomy 

Karen  Winzoski 

Lecturer  in  Government 

Wendy  Woodson 

Lecturer  in  Dance 

Catherine  Woronzoff-Dashkoff 
Senior  Lecturer  in  Russian  Language  and 
Literature 

Baccalaureat  es  Lettres,  Lycee  Frangais  de  Vlenne,  Aus- 
tria; A.B.  Smith  College. 

Jonathan  Wynn 

Lecturer  in  Sociology 

BA  State  University  of  New  York.  Buffalo.  M.S. 
University  of  Nevada,  Las  Vegas.  Ph.D.  City  University 
of  New  York. 

Judith  S.  Young 

Lecturer  in  .Astronomy 

A.B.  Harvard  College,  M.S.,  Ph.D.  University  of 

Minnesota. 

Min  Yun 

Lecturer  in  Astronomy 


438 


Lecturers/Instructional  Support  Personnel 


Nan  Zhang 

Lecturer  in  Theatre 

B.A.  Beijing  University,  MA,  M.FA  The  Ohio  State 

University. 

Ling  Zhao 

Lecturer  in  East  Asian  Languages  and  Literatures 
B A  Beijing  University,  MA  Beijing  Foreign  Studies 
University. 

Instructional  Support 
Personnel 

Christina  Greer 

Mendenhall  Fellow  in  Government 

Carlotta  M.  Arthur 

Mellon  Post-Doctoral  Fellow  in  Afro-American 

Studies 

B.S.  Purdue  University;  MA,  Ph.D.  State  University  of 

New  York  at  Stony  Brook. 

Danielle  Elliot 

Mellon  Post-Doctoral  Fellow  in  English  Language 
and  Literature 

Mikulas  Fabry 

Mellon  Post-Doctoral  Fellow  in  Government 

Erika  Laquer,  Ph.D. 

Research  Associate  in  History 

Marylynn  Salmon,  Ph.D. 

Research  Associate  in  History 

Revan  Schendler,  Ph.D. 

Research  Associate  in  History 

Janice  Moulton,  Ph.D. 

Research  Associate  in  Philosophy 

Meredith  Michaels 

Research  Associate  in  Philosophy 

Eric  Hurley 

Research  Associate  in  Psychology 

Peter  Pufall 

Research  Associate  in  Psychology 

George  Robinson,  Ph.D. 

Research  Associate  in  Psychology 


Martha  Teghtsoonian,  Ph.D. 

Research  Associate  in  Psychology 

Robert  Teghtsoonian 

Research  Associate  in  Psychology 

Michele  Wick 

Research  Associate  in  Psychology 

Benjamin  Braude,  Ph.D. 

Research  Associate  in  Religion 

Edward  Feld 

Research  Associate  in  Religion 

Philip  Zaleski 

Research  Associate  in  Religion 

Meg  Lysaght  Thacher 

Laboratory  Instructor  in  Astronomy 

Katherine  Dorfman 

Laboratory  Instructor  in  Biochemistry 

Gabrielle  Immerman 

Laboratory  Instructor  in  Biological  Sciences 

Esteban  Monserrate,  Ph.D. 

Laboratory  Instructor  in  Biological  Sciences 

Judith  Wopereis,  M.Sc. 

Laboratory  Instructor  in  Biological  Sciences 

Graham  R.  Kent,  M.Sc. 

Senior  Laboratory  Instructor  in  Biological  Sciences 

Maria  Bickar 

Laboratory  Instructor  in  Chemistry 

Heather  Shafer 

Laboratory  Instructor  in  Chemistry' 

Rebecca  Thomas 

Laboratory  Instructor  in  Chemistry1 

Virginia  White,  M.A. 

Senior  Laboratory  Instructor  and  Laboratory 
Superi'isor  in  Chemistry 

Steve  Gauren 

Laboratory  Instructor  in  Geology 

Fusako  Yamagiwa-  Braxton 

Assistant  in  East  Asian  Languages  and  Literatures 


Instructional  Support  Personnel 


4.W 


Costanza  Menchi 

Assistant  in  Italian  Language  and  Literature 

Joyce  Palmer-Fortune 

Laboratory  Instructor  in  Physics 

Jerzy  W.  Pfabe,  M.Sc. 
Laboratory  Supervisor  in  Physics 

Catherine  Wilson 

Laboratory  Instructor  in  Sociology 

Julius  Robinson,  B.S. 

Principal  Pianist.  Dance  Department 

David  Palmer,  Ph.D. 

Assistant  in  Statistics,  Psychology  Department 

Esther  Cuesta 

Teaching  Assistant  in  Spanish  and  Portuguese 

Juan  Pablo  Jimenez 

Teaching  Assistant  in  Spanish  and  Portuguese 

Molly  Monet-Viera 

Teaching  Assistant  in  Spanish  and  Portuguese 

Yamile  Silva 

Teaching  Assistant  in  Spanish  and  Portuguese 

Vanessa  Anspaugh 

Teaching  Fellow  in  Dance 

Aretha  Aoki 

Teaching  Fellow  in  Dance 

Ariel  Cohen 

Teaching  Fellow  in  Dance 

Maura  Donohue 

Teaching  Fellow  in  Dance 

Kellie  Lynch 

Teaching  Fellow  in  Dance 

Meredith  Lyons 

Teaching  Fellow  in  Dance 

Ching-Shan  Parks 

Teaching  Fellow  in  Dance 

Fania  Tskalakos 

Teaching  Fellow  in  Dance 


Marilyn  London,  M.A. 

Tutor  Supervisor  in  Education  and  Child  Study 

Margaret  C.  Betts,  B.A.,  J.D. 

Teaching  Fellow  in  Education  and  Child  Study 

Amie  E.  Colcord,  B.A. 

leaching  Fellow  in  Education  and  Child  Study 

Talia  S.  Epstein,  B.A. 

Teaching  Fellow  in  Education  and  Child  Study 

Nicholas  C.  Giammaria,  B.A. 

Teaching  Fellow  in  Education  and  Child  Study 

Kara  M.  McKeever,  B.A. 

Teaching  Fellow  in  Education  and  Child  Study 

Anne  I.  Naughton,  B.A.,  M.A. 

Teaching  Fellow  in  Education  and  Child  Study 

Christine  Clancy 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Marsa  Daniel 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Brooke  Diamond 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Caitlin  Hurst 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Joyce  Anne  Koubaroulis 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Jennifer  Steele 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Sonnie  Terrell 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Elizabeth  Yasser 

leaching  Fellow  in  Exercise  and  Sport  Studies 

Elizabeth  Yasser 

Teaching  Fellow  in  Exercise  and  Sport  Studies 


440 


Administration 


Administration 

Office  of  the  President  and  the 
Board  of  Trustees 

Carol  T.  Christ,  Ph.D. 

President 

Adrianne  R.  Andrews,  Ph.D. 
Ombudsperson 

Rebecca  Lindsey,  M.A. 

Secretary  of  the  Board  of  Trustees  and  Assistant  to  the 
President 

Jacquelyn  A.  Scalzo,  B.A. 

Secretary  to  the  President 

Georgia  Yuan,  M.S.,  J.D. 

General  Counsel  and  Secretary  to  the  College 

Office  of  Advancement 

Patricia  Jackson,  M.B.A. 

Vice  President  for  Advancement 

Sandra  Doucett,  B.A. 

Deputy  Director  of  Advancement  and 
Organizational  Relations 

Nancy  Harvin  '80,  A.B. 

Director  of  Principal  Gifts 

Cam  Morin  Kelly  '84,  A.B. 

Director  of  Major  Gifts  and  Gift  Planning 

To  be  announced 

Director  of  Annual  Support  and  Volunteer  Engagement 

The  Athletic  Department 

Lynn  Oberbillig,  M.A.,  M.B.A. 

Director 

The  Botanic  Garden 

Michael  Marcotrigiano,  Ph.D. 

Director 

Office  of  Campus  Operations  and 
Facilities 

William  R.  Brandt,  M.B.A. 

Director 


The  Smith  College  Campus  School 

Cathy  Hofer  Reid,  Ph.D. 

Principal 

Career  Development  Office 

Stacie  Hagenbaugh,  M.Ed. 

Director 

The  Chapel 

Jennifer  Walters,  D.Min. 

Dean  of  Religious  Life 

The  Rev.  Dr.  Leon  Tilson  Burrows,  D.  Min. 

Chaplain  to  the  College 
Adviser  to  Protestant  Students 

Elizabeth  E.  Carr,  Ph.D. 

Chaplain  to  the  College 
Adviser  to  Catholic  Students 

Khalilah  Karim-Rushdan,  M.S.W.,  L.C.S.W. 

Adviser  to  the  Muslim  Community 

Bruce  A.  Bromberg  Seltzer,  M.A. 

Chaplain  to  the  College 
Adviser  to  Jewish  Students 

The  Clark  Science  Center 

Thomas  S.  Litwin,  Ph.D. 

Director 

To  be  announced 

Associate  Director 

Office  of  College  Relations 

Laurie  Fenlason,  A.B. 

Executive  Director  of  Public  Affairs  and  Special 
Assistant  to  the  President 

Kristen  Cole,  B.A. 

Media  Relations  Director 

John  G.  Eue,  M.A. 

Senior  Director  of  Publications  and  Communications 

Judith  L.  Marksbury,  B.Ed. 

Director  of  College  Relations 


Administration 


44  1 


Office  of  the  Dean  of  the  College 

Maureen  Mahoney,  Ph.D. 

Dean  of  the  College 

Tamra  Bates,  M.S. 

Director  of  the  Campus  Center 

Adrian  Beaulieu,  Ed.S. 

Associate  Dean  for  International  Study 

Margaret  Bruzelius,  Ph.D. 

Dean  of  the  Sophomore  and  Junior  Classes  and  Acting 
Associate  Dean  of  the  College 

Rae-Anne  Butera,  M.A. 

.Associate  Dean  of  Students 

Mentha  Hynes,  M.Ed. 

Associate  Dean  of  Multicultural  Affairs 

Erika  J.  Laquer,  Ph.D. 

Dean  of  Ada  Comstock  Scholars  and  Transfer  Students 

Alison  Turtle  Noyes,  M.A. 

Assistant  Dean  for  International  Study 

Julianne  Ohotnicky,  M.A. 

Dean  of  Students 

Becky  Shaw,  M.A. 

Director  of  Residence  Life 

Jane  Stangl,  Ph.D. 

Acting  Dean  of  the  First-Year  Class 

Hrayr  C.  Tamzarian,  M.Ed. 

Associate  Dean  for  Student  .Affairs  and  International 
Students  and  Scholars 

Margaret  Zeiyadt,  Ph.D. 

Dean  of  the  Senior  Class 

To  be  announced 

Housing  Coordinator 
- 

Dining  Services 

Kathleen  Zieja,  B.S. 

Director 

Office  of  Enrollment 

Audrey  Smith,  B.A. 

Dean  of  Enrollment 

Debra  Shaver,  M.S. 

Director  of  Admission 


Sidonia  M.  Dalby,  M.Ed. 
Karen  Kristof,  A.B. 
Elizabeth  Beal 

Associate  Directors  of  Admission 

Deborah  Luekens,  B.A. 

Director  of  Student  Financial  Services 

Office  of  the  Vice  President  for 
Finance  and  Administration 

Ruth  Constantine,  M.B.A. 

Vice  President  for  Finance  and  Administration 

Richard  S.  Myers,  Ph.D. 

Chief  Planning  and  Budget  Officer 

To  be  announced 

Controller 

Health  Services 

Leslie  R.  Jaffe,  M.D. 

College  Physician  and  Director  of  Health  Services 

Elaine  Longley,  B.S.N. 

Coordinator  of  Nursing  Services 

Pamela  McCarthy,  L.I.C.S.W. 

Associate  Director 

Office  of  Human  Resources 

Lawrence  Hunt,  B.A. 

Executive  Director  of  Human  Resources 

Information  Technology  Services 

Herbert  Nickles,  M.A. 

Executive  Director 

Kate  Etzel,  M.A. 

Director,  User  Services 

Ben  Marsden,  M.S. 

Director,  Systems  and  Network  Services 

Sharon  Moore,  B.A. 

Director,  Telecommunications 

Yvonne  Ting,  M.S. 

Director.  Administrative  Software  Systems  and 
Technology 

To  be  announced 

Director  of  Educational  Technology 


442 


Administration 


Office  of  Institutional  Diversity 

Naomi  Miller,  Ph.D. 

Director  of  Institutional  Diversity  and  Assistant  to  the 
President 

Laura  Rauscher,  B.S. 

Disability  Services  Director 

The  Jacobson  Center  for  Writing, 
Teaching  and  Learning 

Julio  Alves,  Ph.D. 

Director 

The  Libraries 

Christopher  Loring,  M.A. 

Director  of  Libraries 

Martin  Antonetti,  M.S. 

Curator  of  Rare  Books 

Maria  Brazill.  M.A.,  M.S. 

Coordinator  of  Collection  Development  and 

Head  of  Acquisitions 

Eric  Loehr,  M.L.S. 

Library  Systems  Coordinator 

James  Montgomery,  M.S. 

Head  of  Catalogue  Section 

Rocco  Piccinino  Jr.,  M.S.L.S. 

Coordinator  of  Branch  Services  and  Science  Librarian 

Barbara  Polowy,  M.L.S. 

Art  Librarian 

Sherrill  Redmon,  Ph.D. 

Head  of  the  Sophia  Smith  Collection  and  Coordinator 
of  Special  Collections 

Marlene  Wong,  M.S.L.S. 

Librarian,  Werner  Josten  Library 

Nanci  A.  Young,  M.A. 

College  Archivist 


The  Smith  College  Museum  of  Art 

Jessica  Nicoll  '83,  M.A. 

Director  and  Chief  Curator 

Margi  Caplan,  B.A. 

Membership  and  Marketing  Director 


David  Dempsey,  M.A. 

Associate  Director  of  Museum  Services 

Aprile  Gallant,  M.A. 

Curator  of  Prints,  Drawings  and  Photographs 

Ann  Mayo  '83,  B.A. 

Manager  of  Security  and  Guest  Services 

Linda  D.  Muehlig,  M.A. 

Associate  Curator  of  Paintings  and  Sculpture 

Ann  Musser,  M.A. 

Curator  of  Education 

Office  of  the  Provost/Dean  of  the 
Faculty 

Susan  C.  Bourque,  Ph.D. 

Provost/Dean  of  the  Faculty 

Susan  Etheredge,  Ed.D. 

Interim  Associate  Dean  of  the  Faculty  and  Director  of 
Graduate  Programs 

Cate  Rowen,  M.B.A. 

Director  of  Educational  Research  and  Assessment 

Charles  P.  Staelin,  Ph.D. 

Associate  Provost  and  Dean  for  Academic  Development 

Public  Safety 

Paul  Ominsky,  M.Ed. 

Director 

Office  of  the  Registrar 

Patricia  A.  O'Neil,  B.A. 

Registrar 

School  for  Social  Work 

Carolyn  Jacobs,  Ph.D. 

Dean 

Susan  Donner,  Ph.D. 

Associate  Dean 

Diane  Tsoulas,  J.D. 

Associate  Dean  for  Administration 


Standing  Committees 


443 


Standing  Committees, 
2006-07  (Elected) 


Academic  Freedom  Committee 

Vfelma  Garcia  (2008);  Vlam  Hall  (2007)  ;JocelyneKolb 

(2008) 

Committee  on  Mission  and  Priorities 

President.  Chair  (Carol  Christ);  Vice  Chair,  Dean  of 
the  Faculty  (Susan  Bourque);  Dean  for  Academic 
Development  (Charles  Staelin);  Dean  of  the  College 
(Maureen  Mahoney);  Chief  Financial  Officer  (Ruth 
Constantine);  Vice  President  for  Advancement  (Patricia 
Jackson);  Staff  Member  (Diane  Tsoulas):  Two  students 
selected  by  the  Student  Government  Association  (to  be 
announced);  T\vo  members  of  Faculty  Council  (to  be 
announced);  Giovanna  Bellesia  (2009);  Robert  Dorit 
(2007);  SueJ.M.  Freeman  (2008) 

Committee  on  Faculty  Compensation  and  Development 

Dean  for  Academic  Development,  Chair,  non-voting 
(Charles  Staelin);  Pau  Atela  1 2007);  Robert  Burger 
(2007);  Randy  Frost  (200^); Jay  Garfield  (2009);  Roger 
Kaufman  (2009) 

Faculty  Council 

Nana- Bradbury  (2007);  Borjana  Mikic  (2008);  Kevin 

Quashie  (2009);Janie  Vanpee  (2009):  Greg  White 

(2009) 

Committee  on  Tenure  and  Promotion 

President.  Chair  (Carol  Christ);  Dean  of  the  Faculty 
(Susan  Bourque);  Scott  Bradbury  (2009);  Piotr 
Decowski  (2008);  Elizabeth  Harries  (2008);  Andrea 
Hairston  (2007);  Susan  Van  Dvne  (2007) 


Committee  on  Academic  Priorities 
Dean  of  the  Faculty  Chair,  non-voting  (Susan 
Bourque);  Dean  for  Academic  Development,  non-vot- 
ing (Charles  Staelin);  Dean  of  the  College,  non-voting 
(Maureen  Mahoney);  Ernest  Benz  (2008);  Richard 
Briggs  (2008);  Alice  Hearst  (2008);  Jefferson  Hunter 
J);  Doreen  Weinberger  (2008) 

Lecture  Committee 

Lauren  Duncan  (2009);  Marguerite  I  tarn  ar  Harrison 
(2008);  Michael  Thurston  (2008);  Mlada  Bukovanskj 
(2007);  Kevin  Shea  (2007) 

Committee  on  Educational  Technology 

Man  Ellen  Birkett  (2009);  Christophe  Gole  (2008); 
Nicholas  Howe  (2008);  Samuel  Intrator(2008);  Gary 

Lehring  (2009);  Katwiwa  Mule  (2008):  Dean  for 
Academic  Development  (Charles  Staelin);  non-voting 
members:  Executive  Director  of  Information  Systems 
( Herb  Nickles) ;  Supervisor  of  Computing  and  Technical 
Services  in  the  Science  Center;  Director  of  Educational 
Technology,  (Tom  W'arger,  Interim):  Coordinator  of 
Library  Systems  (Eric  Loehr) 

Committee  on  Grievance 
Brigitte  Buettner  (2007);  Justin  Cammy  (2009); 
Michelle Joffroy  (2008);  Ann  R.Jones  (2008);  Amy 
Rhodes  (2009).  Alternates  to  be  named 

Committee  on  the  Library 

Dawn  Fulton  (2008);  Luc  Gilleman  (2008);  Mahnaz 
Mahdavi  (2008);  Donna  Riley  (2009);  Vera  Shevzov 
(2008);  Non-voting:  two  students  chosen  by  the  Student 
Government  Association:  Director  of  Libraries  (Chris 
Loring);  Dean  of  the  Faculty  (Susan  Bourque) 


444 


Alumnae  Association 


Alumnae  Association. 
2006-07 

Officers 

President 

Joanne  Sawhill  Griffin  72 

1152  Center  Drive 
St.  Louis,  MO  63117 

Vice  President 
Audrey  Pack  '92 

1313  Washington  Street,  6l4 
Boston,  MA  02118-2171 

Treasurer 

Lynn  Steppacher  Martin  75 

284  N.Woods  Road 
Manhassett,  NY  11030-1615 

Clerk 

Diane  Dukette  '87 

188  Sawmill  Road 

West  Springfield,  MA  01089 

Directors 

Lillian  Agapalidou-Panagopoulou  70 

1 1  Gavrielidou  Str. 
Athens  11141,  Greece 

Laura  Begley  '91 

331 W  21st  Street,  1-R 
New  York,  NY  10011-3070 

Linda  Smith  Charles  74 

450  Seven  Oaks  Road 
Orange,  NJ  07050 

Cecily  Hines  73 

117  Portland  Avenue,  #710 
Minneapolis,  MN  55401-2539 

Caroline  Walsh  Holt  '97 

405  N.  Cleveland  Street 
Arlington,  VA  22201-1423 

Norma  A.  Melgoza  '92 

1007  WArmitage  Avenue,  2-F 
Chicago,  IL60614 


Camille  0'Bryant  '83 

1683  Mirasol  Way 
Atascadero,  CA  93422 

Alice  Schlegel  '56 

4562  N.  Caminito  de  la  Puerta 
Tucson,  AZ  85718 

Abigail  Slater  '80 

87  Woodlawn  Avenue,  East 
Toronto,  ON  M4T1B9,  Canada 

Debra  Romero  Thai  77 

40  Camino  Del  Tecolote 
Placitas,NM  87043-8802 

Adrianne  Todman  '91 

390016th  Street,  NW  #511 
Washington,  DC  20011 

Jacquelyn  Woodworth  '92 

590  Pacific  Street,  Apt.  3 
Brooklyn,  NY  11217 

Student  Representative 

Caitlin  Bates  '07 

Campus  Box  8574 

The  Alumnae  Office 

Executive  Director 

Carrie  Cadwell  Brown,  M.Ed.  '82 

Senior  Associate  Director 

Samantha  K.  F.  Pleasant 

Editor  of  the  Smith  Alumnae  Quarterly 

John  MacMillan 

Associate  Director  for  Alumnae  Education  and  Regional 
Programs 

Betsy  Adams  Baird 


445 


Index 


Abbreviations  and  symbols,  explanation  of,  64-65 

Absence,  leaves  of,  52-53 

Absence  from  classes,  5 1 

Academic  achievements,  prizes  and  awards,  27-32 

Academic  calendar,  vii 

Academic  course  load.  45 

Academic  credit,  48-50 

Academic  divisions,  61-63 

Academic  Honor  System,  1 1 

Academic  program,  7-16 

Academic  records,  disclosure  of,  52 

Academic  rules  and  procedures,  45-53 

Academic  societies,  28 

Academic  standing,  50 

Accelerated  course  program,  1 1 

Accreditation,  iv 

Ada  Comstock  Scholars  Program,  1 1 

admission,  44 

fees  and  expenses,  33-36 

financial  aid,  37-40 

grading  options,  48-49 
Adding  and  dropping  courses,  46 
Administration  directory,  440-442 
Admission,  4 1^4 

graduate  study,  54-60 

international  students,  50,  57 

undergraduate  study,  41-44 
Ada  Comstock  Scholars,  43-44 

advanced  placement  credit,  50 

application  fee,  35 

deadline  dates,  42 

entrance  tests,  4M2 

health  form,  23 

-interview,  42 

international  students,  43 

secondary  school  preparation,  41 

transfer  applicants,  43 
Admission,  to  courses  requiring  special 

permission,  45-46 
Advanced  placement,  42,  50 

toward  requirements,  50 
Advanced  standing,  42,  50-51 
Advising,  10 

career,  22 

engineering,  10,  185 


minor  advisers,  10 

prebusiness,  10 

prelaw,  1 1 

premajor  and  major  advisers,  10 

premedical  and  prehealth  professions.  10-11 

124 
African  studies 

minor,  67-68 

Five  College  certificate  in,  397 
Afro-American  studies,  69-72 
Age  of  majority,  52 
Ainsworth/Scott  Gymnasiums,  20-2 1 

hours,  21 
Alumnae 

networking,  22 

support,  39 
Alumnae  Association 

officers,  444 
.Alumnae  Gymnasium,  2, 17 
.American  College  Testing  Program,  41-42 
.American  ethnicities,  73-75 
American  studies,  76-81 

diploma  in,  57,  81 
Amherst  College 

cooperative  program  with,  12,  16 

Twelve  College  Exchange,  16 

cooperative  Ph.D.  program,  57 
Ancient  studies,  82 
Anthropology,  83-88 
Application  for  admission 

graduate  study,  54 

nondegree  studies,  57-58 

undergraduate  study,  42 
Arabic  courses.  See  Religion. 
Archaeology,  89 
Architecture  and  landscape  architecture  courses. 

Seehn 
Art,  90-101 
Art  library,  18 

hours,  18 
Art  museum,  18 

hours,  18 
Asian/Pacific/American  studies,  Five  College 

certificate  in,  398-399 
Assistantships,  graduate,  58-59 
Associated  Kyoto  Program,  15 


446 


Index 


Astronomy,  102-105 
.Astrophysics 

courses,  103-104 

minor,  104 
Athletic  facilities,  20-22 
Athletic  fields,  21 
Athletic  program,  20-22, 411-412 

See  also  Exercise  and  sport  studies. 
Athletics,  20-22,  411-412 
Auditing 

community:  nonmatriculated  students, 
12,46 

fees  for  nonmatriculated  students,  34 

matriculated  students,  46 
Awards,  28-32 

Bachelor  of  arts  degree,  45 
Bacteriology.  See  Biological  sciences. 
Berenson  Dance  Studio,  19 
Biblical  literature.  See  Religion. 
Biochemistry,  106-110 
Biological  sciences,  111-124 

master's  degree,  55 
Board  of  trustees,  413 
Boathouse,  2 1 
Botanic  gardens,  18 
Botany.  See  Biological  sciences. 
Bowdoin,  study  at,  16 
Brown  Fine  Arts  Center,  18 
Buddhist  studies,  Five  College  Certificate  in,  400 
Burton  Hall,  2, 18 
Burton,  Marion  LeRoy,  2 

Calendar,  academic,  vii 
Campus  Center,  2 1 

hours,  21 
Campus  jobs,  39 
Career  counseling,  22 
Career  Development  Office,  22 
Catholic  chaplain,  23 
Center  for  Foreign  Languages  and  Cultures,  19 

hours,  19 
Certificate  of  Graduate  Studies,  54,  57 
Changes  in  course  registration 

graduate,  59 

undergraduate,  46 
Chaplains,  23 
Chemistry,  125-129 
Chemistry  lab  fee,  35 


Child  study.  See  Education  and  child  study. 

Chinese.  See  East  Asian  studies. 

Christ,  Carol  1,  4, 413,  419,  442 

Churches,  23 

Clark  Science  Center,  18 

Clarke  School  for  the  Deaf,  56 

Class  schedule  chart,  inside  back  cover 

Classical  languages  and  literatures,  130-133 

Coastal  and  marine  sciences,  Five  College 

Certificate  in,  401 
College  .Archives,  17 
College  Board  tests,  41-42 
College  physician,  22 
College  Scholarship  Service,  37 
Committees,  443 
Comparative  literature,  134-141 
Computer  facilities,  19-20 
Computer  science,  142-148 
Confidentiality 

of  medical  records,  22 

of  student  records,  52 
Connecticut  College,  study  at,  16 
Continuation  fee,  35 
Continuing  education.  See  Ada 

Comstock  Scholars  Program; 

nonmatriculated  students. 
Contractual  limitations,  36 
Conway,JillKer,3-4,4l4 
Cooperative  programs  with  other  institutions,  12 
Cordoba,  study  abroad,  15 
Counseling 

career,  22 

personal,  22 

religious,  23 
Course  enrollments,  Five  College,  47-48 

summary,  24 
Course  load,  45 

Course  numbers,  key  to,  63-64 
Course  programs 

accelerated,  11 

honors,  12 

independent  study,  12,  46 

regular,  7-9, 45 

Smith  Scholars,  12-13 
Course  registration,  46,  59 
Courses  of  study,  67^17 
Courses  requiring  permission, 

admission  to,  45 
Course  symbols,  designations,  abbreviations, 

explanation  of,  61-65 


Index 


447 


Credit 

academic,  48-5 1 

advanced  placement,  SO 

earned  before  matriculation,  50 

internships,  12,46 

interterm,  49-50 

performance,  49 

shortage,  49 

summer  school,  49 

transfer,  49 
Cross  country  course,  2 1 
Culture,  health  and  science,  Five  College  Certificate 

in,  402 
Curricular  requirements  and  expectations,  8 
Curriculum,  ^-8 

Dance,  149-158 

facilities,  19 

master's  degree,  55-57 
Dartmouth,  study  at,  16 
Davis,  Herbert,  2 
Deadlines 

for  admission,  42 

for  course  changes,  46,  59 
Deaf,  teaching  of  the,  56 
Dean's  List,  28 

Deferred  entrance  to  first-year  class,  42 
Deferred  entrance  for  medical  reasons,  43 
Degrees,  requirements  for 

bachelor  of  arts,  8-9, 45 

master  of  arts  in  teaching,  56 

master  of  education,  56 

master  of  education  of  the  deaf,  56 

master  of  fine  arts  in  dance,  56 

master  of  fine  arts  in  playwriting,  56 

master  of  science  in  biological  sciences,  55 

master  of  science  in  exercise  and  sport 
studies,  55 

master/doctor  of  social  work,  57 

satisfactory  progress,  5 1 
Departmental  Honors  Program,  12,  27 
Deposits,  35 

for  graduate  students,  58 
Dining  arrangements,  2 1 
Diploma  in  American  studies,  57,  81 
Directions  to  the  college,  iv 
Disability  Services,  Office  of,  20 
Dismissal,  51 
Divisions,  academic,  61-63 


Doctors,  22-23 

Dormitories.  See  Residential  houses  for 
undergraduates. 

Dropping  and  adding  courses.  4(1.  59 
Dunn.  Mary  Maples,  4,  414 

Early  Decision  Plan,  il 

East  Asian  languages  and  literatures.  159-165 

East  Asian  studies,  166-169 

Economics,  170-176 

Education  and  child  study,  177—184 

Education,  master's  degree,  58 

Elizabeth  Mason  Infirmary,  22 

Emeritae,  emeriti,  414-417 

Engineering,  185-192 

Dartmouth  College,  3-2  dual  degree 

program,  198 
English  language  and  literature,  193-204 
Enrollment  statistics,  24-26 
Entrance  requirements,  41-42 
Environmental  science  and  policy,  205-207 
Ethics,  208 
Exercise  and  sport  studies,  209-217 

master's  degree,  55 
Expenses,  33-36 
Extended  Repayment  Plan,  36 
Extracurricular  activities,  21—22 

Facilities,  17-21 
Faculty,  418-439 

Five  College,  388-410 
Family  Education  Loans,  39 
Fees  and  expenses,  33-36 

bed  removal,  35 

contractual  limitations,  36 

early  arrival,  35 

graduate  study,  58 

health/fire/safety  regulation,  36 

Junior  Year  Abroad,  13-15 

late  Central  Check-in.  35 

late  payment,  35 

Twelve  College  Exchange,  16 
Fellowships 

international  and  domestic,  32 

research,  59 

teaching.  59 
Fields  of  knowledge,  seven  major.  7 

abbreviations  in  course  listings.  64-65 
Film  sMdies,  218-221 


448 


Index 


Financial  aid,  37-40,  58-59 

Ada  Comstock  Scholars,  38 

campus  jobs,  39 

first-year  applicants,  37-38 

graduate  students,  58-59 

grants,  39 

international  students,  38, 43 

loans,  39 

outside  aid,  39 

transfer  students,  38 

work-study,  39 
Financial  obligation,  33-34 
Fine  arts  center,  18 
Fine  arts,  master's  degree,  56-57 
First  Group  Scholars,  27 
First-Year  Seminars,  222-225 
Five  College  Certificate  Programs,  10 

African  studies,  397 

Asian/Pacific/American  studies,  398-399 

Buddhist  studies,  400 

Coastal  and  marine  sciences,  401 

Culture,  health  and  science,  402 

Film  studies  major,  409 

International  relations,  403 

Latin  American  studies,  404 

Logic,  405-406 

Middle  East  studies,  407 

Native  American  Indian  studies,  408 
Five  College  Cooperation,  12 

course  enrollment,  47^8 

course  interchange,  12 

course  offerings,  388-410 

course  regulations,  47-48 
Five  College  faculty,  388-396 
Five  College  Self-Instructional  Language  Program,  410 
Florence,  study  abroad,  14 
Foreign  language  literature  courses  in  translation,  226 
Foreign  students.  See  International  students. 
Foreign  study  programs,  13-15 
France,  study  abroad,  15 
French  studies,  227-233 

Geneva,  study  abroad,  14 
Geographical  distribution  of  students,  25 
Geology,  234-238 
German  studies,  239-243 
Germany,  study  abroad,  14 
Government,  244-254 
Grading  options,  48-49 


Graduate  study,  54-60 

admission,  54 

enrollments,  24 

international  students,  54,  57 
Graduation  rate,  24 
Graduation  requirements,  8-9,  45 
Grants,  39 

music,  39 

named  and  restricted,  38-39 

trustee,  40 
Greek  courses,  130 
Greene,  John  M.,  1 
Greenhouses,  18 
Gymnasium,  20-21 

hours,  21 

Hallie  Flanagan  Studio  Theatre,  19 
Hamburg,  study  abroad,  14 
Hampshire  College 

cooperative  program  with,  12 

cooperative  Ph.D.,  57 
Health  education,  22 
Health  insurance,  23,  34,  58 

for  graduate  students,  58 
Health  professions  advising,  10-11, 124 
Health  professions  program,  124 
Health  regulations,  22-23 
Health  Services,  22-23,  58 
Hebrew  courses.  See  Religion. 
Helen  Hills  Hills  Chapel,  23 
High  school  preparation  for  applicants,  41 
HillyerHall,  18 

Art  library,  18 
Hispanic  studies.  See  Spanish  and  Portuguese. 
History,  255-265 

History  of  science  and  technology,  266-267 
History  of  Smith  College,  1-4 
Honor  code,  1 1 
Honors  program,  12 
Houses,  21 

graduate  students,  58 
How  to  get  to  Smith,  iv 
Human  Performance  Laboratory,  20 

Independent  study,  12, 46 

abroad,  15 
Independently  designed  majors  and  minors,  9-10 
Infirmary,  22 

Information  Technology  Services,  19-20 
Inpatient  services,  22-23 


Index 


44') 


Enquiries  and  visits,  \ 

Insurance,  health,  23.  54 

for  graduate  students.  58 
Intercollegiate  athletics,  recreation  and  club  sports 

21.411-412 

Interdepartmental  and  extradepartmental 

course  offerings.  386-387 
Interdepartmental  majors.  9-10 
Interdepartmental  minors.  9-10 
Interlibrary  loan.  17 
Intermediate  Health  Care  Facility,  11 
International  baccalaureate.  42,  50 
International  relations.  268-269 
International  Relations  Certificate 

Program.  403 
International  students 

admission,  43 

admission  of  graduate.  55.  57 

Certificate  of  Graduate  Studies,  55.  5~ 

Diploma  in  American  Studies,  57, 81 

financial  aid,  38-39, 43 

graduate  fellowships.  59 

summary  of  enrollment.  25 
Internships 

career.  11 

credit,  12,46 

Praxis  summer  internships,  22 

semester  in  Washington,  15.  253-254 

Smithsonian  Institution,  15,  79-80 
Interterm.  vii 

credit  status,  49-50 
Interterm  courses  offered  for  credit,  270 
Interview,  for  admission  applicants,  42 

career,  22 
Intramural  athletics.  21,  416-417 
Italian  language  and  literature,  271-275 
Italy,  study  abroad.  14 

Jacobson  Center  for  Writing,  Teaching  and 

Learning,  20 
Jahnige  Social  Science  Research  Center,  19 
Japan,  study  abroad,  15 
Japanese.  See  East  Asian  studies. 
Jean  Picker  Semester-in-Washington  Program.  15. 

253-254 
Jewish  chaplain.  23 
Jewish  studies,  276-278 
Job,  campus.  39 

summer,  help  with.  11 


Junior  Year  abroad  Programs,  13-15 
course  loads.  13-15 
enrollments.  1  j 
requirements.  13-14 

Kahn  Institute.  20 
Kennedy  professorship.  6 
Kyoto,  study  abroad.  15 

Landscape  architecture.  See  \rt. 
Landscape  studies.  279-282 
Language  Laboratory,  19 

hours,  19 
Late  course  changes,  46 
Late  registration,  46— T 
Latin  American  and  Latino/a  studies.  283-286 

Five  College  certificate  in,  404 
Latin  courses,  131 
Latin  honors.  8, 27,  65 
Leaves  of  absence.  52-53 

graduate,  55 
Leo  Weinstein  Auditorium,  19 
Liberal  arts  college.  7 
Libraries,  17-19 

hours,  18-19 

career  resource.  11 
linguistics,  28^-288 
Loans 

graduate  study,  59 

undergraduate  study,  36,  39 
Logic,  289-290 

Logic.  Five  College  Certificate  Program  in.  405-406 
Louise  W.  and  Edmund  J.  Kahn  Liberal  \rts 

Institute,  20 
Lyman  Plant  House,  18 

Major,  8-9 

Major  fields  of  knowledge,  seven,  7 

abbreviations  in  course  listings.  67-68 
Majors,  enrollment.  26 
Majority,  age  of,  52 
Mandator)  medical  leave,  53 
Marine  science  and  policy,  291—292 
Maritime  studies,  16 
MassPIRG.  35 

Master  of  arts  programs.  56-57 
Mathematics.  293-299 
McConnell  Hall.  18 
Medical  leave  of  absence.  54 


450 


Index 


Medical  professions  program,  124 

Medical  services,  22-23 

Medieval  studies,  300-302 

Mendenhall  Center  for  the  Performing  Arts,  19 

Mendenhall,  Thomas  Corwin,  3 

Microbiology.  See  Biological  sciences. 

Middle  East  Studies  Certificate  Program,  407 

Minor,  9 

Mission  of  Smith  College,  viii 

Mount  Holyoke  College 

cooperative  program  with,  12, 16 

cooperative  Ph.D.  program,  59 

Twelve  College  Exchange,  16 
Museum  of  Art,  18 

hours,  18 
Music,  303-309 

facilities,  19 

fees  for  practical  music,  35 

grants,  39 

scholarships,  39-40 
Mystic  Seaport  Program,  16 

National  Theatre  Institute,  16 

Neilson,  William  Allan,  2 

Neilson  chair,  5-6 

Neilson  Library,  17-18 

Newman  Association,  23 

Neuroscience,  310-314 

Nondegree  studies,  57 

Nondiscrimination  policy,  inside  front  cover 

graduate,  55 
Nonmatriculated  students,  12,  34, 46 


Physical  education,  master's  program,  55 

See  also  athletic  program;  exercise  and 

sport  studies. 
Physical  fitness,  20-21 
Physics,  321-324 
Placement,  advanced,  42,  50 
Playwriting,  master  of  fine  arts  in,  56-57 
Poetry  Center,  19 

Reading  Room,  19 
Political  economy,  325 
Political  science.  See  Government. 
Pomona-Smith  Exchange,  16 
Portuguese,  359-366 

See  also  Spanish  and  Portuguese. 
Praxis  Summer  Internship 

Funding  Program,  22 
Prebusiness  advising,  10 
Prehealth  professions  program,  10-11, 124 
Prelaw  advising,  1 1 

Premedical  professions  program,  10-11, 124 
PRESHCO,  15 

Privacy  of  student  records,  52 
Prizes,'  28-32 
Probationary  status,  51 
Program  for  Mexican  Culture  and  Society  in 

Puebla,  15 
Programa  de  Estudios  Hispanicos  en  Cordoba,  15 
Protestant  chaplain,  23 
Protestant  Ecumenical  Christian  Church,  23 
Psi  Chi,  28 

Psychology,  326-333 
Public  policy,  334-336 


Off-campus  study  programs,  12-16 
Outpatient  services,  22-23 


Quantitative  courses  for  beginning  students, 

337-342 


Parent  loans  for  undergraduates,  37,  39 

Paris,  study  abroad,  15 

Payment  plans,  36 

Pell  Grant  program,  39 

Performing  arts,  19 

Perkins  Loan  (formerly  NDSL),  39 

Permission  for  course  admission,  45 

Personal  computers,  20 

Ph.D.  programs,  54,  57 

Phi  Beta  Kappa  Society,  28 

Philosophy,  315-320 

Photography,  facilities  for,  18 


Rare  Book  Room,  17 

Readmission,  52 

Recognition  for  academic  achievement,  27-32 

Recreation  and  club  sports,  21 

Refunds,  withdrawal,  36 

Junior  Year  Abroad,  13-15 
Registration,  course,  46,  59 

late  fee,  35, 46-47 
Regular  Decision  Plan,  42 
Religion,  343-349 
Religious  expression,  23 
Repeating  courses,  49 


Index 


451 


Required  course  work  for  graduate  students, 

59-60 
Requirements 

for  admission,  41 — 42 

for  completion  of  course  work,  graduate, 

59-60 

for  the  degree,  45 

advanced  placement  credit  toward,  50 

residence 
graduate,  58 
transfer,  43 
undergraduate,  45 
Research,  career,  11 
Research  fellowship,  59 
Research,  scientific,  18 

social  science  center,  19 
Residence  requirements,  45 

for  graduate  students,  54 
Residential  houses  for  undergraduates,  21 
Resumes,  22 

Riding  lessons,  fees  for,  35 
Room  and  board,  34 

Ada  Comstock  Scholars,  34 

graduate  students,  58 

undergraduates,  34 

refund  policy,  36 
ROTC,  40 
Russian  language  and  literature,  350-352 

Sabin-Reed  Hall,  18 

Sage  Hall,  19 

Satisfactory  progress  toward  degree,  51 

Satisfactorv/unsausfactorv  grading  option,  48-49 

SATs,  41 

Schedule  of  class  times,  inside  back  cover 

Scholarships,  39-40 

graduate,  58-59 
Science  Center,  18 

Science  courses  for  beginning  students,  335 
Science  Library,  18 

hours,  18 
Scott  Gymnasium,  20-2 1 
Secondary-school  preparation,  41 
Seelye,  Laurenus  Clark,  1-2 
Semester-in-Washington  Program,  15,  253-254 
Semesters,  vii 

course  program,  45 
Seminars,  admission  to,  45-46 


Senior  year,  credit  requirements  for 

entering,  49 
Separation  from  the  college,  5 1 
Seven  major  fields  of  knowledge,  7 

abbreviations  in  course  listings,  64-65 
Shortage  of  credits,  49 
Sigma  Xi,  Society  of  the,  28 
Simmons,  RuthJ.,4, 414 
Smith  Outdoors,  21-22 
Smith,  Sophia,  viii,  1 
Smith  Scholars  Program,  12-13 
Smithsonian  Institution  internship,  15,  79-80 
Social  Science  Research  Center,  19 
Social  work,  master/doctor  of,  57 
Sociology,  354-358 
Sophia  Smith  Collection,  17 
South  India  Term  Abroad,  15 
Spanish  and  Portuguese,  359-366 
Spanish-speaking  countries,  foreign  study  in,  15 
Special  Studies,  admission  to,  46 
Spelman-Smith  Exchange,  16 
Sports,  20-21,  209-218,  411-412 
Squash  courts,  21 
Standardized  tests 

for  admission,  41-42 

for  graduate  applicants,  54 
Statistics,  367 
Student  account,  33 
Student  Counseling  Service,  22 
Student-designed  interdepartmental  majors  and 

minors,  9-10 
Student  Government  Association,  17,  34 

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

enrollment  statistics,  24 

geographical  distribution,  25 
Studio  art  fees,  35 
Study  abroad,  13-15 
Study  of  women  and  gender,  378-385 
Summer  courses,  credit  for,  1 1, 49 
Summer  internships,  22 
Summer  jobs,  help  finding,  22 
Supplemental  Educational  Opportunity 

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


452 


Index 


Teacher  certification,  177-184 
Teaching  fellowships,  59 
Teaching,  master  of  arts  in,  56 
Tennis  courts,  21 
Theatre,  368-374 

master  of  fine  arts  in  playwriting,  56-57 
Theatre  building,  19 

Third  World  development  studies,  375-376 
Track,  21 
Transfer  students 

admission,  43 

financial  aid,  37 
Trinity,  study  at,  16 
Trustees,  board  of,  413 
TryonHall,  18 
Tuition 

for  graduate  students,  58 

grants  to  area  students,  39 

payment  plans,  36 

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


Withdrawal  from  the  college 

Junior  Year  Abroad  Programs,  13 

medical,  52 

personal,  52-53 

refund  policy,  36 
Women's  studies 

(see  Study  of  women  and  gender) 
Work-study  program,  39 
Wright,  Benjamin  Fletcher,  2-3 
Wright  hall,  19 
Writing  assistance,  20 
Writing  courses,  194,  201-202 
Writing  requirements,  8 

Zoology.  See  Biological  sciences. 


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

Urban  studies,  377 

Vacations,  academic,  vii 
Vassar,  study  at,  16 
Visiting  Year  Programs,  43 
Visits  to  the  college,  v 


Wallfisch,  Ernst,  music  scholarship,  39-40 
Washington  intern  programs,  15,  79-80 
Weight  training  room,  2 1 
Wellesley,  study  at,  16 
Werner  Josten  Library,  19 

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

American  Maritime  Studies,  16 


Class  Schedule 

\  student  ma\  not  elecl  more  than  one  course  in  a  single  time  block 
except  in  rare  cases  that  involve  no  conflict. 


Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

A  8-8:50  a. 

m. 

A  8-8:50  a.m. 

A  8-8:50  a 

m. 

B  8-8:50  a.m. 

A  8-8:50  a 

m. 

AB 

8:30- 

9:50 

a.m. 

AB 

8:30- 

9:50 

a.m. 

AB 

8:30- 

9:50 

a.m. 

B 

9- 

9:50 

a.m. 

BC 

9- 

10:20 

a.m. 

G  9-10:20  a.m. 

B 

9- 

9:50 

a.m. 

BC 

9- 

10:20 

a.m. 

G  9-10:20  a.m. 

B 

9- 

9:50 

a.m. 

BC 

9- 

10:20 

a.m. 

C  10- 

10:50 

a.m. 

C  10- 

-10:50 

a.m. 

C  10- 

-10:50 

a.m. 

H  10:30- 

11:50  a.m. 

H  10:30- 
11:50  a.m. 

D  11  a.m- 
12:10  p.m. 

D  11  a.m- 
12:10  p.m. 

D  11  a.m - 

12:10  p.m. 

J  1- 

2:50  p.m. 

N 

1-4 
p.m. 

L  1-2:50  p.m. 

Ef 

1:10-2:30  p.m. 

Ef 

1:10-2:30  p.m. 

Ef 

1:10-2:30  p.m. 

Ft  2:40-4  p.m. 

Ff  2:40-4  p.m. 

Ff  2:40-4  p.m. 

K  3- 

4:50  p.m. 

M  3-4:50  p.m. 

C 

4-4:50 
p.m. 

4:50  p.m. 


7:30- 

w 

7:30- 

W 

7:30- 

W 

9:30 

7:30- 

9:30 

7:30- 

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Catalogue 


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Notice  of  Nondiscrimination 

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

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

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

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


Campus  Security  Act  Report 

The  annual  Campus  Security  Act  Report  contains 
information  regarding  campus  security  and 
personal  safety  on  the  Smith  College  campus, 
educational  programs  available  and  certain  crime 
statistics  from  the  previous  three  years.  Copies  of 
the  annual  Campus  Security  Act  Report  are  available 
from  the  Department  of  Public  Safety,  Tilly  Hall, 
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  100     September  2007 
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.  67-427  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. 

13M3862-8/07 


Smith  College 

Northampton,  Massachusetts  01063 

(413)  584-2700 


SMITH  COLLEGE  BULLETIN 


2007-08  CATALOGUE 


Smith  College 

Northampton,  Massachusetts  01063 

(413)  584-2700 


Contents 


How  to  Get  to  Smith iv 

Inquiries  and  Visits v 

Academic  Calendar vi 

The  Mission  of  Smith  College 1 

History  of  Smith  College 1 

The  Academic  Program  7 

Smith:  A  Liberal  Arts  College 7 

The  Curriculum 7 

The  Major 9 

The  Minor 9 

Student-Designed  Interdepartmental  Majors  and  Minors 10 

Five  College  Certificate  Programs 10 

Advising 10 

Academic  Honor  System 11 

Special  Programs 11 

Accelerated  Course  Program 11 

The  Ada  Comstock  Scholars  Program 12 

Community  Auditing:  Nonmatriculated  Students 12 

Five  College  Interchange 12 

Departmental  Honors  Program 12 

Independent  Study  Projects/Internships 13 

Smith  Scholars  Program 13 

Study  Abroad  Programs 13 

Smith  College  Junior  Year  Abroad  Programs 14 

Smith  Consortial  and  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  by  Residence 25 

Majors 26 

Recognition  for  Academic  Achievement 27 

Prizes  and  Awards  28 

Fellowships 32 

Fees,  Expenses  and  Financial  Aid 33 

Your  Student  Account 33 

Fees 34 

Institutional  Refund  Policy 35 

Contractual  Limitations 36 

Payment  Plans  and  Loan  Options 36 

Financial  Aid 36 

Admission 41 

Secondary  School  Preparation 41 

Entrance  Tests 41 

Applying  for  Admission 42 

Advanced  Placement 42 

International  Baccalaureate 42 

Interview 42 


Contents 


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 51 

The  Age  of  Majority 52 

Leaves,  Withdrawal  and  Readmission 52 

Graduate  and  Special  Programs 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 60 

Changes  in  Course  Registration 59 

Policy  Regarding  Completion  of  Required  Course  Work 60 

Courses  of  Study 61 

Deciphering  Course  Listings 63 

African  Studies 67 

Afro-American  Studies 69 

American  Ethnicities 73 

American  Studies 76 

Ancient  Studies 81 

Anthropology 82 

Archaeology 89 

Art 91 

Astronomy 103 

Biochemistry 108 

Biological  Sciences 114 

Chemistry 129 

Classical  Languages  and  Literatures 134 

Comparative  Literature 138 

Computer  Science 145 

Dance 152 

East  Asian  Languages  and  Literatures 162 

East  Asian  Studies 168 

Economics 173 

Education  and  Child  Study 180 

Engineering 189 

English  Language  and  Literature 196 

Environmental  Science  and  Policy 208 

Ethics 211 

Exercise  and  Sport  Studies 212 

Film  Studies 221 

First-Year  Seminars 225 

Foreign  Language  Literature  Courses  in  Translation 230 

French  Studies 231 

Geology 239 

German  Studies 244 


Contents  iii 


Government 

History 

Program  in  the  History  of  Science  and  "technology 

International  Relations 272 

[nterterm  Courses  Offered  for  Credit 274 

Italian  Language  and  Literature 

Jewish  Studies 

Landscape  Studies 

Latin  American  and  Latino/a  Studies 289 

Linguistics 293 

Logic 

Marine  Science  and  Polio 

Mathematics  and  Statistics 299 

Medieval  Studies 307 

Middle  East  Studies  Minor 309 

Music 311 

Neuroscience 318 

Philosophy 323 

Physics 329 

Political  Economy 333 

Psychology 334 

Public  Policy 343 

Quantitative  Courses  for  Beginning  Students 346 

Religion 352 

Russian  Language  and  Literature 359 

Science  Courses  for  Beginning  Students 362 

Sociology 363 

Spanish  and  Portuguese 368 

Statistics 376 

Theatre 377 

Third  World  Development  Studies 383 

Urban  Studies 385 

Study  of  Women  and  Gender 386 

Interdepartmental  and  Kxtradepartmental  Course  Offerings 396 

Five  College  Course  Offerings  by  Five  College  Faculty7 399 

Five  College  Certificate  in  African  Studies 410 

Five  College  Certificate  in  Asian/Pacific/American  Studies 411 

Five  College  Buddhist  Studies  Certificate  Program 413 

Five  College  Coastal  and  Marine  Sciences  Certificate  Program 4I4 

Five  College  Certificate  in  Cognitive  Neuroscience 415 

Five  College  Certificate  in  Culture,  Health  and  Science 4I0 

Five  College  Certificate  in  International  Relations 417 

Five  College  Certificate  in  Latin  American  Studies 418 

Five  College  Certificate  in  Logic 4ll) 

Five  College  Certificate  in  Middle  Fast  Studies 421 

Five  College  Certificate  in  Native  American  Indian  Studies 422 

Five  College  Certificate  in  Russian,  East  European  and  Eurasian  Studies 423 

Five  College  Film  Studies 424 

Five  College  Self- Instructional  Language  Program 42S 

The  Athletic  Program 426 

Directory 

The  Board  of  Trustees 42^ 

Faculty 428 

Administration 454 

Standing  Committees 

Alumnae  Association 458 

Index  459 

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 


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MAIN  STREET 


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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\  \dmisskm 
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  ww\v.smith.edu/admission  for  details. 

Financial  Aid,  Campus  Jobs  and  Billing  for 
Undergraduates 

Deborah  Luekens,  Director  of  Student 
Financial  Ser  rices 
College  Hall 
(413)  585-2530 
E-mail:  sfs@smith.edu 

Academic  Standing 

Maureen  A.  Mahoney,  Demi  of  the  College 

College  Hall,  (413)  585-4900 

Tom  Riddell  Associate  Dean  of  the  College  and  Dean 

of  the  First-)  ear  (.lass: .  \ctmg  Dean  of  the  College 

(spring) 
Jane  Siang\,  Acting  Dean  of  the  First-Year  Class 

(spring) 
Margaret  Bruzelius.  Dean  of  the  Sophomore  and 

Junior  Classes  and.  iciing  Associate  Dean  of  the 

College 


Margaret  Zelljadt.  Dean  of  the  Senior  ( , 

College  Hall,  (413)585-4910 

ErikaJ.  Laquer.  Dean  of  Ada  Comstock  Scholars  and 

Transfer  Students 
College  Hall,  (413)  585-3090 

Advancement 

Patricia  Jackson,  I  ice  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 

Danielle  Carr  Ramdath,  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 

[ulianne  Ohotnicky,  Dean  of  Students 

College  Hall,  (413)  585-4940 

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


Academic  Calendar,  2007-08 


Fall  Semester,  2007 

Tuesday,  August  28-Wednesday,  September  5 
Orientation  for  entering  students 

Friday,  August  31,  and  Saturday,  September  1 

Central  check-in  for  entering  students 

Tuesday,  September  4,  and  Wednesday,  September  5 
Central  check-in  for  returning  students 

Wednesday,  September  5,  7:30  p.m. 

Opening  Convocation 

Thursday,  September  6,  8  a.m. 

Classes  begin 

To  be  announced  by  the  president 

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

Saturday,  October  6-1\iesday,  October  9 

Autumn  recess 

Friday,  October  19-Sunday,  October  21 

Family  Weekend 

Thursday,  November  1 

Otelia  Cromwell  Day — Afternoon  and  evening  classes 
are  canceled. 

Monday,  November  5-Friday,  November  16 

Advising  and  course  registration  for  the  second  semester 

Wednesday,  November  2 1-Sunday,  November  25 

Thanksgiving  recess  (Houses  close  at  10  am  on  Novem- 
ber 21  and  open  at  1  p.m.  on  November  25.) 

Thursday,  December  13 

Last  day  of  classes 

Friday,  December  14-Monday,  December  17 
Pre-examination  study  period 

Tuesday,  December  18-Friday,  December  21 

Midyear  examinations 

Saturday,  December  22-Sunday,  January  6 

Winter  recess  (Houses  and  Friedman  apartments  close 
at  10  a.m.  on  December  22  and  open  at  1  p.m.  on 
January  6.) 


Interterm,  2008 


Monday,  January  7-Saturday,  January  26 

Spring  Semester,  2008 

Thursday,  January  24-Sunday,  January  27 

Orientation  for  entering  students 

Monday,  January  28,  8  a.m. 

Classes  begin 

Wednesday,  February  20 

Rally  Day — All  classes  are  canceled. 

Saturday,  March  15-Sunday,  March  23 

Spring  recess  (Houses  close  at  10  a.m.  on  March  15  and 
open  at  1  p.m.  on  March  23.) 

Monday,  April  7-Friday,  April  18 

Advising  and  course  registration  for  the  first 
semester  of  2008-09 

Friday,  May  2 
Last  day  of  classes 

Saturday,  May  3-Monday,  May  5 

Pre-examination  study  period 

Tuesday,  May  6-Friday,  May  9 

Final  examinations 

Saturday,  May  10 

Houses  close  for  all  students  except  '08  graduates, 
Commencement  workers  and  those  with  Five  College 
finals  after  May  10. 

Sunday,  May  18 

Commencement 

Monday,  May  19 

All  houses  close  at  noon. 

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


Smith  College 
Mission  and  History 


Mission 


Smith  College  educates  women  of  promise  for  lives  of  distinction.  A  college  of  and  for  the  world.  Smith  links  the 
power  of  the  liberal  arts  to  excellence  in  research  and  scholarship,  developing  leaders  for  society's  challenges. 

Values 

•  Smith  is  a  community  dedicated  to  learning,  teaching,  scholarship,  discover}',  creativity  and  critical  thought. 

•  Smith  is  committed  to  access  and  diversity,  recruiting  and  supporting  talented,  ambitious  women  of  all 
backgrounds. 

•  Smith  educates  women  to  understand  the  complexity  of  human  history  and  the  variety  of  the  world's  cultures 
through  engagement  with  social,  political,  aesthetic  and  scientific  issues. 

•  Smith  prepares  women  to  fulfill  their  responsibilities  to  the  local,  national  and  global  communities  in  which 
they  live  and  to  steward  the  resources  that  sustain  them. 

History  of  Smith  College 

Smith  College  is  a  distinguished  liberal  arts  college  committed  to  providing  the  highest  quality'  undergraduate  educa- 
tion for  women  to  enable  them  to  develop  their  intellects  and  talents  and  to  participate  effectively  and  fully  in  society. 

Smith  began  in  the  nineteenth  century  in  the  mind  and  conscience  of  a  New  England  woman.  In  her  will, 
Sophia  Smith  articulated  her  vision  of  a  liberal  arts  college  for  women,  with  the  puipose  that  "women's  'wrongs' 
will  be  redressed,  their  wages  adjusted,  their  weight  of  influence  in  reforming  the  evils  of  society  will  be  greatly- 
increased  as  teachers,  as  writers,  as  mothers,  as  members  of  society,  their  power  for  good  will  be  incalculably  en- 
larged.'' Through  its  commitment  to  academic  excellence  and  its  active  engagement  with  the  issues  of  our  time, 
Smith  remains  faithful  to  its  founder's  ideals. 

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  underdeveloped 
powers.  After  enumerating  the  subjects  that  continue  to  be  a  vital  part  of  the  college's  curriculum,  she  added: 

And  in  such  other  studies  as  coming  times  may  develop  or  demand  for  the  education  of 
women  and  the  progress  of  the  race,  I  would  have  the  education  suited  to  the  mental  and  physi- 
cal wants  of  women.  It  is  not  my  design  to  render  m\  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  presidenq  of  l.aurenus 
Clark  Seelye.  Its  small  campus  was  planned  to  make  the  college  part  of  what  John  M.  Greene  called  'the  real  prac- 


Historv  of  Smith 


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  library7  and  various  churches.  Instead  of  a  dormitory,  students  lived 
in  a  "cottage."  where  life  was  more  familial  than  institutional.  Thus  began  the  "house"  system  that,  with  some 
modifications,  the  college  still  employs  today.  The  main  lines  of  Smith's  founding  educational  policy,  laid  down  in 
President  Seelye's  inaugural  address,  remain  valid  today:  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. 

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-resourced  undergraduate  libraries  in  the  country. 

Smith's  second  president,  Marion  LeRoy  Burton,  took  office  in  1910.  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  19 17.  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 


History  of  Smith 


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  stud)  was  a  way  of  confronting  the 
global  threat  to  civilization. 

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

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,  giving  Smith  its  own  place  of  wor- 
ship. The  early  1950s  were  not.  though,  easy  years  for  colleges;  McCarthyism  bred  a  widespread  suspicion  of  any 
writing  or  teaching  that  might  seem  left  of  center.  In  defending  his  faculty  members'  right  to  political  and  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  modern  facilities  for  the  study  of  the  natural  sciences,  performing  arts  and  fine  arts.  The  new  fine  arts  center 
included  the  Smith  College  Museum  of  Art,  now  one  of  the  most  distinguished  college  museums  in  the  country. 

The  1960s  saw  the  civil  rights,  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  Vassar  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  Conway, 
who  came  to  Smith  from  Australia  by  way  of  Harvard  and  the  University  of  Toronto.  She  was  a  charismatic  and 
energetic  leader  with  a  vision  for  women's  education,  and  her  administration  was  marked  by  three  major  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- 
ing 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  aits  education  in  today's  society. 


History  of  Smith 


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  many  years  as  a 
professor  of  history  and  then  as  dean  of  Bryn  Mawr  College,  Smith's  student  body  had  diversified.  During  its  early 
decades  the  student  body  had  been  overwhelmingly  Protestant,  but  by  the  1970s,  Roman  Catholic  and  Jewish  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,  Mary  Maples  Dunn  led  the  college  through  exciting  and  challenging  times.  During 
her  tenure,  the  college  raised  more  than  $300  million,  constructed  two  major  buildings  and  renovated  many  more, 
enhanced  communication  on  and  off  campus,  attracted  record  numbers  of  applicants  (while  upholding  the  same 
academic  standards)  and  doubled  the  value  of  its  endowment.  Computer  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  a  poetry  center  and  a  peer-reviewed  journal  devoted  to 
publishing  scholarly  works  by  and  about  women  of  color;  and  curricular  innovations  that  include  intensive  semi- 
nars 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  $35-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  national  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.  Under  her  leadership,  hundreds  of  alumnae,  students,  faculty  and 
staff  participated  in  presidential  dialogues,  as  part  of  strategic  planning  for  Smith's  next  decade.  The  college  has 
achieved  distinction  for  its  commitment  to  promoting  access  and  diversity,  recruiting  and  supporting  highly  tal- 
ented, ambitious  women  of  all  backgrounds.  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  im- 
pressive 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.  Construction  is  beginning  for  Ford  Hall,  a  state-of-the-art,  sustainably 
designed  classroom  and  laboratory  facility  for  the  college's  pioneering  Picker  Engineering  Program  and  the  sci- 
ences. Apartments  slated  for  removal  for  the  science  expansion  are  being  replaced  by  the  college,  reflecting  Smith's 
commitment  to  assisting  the  city  of  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  majority 
of  students  still  live  in  college  houses  with  their  own  common  rooms,  in  accord  with  the  original  "cottage"  plan. 
The  faculty  and  administration  are  still  composed  of  highly  accomplished  men  and  women  who  work  together  in  a 
professional  community  with  mutual  respect.  And  while  Smith's  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  inter- 
departmental programs  in  computer  science,  engineering,  the  study  of  women  and  gender,  Third  World  development, 
neuroscience,  film  studies,  Latin  American  and  Latino/a  studies,  Jewish  studies,  history  of  science  and  technology 
and  other  expanding  and  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  leadership  and  service. 


William  Allan  Neilson  Professorship 


The  William  Allan  Neilson  Chair 
of  Research 

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

Kurt  Koffka,  Ph.D. 
Psychohgy,  1927-32 

(i.  Antonio  Borgese,  Ph.D. 
Comparative  Literature,  1932-35 

Sir  Herbert  J.C.  Grierson,  MA.,  LL.D.,  Litt.D. 
English,  scanul  semester,  1937-3$ 

Alfred  Einstein,  Dr.  Phil. 

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

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

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

Carl  Lotus  Becker,  Ph.D.,  Litt.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.Litt.  (Hon.),  LL.D. 
English,  first  semester,  1946-47 

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

International  Relations,  second  semester,  1950-51 

Pieter  Geyl,  Litt.D. 

History,  second  semester,  1951-52 

Wystan  Hugh  Auden,  B.A. 
English,  second  semester,  1952-53 

Alfred  Kazin,  M.A. 
English,  1954-55 

Harlow  Shapley,  Ph.D.,  LL.D.,  Sc.D.,  Litt.D,  Dr.  (Hon.) 
Astronomy,  first  semester-,  1956-57 

Philip  Ellis  Wheelwright,  Ph.D. 

Philosophy,  second  semester,  1957-58 

Karl  Lehmann,  Ph.D. 

Art,  second  semester.  1958-59 

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

Economics,  seco) id  semester.  1959-60 

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

(Hon.) 

Physics,  first  semester.  1960-61 


Kudora  Welly  B. A..  Litt.D. 
English,  second  semester.  l()()l-62 

Denes  Bartha,  Ph.D. 

Music,  second  semester.  l9(\]-64 

Dietrich  Gerhard,  Ph.D. 
History,  first  semester.  1967-68 

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

Chemistry,  second  semester.  1967-68 

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

Art,  second  semester,  1968-69 

Robert  A.  Nisbet,  Ph.D. 

Sociology  and  Anthropology,  first  sen/ester,  1971-72 

Louise  Cuyler,  Ph.D. 

Music,  second  semester,  1974-75 

Herbert  G.  Gutman,  Ph.D. 
.  \merican  Studies.  1977-78 

Renee  C.  Fox,  Ph.D.,  Litt.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. 
Anthropohg  j ;  first  semester,  1990-91 

Armstead  L.  Robinson,  Ph.D. 

Afro-American  Studies,  first  semester,  1991-92 

Sheila  S.  Walker,  Ph.D. 

Afro-American  Studies,  second  semester,  1991-92 

Roy  S.  Bryce-Laporte,  Ph.D. 

Sociology,  first  semester.  1993-94 

Trinh  T.  Minh-ha,  Ph.D. 

Women  s  St //dies,  second  semester.  1993-94 

Rev  Chow,  Ph.D. 

Comparative  Literature,  second  semester.  1995-96 

June  Nash,  Ph.D. 

Latin  American  Studies,  first  semester.  I()9(y-97 


William  Allan  Neilson  Professorship/Ruth  and  Clarence  Kennedy  Professorship 


Judith  Plaskow,  Ph.D. 

Women 's  Studies  and  Jewish  Studies,  second 
semester,  1996-97 

Irwin  P.  Ting,  Ph.D. 

Biological  Sciences,  first  semester,  1997-98 

Ruth  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. 

BiochemistniBiological  Sciences,  second  semester, 
2001-02 

Nuala  Ni  Dhombnaill 

Comparath  v  Literature,  first  semester,  2002-03 

Lauren  Berlant,  Ph.D. 

Women  s  Studies,  first  semester.  2003-04 

Nawal  El  Saadawi,  M.D. 

Comparath  'e  Literature,  first  semester,  2004-05 

Frances  Fox  Piven,  Ph.D. 

Political  Science  and  Sociology,  second  semester, 
2006-07 

MohdAnisMd  Nor,  Ph.D. 

Music,  Dance  and  Tldeatre,  first  semester,  2007-08 

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  BiHanovich,  Dottore  di  Letteratura  Italiana 
Italian  Humanism,  second  semester,  1976-77 

Jean  J.  Seznec,  Docteur  es  Lettres 

French,  second  semester.  1977-78 

Hans  R.  Guggisberg,  D.Phil. 

History,  first  semester,  1980-81 


Alistair  Crombie,  Ph.D. 

History  of  Science,  second  semester.  1981-82 

John  Coolidge,  Ph.D. 

Architecture  and  Art  History,  second  semester'.  1982-83 

Howard  Mayer  Brown,  Ph.D. 
Music,  first  semester.  1983-84 

HendrikW.  van  Os,  Ph.D. 

Art  Histon  \  first  semester,  1987-88 

George  Kubler,  Ph.D. 

Art  Histon:  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  Histon  \  first  semester)  1999-2000 

Phyllis  Pray  Bober,  Ph.D. 

Art  History,  first  semester',  2001-02 

Alison  Brown,  M.A. 

History,  first  semester,  2001-02 

Harry  Berger,  Jr.,  Ph.D. 

Comparative  Literature,  first  semester,  2002-03 

James  M.  Saslow,  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 

Caroline  Elam,  Ph.D. 

Art  History,  second  semester,  2007-08 


The  Academic  Program 


Smith:  A  Liberal  Arts  College 

The  tradition  of  the  liberal  aits  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  lc)th  century  the  liberal  arts  were  characterized  as 
providing  "the  discipline  andfurniture  of  the  mind: 
expanding  its  powers,  and  storing  it  with  knowledge," 
to  which  was  added.  "The  fonner  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).  Students  who  complete  a  course  in  each 
area  will  receive  Liberal  Arts  Commendation  and  this  will 
be  noted  on  their  transcripts. 


The  Curriculum 


Each  discipline  within  the  liberal  aits  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)  Mathematics  and  analytic  philosophy t  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)  A  foreign  language,  lxx:ause  it  frees  one  from  the 
limits  of  one 'sown  tongue,  provides  access  to  another 


The  Academic  Program 


culture  and  makes  possible  communication  outside 

one's  own  society. 
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  Expectations  and 
Requirements 

In  the  course  of  their  educations,  Smith  students  are 
expected  to  become  acquainted  with — to  master,  as 
far  as  they  are  able — certain  bodies  of  knowledge,  but 
they  are  also  expected  to  learn  the  intellectual  skills 
necessary  for  using  and  extending  that  knowledge.  The 
list  below  summarizes  those  expectations.  While  ac- 
knowledging that  education  can  never  be  defined  by  a 
listing  of  subjects  or  skills,  the  faculty  believes  that  such 
a  listing  may  usefully  contribute  to  the  planning  of 
an  education,  and  it  offers  the  list  below  in  that  spirit, 
as  an  aid  to  students  as  they  choose  their  courses  and 
assess  their  individual  progress,  and  to  advisers  as  they 
assist  in  that  process. 

In  order  to  put  their  knowledge  to  use,  to  lay  a 
foundation  for  further  study,  and  to  make  effective  con- 
tributions to  the  work  of  their  communities,  students 
should,  by  the  time  they  graduate: 

I.  Develop  the  ability  to  think  critically  and  analyti- 
cally and  to  convey  knowledge  and  understanding, 
which  require 

•  writing  clearly 

•  speaking  articulately 

•  reading  closely 

•  evaluating  and  presenting  evidence  accurately 

•  knowing  and  using  quantitative  skills 

•  applying  scientific  reasoning 

•  engaging  with  artistic  creation  and  expression 

•  working  both  independently  and  collabora- 
tively 

II.  Develop  a  historical  and  comparative  perspective, 
which  requires 

•  learning  foreign  languages 

•  studying  the  historical  development  of  societies, 
cultures,  and  philosophies 

•  understanding  multi-  and  inter-disciplinary 
approaches 


III.  Become  an  informed  global  citizen,  which  requires 

•  engaging  with  communities  beyond  Smith 

•  learning  tolerance  and  understanding  diversity 

•  applying  moral  reasoning  to  ethical  problems 

•  understanding  environmental  challenges 

The  Writing  Requirement 

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 
on  their  level  of  proficienq;  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, 

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  students  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, l'urthennore,  students  who  wish  to  become  eligible 
for  Latin  Honors  (see  p.  27)  at  graduation  or  who  wish 


The  Academic  Program 


to  have  liberal  Stfs  Commendation  indicated  on  their 
transcript  must  elect  at  least  one  course  (normally  four 
credits)  in  each  ol  the  seven  majorfieldsol  knowledge 
Listed  above.  Each  student  has  the  freedom  and  respon- 
sibility to  choose,  with  the  help  of  academic  ad\  iseis,  a 
course  of  studies  to  fit  her  individual  needs  and  inter- 
ests. The  curricular  expectations  and  requirements  for 
the  degree  therefore  allow  great  flexibility  in  the  design 
of  a  course  of  stud)  leading  to  the  degree. 


The  Major 


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  he  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  he  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  hut  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 
Anthropology 

Art 

Astronomy 

Biological  Sciences 

Chemistry 

Classical  Languages  and 

Literatures 
Computer  Science 
Dance 
Last  Vsian  Languages 

and  Literatures 
Economics 


Education  and  Child 

Stud) 
Engineering 
English  Language  and 

Literature 
French  Studies 
German  Studies 
Geology 
Government 
History 
Italian  Language 

and  Literature 
Italian  Studies 


Jewish  Studies 

Religion 

Mathematics  and 

Russian  Langu 

Statistics 

and  Literature 

Music 

Sociology 

Philosophy 

Spanish  and 

Physics 

Portuguese 

Psychology 

Theatre 

Interdepartmental  majors 

are  offered  in  the 

following  areas: 

American  Studies 

Medieval  Studies 

Biochemistrj 

Neuroscience 

Comparative  Literature 

Study  of  Women  and 

East  Asian  Studies 

dander 

Latin  American  and 

Latino/a  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  bv  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  ;ls 
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 h\  the  faculty,  of  20  to  24  credits  from  one  or 
more  departments.  The  minor  may  not  kj  in  the  same 
department  or  program  as  the  student's  major. 

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


10 


The  Academic  Program 


Linguistics 

Logic 

Marine  Science  and 

Policy 
Medieval  Studies 
Middle  East  Studies 
Neuroscience 
Political  Economy 
Public  Policy 
Statistics 
Study  of  Women  and 

Gender 
Third  World  Development 

Studies 
Urban  Studies 


African  Studies 
Ancient  Studies 
Archaeology 
Astrophysics 
Digital  Art 
Digital  Music 
East  Asian  Studies 
Environmental  Science 

and  Policy 
Ethics 

Film  Studies 
History  of  Science 

and  Technology 
International  Relations 
Landscape  Studies 
Latin  American  and 

Latino/a  Studies 

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 


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. 

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. 

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 


The  Academic  Program 


11 


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 
ad\  ice  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 
major  in  any  subject,  provided  their  program  includes 
courses  that  will  satisfy'  the  minimum  entrance  re- 
quirements for  health  professions  schools. 

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


Prelaw  Advising 

:iools  accept  students  from  any  major;  there  is 
no  prelaw  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  pre- 
law adviser  (Daryl  Gehman,  in  the  CI  K3). 

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


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 
Intertenn  should  be  aware  of  the  fact  that  these  courses 
are  limited  both  in  number  and  in  enrollment  and 
cannot  be  guaranteed  as  part  of  the  acceleration  plan. 
Requests  for  pennission  to  accelerate  should  be  filed 
with  the  student's  class  dean  at  least  two  full  semesters 
before  the  proposed  date  of  graduation. 


12 


The  Academic  Program 


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,  diversity7  of  perspective, 
intellectual  ability  and  enthusiasm  to  all  aspects  of 
Smith  life.  Their  achievements  confirm  the  academic 
standard  of  the  college. 

A  student  admitted  as  a  traditional  first-year  or 
transfer  student  normally  will  not  be  permitted  to 
change  her  class  status  to  Ada  Comstock  Scholar.  A 
candidate's  status  as  an  Ada  Comstock  Scholar  must  be 
designated  at  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 
(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 


The  Academic  Program 


13 


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  ma)  he  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  1 5  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 
advance  by  the  Committee  on  Academic  Priorities  and 
are  under  the  direct  supervision  of  a  member  or  mem- 
bers 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  credit.  The  deadline  for  submission  of  proposals  is 
November  15  for  a  second-semester  program  and  April 
15  for  a  summer  or  first-semester  program.  Infor- 
mation 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  highlv 
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 
Smith  Scholars  Program  are  November  15  and  April 
15  of  the  student's  junior  year.  The  proportion  of  work 
to  be  done  in  nonnal  courses  will  be  decided  jointly  by 
the  student,  her  adviser(s)  and  the  Subcommittee  on 
Honors  and  Independent  Programs.  Work  done  in  the 
program  ma\  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  may  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  pro- 
grams, from  Smith's  own  programs  in  Western  Europe 
to  Smith  consortia]  and  other  approved  programs  all 
over  the  world.  For  the  Smith  Junior  Year  .Abroad  (JYA) 
programs  in  Florence,  Hamburg,  Geneva  and  Paris,  a 
JYA  program  application  must  be  filed  by  February  1  in 
the  Office  for  International  Study.  For  all  other  study- 
abroad  programs,  students  must  submit  a  plan  of  study 
for  college  approval  by  February  15  for  fall,  full  year  or 
spring  semester  study.  Students  should  contact  the  Office 
for  International  Study  for  information  on  deadlines 
and  procedures  since  some  programs  allow  for  a  fall 
application  deadline. 

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  stu- 
dent 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  van"  according  to  individual  tastes  and  plans, 
and  funds  for  such  expenses  are  not  covered  by  the 
comprehensive  fee. 

All  students  who  wish  to  study  abroad  must  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  part  of  the  senior  year  abroad  on  a  Smith 
or  non-Smith  program  must  petition  the  Administrative 
Board  through  the  class  dean. 

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

In  all  instances.  Smith  reserves  the  right  to  approve, 
retract  or  deny  a  student's  participation  on  study  abroad. 


14 


The  Academic  Program 


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  study  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  year; 
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- 
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.  Tbition 
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. 


The  Academic  Program 


15 


Students  in  the  program  attend  a  preliminary 
three-week  session  of  intensive  language  training  in 
Geneva,  beginning  in  September.  The  academic  vear 
in  Geneva  begins  in  mid-September  and  continues 
until  early  July.  Since  classes  in  Geneva  are  conducted 
in  French,  students  are  expected  to  have  an  excellent 
command  of  the  language.  For  prerequisites,  see  the 
requirements  for  study  abroad  under  French  Studies. 
Also,  a  50  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  I'niversitat  Hamburg.  They  attend  regular  courses 
offered  by  the  university,  special  courses  arranged  by 
Smith  and  tutorials  coordinated  with  the  course  work. 
The  program  is  open  to  students  in  almost  every  major 
field  of  study  and  a  wide  variety  of  courses  is  available, 
including  art  (studio  and  history),  biology,  economics, 
history,  history  of  science  and  technology,  literature, 
mathematics,  music  history,  philosophy,  physics,  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  In- 
ternational Study  for  details  and  application  deadlines. 

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  mid-Septem- 
ber, each  student  selects  a  program  of  courses  suited  to 
her  particular  major.  A  wide  variety  of  disciplines  can 
be  pursued  in  the  various  branches  of  the  University 
de  Paris;  for  example,  art  history  at  the  Institut  d'Art  et 
d'Archeologie;  history,  literature,  philosophy,  religion 


and  many  other  subjects  at  die  Sorbonne  ( Paris  IV  or 
Paris  \  II ).  Courses  at  such  institutions  are  sometimes 
supplemented  by  special  tutorials.  A  few  courses  or 
seminars  are  arranged  exclusively  for  Smith  students. 
The  students  live  in  private  homes  selected  by  the  col- 
lege. 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  for  possible  admission  into  the  program. 

Smith  Consortia]  and  Approved 
Study  Abroad  Programs 

Smith  consortial  and  other  approved  programs  are  in 
all  regions  of  the  world,  including  Latin  America,  .Asia, 
.Africa,  English-speaking  countries,  and  countries  in 
Europe  not  served  by  Smith  programs.  Smith  consortial 
and  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  consortial  and  approved  programs  is 
available  from  the  Office  for  International  Study  along 
with  the  guidelines  for  study  abroad.  Students  wishing 
to  petition  for  approval  for  a  program  not  approved  by 
Smith  must  do  so  by  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 
consortial  programs.  Consult  the  Web  page  of  the  Office 
for  International  Study,  wwwsmith.  edu/studyabroad. 
for  the  complete  list  of  consorital  and  approved  pro- 
grams. Programs  with  a  Smith  consortial  affiliation 
include  the  following: 

Associated  Kyoto  Program  (AKP) 
Smith  is  one  of  the  16  institutional  sponsors  of  the 
yearlong  AKP  program  in  Japan  and  conducts  the 
selection  process.  Interested  students  should  consult  the 
faculty  in  East  .Asian  languages  and  cultures  and  East 
Asian  studies. 

Programa  de  Estudios  Hispanicos  In  Cordoba  (PRESCHO) 
Smith  is  one  of  the  sponsors  of  die  semester  or  war- 
long  program  in  Cordoba.  Spain,  and  conducts  the 
selection  process.  Interested  students  should  consult 
faculty  in  the  Department  of  Spanish  and  Portuguese. 


lb 


The  Academic  Program 


South  India  Term  Abroad  (SUA) 
Smith  is  one  of  the  sponsors  of  this  fall,  spring  or  year- 
long semester  program.  Interested  students  should 
consult  the  Office  for  International  Study. 

Program  for  Mexican  Culture  and  Society  in  Puebla  (PMCSP) 

This  semester  or  yearlong  residential  study  program  is 
offered  in  collaboration  with  the  Benemerita  Univer- 
sidad  Autonoma  de  Puebla  (BUAP),  one  of  Mexico's 
leading  public  universities.  It  offers  an  extensive  and 
strong  focus  in  the  humanities  and  social  sciences. 
Smith  conducts  the  selection  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  79-  Students  participating  in  this 
program  are  not  considered  to  be  in  residence  at  Smith 
College. 

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.  Inter- 
national 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  stu- 
dent's major  adviser  at  Smith  College.  All  grades  earned 
through  exchange  programs  are  recorded  on  the  Smith 
transcript  but  are  not  included  in  the  Smith  GPA  and 
therefore  are  not  included  in  the  calculation  of  honors. 

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. 


17 


The  Campus  and  Campus  Life 


Smiths  147-acre  campus  is  a  place  of  physi- 
cal beaut)  and  interesting  people,  ideas  and 
events.  Students enjo)  tine  facilities  and 
sen  ices  m  a  stimulating  environment. 
We  continually  improve  our  library  and 
museum  holdings,  which  are  already  among  the  fin- 
est in  the  country,  and  upgrade  our  equipment  to  give 
students  here  every  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.  Each  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,  microfomis.  maps,  scores,  recordings,  rare 
books,  archives,  manuscripts  and  computer  databank 
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 
sciences  and  humanities  library  and  includes  the 
library  administrative  offices.  On  the  third  floor,  the 
Mortimer  Rare  Book  Room  showcases  nearly  40,000 
printed  books  in  all  subjects  from  the  1 5th  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  internationally  renowned  Sophia 
Smith  Collection,  the  oldest  national  repository  for 
primary  sources  in  women's  historv:  and  the  College 
Archives,  which  documents  the  historv  of  Smith. 

Strong  branch  libraries  help  set  Smith  apart  from 
other  undergraduate  colleges  by  providing  specialized 
resources  and  sen  ices  in  specific  subject  areas.  The 
three  branches,  described  in  sections  below,  are  the 


18 


The  Campus  and  Campus  Life 


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.-l  lp.m. 

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

Sunday  10  a.m.-midnight 

Hours  vary  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.-l  lp.m. 

Saturday  10  a.m.-l  lp.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 
1 10,000  volumes,  38,000  microforms,  250  current  pe- 
riodicals, and  a  broad  range  of  biliographic  databases 
and  full-text  electronic  resources.  The  newly  renovated 
ait  library  facilities  provide  a  variety  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  24,000  objects, 
represents  works  dating  from  the  25th  century  B.C.E. 
to  the  present. 


Art  Library  hours 

Monday-Thursday 

9  a.m.-l  lp.m. 

Friday 

9  a.m-9  p.m. 

Saturday 

10  a.m-9  P-m. 

Sunday 

noon-midnight 

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

Museum  hours 

The  museum  hours  from  July  1, 2007,  through  June 

30, 2008,  are  as  follows: 

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

Sunday,  noon-4  p.m. 

Closed  Mondays  and  major  holidays 


The  Campus  and  Campus  Life 


19 


Mendenhall  Center  for  the 
Performing  Arts 

Named  tor  Thomas  Mendenhall,  president  of  the  col- 
lege from  1959  to  lcrs.  the  Center  for  the  Performing 
Aits  celebrates  music,  theatre  and  dance.  Three  sides  of 
the  quadrangle  were  completed  in  l%s.  joining  Sage 

Hall  lo  complete  the  college's  commitment  to  modem 
and  comprehensive  facilities  tor  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  I  lallie 
Flanagan  Studio  Theatre,  with  its  movable  seats  for 
200;  and  the  IV  studio,  which  has  flexible  seating 
for  SO.  The  Werner Josten  Library  welcomes  students. 
making  available  more  than  99,000  hooks  ami  scores. 
2,000  video  recordings,  237  current  periodical  titles 
and  38,000  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  l()a.m.-9p.m. 

Sunday  noon-llp.m. 

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

Poetry  Center 

Located  on  the  first  floor  of  Wright  Hall,  the  Poetrj 
Center  is  a  bright,  serene  reading  room,  with  a  library 
that  includes  signed  copies  of  books  b\  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  he  reserved  for  appropriate 
events  by  Smith  faculty,  academic  departments  and 
administrative  offices. 


Reading  room  hours: 

Monda\  Friday  <S  a.m.— +  p.m. 

except  when  booked  for  events 

Wright  Hall 

\\  right  Hall  supports  man)  activities  of  learning  in  a 
variety  ofways.  The  100  seal  LeoWeinsteui  Auditorium, 
the  seminar  rooms;  the  \\  right  Student  Computer 
Center,  comprising  the  Center  tor  Foreign  Languages 
and  Cultures  and  thejahnige  Social  Science  Research 
Center  with  24  computer  stations  and  more  than  500 
data  sets;  the  Poetrj  Center  and  the  51  faculty  ofl 
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  23.5).  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  Moodle.  Faculty  members  ma\  receive  as- 
sistance at  the  center  in  evaluating  commercial  course- 
ware, in  creating  original  interactive  audio  and  video 
as  well  as  CALL  materials,  or  m  organizing  research 
projects  in  the  field  of  second  language  acquisition. 


Center  Hours 

Monday-Thursday 

S  a.m. -midnight 

Friday 

8  a.m. -9  p.m. 

Saturday 

10a.m.-9p.m. 

Sunda) 

10  a.m.-midmght 

Information  Technology  Services 

Information  Technology  Services'  academic  facilities 

span  the  campus,  with  public  computing  labs  r 
era!  buildings  and  a  campuswide  fiber-optic  network 
allowing  computer  access  from  all  buildings  and 


10 


The  Campus  and  Campus  Life 


residential  houses.  Resources,  which  are  continually 
expanding,  include  more  than  600  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  match- 
ing students  with  master  tutors  in  most  sciences  and 
languages,  or  peer  tutors  in  all  other  subjects.  In  addi- 
tion, the  center  sponsors  the  Working  Writers  series  on 
popular  nonfiction,  interterm  courses  on  popular  non- 
fiction,  and  interterm  workshops  on  good  writing.  Lastly, 
the  center  houses  a  library  of  pedagogical  resources  and 
sponsors  colloquia  on  teaching  issues  for  faculty. 

These  services  are  free  and  well  utilized  by  Smith 
students,  ranging  from  the  first-year  student  in  an 
introductory  course  to  the  senior  completing  an  honors 
thesis.  Full  information  on  the  Jacobson  Center  is  avail- 
able at  www.smith.edu/jacobsoncenter. 

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/kahninstitute. 

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- 
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  Campus  and  Campus  Life 


21 


The  6,500-plus  square  foot  Olin  Fitness  Center 
features  40  pieces  of  aerobic  machines,  each  with 
individual  TV  screens  as  well  as  50-plus  weight-lifting 
stations.  The  facilities  of  the  sports  complex  are  aug- 
mented by  30  acres  of  athletic  fields.  Soccer,  lacrosse, 
field  hockey,  rugby  and  softball  fields  are  encircled  by  a 
3/4-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-Thursday  6  a.m.-10  p.m. 

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

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

Campus  Center 

The  Campus  Center  is  the  community  center  of  the 
college,  providing  services,  programs  and  conveniences 
for  all  members  of  the  Smith  College  community.  The 
center  provides  space  for  infonnal  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 
Friday 
Saturday 
Sundav 


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  expected 
to  reside  on  campus  during  their  academic  studies  at 
Smith.  Students  live  in  36  residence  buildings  with 
capacities  of  12  to  102  students.  The  houses  range  in 
architectural  style  from  modem  to  Gothic  to  classic 
revival.  Each  house  has  a  comfortable  living  room,  a 
studv  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  regularh 
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  spoils.  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 
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 
infonnation,  send  e-mail  to  smithoutdoors@smith.edu 
or  visit  the  Web  site  at  www.smith.edu/athletics/club- 
sports/smithoLitdoors.html. 


11 


The  Campus  and  Campus  Life 


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  500 
students  work  at  summer  internships  funded  through 
Praxis. 


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,  clinical  nurse  specialists 
and  graduate  social  work  interns.  A  psychiatrist  is  also 
available.  Health  education  is  provided  on  relevant 
topics. 

Health  Service 

The  same  standards  of  confidentiality  apply  to  the  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. 

College  Health  Insurance 

The  college  offers  its  own  insurance  policy,  under- 
written by  an  insurance  company,  that  covers  a  student 
in  the  special  circumstances  of  a  residential  college. 
It  extends  coverage  for  in-  and  outpatient  services  not 
covered  by  many  other  insurance  plans.  However,  this 
policy  does  have  some  distinct  limitations.  Therefore, 
we  strongly  urge  that  students  having  a  pre-existing  or 


The  Campus  and  Campus  Life 


recurring  medical  or  psychiatric  condition  continue 

their  precollege  health  Insurance,  \studen1  electing 
to  waive  the  college  insurance  plan  must  do  mi  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  Information  Form  and  send  it  to  the  Health 
Services.  It  is  important  to  note  that  Massachusetts  law 
now  mandates  that  students  must  get  the  required  im- 
munizations Wore  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  diverse  community 
like  Smith's.  Assisting  the  dean  are  the  chaplains  to 
the  college  and  the  director  of  voluntary  services.  The 
chaplains  are  dedicated  to  promoting  a  spirit  of  mutual 
respect  and  interfaith  collaboration.  They  organize 
weekly  gatherings  in  the  Jewish,  Muslim,  Protestant, 
Buddhist,  and  Catholic  traditions  and  act  as  liaisons  and 
advisers  to  other  religious  groups  on  campus.  They  work 
to  facilitate  the  activities  of  student  religious  organiza- 
tions on  campus  including:  Om,  the  Hindu  student 
organization;  Al-Iman,  the  Muslim  student  organiza- 
tion; the  Newman  Association;  the  Protestant  Ecumeni- 
cal Christian  Church;  several  meditation  groups;  Smith 
Christian  Fellowship;  the  Baha'i  Fellowship;  the  Episco- 
pal-Lutheran Fellowship;  the  Eastern  Orthodox  student 
group;  the  Unitarian  student  group  and  the  Association 
of  Smith  Pagans.  A  multi-faith  council  of  representa- 
tives of  student  religious  organizations  meets  six  times  a 
year  with  the  dean  and  chaplains  to  discuss  the  spiritual 
needs  of  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  (ilee  Club  and  many  visiting  musical  groups  ;is 
well  as  faculty  and  staff  musicians  offer  concerts  and 
occasionally  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  Shabhat  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,  2006-07 


Undergraduate  Students 


Class  of 
2007 


Class  of 
2008 


Class  of 
2009 


Class  of 
2010 


In  residence 


S4 


23 


Ada 

Comstock 
Scholars 


Totals 


Northampton  area1 
Not  in  residence 

645 

24 

444 
226 

631              686 
10                 0 

134            2,540 
2               262 

Five  College  course  er 
First  semester 
Second  semester 

rollments  at  Smith: 
480 
625 

Graduate  Students 

Full-time 
degree  candidates 

Part-time 
degree  candidates 

Special  students 

Smith  students  studying  in  off-campus  programs 


Florence 


Geneva 


Hamburg 


Paris 


Smith  students 
guest  students 


24 

0 


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  2000  was  86  percent  by  May  2006.  (The  period  covered  is 
equal  to  150  percent  of  the  normal  time  for  graduation.) 


The  Student  B<xl\ 


Geographical  Distribution  of  Students  by  Residence,  2006-07 


United  States 

Virgin  Islands 

Alabama 

8 

Virginia 

Alaska 

6 

Washington 

Arizona 

19 

West  Virginia 

Arkansas 

3 

Wisconsin 

California 

243 

Wyoming 

Colorado 

22 

Connecticut 

142 

Foreign  Countries 

Delaware 

6 

Afghanistan 

District  of  Columbia 

15 

Austria 

Florida 

48 

Bahrain 

Georgia 

21 

Bangladesh 

Hawaii 

10 

Belarus 

Idaho 

2 

Bolivia 

Illinois 

45 

Bosnia-Herzegovina 

Indiana 

18 

Botswana 

Iowa 

7 

Brazil 

Kansas 

9 

Bulgaria 

Kentucky 

14 

Canada 

Louisiana 

3 

Cayman  Islands 

Maine 

68 

Costa  Rica 

Man  land 

59 

Czech  Republic 

Massachusetts 

583 

Denmark 

Michigan 

24 

Ecuador 

Minnesota 

37 

England 

Mississippi 

4 

Ethiopia 

Missouri 

17 

Finland 

Montana 

5 

France 

Nebraska 

2 

Germany 

Nevada 

2 

Ghana 

New  Hampshire 

70 

Greece 

New  Jersey 

132 

Grenada 

New  Mexico 

15 

Guatemala 

New  York 

344 

Hong  Kong 

North  Carolina 

20 

India 

Northern  Mariana  Islands 

1 

Israel 

Ohio 

41 

Italy 

Oklahoma 

8 

Jamaica 

Oregon 

19 

Japan 

Pennsylvania 

105 

Kazakhstan 

Puerto  Rico 

2 

Kenya 

Rhode  Island 

17 

Lesotho 

South  Carolina 

8 

Malaysia 

Tennessee 

11 

Mauritius 

Texas 

58 

Moldova 

Utah 

8 

Morocco 

Vermont 

64 

Mvanmar 

1 
36 

55 
2 

21 
2 


Nepal  2 

Netherlands  2 

Nicaragua  1 

Nigeria  1 

Norway  2 

Pakistan  12 

Paraguay  1 

People's  Republic  of  China  17 

Philippines  1 

Republic  of  Korea  (South )  4 1 

Romania  3 

Saint  Lucia  1 

Saudi  Arabia  1 

Senegal  1 

Singapore  2 

Slovakia  1 

South  Africa  1 

Spain  1 

Sri  Lanka  1 

Switzerland  3 

Syria  1 
Taiwan 

Thailand  1 

Tunisia  1 

Turkey  3 

Uganda  2 

Ukraine  1 

United  Arab  Emirates  2 

United  Kingdom  4 

Uzbekistan  1 

Venezuela  1 

Vietnam  6 

Zimbabwe  2 


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


26 


The  Student  Body 


Majors 


Class  of  2007  Class  of  Ada  Comstock 

(Seniors)         (Honors)  2008  Scholars 


Totals 


Government 

64 

5 

71 

4 

144 

Art 

Art:  History 

29 

2 

31 

2 

64 

Art:  Studio 

13 

3 

25 

4 

45 

Art:  Architecture  &  Urbanism 

9 

0 

10 

1 

20 

Psychology 

58 

4 

53 

3 

118 

Economics 

51 

2 

48 

5 

106 

English  Language  &  Literature 

48 

4 

44 

5 

101 

American  Studies 

35 

4 

24 

5 

68 

Biological  Sciences 

19 

6 

32 

1 

58 

History 

28 

2 

19 

2 

51 

Sociology 

20 

0 

26 

4 

50 

Anthropology 

24 

1 

20 

4 

49 

Neuroscience 

20 

2 

26 

0 

48 

Mathematics 

24 

0 

20 

1 

45 

Study  of  Women  and  Gender 

23 

0 

19 

2 

44 

Engineering 

19 

6 

15 

0 

40 

Education  &  Child  Study 

18 

1 

16 

5 

40 

Italian  Studies 

6 

0 

19 

0 

25 

Italian  Language  &  Literature 

5 

1 

6 

0 

12 

Spanish 

19 

0 

11 

1 

31 

Portuguese-Brazilian  Studies 

1 

0 

4 

0 

5 

Theatre 

17 

0 

17 

0 

34 

French  Studies 

17 

1 

12 

0 

30 

Biochemistry 

11 

2 

10 

2 

25 

Religion 

12 

0 

4 

0 

16 

Religion  &  Biblical  Literature 

2 

0 

3 

0 

5 

Philosophy 

11 

1 

9 

0 

21 

Afro-American  Studies 

8 

1 

10 

1 

20 

Computer  Science 

7 

1 

11 

0 

19 

Classical  Languages  and  Literatures 

Classical  Studies 

2 

0 

8 

0 

10 

Classics 

3 

1 

4 

0 

8 

Geology 

5 

4 

7 

2 

18 

Chemistry 

4 

4 

10 

0 

18 

East  Asian  Languages  &  Culture 

9 

0 

9 

0 

18 

Liberal  Studies 

9 

0 

4 

4 

17 

Comparative  Literature 

7 

0 

8 

0 

15 

Latin  American  Studies 

9 

2 

4 

0 

15 

Film  Studies 

7 

0 

8 

0 

15 

Music 

5 

0 

9 

0 

14 

German  Studies 

5 

1 

7 

0 

13 

Russian  Language  and  Literature 

Russian  Literature 

4 

0 

3 

0 

7 

Russian  Civilization 

1 

0 

4 

0 

5 

East  Asian  Studies 

3 

0 

6 

0 

9 

Dance 

3 

0 

5 

1 

9 

Physics 

6 

0 

2 

0 

8 

Medieval  Studies 

2 

1 

4 

0 

7 

Astronomy 

2 

1 

2 

0 

5 

Logic 

0 

1 

2 

0 

3 

African  Studies 

0 

0 

2 

0 

2 

Sociology  &  Anthropology 

2 

0 

0 

0 

2 

Jewish  Studies 

0 

0 

1 

0 

1 

Middle  Eastern  Studies 

1 

0 

0 

0 

1 

International  Political  Economy 

0 

0 

1 

0 

1 

Indo-Tibetan  Studies 

1 

0 

0 

0 

1 

Sustainable  Design 

0 

0 

1 

0 

1 

Cognitive  Science 

1 

0 

0 

0 

1 

27 


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  S/U  (Satisfactory  or 
Unsatisfactory)  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  lauaeotsumma  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 
Honors  at  graduation  must  elect  at  least  one  course 
( normally  four  credits)  in  each  of  the  seven  major 
fields  of  knowledge  listed  on  pp.  7-8  (applies  to  those 
students  who  began  at  Smith  in  September  1994  or 
later  and  who  graduate  in  1998  or  later).  Course  list- 
ings in  this  catalogue  indicate  in  curly  brackets  which 
area(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  one  year  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  pemiission  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  students  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  aver- 
age 3-333  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- 
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  Harriet  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  Lampert  '28  and  Edward  Beenstock 
Prize  for  the  best  honors  thesis  in  American  studies  or 
American  bistorj 

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

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

The  Samuel  Bowles  Prize  tor  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 
chemistry  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  best  essay 
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  for  the  best  essay  in  Italian  on  am 
aspect  of  The  Divine  Comedy 

The  Caiiile  Prize  for  the  best  original  composition  for 
carillon:  and  for  the  best  transcription  for  carillon 

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

The  Julia  Hanvood  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  literary  subject;  and  for  the  best 
classroom  ess 

The  Hazel  L.  Edgerly  Prize  to  a  senior  honors  history 

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  Heflin  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  for  Academic  Achievement 


31 


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

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

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

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

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

The  Bert  Mendelson  Prize  to  a  sophomore  for  excel- 
lence m  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  Devor  Penberth)  Memorial  Prize, 
established  in  1001  b\  the  Penberthy  family,  to  an 
undergraduate  engineering  major  for  her  academic 
excellence  in  engineering  and  outstanding  contribu- 
tions toward  building  a  community  of  learners  within 
the  Picker  Engineering  Program 

The  \nn  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  Rogers/Newman  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  Rousseau  Prize  for  academic  excellence  to  a 
member  of  the  junior  or  senior  class  studying  with  the 
Smith  College  junior  year  abroad  program  in  Geneva. 

The  Department  of  Russian  Prize  for  the  best  es 
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 


32 


Recognition  for  Academic  Achievement 


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

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

The  Tryon  Prize  to  a  Smith  undergraduate  for  the  best 
piece  of  writing  on  a  work  or  works  of  art  at  the  Smith 
College  Museum  of  Art;  and  for  best  installation,  digital 
media  or  performance  art  inspired  by  a  work  of  art  or 
exhibition  at  the  Smith  College  Museum  of  Art 

The  Ruth  Dietrich  Turtle  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.  Six  are  for  university  study:  Rhodes 
(Oxford),  Marshall  (Britain),  Gates  (Cambridge), 
Mitchell  (Ireland  and  Northern  Ireland)  and  DAAD 
(Germany).  The  Fulbright  is  for  yearlong  research, 
study  or  teaching  in  one  of  120  countries  and  the  Luce 
for  a  year  interning  in  Asia.  There  are  two  further  pres- 
tigious 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  infomiation  and  application  assistance 
for  eligible  candidates  are  available  from  the  fellow- 
ships adviser  in  the  Class  Deans'  office. 


33 


Fees,  Expenses  and  Financial  Aid 


A^ 


Smith  College  education  is  a  lifetime 
investment  It  is  also  a  financial  challenge 
for  many  families.  At  Smith,  we  encourage 
all  qualified  students  to  apply  for  admis- 
sion, regardless  of  family  financial  resourc- 
es. Our  students  come  from  a  variety  of  socioeconomic 
backgrounds.  The  Office  of  Student  Financial  Services 
has  an  experienced  staff  to  assist  students  and  parents 
in  both  the  individual  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  a.m.  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 
www.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 


2007  is  August  10, 2007.  For  spring  2008,  the  payment 
deadline  isjanuarj  10.  2008.  Payment  must  be  made 
by  these  dates  to  avoid  late  payment  fees  being  ass  s& » I 
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  tees,  which  are 
based  on  the  outstanding  balance  remaining  after  any 
payment  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  month's 
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- 
ceiving 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 
administrative!}  withdrawn  and  may  refer  such 
account  for  collection  in  her  name.  Students  and 
parents  are  welcome  to  contact  the  Office  of  Student 
Financial  Services  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 


54 


Fees,  Expenses  and  Financial  Aid 


PLUS  or  Parent  MEFA  loan  are  issued  to  the  parent  bor-      refunds  may  be  issued  to  the  parent  or  the  designee  of 
rower.  With  the  student's  written  release,  credit  balance       the  student. 


Fees 

2007-08  Comprehensive  Fee  (required  institutional  fees) 


Fall  Semester 

Spring 

Semester 

Total 

Tuition 

$16,970 

$16,970 

$33,940 

Room  and  Board* 

5,710 

5,710 

11,420 

Student  activities  fee 

123 

123 

246 

Comprehensive  fee 

$22,803 

$22,803 

$45,606 

*  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  $800  per  year  on  books  and  academic 
supplies.  In  addition,  a  student  will  incur  additional  expenses  during  the  academic  year  that  will  vary  according  to 
her  standard  of  living,  personal  needs,  recreational  activities  and  number  of  trips  home. 


Fee  for  Nonmatriculated  Student 

Per  credit $1,060 

Fees  for  Ada  Comstock  Scholars 

Application  fee $60 

Transient  Housing  (per  semester) 

Room  only  (weekday  nights) $380 

Room  and  full  meal  plan 

(weekday  nights) $810 

Tuition  per  semester 

1-7  credits $1,060  per  credit 

8-11  credits $8,480 

12-15  credits $12,730 

16  or  more  credits $16,970 

Student  Activities  Fee 

The  $246  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. 


2007-08  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  (www.kosterweb. 
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  2007-08. 


Fees,  Expenses  and  Financial  Aid 


Other  Fees  and  Charges 

Application  for  Admission— S60 
The  application  fee  of  $60,  which  helps  defray  the  cost 
of  handling  the  paperwork  and  administrative  review 
of  applications,  must  accompam  a  paper  version  of  the 

application.  The  fee  is  waived  if  applying  online. 

Enrollment  Deposit— S300 

Upon  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.  S100  repre- 
senting a  general  deposit  component  is  held  until  six 
months  after  the  student  graduates  from  the  college. 
The  $100  is  refunded  only  after  deducting  any  unpaid 
fees  or  fines  and  is  not  refunded  to  a  student  who 
withdraws  (including  an  admitted  student  who  does 
not  attend);  $200  representing  a  room  deposit  compo- 
nent is  credited  S100  in  July  toward  her  fall  semester 
charges;  and  S100  in  December  toward  her  spring 
semester  charges. 

Fee  for  Musical  Instruction— S600  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 
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 
S2S  per  year 

Fee  for  Riding  Classes  per  Semester 
Adjacent  to  the  Smith  campus  is  Fox  Meadow  Farm, 
where  riding  lessons  are  available  to  all  students  at  the 
college.  Fox  Meadow  Farm  will  also  board  horses  for 
students,  at  a  cost  of  $485  per  month.  Inquiries  about 
boarding  should  be  addressed  to  Sue  Payne,  c/o  Smith 
College  Riding  Stables.  The  Smith  intercollegiate  rid- 
ing team  uses  their  facilities  for  practice  and  for  horse 
shows.  The  fees  listed  below  are  per  semester  and  are 
payable  directly  to  Fox  Meadow  Farm  when  a  student 
registers  for  lessons  each  semester. 

Two  lessons  per  week $470 


Studio  Art  Courses  per  Semester 

Certain  materials  and  supplies  are  required  tor  studio 
art  cour>es  and  will  be  provided  to  each  student.  Stu- 
dent ma\  require  additional  supplies  as  well  and  will 
be  responsible  forpurchasing  them  directly.  The 
penses  will  van  from  course  to  course  and  from  student 
to  student. 

Required  materials $20-5150 

Additional  supplies S15-S100 

Chemistry  Laboratory  Course  per  Semester 

$25  plus  breakage 

Continuation  Fee 

$60  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 

An)  payment  made  after  August  10  for  fall  or  January 

10  for  spring  will  be  considered  late.  Late  payments 

may  be  assessed  a  late  fee  at  the  rate  of  $  1 .25  on  every 

$100(1.25%). 

Early  Arrival  Fee— $35  per  Day 

Late  Central  Check-In  Fee— $60 

Returning  students  who  do  not  participate  in  Central 

Check-In  will  be  assessed  a  fee. 

Late  Registration  Fee— $35 

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  be  charged  a  bed  removal  fee. 

Health/Fire/Safety  Violation— $5  per  Item 
A  minimum  fine  of  $5  per  item  will  be  charged  for 
items  left  in  public  areas  such  as  corridors,  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 


36 


Fees,  Expenses  and  Financial  Aid 


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  agenq7. 

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  and  insurance.  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  davs  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  fines,  parking  fines, 
and  infirmary  charges  are  not  adjusted  upon  the 
student's  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  College's  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 
ions 


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 

SallieMae) 

•  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. 


Financial  Aid 


We  welcome  women  from  all  economic  backgrounds. 
No  woman  should  hesitate  to  apply  to  Smith  because  of 
an  inability7  to  pay  the  entire  cost  of  her  education.  We 
make  every  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 


?ees,  Expenses  and  Financial  Aid 


37 


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  <S  percent  of  our  applicant  pool.  Each 
applicant  for  admission  ise\aluatedon  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  he 
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  fonris  may  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.collegeboard.com  (Smith  College  code  is  3762). 

We  also  require  a  signed  copy  of  the  family's  most 
recent  federal  tax  returns,  including  all  schedules 
and  W-2's.  Once  we  receive  the  applicant's  completed 
FAFSA  and  PROFILE,  we  review  each  student's  file 
individually.  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  verify  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  Abroad,  and  an  official  government  statement  or 
income  tax  return  will  be  required  to  verify  income. 

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


A  student  who  is  awarded  aid  at  entrance  will  have 
it  renewed  each  year  she  attends  according  to  her  need, 
as  calculated  by  the  college,  if  she  is  In  good  academic 

standing.  She  and  her  family  apply  for  aid  annually 
with  Smith  College  forms,  FAFSA  and  PROFILE  forms, 
and  tax  returns.  The  amount  of  aid  may  vary  from  year 
to  year  depending  on  changes  in  college  fees  and  m  the 
lainih  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  have  been  accepted  for  admis- 
sion to  apply  for  aid.  Each  student's  file  is  carefully 
reviewed  to  determine  eligibility  for  need-based  aid. 
Since  this  is  a  detailed  process,  the  college  expects 
students  to  follow  published  application  guidelines  and 
to  meet  the  appropriate  application  deadlines.  Students 
and  parents  are  encouraged  to  contact  Student  Finan- 
cial Services  via  email  at  sfs@smith.edu  or  by  phone 
(4l3-^S5-2530)  with  questions.  Detailed  information 
on  the  application  process  ami  deadlines  is  available  on 
our  Web  site  at  www.smith.edu/finaid. 

The  consequences  of  not  applying  for  aid  prior 
to  being  accepted  for  admission  include  a  64-credit 
waiting  period  before  becoming  eligible  to  receive 
college  grant  aid.  This  means  that  only  federal,  state 


38 


Fees,  Expenses  and  Financial  Aid 


and  private  assistance  would  be  available  for  the  first 
two  years  of  undergraduate  enrollment  at  Smith.  The 
college  will  consider  exceptions  to  this  policy  only 
if  you  experience  and  can  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  polity  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  (Canadian  citizens  excepted) 
eligible  for  aid  is  offered  a  grant  award  in  the  first  year 
that  will  remain  at  the  same  level  for  her  sophomore 
and  junior  years.  In  her  senior  year,  any  increase  in 
tuition  and  fees  that  is  not  covered  by  the  increased 
loan  will  be  covered  by  an  increase  in  the  grant  so  that 
her  family  contribution  will  remain  the  same  as  it  was 
in  her  junior  year.  (Loan  and  campus  job  amounts, 
which  are  part  of  the  total  aid  package,  may  increase 
each  year  to  partially  offset  increases  in  billed  expens- 
es.) Cost  increases  not  covered  by  aid  increases  are  the 
responsibility  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- 
cial Aid  Application  for  Non-U.S.  Citizens  so  that  we  can 
consider  the  actual  expenses  incurred  by  your  family. 

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


Fees.  Expenses  and  Financial  Aid 


39 


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  usually  the  first  components 
of  an  aid  package,  with  any  remaining  need  being  met 
with  grant  aid. 

Loans 

Most  students  borrow  through  the  Federal  Direct  Ford 
Loan  Program.  Some  awards  may  also  include  a  Smith 
College  loan.  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 
federally  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. 

No  student,  whether  on  federal  work-study  or  not, 
is  pemiitted  more  than  the  maximum  12-hours  a  week 
or  one  "full-time"'  position.  First-year  students  work  a 
maximum  of  nine  hours  per  week.  Students  receiving  a 
stipend  for  positions  such  as  STRIDE,  HCA,  etc.  are  not 
eligible  for  a  second  job.  This  policy  attempts  to  offer 
all  students  an  equal  opportunity  to  work. 

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  b)  alumnae  and  friends  of  the  college  and  by 
foundations  and  corporations.  The  federal  and  state 
governments  also  provide  assistance  through  need- 
based  grants  such  as  the  Federal  Pell  Grant  and  state 
scholarships.  Smith  receives  an  allocation  each  year  for 
Federal  Supplemental  Educational  Opportunity  Grants 
and  for  state-funded  Gilbert  Grants  for  Massachusetts 
residents. 

Outside  Aid 

[fyou  receive  any  assistance  from  an  organization 
outside  of  the  college,  this  aid  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. 

Educational  benefits  from  state  and  federal  agen- 
cies are  treated  in  the  same  way  that  outside  merit- 
based  scholarships  are. 

Non-merit  awards  include  tuition  subsidies  based 
on  parent  employment.  These  awards  are  not  based  on 
merit  and  reduce  Smith  grant  eligibility  dollar  for  dollar. 

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  S200  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,  may 
be  granted  by  the  Music  Department  to  a  Smith  student 
(first-year,  sophomore  or  junior)  enrolled  in  a  perfor- 
mance course1  at  Smith  College. 


40 Fees,  Expenses  and  Financial  Aid 

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. 


41 


Admission 


From  the  college's  beginning,  students  at 
Smith  have  been  challenged  by  rigorous 
academic  standards  and  supported  by  rich 
resources  and  facilities  to  develop  to  their 
fullest  potential  and  define  their  own  terms 
of  success.  Admitting  students  who  will  thrive  in  the 
Smith  environment  remains  the  goal  of  our  admission 
efforts.  We  seek  students  who  will  be  productive  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- 
mately 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 
vary  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  offered  by  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  normal  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  information 
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  pos- 
sibility of  Early  Decision  and  to  help  her  counselors 
advise  her  appropriately  about  college.  All  examina- 
tions taken  through  December  of  the  senior  year  are 
acceptable.  The  results  of  examinations  taken  after 
December  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  responsibilit)  to  ask  the  College  Entrance 


4J 


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. 
The  ACT  code  for  Smith  College  is  1894. 

Applying  for  Admission 

A  student  interested  in  Smith  has  three  options  for  ap- 
plying— Fall  Early  Decision,  Winter  Early  Decision  and 
Regular  Decision.  Visitwww.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.  If  they  have  applied  for  financial  aid  by 
the  published  deadlines,  candidates  will  be  notified  of 
financial  aid  decisions  at  the  same  time  as  the  admis- 
sion 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. 

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  who  will  review  the 
request  and  notify  the  student  within  two  weeks. 


Admission 


43 


Deferred  Entrance  for 
Medical  Reasons 

An  admitted  first-year  or  transfer  applicant  who  has 
accepted  Smith's  offer  and  paid  the  required  deposit 
may  request  to  postpone  her  entrance  due  to  medical 

reasons  if  she  makes  this  request  in  writing,  explaining 
the  nature  of  the  medical  problem,  to  the  director  of 
admission  by  August  30.  At  that  time,  the  college  will 
outline  expectations  tor  progress  over  the  course  of  the 
year.  A  Board  of  Admission  subcommittee  will  meet  the 
following  March  to  review  the  student's  case.  Readmis- 
sion  is  not  guaranteed. 

Transfer  Admission 

A  student  may  apply  for  transfer  to  Smith  College  in 
January  or  September  after  the  completion  of  one  or 
more  semesters  at  another  institution. 

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  15.  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  15  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  Office  of  Admission  at  least  one  year  in  advance 


of  their  proposed  entrance.  The  initial  e-mail  or  let- 
ter should  include  information  about  the  students 
complete  academic  background.  If  financial  aid  is 
needed,  this  fact  should  be  made  clear  in  the  initial 
correspondence, 

Visiting  Year  Programs 

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

International  students  may  apply  to  spend  a  year 
at  Smith  under  the  International  Visiting  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  university  entrance  in  their 
own  country  or  currently  enrolled  in  a  university  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- 
tion, an  adviser's  or  deans  reference  and  a  completed 
application.  Applications  must  be  completed  by  July  1 
for  September  entrance  and  by  December  15  for  Janu- 
ary entrance.  Financial  aid  is  not  available  for  these 
programs  except  the  visiting  program  in  mathematics. 

Information  and  application  material  may  be  ob- 
tained by  visiting  www.smith.edu/admission  or  sending 
e-mail  to  admission@smith.edu. 

Readmission 

See  \\  ithdrawal  and  Readmission,  page  53- 

Ada  Comstock  Scholars 
Program 

The  admission  process  for  Ada  Comstock  Scholars  is 
competitive.  Particular  emphasis  is  placed  on  aca- 
demic achievement,  an  autobiographical  essaj  and  an 
exchange  of  information  in  the  interview  A  candidate 


44 Admission 

should  schedule  her  interview  appointment  before 
submitting  her  application  prior  to  the  deadline,  Febru- 
ary 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  credits 
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. 

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  if  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. 


n 


Academic  Rules  and  Procedures 


Requirements  for  the  Degree 

The  requirements  for  the  degree  from  Smith  College 
are  completion  of  128  credits  of  academic  work  and 
satisfactory  completion  of  a  major  For  graduation  the 
minimum  standard  of  performance  is  a  cumulative 
average  of  2.0  in  all  academic  work  and  a  minimum 
average  of  2.0  in  the  senior  year.  For  those  entering  as 
first-year  students,  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  (56  credits  for  majors  requiring 
tin-  study  of  two  foreign  languages  taught  within  a 
single  department  or  program).  The  requirements  for 
the  bachelor  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.  11.)  A  student  on  a  Smith  Junior 
Year  Abroad  Program,  the  Jean  Picker  Semester-in- 
Washington  Program  or  the  Internship  Program  at  the 
Smithsonian  Institution  is  not  in  academic  residence 
in  Northampton. 

Each  student  is  responsible  for  knowing  all  regula- 
tions governing  the  curriculum  and  course  registration 
and  is  responsible  for  planning  a  course  of  study  in  ac- 
cordance with  those  regulations  and  the  requirements 
for  the  degree.  Normally,  students  may  not  change  the 
designated  number  of  credits  for  a  variable  credit  spe- 
cial studies. 

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 
1 2  credits  in  am  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  interterm  credit  may 
be  used  to  supplement  a  minimum  12-credit  program 
or  to  make  up  a  shortage  of  credits.  Smith  students 
may  accrue  a  maximum  of  12  summer-school  credits 
and  12  interterm  credits  at  Smith  or  elsewhere  toward 
their  Smith  degree.  An  overall  maximum  of  32  credits 
of  combined  summer,  intertenn,  AP  and  pre-matricu- 
lation  credits  may  be  applied  toward  the  degree.  See 
Academic  Credit,  pages  48-50. 

A  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  yearlong  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. 


46 


Academic  Rules  and  Procedures 


Seminars 

Seminars  are  limited  to  12  students  and  are  open,  by 
permission  of  the  instructor,  to  juniors,  seniors  and 
graduate  students  only.  At  the  discretion  of  the  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. 

Normally  students  may  not  change  the  designated 
number  of  credits  for  a  variable  credit  special  studies. 

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  1  lth 
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  fomi  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  "IT  (unsatisfactory)  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. 


Academic  Rules  and  Procedures 


r 


Fine  for  Late  Registration 

Astudent  who  lias  nol  registered  for  courses  b)  the  end 
of  the  first  10  days  ol  classes  will  be  fined  $30,  payable 
atthetimeofregistratioa  In  addition,  afineol  $  >0 
will  be  assessed  for  each  approved  petition  to  add  or 
drop  a  course  after  the  deadline.  It  a  student  has  not 
completed  registration  by  the  end  of  the  first  tour  weeks 
of  the  semester;  she  will  be  administratively  withdrawn. 

Class  Attendance  and  Assignments 

Students  are  expected  to  attend  all  their  scheduled 
classes.  An)  student  who  is  unable,  because  of  her 
religious  beliefs,  to  attend  classes  or  to  participate  in 
any  examination,  stud)  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  every  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  opportunit)  and  at  the  end  if  there  is  not. 

Absence  does  not  relieve  the  student  from  respon- 
sibilit)  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  writ- 
ten examinations  can  test  onl\  a  part  of  the  work,  the 
instructor  may  rule  that  a  student  who  does  not  attend 
class  with  reasonable  regularity  has  not  presented  evi- 
dence 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 
am  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  facult) 


member,  without  authorization  by  the  class  dean,  ma\ 
grant  extensions  on  work  due  during  the  semi 
through  the  last  da\  of  final  exams. 

Pre-exam ination  Period 

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

Final  Examinations 

Most  final  exams  at  Smith  are  self-scheduled  and 
administered  by  the  registrar  during  predetemiined 
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.  Students  who  become  ill  during 
an  examination  must  report  directly  to  Health  Services. 

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  facult)  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  earl) 
will  not  be  considered;  therefore,  travel  plans  must  be 
made  accordingly. 


Academic  Rules  and  Procedures 


Five  College  Course  Enrollments 

Students  planning  to  enroll  in  a  course  at  one  of  the 
other  four  institutions  may  submit  their  requests  online 
through  BannerWeb.  Five  College  course  requests  should 
be  submitted  during  the  period  for  advising  and  election 
of  courses  for  the  coming  semester.  Course  informa- 
tion 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  available  for  Five  College  students. 
Students  in  good  standing  are  eligible  to  take  a  course 
at  one  of  the  other  institutions:  first-semester  first-year 
students  must  obtain  the  permission  of  the  class  dean. 
A  student  must:  a)  enroll  in  a  minimum  of  eight  credits 
at  Smith  in  any  semester,  or  b)  take  no  more  than  half 
of  her  course  program  off  campus.  A  student  must 
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  semester).  Students  must  adhere  to 
the  registration  procedures  and  deadlines  of  their  home 
institution. 

Five  College  courses  are  those  taught  by  special  Five 
College  faculty  appointees.  These  courses  are  listed  on 
pages  388-396  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 
registration  procedures  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  Col- 
lege does  not  accept  all  Five  College  courses  for  credit 
toward  the  Smith  degree.  Courses  offered  through  the 
UMass  Continuing  Education  Department  are  not  part 
of  the  Five  College  Interchange.  Students  may  not 
receive  transfer  credit  for  Continuing  Education  courses 
completed  while  in  residence  at  Smith  College,  but  may 
receive  credit  for  those  offered  during  Interterm  and 
summer. 

Students  taking  a  course  at  one  of  the  other  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.  Students  electing  the  S/U 


Academic  Rules  and  Procedures 


option  for  both  semesters  of  a  yearlong  course  must 

do  so  each  semester. 

Within  the  L28credits  required  for  the  degree,  a 
maximum  of  16  credits  (Smith  or  other  Five  College) 
ma\  betaken  for  the  satisfactory/unsatisf actorj  grading 
option,  regardless  of  how  main  graded  credits  students 
are  enrolled  in  per  semester  Some  departments  will  not 
approve  the  satisfactory/unsatisfactorj  grading  option 
for  courses  counting  toward  the  major. 

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

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

Repeating  Courses 

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

Performance  Credits 

Students  are  allowed  to  count  a  limited  number  of 
performance  credits  toward  the  Smith  degree.  The 
maximum  number  allowed  is  indicated  in  the  Courses 
of  Study  section  under  the  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  normal  16-credit  program,  or 
with  approved  summer-school  or  Intertenn  courses 
accepted  for  credit  toward  the  Smith  College  degree. 
In  the  case  of  failure  in  a  course  or  dropping  a  course 
for  reasons  of  health,  a  shortage  may  be  filled  with  a 
student's  available  Advanced  Placement  or  other  pre- 
matriculation  credits.  Any  student  with  more  than  a 
two-credit  shortage  may  be  required  to  complete  the 
shortage  before  returning  for  classes  in  September. 


A  student  ma\  not  enter  her  senior  year  with  fi 
than  %  credits  ot  Smith  College  or  approved  transfer 
credit;  exceptions  require  a  petition  to  the  administra- 
tive Board  prior  to  the  students  return  to  campus  for 
her  final  two  semesters.  \  student  may  not  participate 
in  a  Smith-sponsored  or  affiliated  Junior  Year  Abroad 
or  exchange  program  with  a  shortage  of  credit. 

Transfer  Credit 

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

a)  should  make  her  plans  in  accordance  with  the 
regulations  concerning  off-campus  study  and,  in 
the  case  of  seniors,  in  accordance  with  the  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  Interterm  courses  and  courses  taken  on 
the  Five  College  interchange.  Credit  is  not  granted  for 
online  courses. 

Transfer  credit  policies  and  guidelines  are  pub- 
lished online  at  the  registrars  office  Web  site  and  are 
available  at  the  class  deans'  office. 

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, 
interterm,  AP  and pre-matriculation credits.  With  the 
prior  approval  of  the  class  dean,  summer  credit  may  be 
used  to  allow  students  to  make  up  a  shortage  of  credits 
or  to  undertake  an  accelerated  course  program.  For 
transfer  students  and  Ada  Comstock  Scholar,  summer 
school  credits  completed  prior  to  enrollment  at  Smith 
College  are  included  in  the  12-credit  maximum. 


so 


Academic  Rules  and  Procedures 


Interterm  Credit 

The  college  may  offer  courses  for  credit  during  the 
interterm  period.  Such  courses  will  carry  one  to  four 
credits  and  will  count  toward  the  degree.  The  college 
will  consider  for-credit  academic  interterm  courses 
taken  at  other  institutions.  The  number  of  credits  ac- 
cepted for  each  interterm  course  (normally  up  to  3) 
will  be  determined  by  the  registrar  upon  review  of  the 
credits  assigned  by  the  host  institution.  Any  interterm 
course  designated  as  4  credits  by  a  host  institution 
must  be  reviewed  by  the  class  deans  and  the  registrar  to 
determine  whether  it  merits  an  exception  to  the  3-credit 
limit.  Students  may  accrue  a  maximum  of  12  approved 
interterm  credits  at  Smith  or  elsewhere  toward  their 
Smith  degree  with  an  overall  maximum  of  32  credits  of 
combined  summer,  interterm,  AP  and  pre-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  semester's  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 


Academic  Rules  and  Procedures 


si 


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  Probation 

A  student  whose  academic  record  is  below  2.0,  either 
cumulatively  or  in  a  given  semester,  will  be  placed 
on  academic  probation  for  the  subsequent  semester. 
Probationary  status  is  a  warning.  Notification  of 
probationary  status  is  made  in  writing  to  the  student, 
her  family  and  her  academic  adviser.  Instructors  of  a 
student  on  probation  may  be  asked  to  make  academic 
reports  to  the  class  deans'  offices  during  the  period 
of  probation.  The  administrative  board  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  sports. 

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  75  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  or  required  to  withdraw;  if  students  are  re- 
ceiving financial  aid.  they  will  be  placed  on  financial 
aid  probation  and  may  become  ineligible  for  financial 
aid  if  the  probationary  period  exceeds  one  year.  Fur- 


ther information  is  available  from  the  Dean  of  Ada 
Comstock  Scholars  and  the  Office  of  Student  Financial 
Services. 

Absence  from  Classes 

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

Separation  from  the  College 

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

Administrative  Board 

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

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

Student  Academic  Grievances 

The  Smith  College  community  has  always  been  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. 


^2 


Academic  Rules  and  Procedures 


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) . 

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  student's  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.  Students  may  authorize  the  release  of  in- 
formation from  their  education  records  to  their  parents 
by  completing  the  appropriate  form  at  the  registrar's 
office. 


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.  Students  in 
good  academic  standing  who  miss  these  deadlines  and 
need  to  be  away  from  campus  for  a  semester  or  year 
may  request  a  late  leave  through  their  class  dean.  A 
student  who  wants  to  be  away  from  the  college  for  more 
than  one  year  must  withdraw. 

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  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. 


Academic  Rules  and  Procedures 


53 


The  administrative  hoard,  which  makes  the  final  deci- 
sion on  readmission.  will  also  lake  into  consideration 
the  students  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 
ma)  he  placed  on  a  short-term  medical  leave  by  Health 
Services.  Instructors  will  he  notified  of  the  student's 
status  by  the  class  deans'  office. 

An)  student  who  is  placed  on  short-term  medical 
leave,  whether  by  I  lealth  Sen  ices  or  through  her  class 
dean,  must  receive  clearance  from  Health  Services  be- 
fore returning  to  campus.  Health  Services  may  require 
documentation  from  her  health  care  provider  before 
the  student  can  return.  The  student  must  notify  her 
class  dean  of  her  intention  to  return  to  classes. 

Mandatory  Medical  Leave 

The  college  physician  or  the  director  of  the  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  be  effectively  treated  or 
managed  while  the  student  is  a  member  of  the  college 
community. 

Withdrawal  and  Readmission 

A  student  who  plans  to  withdraw  from  the  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  confinnation  of  the  withdrawal  will 
be  sent  to  the  student  by  the  registrar. 

A  withdrawn  student  must  apply  to  the  registrar  for 
readmission.  Application  for  readmission  in  September 
must  be  sent  to  the  registrar  before  March  1;  for  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  C.omstock  Scholar 
unless  she  has  been  away  from  the  college  for  at  least 
five  years.  An)  student  who  has  been  away  from  Smith 
College  for  five  or  more  years  should  make  an  appoint 
merit  to  speak  with  the  dean  of  Ada  Comstock  Scholars 
before  applying  for  readmission. 


54 


Graduate  and  Special  Programs 


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  January7 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  MFAplaywriting  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  and  Special  Programs,  College  Hall  307,  Smith  College,  Northampton,  MA  01063 
Telephone:  (413)  585-3050     E-mail:  gradstdy@smith.edu 


Graduate  and  Special  Programs 


55 


two  courses  (eight  credits)  will  be  accepted  in  transfer 
from  outside  of  the  Five  Colleges.  We  strongly  recom- 
mend that  work  for  advanced  degrees  be  continuous;  if 
it  is  interrupted  or  undertaken  on  a  part-time  basis,  an 
extended  period  is  pennitted.  but  all  work  for  a  master's 
degree  normally  must  be  completed  within  a  period  of 
fouryears.  Exceptions  to  this  policy  will  be  considered 
by  petition  to  the  Administrative  Board.  During  this 
period  a  continuation  fee  of  $55  will  be  charged  for 
each  semester  during  which  a  student  is  not  enrolled  at 
Smith  College  in  course  work  toward  the  degree. 

Leaves  of  Absence 

A  student  who  wishes  to  be  away  from  the  college  for 
a  semester  or  academic  year  for  personal  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/unsatisfactory 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  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,  evolutionary 
biology,  genetics,  marine  biology,  microbiology,  mo- 
lecular biology,  neurobiology,  plant  sciences  and  phvsi- 
ology.  Students  pursuing  the  M.S.  degree  are  required 
to  participate  in  the  Graduate  Seminar  (BIO  SO")  and 
are  expected  to  undertake  a  course  of  study,  designed  in 
conjunction  with  their  adviser,  that  will  include  appro- 
priate 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  spoil  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  48  credits.  For  more 
infonnation.  contact  Michelle  Finley,  Department  of 
Exercise  and  Sport  Studies.  Smith  College.  Northamp- 
ton. MA01063,  (413)  585-3971; e-mail:  mfinley@ 
smith.edu;  www.smith.edu/ess. 


56 


Graduate  and  Special  Programs 


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  MAT.  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  prerequi- 
sites and  course  requirements  vary  among  cooperating 
departments.  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  recommen- 
dation. Courses  for  graduate  credit  may  not  be  taken  on 
a  satisfactory/unsatisfactory  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  2008 
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, 
performance,  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  Department  of 
Dance,  Berenson  Studio,  Smith  College,  Northampton, 
Massachusetts  01063;  phone  (413)  585-3232. 

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, 
a  student  would  have  eight  required  courses  in  direct- 
ing, advanced  playwriting  and  dramatic  literature 
and  a  total  of  eight  electives  at  the  300  level  or  above, 
with  the  recommendation  that  half  be  in  dramatic 
literature.  Electives  may  be  chosen  from  acting,  direct- 
ing and  design/tech  courses  and  from  courses  outside 


Graduate  and  Special  Programs 


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  may  consult  the  graduate  ad- 
viser. Leonard  Berkman.  Department  of  Theatre.  Smith 
College.  Northampton.  \1\()1()M:  His)  585-3206; 
e-mail:  IberkmanC"  sinith.edu. 

Cooperative  Ph.D.  Program 

A  cooperative  doctoral  program  is  offered  by  Amherst, 
Hampshire.  Mount  Holvoke  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,  University  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.S.W.)  degree,  which  focuses  on  clinical  social 
work  and  puts  a  heavy  emphasis  on  direct  field  work 
practice.  The  program  stresses  the  integration  of  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  MSW's  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 
ssuadmis@smith.edu.  Information  can  also  be  found 
at  the  school's  Web  site  at  www.smith.edu/ssw. 

Nondegree  Studies 

Certificate  of  Graduate  Studies 

Under  special  circumstances  we  may  award  the  Certifi- 
cate of  Graduate  Studies  to  international  students  who 
have  received  undergradtiate  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  B-  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  masters-  of  spoken  and  written  English.  The  closing 
date  for  application  is  January  15. 

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

Post-Baccalaureate  Program:  The 
Center  for  Women  in  Mathematics  at 
Smith  College 

Supported  by  NSF  Grant  0611020  and  Smith  College 

The  Center  for  Women  in  Mathematics  is  a  place  for 
women  to  get  intensive  training  in  mathematics  at  the 
advanced  undergraduate  level.  It  is  an  opportunity  to 
do  math  in  a  communis  that  is  fun,  friendly  and  seri- 
ous about  mathematics.  The  experience  should  also 
help  build  the  skills  and  confidence  needed  to  continue 
to  graduate  school  in  the  mathematical  sciences. 
The  Post-Baccalaureate  Program  is  for  women  with 
bachelor's  degrees  who  did  not  major  in  mathematics 
or  whose  mathematics  major  was  light. 

This  program  is  designed  to  improve  students' 
preparation  and  motivation  to  help  them  detennine  if 
the\'  want  to  continue  to  graduate  school  in  the  math- 
ematical sciences.  Students  take  three  math  courses 
each  semester,  including  the  Seminar  in  Advanced 
Mathematics.  They  have  the  opportunity  to  join  a 
research  team,  working  on  a  project  with  a  Smith 
faculty  member.  There  will  be  workshops  on  applying 


58 


Graduate  and  Special  Programs 


to  graduate  school  and  taking  the  GREs  to  supplement 
individual  mentoring.  The  program  is  open  to  all 
women  who  have  graduated  from  college  with  some 
course  work  in  mathematics  above  the  level  of  calculus 
and  an  interest  in  pursuing  it  further.  Full  tuition  and 
a  living  stipend  is  available  to  U.S.  citizens  and  perma- 
nent residents  who  are  admitted  to  the  program. 

Applications  &  Contact  Information 
For  more  information,  or  to  request  application  materi- 
als, please  contact  Ruth  Haas,  Chair,  Department  of 
Mathematics  and  Statistics,  Smith  College,  Northamp- 
ton, MA  01063,  telephone:  413-585-3872,  e-mail: 
mathchair@email.smith.edu 

Financial  Aid 

Post-baccalaureate  students  (American  Citizens  or 
permanent  residents)  are  eligible  for  a  fellowship 
which  includes  full  tuition  and  a  stipend  of  $12,500  for 
the  academic  year. 

To  apply 

All  applicants  should  include  letters  of  recommenda- 
tion from  at  least  two  mathematics  professors,  and  a 
personal  statement  that  describes  how  this  program  fits 
with  the  applicant's  background  and  goals.  Applicants 
for  the  post-baccalaureate  program  should  have  taken 
at  least  one  course  beyond  the  level  of  calculus. 

Applications  are  reviewed  on  a  rolling  basis.  The 
preferred  deadline  for  January7  entrance  is  October 
15,  but  applications  are  accepted  through  December 
15.  For  September  entrance,  the  preferred  deadline  is 
March  15,  but  applications  are  accepted  through  July 
1.  Students  applying  for  financial  aid  are  encouraged 
to  apply  by  the  preferred  deadlines  as  funds  are  limited. 
Applications  are  processed  through  the  office  of  Gradu- 
ate and  Special  Programs. 

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  Graduate  and  Special  Programs  office.  The 
application  deadline  is  August  1  for  the  fall  semester 
and  December  1  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 
necessary  at  the  time  of  registration,  during  the  first 
week  of  classes  each  semester.  Nondegree  students  are 


admitted  and  registered  for  only  one  semester  and  are 
not  eligible  for  financial  aid.  Those  wishing  to  take 
courses  in  subsequent  semesters  must  reactivate  their 
application  each  semester  by  the  above  deadlines. 

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

Housing  and  Health  Services 

Housing 

A  very  limited  amount  of  graduate  student  housing  is 
available  on  campus.  Smith  offers  a  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@email.smith.edu. 

For  individuals  wishing  to  check  the  local  rental 
market,  go  to  www.gazettenet.com/classifieds  to  find 
"Real  Estate  for  Rent"  and  www.cshrc.org.  It  is  advis- 
able 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  infomiation). 

Finances 

Tuition  and  Other  Fees 

Application  fee $60 

Full  tuition,  for  the  year $33,940 

16  credits  or  more  per  semester 
Part-time  tuition 

Fee  per  credit $1,060 

Summer  Intern  Teaching  Program  tuition  for 

degree  candidates $2,500 

Continuation  fee,  per  semester $55 

Room  only  for  the  academic  year $5,730 


Graduate  and  Special  Programs 


59 


Health  insurance  estimate 

(if  coverage  will  begin  August  IS) $2,150 

(if  coverage  will  begin  June  IS) $2,450 

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

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

Deposit 

A  general  deposit  of  S 100  is  required  from  each  student 
upon  admittance.  This  is  a  one-time  deposit  that  will 
be  refunded  in  October,  or  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  infonnation  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  van-  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  IS  (new 
applicants),  2)complete  an  application  for  financial 
assistance  by  February  IS,  including  all  supplementary 
materials  (required  of  both  returning  students  and  new 
applicants)  indicating  the  types  of  financial  assistance 
for  which  they  will  apply 


Fellowships 

Tbacbing  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  2007-08,  the  stipend  for 
full  teaching  fellows  is  S 1 1 ,440  for  a  first-year  fellow 
and  S 1 1.960  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  in  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  van-  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  15  for 
both  new  applicants  and  returning  students. 

Loans 

Loans  are  administered  by  the  Student  Financial 
Sen  ices.  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. 


60 


Graduate  and  Special  Programs 


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

Applications  for  loans  received  by  February  15  will 
be  given  top  priority.  The  processing  of  later  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  registrar's  office. 


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 
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. 


61 


Courses  of  Study,  2007-08 


Designation 


Academic 
Division 


Interdepartmental  Minor  in  African  Studies 
Major  and  Minor  in  the  Department  of  Afro-American  Studies 
Interdepartmental  Major  in  American  Studies 
Interdepartmental  Minor  in  Ancient  Studies 
Majors  and  Minor  in  Anthropology 
Interdepartmental  Minor  in  Archaeology 
Majors  and  Minors  in  the  Department  of  Art 
Minors:     Architecture  and  I'rbanism 
ArtHiston 
Graphic  Art 
Studio  Art 
Major  and  Minor  in  the  Five  College  Department  of  Astronomy 
Interdepartmental  Minor  in  Astroph 
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 
AMS 
ANS 
ANT 
ARC 
ART 
ARU 
ARH 
ARG 
ARS 
AST 
APH 
BCH 
BIO 
CHM 

CLS 

CST 

GRK 

LAT 

CLS 

CLT 

CSC 

CDA 

CDM 

CSA 

CSL 

CSF 

DAN 

EAL 
EAC 

EAS 

ECO 
EDC 
EGR 


II 


I/II 


,11 


11 


Ke\ 


Division  I      The  Humanities 
1  Mvision  1 1     The  Social  Sciences  and  History 
Division  III    The  Natural  Sciences 
Currentlv  includes  Chinese  (CHI),  Japanese  (JPN)  and  Korean  (KOR) 


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  Major  and  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 
Interdepartmental  Minor  in  Middle  East  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 


Courses  of  Studv 

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 

1 

LAS 

I/II 

LATS 

I/II 

LNG 

I/II/III 

LOG 

I/III 

MSC 

III 

MTH 

III 

MED 

I/II 

MES 

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 

'Portuguese  language  courses  are  designated  POR. 


Courses  of  Study 


63 


Major  and  Minor  in  the  Department  of  Theatre 

Interdepartmental  Minor  in  Third  World  Development  Studies 

Interdepartmental  Minor  in  Urban  Studies 

Interdepartmental  Major  and  Minor  in  Stud)  of  Women  and  Gender 

1-xtradepartmental  Course  in  Accounting 

Interdepartmental  Courses  in  Philosophy  and  Psychology 

( Ither  Extradepartmental  Courses 

Other  Interdepartmental  Courses 

Five  College  Course  Offerings  by  Five  College  Faculty 

Five  College  Film  Studies  Major 

Five  College  Certificate  in  African  Studies 

Five  College  VsiaiVPacific/American  Certificate  Program 

Five  College  Certificate  in  Buddhist  Studies 

Five  College  Certificate  in  Coastal  and  Marine  Sciences 

Five  College  Certificate  in  Cognitive  Neuroscience 

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  Certificate  in  Russian,  East  European  and  Eurasian  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 

Deciphering  Course  Listings 

Course  Numbering 

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


100  level    Introductory  courses  (open  to  all 
students) 

200  level    Intermediate  courses  (may  have 
prerequisites) 

300  level    Advanced  courses  (have  prerequisites) 

400  level    Independent  work — the  last  digit 
(with  the  exception  of  honors) 
represents  the  amount  of  credit 
assigned.  Departments  specif}  the 
number  of  credits  customarily 
assigned  for  Special  Studies. 

4(H)  Special  Studies  (variable  credit, 

as  assigned) 


THE 

I 

1TO 

I/I  I 

URS 

I/I  I 

SWG 

I/II/III 

ACC 

II 

PPV 

I/I  1 1 

EDP 

IDP 

FLS 

AFC 

ADA 

ArA 

BDHC 

MSCC 

CNC 

CHS 

IRC 

LAC 

LOGC 

MEC 

NAIS 

SIL 


408d 

(full  year,  eight  credits) 

410 

Internships  (credits  as  assigned) 

420 

Independent  Study  (credits  as  assigned) 

430d 

Honors  Thesis  (full  year,  eight  credits) 

431 

Honors  Thesis  (first  semester  only,  eight 

credits) 

432d 

Honors  Thesis  (full  year,  12  credits) 

500  level 

Graduate  courses — for  departments 

that  offer  graduate  work,  independent 

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 

department. 

\"j"  after  the  course  number  indicates  a  course 
offered  for  credit  during  Intertenn.  and  a  "d"  or  "v" 
indicates  a  full-year  course  in  which  credit  is  granted 
after  two  consecutive  semesters.  In  "d"  courses,  the  final 


(H 


Courses  of  Studv 


grade  assigned  upon  completion  of  the  second  semester 
is  cumulative  for  the  year. 

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  intemiediate  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  intemiediate  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  2007-08 

*2  absent  fall  semester  2008-09 

**  1  absent  spring  semester  2007-08 

**2  absent  spring  semester  2008-09 

f  1  absent  academic  year  2007-08 

f2  absent  academic  year  2008-09 

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

§2       director  of  a  Junior  Year  Abroad  Program, 
academic  year  2008-09 

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  of  Studv 


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  "Ml" 
in  parentheses  alter  the  course  number  to 
designate  a  course  that  is  method  intensive. 

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

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

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

AP:      Advanced  Placement.  See  p.  50. 

S/l ':     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 


(normal  l\  tour  credits)  in  each  of  the  seven 
major  fields  of  knowledge;  see  page  7. '  It  a 
course  in  fewer  than  tour  credits  but  designated 
for  Latin  Honors,  this  will  be  indicated.  This 
applies  to  those  students  who  began  at  Smith 
in  September  1994  or  later  and  who  graduated 
in  1998  or  later.)  Following  is  a  listing  of  the 
major  fields  of  knowledge  as  described  on 
pages  7-8;  multiple  designations  are  separated 
byaslash,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.  67-427  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. 


66 


- 


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 
'  Albert  Mosley.  Professor  of  Philosophy 
Katwiwa  Mule.  Associate  Professor  of  Comparative 
Literature.  Co-Director 


Catharine  Newbury.  Professor  of  Government 
David  Newbury.  Professor  of  African  Studies  and 

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


300  Capstone  Colloquium  in  African  Studies 
This  interdisciplinary  Capstone  Colloquium  allows 
students  to  share  their  interests  in  .Africa  through  prob- 
ing readings  and  vibrant  discussions.  Incorporating 
.African  studies  faculty  from  across  the  Five  Colleges,  the 
course  will  explore  both  Western  perceptions  and  lived 
experience  in  .Africa  through  such  themes  as  .African 
historiographies,  governance  and  political  conflict, 
development  and  environmental  issues,  health  and 
society.  .African  literature  and  the  arts,  and  youth  and 
popular  culture.  Students  will  be  asked  to  write  frequent 
short  papers  summarizing  the  different  disciplinary 
approaches  to  the  field.  Prerequisites:  at  least  three  FC 
courses  in  .African  studies  and  junior/senior  standing; 
or  permission  of  the  instructor.  Enrollment  limited  to 
20.  (E)  4  credits 
Dai  id  Neu  ban » (History  j 
Offered  Spring  2008  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  interdisciplinary 
training  within  key  fields  of  knowledge:  literature  and 
the  arts,  social  science,  and  historical  studies. 


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

.Arts  and  Literature 

Historical  Studies 

Social  Sciences 

No  more  than  two  courses  from  a  student  s  major  may 
be  counted  toward  the  minor.  At  the  discretion  of  the 
ad\iser.  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  CertifiCL.: 

page  4 10). 

Study  Abroad.  Students  are  encouraged  to  spend  a 
5ter  or  more  in  .Africa.  Information  on  current 
programs  may  be  obtained  from  the  .African  studies  di- 
rector and  should  be  discussed  with  the  minor  advisee 


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  266     South  African  Literature  and  Film 
CLT  267     African  Women's  Drama 
CLT  271     Writing  in  Translation:  Bilingualism  in  the 

Post  Colonial  Novel 
CLT  305     Studies  in  the  Novel:  The  Modern  African 

Novel:  Texts  and  Issues 
CLT  315     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 

HST  101     Biography  in  African  History 
HST  256    Introduction  to  West  African  History 
HST  257    East  Africa  in  the  19th  and  20th  Centuries 
HST  258    History  of  Central  Africa 

Social  Sciences 

AAS  202     Topics  in  Black  Studies:  Anthropology  of  the 

African  Diaspora 
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  32 1    Seminar:  The  Rwanda  Genocide  in 

Comparative  Perspective 
GOV  347    Seminar:  North  Africa  in  the  International 

System 


69 


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,  PhD.,  Chair 


Adjunct  Associate  Professor 
Carolyn  Jacobs,  Ph.D. 

Assistant  Professor 
Daphne  Lamothe,  Ph.D. 

Lecturers 

Riche  Barnes,  MA 
James  Carroll 


111  Introduction  to  Black  Culture 

An  introduction  to  some  of  the  major  perspectives, 
themes  and  issues  in  the  field  of  Afro-American  studies. 
Our  focus  will  be  on  the  economic,  social  and  political 
aspects  of  cultural  production,  and  how  these  inform 
what  it  means  to  read,  write  about,  view  and  listen  to 
black  culture.  {S}  4  credits 
Riche  Barnes 
Offered  Fall  2007 

112  Methods  of  Inquiry 

This  course  is  designed  to  introduce  students  to  the 
many  methods  of  inquiry  used  for  research  in  interdis- 
ciplinary 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  2008 

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- 
lisWheatley.  {L}  4  credits 
Not  offered  during  2007-08 


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- 
1960.  Particular  emphasis  will  be  given  to  how  Africans 
influenced  virtually  even'  aspect  of  U.S.  society;  slavery 
and  constitutional  changes  after  1865;  the  philosophies 
of  W.E.B.  DuBois,  Booker  T.  Washington  and  Marcus 
Garvey,  and  the  rise  and  fall  of  racial  segregation  in  the 
United  States.  {H}  4  credits 
Louis  Wilson 
Offered  Fall  2007 

202  Topics  in  Black  Studies 

Ibpic:  Anthropology  of  the  African  Diaspora.  This 
course,  covering  an  expansive  global  distance,  histori- 
cal period  and  intellectual  tradition  will  be  divided 
into  two  parts.  The  first  half  of  the  course  will  locate 
and  define  the  African  diaspora  and  will  provide  a  bio- 
cultural,  historical,  political  and  economic  overview  of 
their  descendants'  origins  and  major  movements.  The 
second  half  of  the  course  will  explore  how  members  of 
the  African  diaspora  negotiate  identity;  construct  citi- 
zenship, and  develop  nation  within  thu  Diaspora  and  in 
relation  to  Africa.  African  diasporic  cultures  considered 
may  include  those  residing  In  North  America  (includ- 
ing the  U.S.,  Mexico  and  Canada).  Bn17.il.  Cuba  and 
parts  of  Europe.  {S}  4  credits 
Riche  Barnes 
Offered  Spring  2008 


70 


Afro-American  Studies 


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

This  interdisciplinary  course  will  explore  the  historical 
and  theoretical  perspectives  of  African  American  women 
from  the  time  of  slavery  to  the  post-civil  rights  era.  A 
central  concern  of  the  course  will  be  the  examination  of 
how  black  women  shaped,  and  were  shaped  by  the  in- 
tersectionality  of  race,  gender  and  sexuality  in  American 
culture.  Not  open  to  first-year  students.  {H}  4  credits 
Paula  Giddings 
Offered  Fall  2007 

211  Black  Cultural  Theory 

This  class  will  explore  the  tensions  and  affinities 
between  canonical  schools  of  contemporary  cultural 
theory  and  black  cultural  criticism  and  production. 
Enrollment  limited  to  40.  {L/H}  4  credits 
Kevin  Quashie 
Offered  Spring  2008 

212  Culture  and  Class  in  the  Afro-American  Family 

In  this  course  we  will  examine  contemporary  Afri- 
can-American families  from  both  sociocultural  and 
socioeconomic  perspectives.  We  will  explore  the  issues 
facing  African  American  families  as  a  consequence  of 
the  intersecting  of  race,  class  and  gender  categories 
of  America.  The  aim  of  this  course  is  to  broaden  the 
student's  knowledge  of  the  internal  dynamics  and 
diversity  of  African  American  family  life  and  to  foster  a 
greater  understanding  of  the  internal  strengths  as  well 
as  the  vulnerabilities  of  the  many  varieties  of  African 
American  families.  {S}  4  credits 
Riche  Barnes 
Offered  Spring  2008 

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

The  course  is  designed  to  introduce  the  student  to  the 
various  music  forms  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.  {A}  4  credits 
James  Carroll 
Offered  Fall  2007 

ENG  229  African  American  Poetry 

This  survey  course  explores  the  diverse  poetic  contribu- 
tions made  by  African  Americans.  We  examine  several 
movements  in  poetry  from  the  earliest  black  poets 
(Phyllis  Wheatley  and  Lug  Terry)  to  contemporary 


poetry  published  in  the  21st  century  (Rita  Dove  and 
Elizabeth  Alexander).  Rather  than  a  steady  chronologi- 
cal march  through  the  more  than  three  hundred  years 
of  poetry,  we  will  read  clusters  of  poems  that  best  illus- 
trate particular  styles,  movements,  eras,  and  recurrent 
themes  including:  jazz  poetry,  poetry  of  social  com- 
mentary, the  Black  Arts  Movement,  modernist  lyrics, 
black  feminism  and  avant-garde  poetics.  Emphasis  on 
critical  close  reading  and  analysis.  (E)  {L}  4  credits 
Danielle  Elliott 
Offered  Fall  2007 

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 
Dap/me  Lamothe 
Offered  Fall  2007 

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  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.  {L}  4  credits 
Daphne  Lamothe 
Offered  Spring  2008 

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  which  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  his- 
tory or  Afro-American  literature.  Not  open  to  first-year 
students.  Prerequisite:  1 17  and/or  270,  or  permission  of 
the  instructor.  Enrollment  limited  to  40.  {H}  4  credits 
Louis  Wilson 
Offered  Spring  2008 


Afro-American  Studies 


71 


335  Seminar:  Free  Blacks  in  the  U.S.  Before  1865 
A  stud)  of  the  history  of  free  blacks  from  the  17th 
century  to  the  abolition  of  slaver)  in  1865.  A  major 
problem  created  b\  the  establishment  of  slaver)  based 

on  race  by  the  l660s  was  what  was  to  be  the  status  of 
free  blacks.  Each  local  and  state  government  addressed 
the  political,  economic  and  c\vn  religious  questions 
raised  by  having  tree  blacks  in  a  slave  society  This 
course  will  address  a  neglected  theme  in  the  histor)  of 
the  Afro  American  experience,  i.e..  the  history  of  free 
blacks  before  the  passage  of  the  thirteenth  amendment. 
Recommended  background:  1 17.  {H}  4  credits 
Louis  H  ilsou 
Offered  Spring  2008 

348  ENG  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,  (iayl  Jones  and  Audre 
Lorde.  Prerequisite:  one  college-level  literature  course 
or  pennission  of  the  instructor.  {L}  4  credits 
Daphne  Lamothe 
Offered  Fall  2007 

ENG  352  Seminar:  The  Middle  Passage  in  Contemporary 
Black  Literature  and  Culture 

Poet  Robert  Hayden  described  the  Middle  Passage  of 
the  slave  trade  as  a  "voyage  through  death"  that  trans- 
ported Africans  across  the  Atlantic  to  the  Americas.  This 
course  explores  the  legacy  of  the  Middle  Passage  in 
contemporary  literature  and  culture  from  1969  to  today 
looking  at  how  past  is  made  present.  Through  poetry, 
novels,  short  stories,  film  and  visual  art  on  the  Middle 
Passage,  we  will  consider  how  this  historical  phenom- 
enon works  as  motif  in  black  culture  and  site  of  trauma 
for  black  artists.  We  will  examine  the  ways  different 
genres  achieve  particular  nuances  in  their  expressions 
of  this  voyage.  Prerequisite:  a  200-level  course  in  Eng- 
lish or  Afro-American  studies.  (E)  {L}  4  credits 
Danielle  Elliott 
Offered  Fall  2007 

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 

histon  and  intellectual  formation.  Though  this  course 
will  necessarib  revisit  some  works  that  a  student  might 
have  encountered  previously,  its  design  is  intended  to 
consider  these  works  in  a  more  complete  context  than 
is  possible  in  survey  coupes.  Authors  might  include 
W.E.B.  DuBois, Jean Toomer,  Zora Neale Hurston,  Ralph 
Ellison.  Alice  Walker.  Toni  Morrison.  Rita  Dove,  Patricia 
Hill  Collins,  bell  hooks.  Lorraine Hansberry,  Malcolm  X. 
Marlon  Riggs  and  Audre  Lorde.  This  seminar  serves  as 
the  capstone  course  required  for  all  majors  including 
honors  thesis  students.  {L}  4  credits 
Kevin  Quashie 
Offered  Spring  2008 

ToniMomson 

This  seminar  will  focus  on  Toni  Morrison's  literary 
production.  In  reading  her  novels,  essays,  lectures  and 
interviews,  we  will  pay  particular  attention  to  three 
things:  her  interest  in  the  epic  anxieties  of  American 
identities;  her  interest  in  form,  language  and  theory; 
and  her  stud\'  of  love.  {L}  4  credits 
Kevin  Quashie 
Offered  Fall  2007 

Black  Feminist  Tljeories 
This  course  will  examine  historical,  critical  and 
theoretical  perspectives  on  the  development  of  black 
feminist  theory/praxis.  The  course  will  draw  from 
the  19th  century  to  the  present,  but  will  focus  on  the 
contemporary  black  feminist  intellectual  tradition  that 
achieved  notoriety  in  the  1970s  and  initiated  a  global 
debate  on  "Western"  and  global  feminisms.  Central  to 
our  exploration  will  be  the  analysis  of  the  intersectional 
relationship  between  theory  and  practice  and  between 
race,  gender  and  class.  We  will  conclude  the  course 
with  the  exploration  of  various  expressions  of  contem- 
porary black  feminist  thought  around  the  globe  as  a 
way  of  broadening  our  knowledge  of  feminist  theory. 
4  credits 
Riche  Barnes 
Offered  Fall  2007 

370  Seminar:  Modern  Southern  Africa 

In  1994  South  Africa  underwent  a  "peaceful  revolu- 
tion" with  the  election  of  Nelson  Mandela.  This  course 
is  designed  to  study  the  historical  events  that  led  to  this 
dramatic  development  in  South  Africa  from  1948  to 
2000.  {H/S}  4  credits 
Louis  II  //sou 
Offered  Fall  2007 


72 


Afro-American  Studies 


400  Special  Studies 

By  permission  of  the  department,  for  junior  and  senior 

majors.  1-4  credits 

Offered  both  semesters  each  year 

Additional  Courses  Related 
to  Afro-American  Studies 

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  3 1 1    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 


The  Major 


Requirements  for  the  Major 

Eleven  four-credit  courses  as  follows: 

1.  Three  required  courses:  1 1 1, 1 12  and  1 17. 

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  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 

Requirements:  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. 


American  Ethnicities 


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


73 


The  following  courses  have  been  revised  or  added  to 
the  curriculum  as  a  result  of  the  American  Ethnicities 
(Diversity)  Seminar  held  in  the  summers  of  2003  and 
2004.  They  represent  a  sampling  of  courses  in  the  cur- 
riculum that  focus  on  ethnic  diversity  in  the  United 
States. 

AAS  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  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.  {L}  4  credits 
Daphne  Iximothe 
Offered  Spring  2008 

ANT  240  Anthropology  of  Museums 

This  course  critically  analyzes  how  the  museum  enter- 
prise operates  as  a  social  agent  in  both  reflecting  and 
informing  public  culture.  The  relationship  between 
the  development  of  anthropology  as  a  discipline  and 
the  collection  of  material  culture  from  colonial  sub- 
jects will  be  investigated  and  contemporary  practices 
of  self-representation  explored.  Topics  include  the 
art/artifact  debate,  lynching  photography,  plantation 
museums,  the  formation  of  national  and  cultural 
identity,  commodification,  consumerism,  repatriation, 
and  contested  ideas  about  authenticity  and  authority. 
The  relationship  of  the  museum  to  a  diverse  public 
with  contested  agendas  will  be  explored  through  class 
exercises,  guest  speakers,  a  podcast  student  project,  field 
trips  and  written  assignments.  Effective  Spring  2008: 
Prerequisite:  1 30  or  permission  of  the  instructor.  (TI) 
fS/H)  4  credits 
Nancy  Marie  Miiblo 
Offered  Fall  2007 


ARH  101  Approaches  to  Visual  Representation  (C) 
Tbpic:  Advertising  and  I  isual  Culture 
By  analyzing  advertisements — from  ancient  Pompeian 
shop  signs  and  graffiti  to  contemporary  multimedia 
appropriations — this  course  will  seek  to  understand 
how  images  function  in  a  wide  array  of  different  cul- 
tures. 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  con- 
temporary art,  and  the  structuring  principles  of  visual 
communication.  {H/A}  4  credits 
Barbara  Kellum 
Not  offered  during  2007-08 

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,  poetry,  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  Treat)'  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  Sternbacb 
Not  offered  during  2007-4)8 

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  have  urban 
educators  and  policy  makers  attempted  to  provide  a 
quality  educational  experience  for  youth  when  issues 
associated  with  their  social  environment  often  y 


"4 


American  Ethnicities 


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. 
{S}  4  credits 
Sam  Intrator 
Offered  Fall  2007 

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 
Not  offered  during  2007-08 

MUS  205  Topics  in  Popular  Music 

Topic:  Ethnicity,  Race,  and  Popular  Song  in  the 
United  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  on-line  resources.  A 
reading  knowledge  of  music  is  not  required.  {A/H} 
4  credits 
Richard  Sherr 
Not  offered  during  2007-08 


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.  {H/S}  4  credits 
Albert  Mosley 
Not  offered  during  2007-08 

PSY  313  Research  Seminar  in  Psycholinguistics 

Topic:  Language  Diversity  and  Child  Language 
Assessment.  The  seminar  will  focus  on  assessment  of 
language  development,  considering  issues  of  dialect 
and  cultural  differences,  and  the  nature  of  language 
disorders  in  3-7-year-old  children.  The  background 
research,  design  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.  Prerequi- 
sites: One  of:  PSY/PHI 213,  PHI  236,  PSY  233,  EDC  235, 
or  permission  of  instructor.  {N}  4  credits 
////  de  Villiers 
Offered  Spring  2009 

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  to  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;  Insight  Meditation 
Movement;  Buddhism  of  the  New  Immigrants;  "Ti- 
betan" Buddhism,  etc.  Enrollment  limited  to  20. 
{H}  4  credits 
Peter  Gregory 
Not  offered  during  2007-08 

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  2008,  Spring  2009 


American  Ethnicities 75 

SOC  314  Seminar  in  Latina/o  Identity 

Topic:  Latina/o  Racial  Identities  in  the  I  'nited 

States.  This  seminar  will  explore  theories  of  race  and 
ethnicity  and  the  manner  in  which  those  theories  have 
been  confronted,  challenged  and/or  assimulated  b) 
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  course 
will  be  the  theoretical  and  empirical  relationship 
between  Latina/o  racial,  national,  class,  gender  and 
sexual  identities.  Students  will  be  expected  to  engage  in 
extensive  and  intensive  critical  reading  and  discussion 
of  course  texts.  4  credits 
Gnictta  Candelario 
Not  offered  during  2007-08 

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  (nited  States  over  roughly  the  last  30  years,  to 
explore  the  relationships  between  politicized  identities. 
communities  and  social  movements.  Students  also 
practice  writing  memoirs.  Prerequisites:  SWG  150  and  a 
literature  course.  {L/H}  4  credits 
Susan  Van  Dyne 
Offered  Spring  2008 

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  I'nited  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 
Not  offered  during  2007-08 

THE  141  Acting  I 

Introduction  to  physical,  vocal  and  interpretative  as- 
pects of  performance,  with  emphasis  on  creativity,  con- 
centration and  depth  of  expression.  Enrollment  limited 
to  U.  {A}  4  credits 
Sec.  [&2:  Don  Jordan,  Fall  2007 
Sec.  1  &  2:  To  be  announced,  Spring  2008 
Offered  Fall  2007,  Spring  2008 


76 


American  Studies 


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


t2  Daniel  Horowitz,  Ph.D.,  Professor  of  American  Stud- 
ies and  of  History 

*112  Helen  Lefkowitz  Horowitz,  Ph.D.,  Professor  of 
American  Studies  and  of  History 

Richard  Millington,  Ph.D.,  Professor  of  English 
Language  and  Literature,  Director 

Donald  Leonard  Robinson,  Ph.D.  Professor  Emeritus  of 
Government 

*2  Floyd  Cheung,  Ph.D.,  Associate  Professor  of  English 
Language  and  Literature 

Kevin  Rozario,  Ph.D.,  Associate  Professor  of  American 
Studies 

*2  Steve  Waksman,  Ph.D.,  Associate  Professor  of  Music 

Nan  Wolverton,  Adjunct  Assistant  Professor 

W.Lane  Hall-Witt,  M.A.,  Lecturer 

James  Hicks,  Ph.D.,  Lecturer 

Laura  Katzman,  Ph.D.,  Lecturer 

W.T.  Lhamon,  Jr.,  Ph.D.,  Lecturer 

Sherry  Marker,  M.A.,  Lecturer 

Bunkong  Tbon,  M.A.,  Lecturer 

Joan  Leiman  Jacobson  Visiting  Nonfiction  Writer 

Hilton  Als 

American  Studies  Committee 

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

Education  and  Child  Study 
+2  Daniel  Horowitz,  Ph.D.,  Professor  of  American 

Studies  and  of  History 
*l  +2  Helen  Lefkowitz  Horowitz,  Ph.D.,  Professor  of 

American  Studies  and  of  History 


Richard  Millington,  Ph.D.,  Professor  of  English 

Language  and  Literature 
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 
Ginetta  Candelario,  Associate  Professor  of  Sociology 

and  of  Latin  American  and  Latino/a  Studies 
*2  Floyd  Cheung,  Ph.D.,  Associate  Professor  of  English 

Language  and  Literature 
**2  Alice  Hearst,  J.D.,  Associate  Professor  of 

Government 
Alexandra  Keller,  Ph.D.,  Associate  Professor  of  Film 

Studies 
Kevin  Rozario,  Ph.D.,  Associate  Professor  of  American 

Studies 
*2  Michael  Thurston,  Ph.D.,  Associate  Professor  of  Eng- 
lish Language  and  Literature 
*2  Steve  Waksman,  Ph.D.,  Associate  Professor  of  Music 
Nina  Antonetti,  Assistant  Professor  of  Landscape  Studies 
Justin  D.  Cammy,  Assistant  Professor  of  Jewish  Studies 
Jennifer  Guglielmo,  Ph.D.,  Assistant  Professor  of  History 
Daphne  Lamothe,  Ph.D.,  Assistant  Professor  of 

Anthropology 
n  Nancy  Marie  Mithlo,  Ph.D.,  Assistant  Professor  of 

Anthropology 
Frazer  Ward,  Ph.D.,  Assistant  Professor  of  Art 
Sherrill  Redmon,  Director  of  the  Sophia  Smith 

Collection 


120  Scribbling  Women 

With  the  help  of  the  Sophia  Smith  Collection  and  the 
Smith  College  Archives,  this  writing  intensive  course 
looks  at  a  number  of  19th-  and  20th-century  Ameri- 
can women  writers.  All  wrestled  with  specific  issues 
that  confronted  them  as  women;  each  wrote  about 
important  issues  in  American  society.  Enrollment 
limited  to  15.  Priority  given  to  first  year  students.  {L/H} 
Wl  4  credits 
Sherry  Marker 
Offered  Spring  2008,  Spring  2009 


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 


American  Studies 


" 


all  first-  and  second-war  students,  as  well  as  to  junior 

and  senior  majors.  {L/H}  4  credits 

Floyd  Cheung  Daniel  Horowitz.  Helen  l.ejhowitz 

Horowitz.  Kevin  Rozario,  Spring  2008 

Offered  Spring  2008,  Spring  2009 

202  Methods  in  American  Studies 

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

Daniel  Horowitz.  Kevin  Rozario.  Fall  2007 
Steve  Waksman.  Spring  2008 
Offered  both  semesters  each  year 

220  Colloquium 

Enrollment  limited  to  20. 4  credits 

hi  the  barbs:  Culture.  Polities.  Identity 
Perhaps  no  single  occurrence  has  had  so  broad  an 
impact  upon  the  overall  shape  of  American  life  as  the 
move  of  so  much  of  the  nation's  population  to  the 
suburbs.  And  perhaps  no  single  occurrence  has  drawn 
so  much  criticism  from  concerned  social  commenta- 
tors. The  suburbs  are  blamed  for  everything  from  the 
homogenization  of  the  U.S.  mass  culture  to  the  prolif- 
eration of  new  forms  of  racial  and  ethnic  segregation  to 
the  resurgent  rise  of  the  political  right  in  the  late  20th 
century.  This  course  will  start  from  the  premise  that 
suburbia,  politically  fraught  though  it  may  be,  is  also  a 
cultural  location  of  considerable  complexity  which  has 
given  rise  both  to  reconstructed  forms  of  social  regula- 
tion and  to  new  ways  of  experiencing  difference  and 
negotiating  cultural  conflict  in  the  United  States.  We 
will'study  suburbia  from  multiple  angles  and  through 
a  range  of  sources,  from  select  films  and  novels  to  eth- 
nographic studies  of  suburban  life.  Enrollment  limited 
to  20.  {H/S} 
Steve  Waksman 
Offered  Fall  2007 

Black  Charisma  as  the  Resource  for  American 
Cultural  Renewal 

An  exploration — through  a  wide  range  of  expressive 
forms:  theater,  music,  literature,  film — of  the  complex 
interaction  between  African  American  and  Euro- 
American  cultures  in  the  United  States.  Focus  on  three 


transformative  moments:  the  1830s,  the  ll)20s  and  the 
1950s.  (E)  {A/L] 
WX  Unman,  Jr. 
Offered  Fall  2007 

221  Colloquium 

Enrollment  limited  to  20.  4  credits 

Digital  Ecology:  American  Life  in  the  Age  o)  the 
Computer 

This  course  seeks  to  formulate  critical  questions  that 
are  essential  to  an  understanding  of  American  life  in 
the  Digital  Age.  Our  inquiries  will  range  from  broad 
sociological  problems  concerning  political  culture, 
globalization,  and  the  organization  of  capitalist 
economies  to  personal  questions  concerning  intimacy, 
cognitive  styles  and  self- awareness.  Most  of  the  con- 
tent driving  the  course  will  focus  on  the  digital  world 
itself:  electronic  commerce,  the  blogosphere,  virtual 
community,  video  gaming,  new  media,  hypermedia, 
digital  devices.  However,  our  abiding  objective  will  be  to 
understand  the  digital  phenomenon  as  a  dimension  of 
American  life  in  general. 
W.  Lane  Hall-Witt 
Offered  Spring  2008 

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  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 duringWorld  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, 
citizenship,  transnationalism,  gender  and  class.  Enroll- 
ment limited  to  20.  {L}  4  credits 
Bukoni>  'liion.  Spring  2008 
Offered  Spring  2008,  Spring  2009 

235  American  Popular  Culture 

An  analytical  history  of  American  popular  culture  since 
1865.  We  start  from  the  premise1  that  popular  culture, 
far  from  being  merely  a  frivolous  or  debased  alterna- 
tive to  high  culture,  is  an  important  site  of  popular 
expression,  social  instruction  and  cultural  conflict. 


78 


American  Studies 


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.  Enrollment 
limited  to  25.  Admission  by  permission  of  the  instruc- 
tor. {H/S}  4  credits 
Kevin  Rozario 
Offered  Spring  2008,  Spring  2009 

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.  {H/A} 
4  credits 
Nan  Wolverton 
Offered  Spring  2008,  Spring  2009 

340  Symposium  in  American  Studies 

Limited  to  senior  majors. 

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  (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  vary  with  one's 
race,  class,  gender  or  sexuality?  {H/S}  4  credits 
Daniel  Horowitz 
Offered  Fall  2007 

Media  Cultures 

Manufactured  images  are  everywhere,  flickering  across 
our  computer  monitors  and  television  screens,  adorn- 
ing billboards  and  buses.  These  images  are  designed 
to  grab  our  attention  and  to  motivate  us  to  acts  of 
consumption.  But  they  are  also  a  source  of  education 


for  us,  instilling  values  and  a  sense  of  proper  social 
behavior.  Who  owns  these  images?  How  do  they  work 
on  our  emotions  and  psyches?  How  have  they  shaped 
the  organization  of  American  political  and  economic 
life?  Why  is  the  media  saturated  with  images  of  sex  and 
violence?  What  is  the  relationship  between  mass  cul- 
ture, ethics  and  political  mobilization?  What  has  been 
the  role  of  the  media  in  the  "age  of  terrorism"?  Texts  to 
address  these  questions  include  novels,  memoirs,  pho- 
tographs, graffiti  studies,  news  broadcasts,  advertise- 
ments, histories  of  mass  culture  and  theoretical  studies 
of  "the  society  of  the  spectacle." 
Kevin  Rozario 
Offered  Fall  2007 

341  Symposium  in  American  Studies 

Limited  to  senior  majors. 

Why  Did/Do  Americans  Feel  That  Way? 
This  course  will  focus  on  how  Americans  have  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's  American  Nervous- 
ness (1880)  and  Peter  Kramer,  Listening  to  Prozac 
(1993).  {H}  4  credits 
Helen  Lefkowitz  Horowitz 
Offered  Spring  2008 

351/ENG  384  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 
Hilton  Als 
Offered  Spring  2008,  Spring  2009 


American  Studies 


~<> 


400  Special  Studies 

Admission  by  permission  of  the  instructor  and  the 

director.  1  to  4  credits 

Offered  both  semesters  each  year 

408d  Special  Studies 

Admission  b\  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  Inion,  Charles  Willson  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  2007 
Offered  Fall  2007,  Fall  2008 


411  Seminar:  American  Culture:  Conventions  and 
Contexts 

Exhibiting  Culture:  An  Introduction  to  Museum 
Studies  in  America.  Tins  seminar  examines  the  his- 
tory, functions  and  meanings  of  museums  in  society 
focusing  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  mu- 
seums— through  their  policies,  programs,  architecture 
and  exhibitions — can  define  regional  or  national  val- 
ues, shape  cultural  attitudes  and  identities,  and  influ- 
ence 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  nation's  capital.  (Open  only 
to  members  of  the  Smithsonian  Internship  Program. 
Given  in  Washington,  D.C).  {H}  4  credits 
Laura  Katzman 
Offered  Fall  2007,  Fall  2008 

412  Research  Project  at  the  Smithsonian  Institution 

Tutorial  supervision  by  Smithsonian  staff  members. 
Given  in  Washington,  D.C.  {H/S}  8  credits 
Donald  Robinson,  Director,  Fall  2007 
Offered  Fall  2007,  Fall  2008 

Requirements  for  the 
American  Studies  Major 

Advisers:  Nina  Antonetti,  Justin  Cammy,  Floyd  Cheung, 
Rosetta  Cohen,  Jennifer  Guglielmo,  Alice  Hearst,  Daniel 
Horowitz,  Helen  Horowitz,  Alexandra  Keller,  Daphne 
Lamothe,  Richard  Millington.  Nancy  Marie  Mithlo, 
Kevin  Rozario,  Christine  Shelton,  Michael  Thurston, 
Susan  Van  Dyne,  Steve  Waksman,  Frazer  Ward,  Louis 
Wilson 

Because  of  the  wide-ranging  interests  and  methods 
included  within  the  interdisciplinary7  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) 


American  Studies 


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  in- 
ternational 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:  Michael  Thurston 

Honors 

Director:  Kevin  Rozario 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 

Offered  Fall  2007,  Fall  2008 


Requirements:  The  same  as  those  for  the  major,  except 
that  a  thesis  (431)  will  be  substituted  for  two  of  the 
eight  courses  in  the  American  field.  The  thesis  will  be 
followed  by  a  public  presentation  and  an  oral  honors 
examination  in  the  spring  semester. 

Diploma  in  American 
Studies 

Director:  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 

Topic:  The  Unexceptional  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  U.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 
U.S.  history.  The  course  is  divided  into  four  clusters, 
each  representing  a  different  period  and  focusing  on 
different  aspects  of  U.S.-American  society  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  Lzrseris  Quicksand 
and  Tim  O'Brien's  The  Things  They  Carried.  Normally 
for  Diploma  students  only.  4  credits 
James  Hicks 
Offered  Fall  2007,  Fall  2008 

570  Diploma  Thesis 

4  credits 

James  Hicks 

Offered  Spring  2008,  Spring  2009 


81 


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  Kelluni.  Professor  of  Art 

Susan  Levin,  Associate  Professor  of  Philosophy.  Director 

'2  Richard  Lim,  Professor  of  History 

' '  Suleiman  Mourad,  Assistant  Professor  of  Religion 


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  1 1 1  Introduction  to  Archaeology 

ARH208  The  Art  of  Greece 

ARH212  Ancient  Cities  and  Sanctuaries 

ARH  216  The  Art  and  Architecture  of  the  Roman 

World 
ARH  228  Islamic  Art  and  Architecture 
ARH  285  Great  Cities:  Pompeii 
ARH  315  Studies  in  Roman  Art 
ARH  352  Hellenistic  Art  and  Architecture 
CLS190  The  Trojan  War 
CLS  227   Classical  Mythology 
CLS230   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  26l  Ancient  and  Medieval  Political  Theory 
HST202  Ancient  Greece 

HST  203  Alexander  the  Great  and  the  Hellenistic  World 
HST204  The  Roman  Republic 
HST  205  The  Roman  Empire 
HST  206  Aspects  of  Ancient  History 
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 
REL210  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  217  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. 


82 


Anthropology 


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


Professors 

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

Associate  Professors 

n  n  Ravina  Aggarwal,  Ph.D. 
Suzanne  Z.  Gottschang,  Ph.D. 

Assistant  Professor 

t2 Nancy  Marie  Mithlo,  Ph.D. 


Visiting  Assistant  Professor 

Ruchi  Chaturvedi,  Ph.D. 

Instructor 

Fernando  Armstrong-Fumero,  MA 

Associated  Faculty 

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

Lecturer 

Richard  Wallace,  Ph.D. 


Students  are  strongly  encouraged  to  complete  ANT  130 
before  enrolling  in  intermediate  courses.  First-year 
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  modern 
world  on  traditional  societies.  Several  ethnographic 
films  are  viewed  in  coordination  with  descriptive  case 
studies.  Total  enrollment  of  each  section  limited  to  25. 
{S}  4  credits 

Donald  Joralemon,  Suzanne  Z.  Gottschang, 
Fernando  Armstrong-Fumero,  Ruchi  Chaturvedi, 
Fall  2007 

Nancy  Marie  Mithlo,  Ruchi  Chaturvedi,  Spring  2008 
Donald  Joralemon,  Suzanne  Z.  Gottschang, 
Fernando  Armstrong-Fumero,  Ruchi  Chaturvedi, 
Fall  2008 

Ruchi  Chaturvedi,  To  be  announced,  Spring  2009 
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.  Effective 
Spring  2008,  prerequisite:  permission  of  the  instructor. 
Enrollment  limited  to  30.  {S/N}  4  credits 
Elliot  Fratkin 
Offered  Fall  2007 

233  History  of  Anthropological  Theory 

This  course  reviews  the  major  theoretical  approaches 
and  directions  in  cultural  anthropology  from  late  19th 
century  to  the  present.  These  approaches  include  social 
organization  and  individual  agency,  adaptation  and 
evolution  of  human  culture,  culture  and  personality, 
economic  behavior,  human  ecology,  the  anthropol- 
ogy of  development  and  change,  and  post-modern 
interpretation.  The  works  of  major  anthropologists  are 
explored  including  Franz  Boas,  Bronislaw  Malinowski, 
Margaret  Mead,  Evans-Pritchard,  Claude  Levi-Strauss, 
Marvin  Harris,  Eric  Wolf,  Clifford  Geertz,  Sherry  Ortner 
and  others.  Effective  Spring  2008,  prerequisite:  130  or 
permission  of  the  instructor.  (TI)  4  credits 
Elliot  Fratkin 
Offered  Fall  2007 


Anthropology 


83 


234  Culture,  Power  and  Politics 
This  course  is  a  general  introduction  to  anthropologi- 
cal analysis  of  politics  and  the  political.  Through  a 
broad  sunn  of  anthropological  texts  and  theories,  we 
will  explore  what  an  ethnographic  perspective  can  offer 
to  our  understandings  of  power  and  government  Spe- 
cial emphasis  is  placed  on  the  role  of  culture,  s\mbols 
and  social  networks  in  the  political  life  of  local  com- 
munities. Examples  will  be  drawn  from  a  number  of 
case  studies  in  Africa,  hast  Asia.  Latin  America  and  the 
United  States,  and  range  in  scale  from  studies  of  local 
politics  in  small-scale  societies  to  analyses  of  national- 
ism and  political  performance  in  modern  nation-states. 
Prerequisite:  pennission  of  the  instructor.  Enrollment 
limited  to  30.  {8}  4  credits 
Fernando  Armstrong  Fumero 
Offered  Spring  2008,  Spring  2009 

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,  capi- 
talist and  socialist  polities.  Enrollment  limited  to  30. 
Preference  given  to  anthropology  majors  and  minors 
and  environmental  science  and  policy  minors.  Not 
open  to  first  year  students.  Prerequisite:  130  or  pennis- 
sion of  the  instructor.  (TI)  {S}  4  credits 
Elliot  Fratkin 
Offered  Spring  2009 

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

240  Anthropology  of  Museums 
This  course  critically  analyzes  how  the  museum  enter- 
prise operates  as  a  social  agent  in  both  reflecting  and 
informing  public  culture.  The  relationship  between 
the  development  of  anthropology  as  a  discipline  and 


the  collection  ol  material  culture  from  colonial  sub 
jectswill  be  investigated  andcontemporarj  practices 
ol  sell  representation  explored.  Topics  include  the 
art/artifact  debate,  lynching  photography,  plantation 

museums,  the  formation  of  national  anil  cultural 
identity,  commodification,  consumerism,  repatriation, 

and  contested  ideas  about  authenticity  and  authority. 
The  relationship  of  the  museum  to  a  diverse  public 
with  contested  agendas  will  be  explored  through  class 
exercises,  guest  speakers,  a  podcast  student  project,  field 
trips  and  written  assignments.  Effective  Spring  2008: 
Prerequisite:  130  or  permission  of  the  instructor.  (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,  dependent' 
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 
empowennent  with  readings  from  Africa,  Asia,  Oceania 
and  Latin  America.  Enrollment  limited  to  30.  Prefer- 
ence given  to  Anthropology  majors  and  minors.  Ni  it 
open  to  first-year  students.  Prerequisite:  permission  of 
the  instructor.  Enrollment  limited  to  30.  {S}  4  credits 
Elliot  Fratkin 
Offered  Fall  2008 

245  Tales  of  Cannibalism  and  Capital  in  Latin  America 

This  course  introduces  students  to  issues  of  coloniality 
race  and  class  relations  and  political  economy  in  Latin 
America.  The  unifying  thread  will  be  a  series  of  folklore 
traditions  that  ascribe  cannibalistic  or  vampiric  prac- 
tices to  the  social  systems  through  which  agrarian  and 
hunter-gatherer  populations  are  incorporated  into  wage 
labor  and  the  global  economy.  Major  topics  include 
the  cultural  roots  of  modernity,  Marxian  anthropology, 
dependency  theory,  cultural  resistance,  narratives  of 
conquest  and  colonization,  globalization,  and  notions 
of  personhood  and  the  body.  Specific  ethnographic 
examples  include  studies  of  several  populations  from 
highland  Bolivia.  Toba  hunter-gatherers  from  northern 
Argentina.  Afro-Columbian  peasants,  medical  stations 
on  the  L.S./Mexico  border,  and  urban  slums  in  Bray.il. 


84 


Anthropology 


Effective  Spring  2008:  Prerequisite:  permission  of  the 
instructor.  Enrollment  limited  to  30.  {S}  4  credits 
Fernando  Armstrong-Fumero 
Offered  Fall  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.  {8/N}  4  credits 
Donald  Joralemon 
Offered  Fall  2007,  Fall  2008 

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  2008 

253  Introduction  to  East  Asian  Societies  and  Cultures 

This  course  provides  a  survey  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  modern  East 
Asia.  {8}  4  credits 
Suzanne  Z.  Gottschang 
Offered  Fall  2008 


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  detemiine  just  how 
unusual  are  the  circumstances  surrounding  dying  in 
the  contemporary  Western  world.  Enrollment  limited  to 
30.  Prerequisite:  130.  Limited  to  anthropology  majors 
and  minors  or  by  permission  of  the  instructor.  Prereq- 
uisite: 130  or  permission  of  the  instructor.  (TI)  {H/S} 
4  credits 

Donald  Joralemon 
Offered  Spring  2009 

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,  parades,  cultural  shows,  music,  dance  and 
theater.  Topics  include  expressive  culture  as  resistance; 
debates  around  authenticity  and  heritage;  the  perfor- 
mance of  race,  class  and  ethnic  identities;  the  construc- 
tion of  national  identity;  and  the  effects  of  globalization 
on  indigenous  perfomiances.  Enrollment  limited  to  30. 
Prerequisite:  130  or  permission  of  the  instructor.  (MI) 
{A/S}  4  credits 
Margaret  Sarkissian 
Offered  Spring  2008 

266  Doing  Ethnography:  Research  Methods  in 
Anthropology 

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.  Effective  Spring  2008,  prerequisite:  130  or 
permission  of  the  instructor.  (E)  {S}  4  credits 
Richard  Wallace,  Fall  2007 
Ruchi  Chaturvedi,  Fall  2008 
Offered  Fall  2007,  Fall  2008 


Anthropology 


267  Power,  History  and  Communities  in  South  Asia 
This  course  proceeds  from  the  earfy  anthropoli 

cal  writings  on  religion  and  caste  groups  and  village 
and  kin-based  Studies  that  sought  to  delineate  the 
structure  and  function  of  social  organization  in  South 
Asia.  Through  work  of  historical  anthropologic 
will  go  on  to  study  how  colonial  interventions  and  its 
structures  of  power  worked  to  order  social  networks  and 
alliances,  as  well  as  ideas  and  opinions  that  communi- 
ties hold  about  themselves  in  late  colonial  South  Asia. 
Postcolonial  South  Asia  has  witnessed  the  emergence  of 
new  political  languages  and  groups.  Their  own  desire 
for  recognition  and  power,  which  have  often  led  to 
violent  revolts  against  established  nationalist  concor- 
dances and  state  hegemony,  will  be  our  subject  of  study 
in  the  latter  half  of  the  course.  ( E )  {S}  4  credits 
Rucbi  Cbaturvedi 
Offered  Spring  2008,  Spring  2009 

268  Anthropology  of  Contemporary  Warfare 

Do  we  know  what  war  isv  Do  we  know  what  causes  it, 
how  is  it  organized,  how  both  armed  combatants  and 
civilians  who  are  often  the  unarmed  victims  of  war 
experience  it?  We  will  seek  to  answer  these  questions 
through  a  range  of  anthropological  and  historical 
studies.  We  will  examine  the  logics  of  colonialism, 
imperatives  of  state  formation  and  the  so-called  new- 
world  order,  the  forms  of  mass  violence  and  individual 
terror  they  generate,  and  how  that  violence  continues 
to  shoot  through  everyday  life.  {8}  4  credits 
Rucbi  Cbaturvedi 
Offered  Spring  2008 

269  Indigenous  Cultures  and  the  State  in  Mesoamerica 
This  course  is  a  general  introduction  to  the  relationship 
between  indigenous  societies  and  the  state  in  Meso- 
america. Taking  a  broad  historical  perspective,  we  will 
explore  the  rise  of  native  state-level  societies,  the  trans- 
formations that  marked  the  process  of  European  colo- 
nization, and  of  the  relationship  of  local  indigenous 
communities  to  post-colonial  states  and  trans-national 
social  movements.  Texts  used  in  the  course  will  place 
special  emphasis  on  continuities  and  changes  in  lan- 
guage, social  organization,  cosmology  and  identity  that 
have  marked  the  historical  experience  of  native  groups 
in  the  region.  {S}  4  credits 

Fernaruio  Armstrong-Fumero 
Offered  Fall  2008 


Seminars 


340  Seminar:  Topics  in  Anthropology 

Witchcraft.  Sorcery  and  Modern  Communities  of 
Fear 

Drawing  on  the  anthropology  of  phenomena  such  as 
witchcraft  and  sorcery,  this  course  examines  feelings 
of  suspicion,  doubt  and  distrust  as  they  pervade  lives 
of  people  in  modern  nation-states  and  communi- 
ties. Anthropological  works  on  witchcraft  and  sorcery 
heighten  our  awareness  of  forms  of  distrust  and  doubt 
inherent  in  social  life.  Studies  of  these  practices  in 
contemporary  times  foreground  the  ways  in  which  the 
forces  of  colonialism,  nationalism  and  capital  forma- 
tion generate  communities  of  people  who  are  not  just 
distrustful  and  fearful  of  each  other,  but  whose  fear 
of  the  other  consistently  erupts  into  different  forms  of 
violence.  {S}  4  credits 
Ruchi  Cbaturvedi 
Offered  Fall  2007 

Anthropology  and  History 
This  course  explores  the  intersections  between  an- 
thropology and  history.  The  interdisciplinary  reading 
list  will  consist  of  historical  and  ethnohistorical  texts 
written  by  anthropologists,  social  and  cultural  analyses 
written  by  historians  and  theoretical  discussions  that 
explore  the  intersections  between  the  two  disciplines. 
Special  emphasis  will  be  placed  on  how  we  can  under- 
stand culture  in  historical  terms  or  on  how  we  can  use 
insights  from  anthropology  to  understand  the  cultures 
of  the  past.  Other  topics  will  include  the  relationship 
between  oral  and  written  forms  of  history,  processes  of 
cultural  change,  and  how  material  culture  and  other 
non-linguistic  symbols  can  serve  as  a  means  of  preserv- 
ing collective  memory.  {S}  4  credits 
Fernando  Armstrong-Fumero 
Offered  Spring  2008,  Spring  2009 

Human  Rights  in  \  iolent  Times 
This  seminar  examines  the  career  of  human  rights 
discourse  and  practices  in  the  light  of  different  forms 
of  political  violence  that  the  world  has  witnessed  since 
World  War  II.  Has  the  human  rights  discourse  been 
able  to  face  up  to  the  demands  for  political  freedom 
and  justice;  when  and  how  has  it  fallen  short?  How- 
do  human  rights  configure  the  relationship  between 
individuals,  their  communities  and  nation-states'  How 


86 


Anthropology 


have  the  arguments  about  cultural  relativism  and 
universality  of  human  rights  influenced  each  other? 
And,  how  has  the  human  rights  framework  played  itself 
out  in  war  crime  tribunals,  truth  commissions,  etc.,  in 
post-conflict  societies  of  Africa,  Latin  America  and  East- 
ern Europe?  In  this  seminar,  we  will  seek  to  answer  these 
questions  by  drawing  on  anthropological  and  historical 
writings  on  these  societies,  and  analytical  treatises  on 
rights,  violence  and  transitional  justice.  {8}  4  credits 
Ruchi  Chaturvedi 
Offered  Spring  2009 

342  Seminar:  Topics  in  Anthropology 

Topic:  Traditional  Chinese  Medicine:  Transforma- 
tions and  Transitions  in  China,  Japan  and  the  U.S. 
With  a  history  of  over  4,000  years,  Traditional  Chinese 
Medicine  (TCM)  is  often  perceived  as  a  timeless, 
unchanging  medical  tradition.  TCM,  however,  has 
undergone  numerous  transitions  and  transformations 
throughout  its  history.  TCM  has  also  traveled  through- 
out the  world  where  its  principles  and  theories  have 
been  adopted  in  the  development  of  medical  systems 
in  Japan  and  Korea  among  others.  In  the  past  30  years, 
TCM  has  gained  increasing  popularity  and  credibility 
in  the  United  States  and  Europe.  This  course  examines 
how  Traditional  Chinese  Medicine,  much  as  any  medi- 
cal system  of  theory  and  practice,  responds  to  historical 
and  contemporary  social,  economic  and  political  forces 
within  China  and  in  countries  such  as  Japan  and  the 
United  States.  Students  will  explore  the  broad  question 
as  to  what  constitutes  TCM  through  time  and  across 
cultures  as  a  means  to  better  understand  the  processes 
of  translation  and  transformation  of  theories,  beliefs 
and  practices  in  different  cultural,  political,  economic 
and  social  contexts.  {8}  4  credits 
Suzanne  Z.  Gottschang 
Offered  Spring  2008 

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,  Spring  2009 


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/8}  4  credits 
Nancy  Marie  Mithlo 
Offered  Fall  2007 

348  Seminar:  Topics  in  Development  Anthropology 

Indigenous  Systems  of  Healing  in  Africa 
This  seminar  focuses  on  the  variety  of  healing  systems 
in  Africa.  We  approach  the  issue  of  healing  in  Africa 
from  an  anthropological  perspective  where  concepts  of 
health,  illness  and  therapies  are  embedded  in  cultural, 
social  and  historical  contexts  of  the  particular  societies 
practicing  them.  Topics  include  the  internal  logic  and 
practices  of  indigenous  healing  systems  including  both 
empirical  practices  of  herbal  medicines,  midwifery,  and 
bone  setting  to  spiritually  based  therapies  including 
divination,  trance  and  drumming,  ancestor  worship, 
sorcery  and  witchcraft.  The  course  will  also  examine 
the  integration  of,  and  contradictions  between,  tradi- 
tional and  Western  approaches  to  healing,  particularly 
in  areas  of  reproductive  health,  mental  illness  and 
HIV/AIDS.  Prerequisite:  ANT  230  or  permission  of  the 
instructor.  {S}  4  credits 
Elliot  Fratkin 
Offered  Spring  2008 

Anthropology  and  Non-Government  Organizations 
This  course  looks  at  the  roles  anthropologists  play  in 
the  development  practices  of  government  and  non- 
government organizations.  Particular  experiences  and 
contributions  of  anthropologists  to  projects  in  health, 
women  and  development,  food  and  humanitarian 
relief,  human  rights  and  advocacy  are  read  and  dis- 
cussed. Students  will  conduct  independent  research 
projects  investigating  and  critiquing  particular  projects 


Anthropology 


vr 


anthropologists  have  engaged  in  with  organizations 
such  as  Oxfam  International,  United  Nations  Develop- 
ment Program  or  the  I  fnited  States  Agency  for  Interna- 
tional Development.  Prerequisite:  ANT  241  orpermis 
sion  of  the  instructor.  {S}  4  credits 
Elliot  Fratkin 
Offered  Spring  2009 

Cross-listed  and 
Interdepartmental  Courses 

AAS  202  Topics  in  Black  Studies 

Topic:  Anthropobgy  of  tfa  African  Diaspora 

Riche  Barnes 

Offered  Spring  2008 

MUS  220  Topics  in  World  Music 

Topic:  Popular  Music  of  the  Islamic  World 

Margaret  Sarkissian 

Offered  Fall  2007 

MUS  220  Topics  in  World  Music 

Topic:  Women  in  Sub-Saharan  African  Music 
Bock  Omojola 
Offered  Spring  2008 

General  Courses 

400  Special  Studies 

By  permission  of  the  department,  for  junior  and  senior 

majors.  2  to  4  credits 

Offered  both  semesters  each  year 

408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  year 


The  Major  in  Anthropology 

Advisers:  Elliot  Fratkin,  Donald  Joralemon,  Nancy  Ma- 
rie Mithlo,  Suzanne  Z.  Gottschang 


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


Requirements:  Eight  (8)  courses  in  anthropology  and 
three!.-))  that  ma)  be  in  anthropology  or  in  related 
fields.  Majors  must  take  "Introduction  to  Cultural 
Anthropology  ( 130),  one  course  designated  or  approved 
as  "theory  intensive"  (Tl),  one  course  designated  or 
approved  as  "methods  intensive"  (Ml),  and  a  Smith 
anthropologj  seminar.  In  addition,  students  are 
strongly  encouraged  to  study  a  language  spoken  in  the 
geographic  region  of  her  interest. 

Students  majoring  in  anthropologj  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:  Elliot  Fratkin,  Donald  Joralemon,  Nancy  Ma- 
rie 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 

Director:  To  be  announced 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fid  I 


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 

Scott  Bradbury;  Professor  of  Classical  Languages  and 

Literatures 
Bosiljka  Glumac,  Associate  Professor  of  Geology 
Joel  Kaminskv.  Associate  Professor  of  Religion 
Barbara  Kellum,  Professor  of  Art 
Dana  Leibsohn,  Yssociate  Professor  of  Art 
t2  Richard  Lim,  Professor  of  History,  Director 
Christopher  Luring,  Director  of  Libraries 


-  Nancy  Mithlo.  Assistant  Professor  of  Anthropology 

1  Thalia  Pandiri,  Professor  of  Classical  Languages  and 

Literatures  and  of  Comparative  Literature 
Neal  Salisbury.  Professor  of  History 
Marjorie  SenechaL  Professor  of  Mathematics 
fl  Suleiman  Mourad,  Assistant  Professor  of  Religion 

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. 

FYS  153  Excavating  Women 
j  The  interdisciplinary  seminar  will  explore  a  little- 
|  known  area  in  the  history  of  archaeology-:  the  partici- 
;  pation  and  legacy  of  women  from  the  time  of  Thomas 
:  Jefferson  to  today.  Students  will  learn  by  analyzing 
the  lives,  achievements  and  experiences  of  women 
:  who  devoted  themselves  to  this  pursuit  or  advanced  it 
through  their  support  of  those  who  did.  The  class  in- 
volves students  in  the  professor's  innovative  methodol- 
ogy, archival  archaeology  and  current  area  of  research. 
Enrollment  limited  to  15.  (E)  WI  {H/S}  4  credits 
"Susan  Heuck  Allen 
Offered  Spring  2008 

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  exclusive!) 


from  the  culture  of  the  Mediterranean  Bronze  Age  and 
the  time  of  Homer.  Enrollment  limited  to  30.  {H/S} 
4  credits 
Susan  Allen 
Offered  Spring  2008 

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: 

1.  ARC  211. 

2.  A  project  in  which  the  student  works  outside  of  a 
conventional  classroom  but  under  appropriate  su- 
pervision on  an  archaeological  question  approved 
in  advance  by  the  Advisor}-  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 


90  Archaeology 

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  proj- 
ect carries  academic  credit)  or  five  (if  the  archaeo- 
logical project  does  not  carry  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. 


91 


Art 


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


Professors 

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

Studies) 
■'  DwightPogue,M.FA 
'  Garj  LNiswonga;M.Ed.,MJFA 

*' Craig  Felton,  Ph.D. 

Susan  Heideman.  M.F.A. 

'John  Davis.  Ph.D. 

Barbara  A.  Kellum,  Ph.D.,  Chair 

A  Lee  Burns.  M.S..  \\\:.\...\ssoaate  Chair 

'"'  Brigitte  Buettner,  Ph.D. 

Kennedy  Professor  in  Renaissance  Studies 
Caroline  Elam,  Ph.D. 

Professor-in-Residence 

Barn'  Moser.  B.S. 

Associate  Professors 

John  Moore,  Ph.D. 
Dana  Leibsohn,  Ph.D. 
Lvnne  Yamamoto.  M.A. 


Harnish  Visiting  Artist 
PaolaFerrario,  M.F.A. 

Assistant  Professors 

Frazer  Ward.  Ph.D. 
Fraser  Stables,  M.FA 

Andre  Dombrowski.  Ph.D. 

Visiting  Assistant  Professor 
Linda  Kim,  Ph.D. 

Senior  Lecturer 

John  Gibson.  M.F.A. 

Lecturers 

Carl  Caivano,  M.F.A. 
Katherine  Schneider,  M.FA 
Martin  Antonetti,  M.S.L.S. 
KirinJoyaMakker,  M.A..  M.Arch. 
AjaySinha,  Ph.D. 
Christine  Geiler  .Andrews.  Ph.D. 
Jonathan  Katz,  Ph.D. 


The  Department  of  Art  believes  that  visual  literacy  is 
crucial  to  negotiations  of  the  contemporary  world.  Con- 
sequent!}, 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  courses  in  literature,  philosophy,  religion, 
and  history  taken  in  the  first  two  years  to  be  most  valu- 
able. A  reading  knowledge  of  foreign  languages  is  use- 
ful for  historical  courses.  Each  of  the  historical  courses 
bay  require  one  or  more  trips  to  Boston.  New  York  or 
other  places  in  the  vicinity  for  the  study  of  original 
works  of  art. 

Courses  in  the  history  of  art  are  prefixed  ARH; 
courses  in  studio  art  are  prefixed  ARS. 


A.  The  History  of  Art 


Introductory  Courses 

Courses  at  the  100  level  are  open  to  all  students:  there 
are  no  prerequisites. 

ARH  101  Approaches  to  Visual  Representation  (C) 

Emphasizing  discussion  and  short  written  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  with  priority  given 
to  first-  and  second-year  students. 

The  Home  as  a  Work  of  Art 

I  Mng  examples  of  domestic  design  throughout  the 

world  and  the  ages,  we  will  examine  in  detail  various 


92 


Art 


facets  of  the  setting  and  the  building,  its  spatial  orga- 
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}  4  credits 
Linda  Kim 
Offered  Fall  2007 

Art  and  Death 

Through  an  examination  of  key  architectural  sculpted, 
and  painted  monuments  from  a  variety  of  different  cul- 
tures we  will  study  funerary  beliefs  and  rituals,  asking 
how  art  has  been  mobilized  across  the  ages  to  frame 
the  disruptive  experience  of  death.  {H/A}  WI 4  credits 
Brigitte  Buettner 
Offered  Fall  2007 

BuddhistArt 

Selected  themes  and  monuments  of  Buddhist  art  from 
India,  China  and  Japan,  introducing  the  stupa,  images 
of  the  Buddha  and  Bodhisattva,  narrative  relief,  cave 
temple  art,  painting  and  temple  architecture.  {H/A}  WI 
4  credits 
Marylin  Rhie 
Offered  Fall  2007 

Writing  Art/Art  Writing 

This  class  will  introduce  students  to  a  wide  range  of  art 
objects  and  ways  of  writing  about  them,  considering 
both  art  and  writing  from  various  historical  periods, 
and  including  different  cultural  and  disciplinary7 
perspectives.  The  class  will  consider  writing — always 
together  with  the  objects  it  seeks  to  understand — from 
within  art  history,  as  well  as  artists'  writing  fiction, 
popular  media,  and  texts  from  disciplines  including 
anthropology,  sociology  and  philosophy.  Topics  may  in- 
clude: indigenous  critiques  of  anthropological  writing 
about  Australian  aboriginal  art,  and  the  reception  of 
aboriginal  art  within  contemporary  art;  artists'  writings 
in  relation  to  criticism  of  their  works,  and  in  relation  to 
biographical  and  fictional  accounts  of  their  lives;  the 
ways  in  which  scholarship  appropriates  fragmentary 
ancient  material;  poetry  that  takes  visual  art  as  its  start- 
ing point;  visual  art  that  is  primarily  textual.  Students 
will  learn  to  assess  what  is  at  stake  in  different  ways  of 
writing  about  art,  in  relation  to  the  contexts  in  which 
both  the  art  and  the  writing  appear.  {A/H}  WI  4  credits 
Frazer  Ward 
Offered  Spring  2008 


Cities 

Characteristic  forms  and  building  types,  and  the  ritual, 
symbolic,  political,  economic  and  cultural  signification 
of  cities.  Examples  drawn  from  different  historical  pe- 
riods, with  primary  focus  on  Europe  and  the  Americas. 
We  shall  examine  the  multiple,  competing  forces  that 
encouraged,  effected,  constrained  or  thwarted  change 
in  the  layout  and  life  of  cities.  {H/A}  4  credits 
John  Moore 
Offered  Spring  2008 

Realism:  Tide  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  presence 
of  the  divine  in  everyday  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 
contextually  from  ancient  times  to  the  present.  {H/A} 
4  credits 

Christine  Andrews 
Offered  Fall  2007,  Spring  2008 

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.  Study  will  be  centered  on 
the  art  of  India,  China  and  Japan  with  some  attention 
given  to  Central  Asia,  Tibet,  Sri  Lanka,  Indonesia  and 
Korea.  Enrollment  limited  to  40.  {H/A}  4  credits 
AjaySiinha 
Offered  Fall  2007 

ARH  140  introduction  to  Art  History:  Western 
Traditions 

This  course  examines  a  selection  of  key  buildings, 
images  and  objects  created  from  the  prehistoric  era, 
the  ancient  Mediterranean  and  medieval  times,  to 
European  and  American  art  of  the  last  500  years.  Over 


Art 


93 


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  ail  history  Knrollment  limited  to  40. 
{H/A}  4  credits 
Qraig  Felton 
Offered  Spring  2008 

Lectures  and  Colloquia 

Group  1 

ARH  205  Inka  and  Aztec:  Visual  Culture  and  Imperial 
Desire 

What  is  an  ancient  empire?  How  do  contemporary  ideas 
about  sacrifice  and  the  sacred,  about  land  and  luxury, 
shape  our  knowledge  of  imperial  states  and  their  ambi- 
tions? This  course  addresses  these  questions  by  focusing 
upon  two  imperial  projects  in  the  Americas — the  Inka 
and  the  Aztec.  In  addition  to  pre-Hispanic  images, 
objects  and  urban  environments,  we  discuss  relation- 
ships between  gender,  labor  and  imperial  art;  how  tour- 
ism both  preserves  and  makes  Inka  history;  the  politics 
of  exhibiting  Aztec  visual  culture;  and  distinctions 
between  indigenous,  popular  and  academic  modes  of 
interpretation.  All  required  reading  and  assignments 
are  in  English;  written  work  will  be  accepted  in  English 
or  Spanish.  {H/A}  4  credits 
Dana  Leibsobn 
Offered  Spring  2008 

ARH  285  Great  Cities  (L) 

lojuc:  Pompeii.  A  consideration  of  the  ancient  city: 
architecture,  painting,  sculpture  and  objects  of  every- 
day life.  Women  and  freedpeople  as  patrons  of  the  arts 
will  be  emphasized.  The  impact  of  the  rediscover}*  of 
Pompeii  and  its  role  as  a  source  of  inspiration  in  18th, 
19th,  and  20th  century  art  will  also  be  discussed.  No 
prerequisite.  {H/A}  4  credits 
Barbara  Kellum 
Offered  Fall  2007 

Group  II 

ARH  220  Art  Historical  Studies  (C) 

Topic:  Relics  and  Reliquaries.  An  interdisciplinarj 

study  of  the  cult  of  relics — one  of  the  most  distinctive 
and  complex  phenomena  in  the  social,  religious  and 
artistic  life  of  the  Middle  Ages.  Using  both  primary 
texts  and  the  rich  body  of  scholarly  literature,  we  will 


examine  a  broad  range  of  reliquaries — whether  ab- 
stract or  shaped  into  a  body  part;  purely  ornamental 
or  enhanced  with  narrative  scenes;  made  of  humble 
or  of  luxiuy  materials.  Issues  will  include  the  evolv- 
ing understanding  of  relics'  nature  and  powers;  the 
development  of  Christian  pilgrimages  to  holy  shrines; 
the  dynamic  relationship  between  the  visible  and  the 
invisible;  relic-collections  as  forerunners  of  museums 
and  pilgrims  as  the  predecessors  of  tourists.  Class  will 
include  a  required  trip  to  the  MET  and  will  mount 
a  small  exhibit  in  the  Smith  College  Museum  of  Art 
showcasing  a  newly  acquired  reliquary.  {H/A}  4  credits 
Brigitte  Buettner 
Offered  Fall  2007 

ARH  222  The  Art  of  China  (L) 

The  art  of  China  and  peripheral  regions  as  expressed 
in  painting,  sculpture,  architecture,  porcelain  and  the 
ritual  bronzes.  The  influence  of  India  is  studied  in  con- 
nection with  the  spread  of  Buddhism  along  the  trade 
routes  of  Central  Asia.  {H/A}  4  credits 
Mary/in  Rhie 
Offered  Spring  2008 

EAS  270  Colloquium  in  East  Asian  Studies 

Topic:  Art  of  Korea.  Architecture,  sculpture,  painting 

and  ceramic  art  of  Korea  from  Neolithic  times  to  the 

18th  century.  {A/H}  4  credits 

Marylin  Rhie 

Offered  Fall  2007 

Counts  toward  Group  II  history  of  art  courses. 

Group  III 

ARH  240  Art  Historical  Studies  (C) 

Magnificence  and  the  Arts  in  Medkean  Florence. 
c.  1450-1 500  ( Cj 
Pending  CAP  approval 

This  course  will  examine  the  extraordinary  achieve- 
ments of  Florentine  visual  culture  in  the  fifteenth 
century  (painting,  drawing,  sculpture,  architecture. 
manuscript  illumination,  prints,  woodwork  and  the 
so-called  decorative  arts)  ;is  the  product  of  various 
kinds  of  interaction  and  collaboration:  between  patrons 
and  artists;  between  masters,  apprentices  and  work- 
shops; between  practioners  of  the  various  arts  of  design; 
between  humanists,  poets  and  artists.  The  patronage 
of  successive  members  of  the  Medici  famih  (Cosimo 
il  Vecchio.  Piero  and  Giovanni  di  Cosimo.  Lorenzo  the 


94 


Art 


Magnificent)  will  be  analysed,  as  well  as  the  change 
in  cultural  climate  after  the  expulsion  of  the  Medici  in 
1494,  and  the  influence  of  the  millenarian  preacher, 
Girolamo  Savonarola.  The  many  artists  to  be  discussed 
will  include  Filippo  and  Filippino  Lippi,  Baldovinetti, 
the  Pollaiuolo  brothers,  Verrocchio,  Leonardo  da  Vinci, 
Botticelli,  Ghirlandaio,  Giuliano  da  Sangallo,  Piero  di 
Cosimo  and  the  young  Michelangelo.  {H/A}  4  credits 
Caroline  Elam 
Offered  Spring  2008 

History  of  the  Decorative  Arts,  1400-1800 
Costly  raw  materials  and  boundlessly  creative  work- 
manship were  expended  to  fashion  and  acquire  cameos 
and  engraved  gems,  ceramics,  clothing,  embroidery, 
enamel,  furniture,  ivory,  jewelry,  manuscripts,  medals, 
metalwork,  printed  books  with  luxurious  bindings  and 
tapestries.  This  course  will  examine  these  and  other 
"minor"  arts  with  an  eye  toward  reconstructing  their 
rich  cultural,  symbolic  and  aesthetic  charge;  their  role 
in  the  conduct  of  diplomacy  and  statecraft;  and  origi- 
nal contexts  of  production,  marketing,  patronage,  use, 
collecting  and  display.  This  course  includes  required 
field  trips.  {H/A}  4  credits 
John  Moore 
Offered  Spring  2008 

Dreaming  of  Italy 

The  course  charts  the  varying  dreams  Italy  engendered 
over  the  course  of  four  centuries.  Sixteenth-century 
artists  were  drawn  to  the  remains  of  classical  antiquity. 
Their  17th-century  successors  set  the  trend  for  ideal- 
ized visions  of  the  "campagna."  However,  by  the  end  of 
the  19th  century  rather  than  being  the  locus  of  perfect 
harmony,  Italy  had  become  a  splendid  backdrop  to  in- 
tense longing  and  melancholy  dreams.  The  coursework 
will  be  supported  by  a  concurrent  exhibition  from  the 
SCMA's  permanent  collection  and  local  loans.  Prereq- 
uisite: ARH  101  or  ARH  140  or  equivalent.  Offered  first 
half  of  the  semester  only.  (E)  {H/A}  2  credits 
Henk  van  Os 
Offered  Faff  2007 

ARH  242  Early  Italian  Renaissance  Art  (L) 

The  reawakening  of  the  arts  in  Italy  with  the  forma- 
tion of  new  religious  organizations  and  the  gradual 
emergence  of  political  units  will  be  studied  through 
theoretical  and  stylistic  considerations  in  sculpture, 
beginning  with  the  work  of  the  Pisani,  and  followed  by 
the  revolutionary  achievements  in  painting  of  Giotto 


(in  Padua  and  Florence)  and  Duccio  (in  Siena)  which 
will  inform  the  art  of  generations  to  come.  A  revival  of 
interest  in  the  liberal  arts  tradition  and  the  classical 
past  beginning  at  the  end  of  the  14th  century  in  Flor- 
ence, leading  to  the  period  known  as  the  Renaissance 
during  the  following  century.  The  course  will  examine 
such  architectural  designers  as  Brunelleschi  and  Al- 
berti;  sculptors  such  as  Donatello  and  Verrocchio;  and 
the  painters  Masaccio,  Fra  Angelico,  Piero  della  Franc- 
esca  and  Botticelli,  among  others,  within  the  context  of 
the  flowering  of  humanist  courts  in  Florence,  Urbino, 
Mantua  and  Ferrara.  {H/A}  4  credits 
Craig  Felton 
Offered  Fall  2007 

ARH  250  Building  Baroque  Europe  (L) 

European  architectural,  urban  and  landscape  design 
from  (precisely)  1537  to  about  1750.  Specific  topics  in- 
clude Tliscany  under  the  first  three  grand  dukes;  Rome 
in  the  17th  century;  France  under  the  first  three  Bour- 
bon kings;  the  rebuilding  of  London  after  the  Great 
Fire;  the  significant  enlargement  or  establishment  of 
capital  cities  (Tlirin,  Amsterdam,  Versailles,  Stockholm, 
St.  Petersburg,  Dresden,  Berlin,  Vienna);  the  rise  of  the 
English  country  house;  the  English  landscape  garden; 
palaces,  pilgrimage  churches,  and  monastic  complexes 
in  Bavaria,  Franconia  and  Austria.  Focus  throughout 
on  the  fundamental  interdependence  of  architecture 
and  society.  {H/A}  4  credits 
John  Moore 
Offered  Fall  2007 

Group  N 

ARH  260  Art  Historical  Studies  (G) 

Representing  Queerness  in  20th-century  American 
Art(C) 

Pending  CAP  Approval 

This  course  interrogates  the  import  of  sexual  difference 
in  American  art  from  the  turn  of  the  last  century  up 
to  the  present.  Long  before  (homo)sexuality  could  be 
spoken  about  openly,  it  was  represented,  sometimes  in 
ways  legible  only  to  those  who  knew  what  to  look  for, 
but  also,  to  a  striking  degree,  quite  openly.  Images  of 
sexual  difference  could  be  social  realist  (George  Bel- 
lows), abstract  (Marsden  Hartley),  symbolist  (Georgia 
O'Keefe),  assemblage  (Robert  Rauschenberg),  Pop 
(Andy  Warhol)  or  minimal  (Agnes  Martin),  and  would 
include  major  figures  in  photography,  film,  installation 


Art 


95 


and  performance.  Enrollment  limited  to  18.  {H/A} 
4  credits 

Jonathan  l).  Kate 
Offered  Fall  2007 

African-American  Art 
Pending  CAP  Approval 

This  course  traces  the  history  of  African  American  art, 
beginning  with  several  key  culture  groups  in  Africa  and 
extending  into  the  African-inspired  material  culture  of 
slaves  and.  later,  encompassing  the  works  of  formally 
trained  as  well  as  self-taught  painters,  sculptors,  pho- 
tographers and  artists  working  in  multimedia  up  to  the 
present.  Special  emphasis  will  be  placed  upon  the  reso- 
nances of  African  artistic  traditions  in  African  American 
art.  These  works  will  be  situated  within  the  contexts  of 
critical  race  theory,  social  and  political  movements, 
collectors  and  patrons,  early  critics  and  theorists  of 
the  black  avant-garde,  influential  exhibitions,  and  the 
opposition  between  elite  and  popular  cultures. 
Enrollment  limited  to  18.  (H/A)  4  credits 
Linda  Kim 
Offered  Spring  2008 

ARH  264  Arts  in  North  America:  Colonial  Period  to  Civil 
War  (L) 

Ail  and  architecture  of  the  English  colonies,  the  early 
IS.  republic,  and  the  antebellum  period.  Emphasis  on 
the  cultural  significance  of  portraiture,  the  develop- 
ment of  national  and  regional  schools  of  genre  and 
landscape  painting,  and  the  changing  stylistic  modali- 
ties in  architecture.  Prerequisite:  one  100-level  art  his- 
tory course,  or  permission  of  the  instructor.  {H/A} 
4  credits 
Linda  Kim 
Offered  Fall  2007 

ARH  265  Arts  in  the  United  States  after  the  Civil  War  (L) 

Art  and  architecture  of  the  late  19th  and  early  20th 
centuries.  Exploration  of  the  cultural  legacy  of  the 
Civil  War,  the  cosmopolitan  arts  of  the  Gilded  Age,  the 
development  of  early  modernism,  and  the  expansive 
years  during  and  after  World  War  II.  Recommended 
background:  ARH  101  or  140.  {H/A}  4  credits 
Inula  Kim 
Offered  Spring  2008 

ARH  272  Art  and  Revolution  in  Europe,  1789-1889 

This  course  surveys  the  major  trends  in  European 
painting  and  scupture — including  some  urbanism 


and  visual  culture — of  the  tumultuous  century  fol- 
lowing the  French  Revolution  ol  1789-  Skirting  with 
Jacques-Louis  David  and  revolutionary  iconoclasm,  we 
will  end  with  Post-Impressionism  and  the  spectacular 

cast-iron  construction  of  the  Eiffel  Tower  for  the  1889 
Paris  World's  Fair.  Throughout,  we  will  recover  the 
original  radicalitv  of  art's  formal  and  conceptual  in- 
novations during  the  19th  century:  confident  overt 
brush-work,  a  mingling  of  high  and  low.  and  an 
aesthetization  of  politics,  empire,  sexuality,  technology 
and  modernity.  Prerequisite:  a  100-level  course  in  art 
history,  or  permission  of  the  instructor.  {H/A}  4  credits 
Andre  Dombroivski 
Offered  Fall  2007 

ARH  281  Modernism  and  the  Neo-Avant-Gardes, 
1945-68  (L) 

This  course  surveys  major  developments  in  interna- 
tional art  framed  by  the  end  of  World  War  II,  the  emer- 
gence of  postcolonial  states  in  the  post-war  period  and 
the  social  movements  of  the  1960s.  Movements  in  art 
from  abstract  expressionism  to  the  art  of  institutional 
critique  are  considered  in  relation  to  their  international 
reception  and  adaptation,  their  rhetorical,  cultural, 
social  and  political  contexts  and  in  terms  of  transfor- 
mations in  ideas  of  modernism  and  the  avant-garde. 
Not  open  to  students  who  have  taken  ARH  279-  Prereq- 
uisite: one  100-level  art  history  course  or  permission  of 
the  instructor.  {H/A}  4  credits 
Frazer  Ward 
Offered  Spring  2008 

ARH  283  Architecture  Since  1945  (L) 

This  course  presents  a  global  survey  of  architecture 
and  urbanism  since  1945,  from  post- World  War  II 
reconstruction  and  planning,  through  critiques  of 
modernism,  to  postmodernism,  deconstruction,  critical 
regionalism  and  beyond.  Major  buildings,  projects, 
movements  and  tendencies  are  examined  in  their 
historical ,  theoretical  and  rhetorical  contexts.  Prereq- 
uisite: ARH  101  or  140.  {H/A}  4  credits 
Frazer  Ward 
Offered  Fall  2007 

Other  200-Level  Courses 

ARH  292/ ENG  293  The  Art  and  History  of  the  Book  (C) 

A  survey  of  the  book — as  vehicle  for  the  transmission 

of  both  text  and  image — from  the  manuscripts  of  the 
middle  ages  to  contemporarj  artists'  books.  The  course 


96 


Art 


will  examine  the  principal  techniques  of  book  produc- 
tion— calligraphy,  illustration,  papermaking,  typog- 
raphy, bookbinding — as  well  as  various  social  and 
cultural  aspects  of  book  history,  including  questions 
of  censorship,  verbal  and  visual  literacy,  the  role  of  the 
book  trade,  and  the  book  as  an  agent  of  change.  In 
addition,  there  will  be  labs  in  printing  on  the  handpress 
and  bookbinding.  Admission  limited  to  20  by  permis- 
sion of  the  instructor.  {H/A}  4  credits 
Martin  Antonetti 
Offered  Fall  2007 

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 
Andre  Dombrowski 
Offered  Fall  2007 

Seminars 

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

ARH  315  Studies  in  Roman  Art  (S) 

Topic:  At  Home  in  Pompeii.  The  houses  of  ancient 
Pompeii  with  their  juxtapositions  of  wall-paintings, 
gardens,  and  objects  of  display,  will  serve  as  the  focus 
for  an  analysis  of  domestic  spaces  and  what  they  can 
reveal  about  family  patterns  and  the  theatrics  of  social 
interaction  in  everyday  life  in  another  time  and  place. 
{H/A}  4  credits 
Barbara  Kellum 
Offered  Spring  2008 

ARH  350  The  Arts  in  England,  1485-1714  (S) 

Constitutional  limits  on  monarchical  power,  the  em- 
brace of  Protestantism,  religious  intolerance  and  fa- 
naticism, revolution  and  regicide,  and  a  much-vaunted 
(when  not  exaggerated  and  misleading)  insularity, 
set  the  stage  in  England  for  patterns  of  patronage  and 
a  relationship  to  the  visual  arts  both  similar  to  and 
significantly  different  from  modes  established  in  Conti- 
nental absolutist  courts.  While  critically  examining  the 
perennial  notion  of  "the  Englishness  of  English  art," 
we  shall  study  the  careers  of  the  painters,  printmakers, 


sculptors,  architects,  and  landscape  designers  whose 
collective  efforts  made  English  art,  at  long  last,  one  to 
be  reckoned  with.  {H/A}  4  credits 
John  Moore 
Offered  Fall  2007 

ARH  352:  Studies  in  Art  History  (S) 

Topic:  Trading  Partners:  Visual  Culture  and  Econo- 
mies of  Exchange.  Trade  and  cross-cultural  exchange 
form  the  central  themes  of  this  seminar.  Focusing  upon 
early  modernity,  circa  1500-1800,  we  consider  the  rela- 
tionship among  visual  culture,  long-distance  trade  and 
travel.  Among  the  issues  we  consider:  how  local  desires 
for  foreign  commodities — such  as  Chinese  porcelains, 
African  ivories,  Dutch  tulips,  Indonesian  spices,  Indian 
textiles  and  American  silver — shaped  the  visual  culture 
of  daily  lives;  and  how  travelers,  be  they  merchants  or 
conquistadors,  slaves  or  scientists,  pilgrims  or  refugees, 
changed  local  visual  cultures.  Research  projects  may 
focus  on  any  region (s)  of  the  early  modem  world. 
Open  to  majors  across  the  curriculum.  Preference 
given  to  students  with  reading  knowledge  of  at  least 
two  languages  (English  and  one  language  relevant  to 
individual  research  interests).  {H/A}  4  credits 
Dana  Leibsohn 
Offered  Fall  2007 

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

Topic:  Cezanne  and  the  History  of  Modernism.  No 
painter  has  been  more  influential  in  the  development 
of  modernism  than  Paul  Cezanne  (1839-1906).  Nearly 
every  major  modernist  theorist,  historian  and  artist 
characterizes  his  influence  and  achievement  as  both 
singular  and  preeminent.  This  seminar  will  look  care- 
fully at  his  entire  career  and  oeuvre  (and  at  the  radical 
shifts  within  it),  and  we  will  study  in  particular  the 
ways  in  which  writers  and  philosophers — from  Rainer 
Maria  Rilke  to  Maurice  Merleau-Ponty — have  used 
the  artist  to  write  their  (pre-)  histories  of  modernism 
and  modernity  since  the  turn  of  the  last  century.  {H/A} 
4  credits 

Andre  Dombrowski 
Offered  Spring  2008 

Cross  Listed  And  Interdepartmental 
Courses 

The  following  courses  in  other  departments,  are  par- 
ticularly good  supplements  to  the  art  major  and  minor. 


Art 


97 


AMS  302  The  Material  Culture  of  New  England 

1630-1860 

Nol  for  seminar  credit 

ARC  211  Introduction  to  Archaeology 

GER  227  Topics  in  German  Studies:  What  Color  Is  the 
Earth?  What  Color  Is  the  Sky? 

HST/EAS  218  Thought  and  Art  of  Medieval  China 

LSS 105  Introduction  to  Landscape  Studies 

MTH  227  Topics  in  Modern  Mathematics:  Mathematical 
Sculptures 

Special  Studies 

ARH  400  Special  Studies 

l  to  4  credits 

Offered  both  semesters  each  year 

ARH  408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  year 


B.  Studio  Courses 


ARS  161  Design  Workshop  I 

\n  introduction  to  visual  experience  through  astud)  ol 

the  basic  principles  of  design  {A}  4  credits 

Carl  (.(lira)  io 

Offered  Spring  2008 

ARS  162  Introduction  to  Digital  Media 

An  introduction  to  visual  experience  through  a  study  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  H.  {A} 
4  credits 

Paola  Ferrario,  Lynne  Yamamoto 
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,  Dwight  Pogue,  John  Gibson,  Gary 

Niswon^tr.  Katherine  Schneider 

Offered  both  semesters 

ARS  164  Three-Dimensional  Design 

An  introduction  to  design  principles  as  applied  to  three- 
dimensional  form.  {A}  4  credits 
Lynne  Yamamoto 
Offered  Fall  2007 


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

All  studio  courses  require  extensive  work  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  pennission  of  the  instructor.  Priority 
will  be  given  to  entering  students  and  plan  B  and  C 
majors. 


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  263  Intermediate  Digital  Media 

This  course  will  build  working  knowledge  of  multime- 
dia digital  artwork  through  experience  with  multime- 
dia authoring,  Web  development,  sound  and  animation 
software.  Prerequisite:  ARS  162.  {A}  4  credits 
John  Slepian 
Offered  Fall  2007 

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 
Katherine  Schneider 
Offered  Fall  2007 


Art 


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 

Susan  Heideman,  Katherine  Schneider 
Offered  both  semesters 

ARS  267  Watercolor  Painting 

Specific  characteristics  of  watercolor  as  a  painting 
medium  are  explored,  with  special  attention  given  to 
the  unique  qualities  that  isolate  it  from  other  painting 
materials.  Prerequisites:  163  and  266,  or  permission  of 
the  instructor.  Enrollment  limited  to  15.  {A}  4  credits 
Susan  Heideman 
Offered  Fall  2007 

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 
DwightPogue 
Offered  Fall  2007 

ARS  272  Intaglio 

An  introduction  to  intaglio  techniques,  particularly 
etching  and  engraving.  Prerequisites:  l6l  or  162  or 
163,  or  permission  of  the  instructor.  Enrollment  limited 
to  15.  {A}  4  credits 
Gary  Niswonger 
Offered  Spring  2008 

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  2007 

ARS  274  Projects  in  Installation  I 

This  is  a  course  that  introduces  students  to  different 
installation  strategies  (e.g.,  working  with  multiples, 
found  objects,  light  and  site-specificity).  Coursework 
includes  a  series  of  projects,  critiques,  readings  and  a 
paper.  Prerequisite:  ARS  164,  or  permission  of  the  in- 
structor. Enrollment  limited  to  15.  {A}  4  credits 
Lynne  Yamamoto 
Offered  Fall  2007 


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  2007 

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.  {A/S}  4  credits 
To  be  announced 
Offered  Fall  2007 

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 
architectural  design  process  as  a  mode  of  discovery  and 
investigation.  Design  does  not  require  innate  spontane- 
ous talent.  Design  is  a  process  of  discovery  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 


Art 


risks  Intellectually  and  creatively,  fostering  a  keener 
sensitivity  to  the  built  environment  as  something  con 
sidered.  manipulated  and  made.  Prerequisite:  one  art 
history  course  al  the  100  level.  Enrollment  limited  to 
12.  {A}  4  credits 
Kiri/i  Makker 
Offered  Fall  2007 

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  sensitivity7  to  the  built  environment  as  some- 
thing considered,  manipulated  and  made.  Prerequisite: 
one  art  history  course  at  the  100  level.  Enrollment 
limited  to  12.  Note:  LSS  255  can  substitute  for  ARS  285 
in  the  studio  art  major.  {A}  4  credits 
Kirin  .Makker 
Offered  Spring  2008 

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  361  Interactive  Digital  Multimedia 

This  art  studio  course  emphasizes  individual  and 
collaborative  projects  in  computer-based  interactive 
multimedia  production.  Participants  will  extend  their 
individual  experimentation  with  time-based  processes 
and  development  of  media  production  skills  (3D  ani- 
mation, video  and  audio  production) — developed  in 
the  context  of  interactive  multimedia  production  for 
perfonnance,  installation,  CD-ROM  or  Internet.  Critical 
examination  and  discussion  of  contemporary  examples 
of  new  media  art  will  augment  this  studio  course. 
Prerequisites:  ARS  1 62  and  permission  of  the  instructor. 
Enrollment  limited  to  14.  {A}  4  credits 
John  Slepian 
Offered  Spring  2008 


99 


ARS  362  Painting  II 

Painting  from  models,  still-life,  and  landscape  using 
varied  techniques  and  conceptual  frameworks.  Prereq- 
uisites: 266  and  permission  of  the  instructor.  Enroll- 
menl  limited  to  IS.  {A}  4  credits 
John  Gibson 
Offered  Spring  2008 

ARS  369  Offset  Printmaking  II 

Advanced  study  in  Printmaking.  Emphasis  on  color 
printing  in  lithography,  block  printing  and  photo- 
printmaking.  Prerequisite:  269  or  permission  of  the 
instructor.  Enrollment  limited  to  12.  {A}  4  credits 
DwightPogue 
Offered  Spring  2008 

ARS  370  Projects  in  Installation  II 

An  advanced  course  for  students  already  familiar 
with  basis  strategies  involved  in  making  installations. 
Students  work  in  a  range  of  media  (object  oriented, 
performative,  audio/video  or  combinations).  Projects 
will  be  driven  by  a  selection  of  topics  (e.g.,  time  and 
narrative,  the  body,  history  and  memory,  exchange  and 
commerce,  audience  engagement  and  the  spectacle). 
The  topic(s)  will  change  from  year  to  year.  Coursework 
includes  conceptualizing  and  executing  projects,  cri- 
tiques, readings  and  a  paper.  Prerequisite:  ARS  274.  {A} 
4  credits 

Lynn  Yamamoto 
Offered  Spring  2008 

ARS  374  Sculpture  II 

Advanced  problems  in  sculpture  using  bronze  casting, 
welding  and  various  media.  Prerequisites:  273  and 
permission  of  the  instructor.  Enrollment  limited  to  12. 
{A}  4  credits 
A.  Lee  Burns 
Offered  Spring  2008 

ARS  375  The  Book:  Theory  and  Practice  II 
An  opportunity  for  a  student  already  familiar  with  the 
basic  principles  of  the  book  aits  and  the  structure  of  the 
book  to  pursue  such  as  a  manuscript  or  printed  book 
based  on  the  skills  learned  in  The  Book:  Theory  and 
Practice  I,  or  commensurate  studies  elsewhere.  All  stud- 
ies will  be  thoroughly  augmented  with  study  of  original 
historical  materials  from  the  Mortimer  Rare  Book 
Room.  Prerequisite  ARS  275  and/or  permission  of  the 
instructor.  Enrollment  limited  to  12.  {A}  4  credits 
Barry Moser 
Offered  Spring  2008 


100 


Art 


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  for  2007-08  to  include  digital  pho- 
tography and  digital  printing).  Prerequisites:  282  and 
permission  of  the  instructor.  Enrollment  limited  to  15. 
{A}  4  credits 

Fraser  Stables.  Paola  Ferrario 
Offered  both  semesters 

ARS  384  Advanced  Studies  in  Photography 

Advanced  exploration  of  photography  as  a  means  of 
visual  expression.  Lectures,  assignments  and  self- 
generated  projects  will  provide  a  basis  for  critiques. 
Prerequisites:  282  and  permission  of  the  instructor. 
Enrollment  limited  to  15.  {A}  4  credits 
Paola  Feirario 
Offered  Spring  2008 

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:  Two  or  more  courses  in  the  student's 
chosen  sequence  of  concentration  and  permission  of 
the  instructor. 
Fall  Topic:  Real  Life 

Spring  Topic:  Anything  Goes  {A}  4  credits 
Fraser  Stables.  Dwight  Pogue 
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  theory7  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 
Kir  in  Makker 
Offered  Fall  2007 


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  multimedia 
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 
Kirin  Makker 
Offered  Spring  2008 

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.  Particular  emphasis  will  be  placed 
on  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:  Enrollment  limited  to  15.  three  students  from 
each  of  the  five  colleges.  (E)  {A}  4  credits 
To  be  announced 
Offered  Fall  200" 

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 
develop  the  skills  necessary-  for  presenting  a  cohesive 
exhibition  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  pro- 
duced to  date  in  their  selected  studio  sequence  and  for 
the  culling  and  augmentation  of  this  work  as  necessary. 
Course  material  will  include  installation  or  distribution 
techniques  for  different  media,  curation  of  small  exhi- 
bitions of  each  others'  work  and  development  of  critical 
discourse  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  historv  courses;  and  at  least  two  courses  in  selected 


\rt 


101 


area  of  concentration.  Both  courses  <  \KS  398  and  ARS 
399)  required  to  graduate.  Students  should  plan  on  one 
early  evening  meeting  per  week,  to  \\-  arranged  Graded 
satisfactory/unsatisfactory  only  {A}  1  credit 
Members  of  the  department 
Offered  Fall  2007 


Requirements:  ARH  2lM  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. 


ARS  399  Senior  Exhibition  Workshop 

The  second  course  of  the  two  semester  sequence  re-  [  [\Q  JVl3,]Or 

quired  to  complete  the  Plan  B  Major.  See  description  of 

ARS  398.  Prerequisite:  ARS  398.  Both  courses  (ARS  398 

and  AKS  399)  required  to  graduate.  Students  should 

plan  on  one  eariy  evening  meeting  per  week,  to  be 

arranged.  Graded  satisfactory/unsatist acton-  only.  {A} 

1  credit 

Members  of  the  department 

Offered  Spring  2008 


Advisers:  Brigitte  Buettner,  Lee  Burns.  John  Davis. 
Andre  Dombrowski,  Craig  Felton.  John  Gibson.  Susan 
Heideman,  Barbara  Kellum.  Dana  Leibsohn.  John 
Moore.  Gary  Niswonger,  Dwight  Pogue,  Marvlin  Rhie, 
Fraser  Stables.  Frazer  Ward.  Lynne  Yamamoto 


Art  History  Adviser  for  Study  Abroad:  John  Moore 


ARS  400  Special  Studies 

Normally  for  junior  and  senior  majors. 

1  to  4  credits 

Offered  both  semesters  each  year 

ARS  408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  year 

Cross-listed  and  Interdepartmental 
Courses 

The  following  courses  in  other  departments,  are  par- 
ticularly good  supplements  to  the  art  major  and  minor. 

FLS  280  Introduction  to  Video  Production 


Honors 


Co-directors  of  the  Honors  Committee: 

Art  History:  Dana  Leibsohn;  Studio  Art:  Lynne 
Yamamoto 

ARH  430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

ARS  430d  Thesis 

8  credits 

Full-vear  course;  Offered  each  year 


Art  Studio  Adviser  for  Study  Abroad:  A  Lee  Burns 

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). 

Areas  of  Study 

Courses  in  the  history  of  art  are  divided  into  areas  that 
reflect  various  general  time  periods.  These  divisions  are: 

Group  I:  200,  202,  204, 205.  206. 208.  210. 212. 214, 
216,285 

Broup  II:  220, 222, 224, 226, 228, 230, 232, 234 

Group  III:  240, 242. 244.  246,  250, 1-1.  254,  255,  258, 

292 

Group  IV:  260.  261.  263,  264,  265,  270,  ri.  273, 2~4. 
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 

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. 


102 


Art 


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(ARH101) 

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— IV).  Normally,  five  of  the  history 
of  art  courses  counted  toward  the  major  must  be 
taken  at  Smith.  No  more  than  three  of  these  seven 
may  be  in  a  single  distribution  group. 

4.  One  seminar  in  history  of  art  (to  be  taken  at 
Smith).  Seminars  do  not  count  toward  the  distribu- 
tion requirement. 

Plan  B,  Studio  Art 

Requirements:  Fourteen  courses,  which  will  include: 

1.  ARS163 

2 .  One  of  the  following  introductory  design  courses: 
ARS  161  or  ARS  162  or  ARS  164 

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  Five-College  digital  or 
video  production  may  count  as  upper-level  digital 
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  enroll  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  the  student's  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  se- 
quence of  studio  courses  that  draws  from  several  areas 
of  concentration. 

Plan  C,  Architecture 

Requirements:  Twelve  courses,  which  will  include: 

1 .  Two  1 00-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  2007-08,  the  200-level  courses  that  focus  on 
architecture  are  for  the  Fall  semester:  ARH  250, 


AH 


103 


264, 283,  285.  For  the  Spring  semester  ^RH205, 
222,265. 
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  ol  calculus. 


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  HueUner  John  Davis.  Barbara  Kel- 

lum.  Dana  Leibsohn.  John  Moore.  FrazerWard 


The  Minors 


Plan  1,  History  of  Art 

Designed  for  students  who.  although  a  major  in  an- 
other department,  wish  to  focus  some  of  their  attention 
on  the  history  of  art.  With  the  assistance  of  their  advis- 
ers, students  ma\  construct  a  minor  as  specific  or  com- 
prehensive as  they  desire  within  the  skeletal  structure  of 
the  requirements. 


Requirements: 

1 .  One  100-level  art  history  course 

2.  ARS 163, 283  and  285 

3.  1\vo  art  history  courses  above  the  100-level  that 
focus  on  architectural  monuments,  urban  environ- 
ments 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, 2 

288, 359-  For  2007-08,  the  200-level  courses  that 
focus  on  architecture  are  for  the  Fall  semester:  ARH 
250, 264, 283, 285.  For  the  Spring  semester:  ARH 
205, 222, 265. 


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

Requirements:  Six  courses,  which  will  include  two 
100-level  courses,  three  additional  courses  in  history 
of  art  (two  of  which  must  be  in  different  areas  of  study 
[Groups  I— IV]);  and  one  seminar  (to  be  taken  at 

Smith). 

Plan  2,  Studio  Art 

Designed  for  students  who  wish  to  focus  some  of  their 
attention  on  studio  art  although  they  are  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. 

Advisers:  A.  Lee  Bums,  John  Gibson,  Susan  Heideman, 
Can  Niswonger.  Dwight  Pogue,  Fraser  Stables  and 
LvnneYamamoto 


Plan  4,  Graphic  Arts 

Advisers:  Dwight  Pogue,  Gary  Niswonger 

Graphic  Arts:  seeks  to  draw  together  the  department's 
studio  and  history  offerings  in  graphic  arts  into  a  cohe- 
sive unit.  The  requirements  are:  (1)  ARS  163  (basis); 
(2)  ARH  292  or  293;  and  (3)  any  four  ARS  from:  269, 
270, 272, 275, 369, 372, 375  of  which  one  should  be  at 
the  300  level  or  a  continuation  of  one  medium. 


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. 


KM 


Astronomy 


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


Professor 

**1*2  Suzan  Edwards,  Ph.D,  Chair 

Associate  Professor 

James  Lowenthal,  Ph.D. 

Laboratory  Instructor 

Meg  Thacher,  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) 
Stephen  E.  Schneider,  Ph.D.  (Professor,  University  of 

Massachusetts) 
Ronald  L.  Snell,  Ph.D.  (Professor,  University  of 

Massachusetts) 
Houjun  Mo,  Ph.D.  (Associate  Professor,  University  of 

Massachusetts) 
Grant  Wilson,  Ph.D.  (Assistant  Professor,  University  of 

Massachusetts) 


Students  who  are  considering  a  major  in  astronomy 
should  complete  PHY  1 15  and  1 16  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  113.  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,  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  Univer- 
sity of  Massachusetts.  Because  of  differences  among 
the  academic  calendars  of  each  school,  courses  des- 
ignated "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  2007 

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,  Meg  Thacher 
Offered  Fall  2007 

103  Sky  II:  Telescopes 

View  the  sky  with  the  telescopes  of  the  McConnell 
Rooftop  Observatory,  including  the  moon,  the  sun,  the 
planets,  nebulae  and  galaxies.  Learn  to  use  a  telescope 
on  your  own,  and  find  out  about  celestial  coordinates 
and  time-keeping  systems.  Designed  for  non-science 
majors.  Enrollment  limited  to  20  students  per  section. 
{N}  2  credits 

James  Lowenthal,  Meg  Thacher 
Offered  Fall  2007 


Astronomv 


105 


AST  109/ PHY  109  The  Big  Bang  and  Beyond 

According  to  modem  science  the  universe  as  we  know 
it  began  expanding  about  14  billion  years  ago  from  an 
unimaginably  hot,  dense  fireball.  Wh)  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  e\  idence  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 
GaryFdder 
Not  offered  in  2007-08 

111  Introduction  to  Astronomy 

A  comprehensive  introduction  to  the  study  of  modem 
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  Lowenthal 
Offered  Fall  2007 

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  McConnell  Rooftop  observatory  to 
observe  celestial  objects,  including  the  moon,  the  sun, 
the  planets,  stars,  nebulae  and  galaxies.  Learn  celestial 
coordinate  and  time-keeping  systems.  Find  out  how 
telescopes  and  digital  cameras  work.  Take  digital  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  20  students.  {N} 
3  credits 

James  Lowenthal,  Meg  Thacher 
Offered  Spring  2008 

220  FC20  Topics  in  Astronomy 

Itpic:  Bringing  Astronomy  Down  to  Earth — The 

Art  of  Communicating  Science  through  Electronic 

Media.  Integrating  creative  science  writing  with  visu- 
alization through  various  tonus  of  electronic  media 
(podcasts/vodcasts,  animated  gits,  interactive  Java 
applets,  etc.)  to  communicate  astronomy  to  general 


public.  Prerequisite:  one  science  course  in  any  field. 

{H/N}  4  credits 

Salman  llamccd.  at  Hampshire 

Offered  Spring  2008 

223  FC23  Planetary  Science 

An  introductory  course  for  physical  science  majors. 
Topics  include  planetary  orbits,  rotation  and  preces- 
sion; 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 
Daarby  Dyar  at  Mount  Holyoke 
Offered  Fall  2007 

224  FC24  Stellar  Astronomy 

Discover  the  fundamental  properties  of  stars  from  the 
analysis  of  digital  images  and  application  of  basic  laws 
of  physics.  Extensive  use  of  computers  and  scientific 
programming  and  data  analysis.  Offered  in  alternate 
years  with  225.  Prerequisites:  PHY  115,  MTH  111,  plus 
one  astronomy  class.  {N}  4  credits 
Suzan  Edwards 
Not  offered  in  2007-08 

225  FC25  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  fonnat  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 
Not  offered  in  2007-08 

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,  detenninations  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  1 1 1  and  one  physical  science 
course.  {N}  4  credits 
George  Greenstein  at  Amherst 
Offered  Fall  2007 


106 


Astronomy 


330  FC30a  Seminar:  Topics  in  Astrophysics 

Topic:  Mars.  An  interactive  seminar,  reading  literature 
and  addressing  unresolved  questions  about  the  Red 
Planet,  such  as  water  on  Mars,  the  Martian  atmosphere, 
surface  composition  and  geomorphic  features,  life  on 
Mars.  Prerequisite:  any  intermediate-level  astronomy  or 
geology  course;  AST  223  recommended.  {N}  4  credits 
Darby  Dyar  at  Mount  Holyoke 
Not  offered  in  2007-2008 


335  FC35  Introduction  to  Astrophysics 

How  astronomers  determine  the  nature  and  extent 
of  the  universe.  Following  the  theme  of  the  "Cosmic 
Distance  Ladder, ' '  we  explore  how  our  understanding  of       [\\Q  M<3J  OV 
astrophysics  allows  us  to  evaluate  the  size  of  the  observ-  ' 

able  universe.  Topics  include  direct  distance  determina- 
tions in  the  solar  system  and  nearby  stars,  spectroscopic 
distances  of  stars;  star  counts  and  the  structure  of  our 
galaxy;  Cepheid  variables  and  the  distances  of  galaxies; 
the  Hubble  Law  and  large-scale  structure  in  the  uni- 
verse, and  quasars  and  the  Lyman-alpha  forest.  Prereq- 
uisites: at  least  one  physics  course  and  one  astronomy 
course  at  the  200-level  or  above.  {N}  4  credits 
Grant  Wilson  at  UMass 
Offered  Fall  2007 


accretion  disks;  supermassive  black  holes.  Prerequisites: 
four  semesters  of  physics  beyond  PHY  1 18.  {N}  4  credits 
Houjun  Mo 
Offered  Spring  2008 

400  Special  Studies 

Independent  research  in  astronomy.  Admission  by  per- 
mission of  the  department.  The  student  is  expected  to 
define  her  own  project  and  to  work  independently,  un- 
der the  supervision  of  a  faculty  member.  1  to  4  credits 
Offered  both  semesters  each  vear 


Advisers:  Suzan  Edwards,  James  Lowenthal 


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  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.  {N} 
4  credits 

James  Lowenthal 
Offered  Spring  2008 

352  FG52  Astrophysics  of  Galaxies 

The  application  of  physics  to  the  understanding  of 
astrophysical  phenomena.  Physical  processes  in  the 
gaseous  interstellar  medium:  photoionization  in  HI  I 
regions  and  planetary  nebulae;  shocks  in  supernova 
remnants  and  stellar  jets;  energy  balance  in  molecular 
clouds.  Dynamics  of  stellar  systems:  star  clusters  and 
the  virial  theorem;  galaxy  rotation  and  the  presence  of 
dark  matter  in  the  universe;  spiral  density  waves.  Qua- 
sars and  active  galactic  nuclei;  synchroton  radiation; 


The  astronomy  major  is  designed  to  provide  a  good 
foundation  in  modern  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; 113;  three  astronomy  courses  at  the  200  level, 
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  or  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 


Astronomy 103 

with  a  major  in  a  nonscientific  field,  such  ;i>  history, 

philosophy  or  education,  for  students  who  wish  to  apply 
Iheir  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  225; 

and  PHY  115.  The  remaining  courses  may  be  selected 
from  at  least  one  more  astronomy  course  plus  am 
astronomy  or  physics  offerings. 

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. 

Honors 

Director:  Suzan  Edwards 

430d  Thesis 

8  credits 

Full-year  course;  Available  to  qualified  students 

read\  for  rigorous  independent  work. 


108 


Biochemistry 


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


"]  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) 
4*2CristinaSuarez,  Ph.D.  (Chemistry) 
fl  Adam  Hall  (Biological  Sciences) 


Assistant  Professor 

*2  Elizabeth  Jamieson  (Chemistry) 
Carolyn  Wetzel,  Ph.D.  (Biological  Sciences) 

Senior  Lecturer 

-LaleAkaBurk,Ph.D. 

Laborataory  Instructor 

Amy  Burnside 


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  150  and  151,  CHM  111  or  118,  222, 223) 
as  well  as  BIO  202, 203  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  202  and 
CHM  223.  Laboratory  (253)  must  be  taken  concur- 
rently by  biochemistry  majors;  optional  for  others.  {N} 
3  credits 

Stylianos  Scordilis 
Offered  Spring  2008 

253  Biochemistry  I  Laboratory 

Techniques  of  modem  biochemistry:  ultraviolet  spec- 
trophotometry and  spectrofluorimetry,  SDS  polyacryl- 
amide  gel  electrophoresis,  Scatchard  analysis,  and  a 
project  lab  on  linked  enzyme  kinetics.  Prerequisite:  BIO 
203.  BCH  252  is  a  prerequisite  or  must  be  taken  con- 
currently. {N}  2  credits 
Amy  Burnside 
Offered  Spring  2008 


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 

Elizabeth  Jamieson,  Fall  2007 
Members  of  the  department,  Fall  2008 
Offered  Fall  2007,  Fall  2008 

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 
Amy  Burnside 
Offered  Fall  2007,  Fall  2008 

380  Seminar:  Topics  in  Biochemistry 

Cancer:  Cells  Out  of  Control 
Known  since  the  ancient  Egyptians,  cancers  may  be 
considered  a  set  of  normal  cellular  processes  gone  awry 
in  various  cell  types.  This  seminar  will  consider  chemi- 
cal and  radiation  carcinogenesis,  oncogenesis,  growth 
factor  signaling  pathways  and  the  role  of  hormones  in 
cancers,  as  well  as  the  pathologies  of  the  diseases. 


Biochemistry 


10Q 


Prerequisites:  BIO  202  and  BIO  203.  {N}  3  credits 
Stylianos ScordUis 
Offered  Spring  2008 

Molecular  Pathogenesis  of  Emerging  Infectious 

Discuses 

This  course  will  examine  the  impact  of  infectious  dis- 
eases on  our  society.  New  pathogens  have  recently  been 
identified,  while  existing  pathogens  have  warranted 
increased  investigation  for  multiple  reasons,  including 
as  causative  agents  of  chronic  disease  and  cancer  and 
as  agents  of  bioterrorism.  Specific  emphasis  on  the 
molecular  basis  of  virulence  in  a  variety  of  organisms 
will  be  addressed  along  with  the  diseases  they  cause 
and  the  public  health  measures  taken  to  address  these 
pathogens.  Prerequisites:  BIO  202  or  BIO  204.  Recom- 
mended: BIO  306.  {N}  3  credits 
Christine  Wbite-Ziegler 
Offered  Spring  2009 

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  202. 
{N}  3  credits 
Adam  Hull 
Offered  Fall  2009 

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 150  Cells,  Physiology  and  Devlopment 

Students  in  this  course  will  investigate  the  structure, 
function  and  physiology  of  cells,  the  properties  of 
biological  molecules,  information  transfer  from  the 
level  of  DiNA  to  cell-cell  communication,  and  cellular 
energy  generation  and  transfer.  The  development  of 
multicellular  organisms  and  the  physiology  of  selected 
organ  systems  will  also  be  explored.  Laboratory  (BIO 


151)  is  recommended  but  not  required  Enrollment 
limited  to  80.  fli}  4  credits 
Michael  Barresi,  Richard  Briggs,  Carolyn  Wetzel 
Offered  Fall  2007,  Spring  2008 

BI0 151  Cells,  Physiology  and  Development  Laboratory 
Laboratory  sessions  in  this  course  will  combine  ob- 
servational and  experimental  protocols.  Students  will 
examine  cellular  molecules,  monitor  enzymatic  reac- 
tions, photosynthesis  and  respiration  to  study  cellular 
function.  Students  will  also  examine  embryology  and 
the  process  of  differentiation,  the  structure  and  func- 
tion of  plant  systems,  and  the  physiology  of  certain 
animal  systems.  Prerequisite:  BIO  150  (normally  taken 
concurrently).  {N}  1  credit 
Members  of  the  department 
Offered  Fall  2007,  Spring  2008 

BIO  202  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  regula- 
tion, signaling  mechanisms,  motility,  bioelectricitv. 
communication  and  cellular  energetics.  This  course  is 
a  prerequisite  for  Biochemistry  I  (BCH  252).  Prerequi- 
sites: BIO  150/151  and  CHM  222.  Laboratory  (BIO  203) 
is  recommended  but  not  required.  {N}  4  credits 
Stylianos  ScordUis 
Offered  Fall  2007 

BIO  203  Cell  Biology  Laboratory 

Inquiry-based  laboratory7  using  techniques  such  as 
spectrophotometry,  enzyme  kinetics,  bright  field  and 
fluorescence  light  microscopy  and  scanning  electron 
microscopy.  There  will  be  an  emphasis  on  student- 
designed  projects.  This  course  is  a  prerequisite  for 
Biochemistry  I  Laboratory  (BCH  253)-  Prerequisite:  BIO 
202,  (should  be  taken  concurrently).  {N}  1  credit 
Graham  Kent 
Offered  Fall  2007 

BIO  230  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  and  gene  cloning, 
gene  organization,  gene  expression.  RNA  processing. 
mobile  genetic  elements,  gene  expression  and  develop- 
ment the  molecular  biota  of  infectious  diseases, 


110 


Biochemistry 


the  comparative  analysis  of  whole  genomes  and  the 
origin  and  evolution  of  genome  structure  and  content. 
Prerequisites:  BIO  110  or  152.  Laboratory  (BIO  231)  is 
recommended  but  not  required.  {N}  4  credits 
Robert  Dorit 
Offered  Spring  2008 

BIO  231  Genes  and  Genomes  Laboratory 

A  laboratory  designed  to  complement  the  lecture  ma- 
terial in  230.  Laboratory  and  computer  projects  will 
investigate  methods  in  molecular  biology  including 
recombinant  DNA,  gene  cloning  and  DNA  sequencing 
as  well  as  contemporary  bioinformatics,  data  mining 
and  the  display  and  analysis  of  complex  genome  data- 
bases. Prerequisite:  BIO  230  (should  be  taken  concur- 
rently). {N}  1  credit 
To  be  announced 
Offered  Spring  2008 

GHM 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.  Enrollment  limited  to  60  per  lecture  section,  16  per 
lab  section.  {N}  5  credits 
KateQueeney,  LdleAka  Burk,  Shizuka  Hsieh 
Offered  Fall  2007,  Fall  2008 

CHM 118  Advanced  General  Chemistry 

This  course  is  designed  for  students  with  a  very  strong 
background  in  chemistry.  The  elementary  theories  of 
stoichiometry,  atomic  structure,  bonding,  structure, 
energetics  and  reactions  will  be  quickly  reviewed.  The 
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 
Robert  Linck,  Heather  Shafer,  Fall  2007 
Offered  Fall  2007,  Fall  2008 

CHM  222  Chemistry  II:  Organic  Chemistry 

An  introduction  to  the  theory  and  practice  of  organic 


chemistry.  The  course  focuses  on  structure,  nomen- 
clature, physical  and  chemical  properties  of  organic 
compounds  and  alkenes,  and  infrared  and  nuclear 
magnetic  resonance  spectroscopy  for  structural  analy- 
sis. Reactions  of  carbonyl  compounds  will  be  studied  in 
depth.  Prerequisite:  1 1 1  or  1 18.  Enrollment  limited  to 
16  per  lab  section.  {N}  5  credits 
Robert  Linck,  Maureen  Fagan,  Maria  Bickar  Spring 
2008 

Members  of  the  department,  Spring  2009 
Offered  Spring  2008,  Spring  2009 

CHM  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.  Specific  top- 
ics include  reactions  of  alkyl  halides,  alcohols,  ethers; 
aromaticity  and  reactions  of  benzene;  and  cycloaddi- 
tion  reactions  including  the  Diels-Alder  reaction.  Pre- 
requisite: 222  and  successful  completion  of  the  222  lab. 
Enrollment  limited  to  16  per  lab  section.  {N}  5  credits 
Maureen  Fagan,  Rebecca  Thomas,  Fall  2007 
Members  of  the  department,  Fall  2008 
Offered  Fall  2007,  Fall  2008 

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:  1 1 1 
and  223;  MTH  1 1 1  or  equivalent;  or  permission  of  the 
instructor.  Enrollment  limited  to  16  per  lab  section.  {N} 
5  credits 

CrMna  Suarez,  Spring  2008 
Robert  Linck,  Spring  2009 
Offered  Spring  2008,  Spring  2009 

One  physiology  lecture  and  lab  course  from: 

BIO  200  Animal  Physiology 

Animal  and  human  functions  required  for  survival 
(movement,  respiration,  circulation,  etc.);  neural 
and  hormonal  regulation  of  these  functions;  and  the 
adjustments  made  to  challenges  presented  by  specific 


Biochemistry 


111 


environments.  Prerequisites:  BIO  150/151  and  CUM 
111  or  CHM  118.  Laboratory  (BIO  201)  is  optional  but 
strongly  recommended  {N}  4  credits 
Margaret  Anderson 
Offered  Fall  2007 

BIO  201  Animal  Physiology  Laboratory 
Experiments  will  demonstrate  concepts  presented  in 
BIO  200  and  illustrate  techniques  and  data  analysis 
used  in  the  stud)  of  physiology.  BIO  200  must  be  taken 
concurrently.  {N}  1  credit 
Margaret  Anderson 
Offered  Fall  2007 

BIO  204  Microbiology 

This  course  examines  bacterial  morphology,  growth, 
biochemistry,  genetics  and  methods  of  controlling 
bacterial  activities.  Emphasis  is  on  bacterial  physiology 
and  the  role  of  the  prokaryotes  in  their  natural  habi- 
tats. The  course  also  covers  viral  life  cycles  and  diseases 
caused  by  viruses.  Prerequisites:  BIO  150  or  1 1 1  and 
CHM  1 1 1  or  equivalent  advanced  placement  courses. 
Laboratory  (BIO  205)  must  be  taken  concurrently.  {N} 
3  credits 

Esteban  Monsetrate 
Offered  Spring  2008 

BIO  205  Microbiology  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  204  must  be  taken  concurrently. 
{N}  2  credits 
Esteban  Monsetrate 
Offered  Spring  2008 

BIO  312  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  150,  and  CHM  1 1 1  or  CHM  1 18. 
Laboratory  (BIO  313)  is  recommended  but  not  re- 
quired. {N}  4  credits 
Carolyn  Wetzel 
Offered  Spring  2009 


BIO  313  Plant  Physiology  Laboratory 
Processes  thai  are  studied  include  plant  molecular  biol- 
ogy, photosynthesis,  growth,  uptake  of  nutrients,  water 
balance  and  transport,  and  the  effects  of  hormones, 

Prerequisite:  BIO  312  (should  be  taken  concurrent ) 
{N}  1  credit 
Carolyn  Wetzel 
Offered  Spring  2009 

One  physical  chemistry  course  from: 

CHM  332  Physical  Chemistry  II 

Thermodynamics  and  kinetics:  will  the  contents  of  this 
11  ask  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:  Mill 
112orMTH  114.  {N}  5  credits 
Shizuka  Hsieh,  Cristina  Suarez,  Spring  2008 
Members  of  the  department.  Spring  2009 
Offered  Spring  2008,  Spring  2009 

CHM  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 
Cristina  Suarez 
Offered  Fall  2007,  Fall  2008 

One  elective  from: 

BIO  306  Immunology 

An  introduction  to  the  immune  system  covering  the 
molecular,  cellular,  and  genetic  bases  of  immunity  to 
infectious  agents.  Special  topics  include  immunodefi- 
ciencies, transplantation,  allergies,  immunopathology 
and  immunotherapies.  Prerequisite:  BIO  202.  Recom- 
mended: BIO  152  or  230  and/or  BIO  204.  Laboratory 
(BIO  307)  is  recommended  but  not  required. 
{N}  4  credits 
Christine  White-Ziegler 
Offered  Fall  2007,  Fall  2008 


112 


Biochemistry 


BIO  310  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 
202,  BIO  230,  or  BIO  206,  or  pennission  of  the  instruc- 
tor. Laboratory  (BIO  311)  must  be  taken  concurrently 
Enrollment  limited  to  20.  {N}  4  credits 
Adam  C.  Hall 
Offered  Spring  2009 

BIO  332  Molecular  Biology  of  Eukaryotes 

Advanced  molecular  biology  of  eukaryotes  and  their 
viruses.  Topics  will  include  genomics,  bioinfomiat- 
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  230.  Labo- 
ratory (BIO  333)  is  recommended  but  not  required.  {N} 
4  credits 

Steven  A.  Williams 
Offered  Spring  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:  223.  Offered 
in  alternate  years.  {N}  3  credits 
Idle  Burk 
Offered  Spring  2008 


CHM  338  Bio-NMR  Spectroscopy  and  Imaging 

This  course  is  designed  to  provide  an  understanding  of 
mathematical  fomiulations,  electronic  elements  and 
experimentally  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  knowl- 
edge of  NMR  spectroscopy  at  the  basic  level  covered  in 
CHM222  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  pennission  of  the  instructor.  {N/M}  5  credits 
Julian  Tyson,  Fall  2007 
To  be  announced,  Fall  2008 
Offered  Fall  2007,  Fall  2008 

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  ethical  and  legal  factors  relating  to  drug  design, 
manufacture  and  use  will  also  be  considered.  Prerequi- 
site: BCH  352,  or  permission  of  the  instructor.  Offered  in 
alternate  years.  {N}  3  credits 
David Bickar 
Offered  Fall  2007,  Fall  2009 

CHM  369  Bioinorganic  Chemistry 

This  course  will  provide  an  introduction  to  the  field  of 
bioinorganic  chemistry.  Students  will  learn  about  the 
role  of  metals  in  biology  as  well  as  about  the  use  of 
inorganic  compounds  as  probes  and  drugs  in  biologi- 
cal systems.  Prerequisites:  CHM  223  and  224.  Offered  in 
alternate  years.  {N}  4  credits 
Elizabeth  jamieson 
Offered  Spring  2009 


Biochemistn  113 


The  Major 


Requirements:  BC1 1  252  and  253, 352  and  353;  BIO  150 
and  151, 202  and  203,  230  and  231;  CHM  1 1 L,  222  and 

223, 224,  or  118.  222  and  223. 

One  physiology  course  from:  BIO  200  and  201,  204  and 
205  or  312  and  313. 

One  physical  chemistry  course  from:  CHM  332  or  335. 

One  elective  from:  BCH  380;  BIO  306, 310, 332;  CHM 
328,338,347,357,369. 

Students  planning  graduate  stuck  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  cours- 
es (BIO  150, 151,  CHM  111  or  118, 222, 223)  as  well  as 
BIO  202, 203  and  CHM  224  before  the  junior  year. 

Advisers:  Lale  Burk,  David  Bickar,  Adam  Hall,  Elizabeth 
Jamieson,  Stylianos  Scordilis,  Cristina  Suarez,  Carolyn 
Wetzel,  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. 


114 


Biological  Sciences 


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


Professors 

Stephen  G.  Tilley,  Ph.D.,  Chair 
Robert  B.  Merritt,  Ph.D. 
Margaret  E.  Anderson,  Ph.D. 
Richard  F.Olivo,  Ph.D. 
Stylianos  P.  Scordilis,  Ph.D. 
*'  Steven  A.  Williams,  Ph.D. 
Paulette  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  White-Ziegler,  Ph.D. 

"'  L.David  Smith,  Ph.D. 

fl  Adam  Hall,  Ph.D. 

Adjunct  Associate  Professors 

Thomas  S.  Litwin,  Ph.D. 
Leslie  R.Jaffe,M.D. 


Assistant  Professors 

Carolyn  Wetzel,  Ph.D. 
*'  Michael  Barresi,  Ph.D. 

Adjunct  Assistant  Professor 

Gail  E.  Scordilis,  Ph.D. 

Lecturers 

Esteban  Monserrate,  Ph.D. 
DeniseLello,Ph.D. 
Lori  Saunders,  Ph.D. 
Robert  Nicholson,  M.A. 

Lecturer  and  Professor  Emeritus 

C.John  Burk,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. 


Courses  in  the  biological  sciences  are  divided  into  five 
main  sections. 

1 )  Introductory  and  non-majors  courses 
(See  pp.  114-116) 

2)  Core  courses,  required  of  all  biology  majors 
(See  pp.  116-117) 

3)  200  and  300  level  courses,  organized  by  core  area 
(See  pp.  117-125) 

4)  Independent  research 
(See  pp.  125-127) 

5)  Graduate  courses 
(See  pp.  127-128) 

Prospective  majors  are  encouraged  to  refer  to  the  de- 
scription of  the  major  in  this  catalog,  and  to  contact 
biology  faculty  to  discuss  appropriate  paths  through 
these  courses. 


Introductory  and  non-major 
courses 

101  Modern  Biology  for  the  Concerned  Citizen 

A  course  dealing  with  current  issues  in  biology  that 
are  important  in  understanding  today's  modern  world. 
Many  of  these  issues  present  important  choices  that 
must  be  made  by  individuals  and  by  governments. 
Topics  will  include  cloning  of  plants  and  animals; 
human  cloning;  stem  cell  research;  genetically  modi- 
fied foods;  bioterrorism;  emerging  infectious  diseases 
such  as  Ebola,  SARS  and  West  Nile;  gene  therapy;  DNA 
diagnostics  and  forensics;  genome  projects;  human 
origins;  and  human  diversity.  The  course  will  include 


Biological  Sciences 


US 


guesl  lectures,  outside  readings  and  in-class  discus- 
sions. {N}  4  credits 
Steven  Williams 
Offered  Spring  2008 

103  Economic  Botany:  Plants  and  Human  Affairs 

A  consideration  of  the  plants  which  are  useful  or  harm- 
ful to  humans;  their  origins  and  history,  botanical 
relationships,  chemical  constituents  which  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 
engineering  and  biotechnology.  No  prerequisites.  En- 
rollment limited  to  25.  (E)  3  credits 
Robert  Nicholson 
Offered  Spring  2008 

110  Introductory  Colloquia:  Life  Sciences  for  the  21st 
Century 

These  colloquia  provide  entering  and  non-majors  stu- 
dents with  interactive,  small  group  discussion  courses 
focused  on  particular  topics/areas  of  current  relevance 
in  the  life  sciences.  Their  writing-intensive  and  quanti- 
tative-intensive small  class  formats  are  meant  to  foster 
discussion  and  encourage  active  participation.  Students 
engage  with  the  topic  of  the  colloquium  using  the 
many  styles  of  inquiry  and  tools  available  to  contem- 
porary biologists.  While  the  emphasis  will  be  on  subject 
matter,  we  will  also  be  concerned  with  developing  the 
fundamental  skills  necessary  for  success  in  the  sciences, 
including  reading  and  analysis  of  primary  literature, 
writing  about  science,  data  presentation  and  anah  sis. 
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  designations  listed 
after  the  title  of  the  colloquium  indicate  if  the  course 
will  emphasize  quantitative  work  (Q),  written  work 
(W),  laboratory  exercises  (L)  and/or  reading  of  primary 
literature  (R).  Certain  of  these  colloquia  will  also  ful- 
fill the  college  requirement  for  a  '-writing-intensi\e" 
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 


u  omen  and  Exercise-— What  Is  Really  Going  On  In 

Our  Muscles  (Q,  R,  L) 

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.  Inpertrophies  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  various  micros- 
copies, we  will  examine  different  muscle  cell  t\]  e 
will  earn  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  com- 
pensate for  new  exercise  patterns.  Enrollment  limited 
to  15.{N} 

Sty  lianas  Scordilis 
Offered  Fall  2007 

Your  Genes,  Your  Chromosomes  (Q,  R,  L) 
A  study  of  human  genetics  at  the  level  of  molecules, 
cells,  individuals  and  populations.  Topics  covered 
will  include  Mendelian  genetics,  sex  determination, 
pedigree  analysis,  genetic  diseases,  genetic  counseling 
and  screening,  inheritance  of  complex  characters  and 
population  genetics.  Laboratory  sections  will  provide 
students  with  the  opportunity  to  study  their  own  genes 
and  chromosomes.  Laboratories  will  meet  in  alternate 
weeks.  {N} 
Robert  Mem  It 
Offered  Fall  2007 

Pests.  Plagues  and  Profligates:  The  Biology  of  Inva- 
sions (W,  Q,  R) 

The  study  of  biological  invasions  is  a  relatively  new 
area  of  science.  Much  of  the  research  is  still  observa- 
tional rather  than  experimental.  What  are  the  patterns 
of  biological  invasions?  Do  invasions  correlate  with 
attributes  of  the  organisms  that  invade  or  the  commu- 
nities they  invade?  Is  invasion  facilitated  by  what  the 
invaders  bring  with  them  (chemical  weapons,  novel 
competitive  strategies)  or  what  they  leave  behind  (en- 
emies, overcrowding)?  The  course  will  begin  with  some 
history  and  then  look  at  notorious  invasion  stories. 
Each  case  study  will  lead  us  into  basic  biology  and  help 
us  think  through  some  of  the  theoretical  arguments 
that  have  been  proposed  to  explain  invasion  dynamics. 
{N} 

Demise  Leila 
Offered  Fall  2007 


116 


Biological  Sciences 


The  Biology  and  Policy  of  Breast  Cancer-  (W,  Q,  R) 
This  colloquium  examines  the  genetic  and  environ- 
mental causes  of  cancer,  focusing  on  the  molecular 
biology  and  epidemiology  of  this  suite  of  diseases.  We 
will  pay  particular  attention  to  the  health  and  policy 
implications  of  recent  discoveries  concerning  the  genet- 
ic causes  of  predisposition  to  breast  cancer.  We  will  also 
examine  the  social  and  political  context  of  this  illness, 
and  the  ways  in  that  context  shapes  our  understanding 
of  this  disease.  {N}  WI 
Robert  Dorit 
Offered  Spring  2008 

Origins  (W,  Q,  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  (scientific,  Christian, 
etc.)  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.  We  will  end  with 
discussion  on  race  and  intelligence.  Readings  will  com- 
bine primary  literature  with  sections  from  biology  text 
books.  Students  will  be  required  to  research  topics,  and 
to  produce  several  written  works.  {N}  WI 
Laura  Katz 
Offered  Fall  2008 

Conservation  Biology  (W,  Q,  R) 
Conservation  biology  integrates  ecological,  genetic  and 
evolutionary  knowledge  to  address  the  global  crisis  of 
biodiversity  loss  and  environmental  degradation.  Topics 
include  threats  to  biodiversity,  the  value  of  biodiversity, 
and  how  populations,  communities,  and  ecosystems 
can  be  managed  sustainably.  {N} 
L  David  Smith 
Offered  Spring  2009 

Bacteria:  The  Good,  Tlie  Bad  and  the  Absolutely  Nec- 
essary (W,  Q,  L) 

This  course  will  focus  on  topics  of  disease,  on  bacteria 
involved  in  biogeochemical  cycles  and  the  use  of  bac- 
teria in  bioremediation  and  industry.  Some  of  the  con- 
cepts will  include  prokaryotic  cell  structure,  diversity, 
metabolism  and  growth.  {N} 
Esteban  Monserrate 
Offered  Spring  2009 


120  Horticulture:  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.  Laboratory  (BIO  121)  must  be  taken 
concurrently.  Enrollment  limited  to  32.  {N}  3  credits 
Michael  Marcotrigiano 
Offered  Fall  2007 

121  Horticulture:  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  120  must  be  taken  concurrently. 
Enrollment  limited  to  16  per  section.  {N}  1  credit 
Gabrielle  hmnerman 
Offered  Fall  2007 

122  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.  Labo- 
ratory (BIO  123)  must  be  taken  concurrently.  Enroll- 
ment limited  to  32.  {N}  3  credits. 
Michael  Marcotrigiano 
Offered  Spring  2008 

123  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  122  must  be  taken 
concurrently.  Enrollment  limited  to  16  per  section.  {N} 
1  credit 

Gabrielle  Immerman 
Offered  Spring  2008 

Core  Courses 

BIO  150, 152  and  154  are  all  required  for  the  biological 
sciences  major,  and  may  be  taken  in  any  order. 

150  Cells,  Physiology  and  Devlopment 

Students  in  this  course  will  investigate  the  structure, 
function  and  physiology  of  cells,  the  properties  of  bio- 


Biological  Sciences 


117 


logical  molecules,  information  transfer  from  the  level 
of  1  )NA  to  cell-cell  communication,  and  cellular  energj 
generation  and  transfer.  The  development  of  multicel- 
lular organisms  and  the  physiology  of  selected  organ 
systems  will  also  be  explored.  Laborator)  (BIO  151)  is 
recommended  but  not  required.  Enrollment  limited  to 
80.  {N}  4  credits 
Richard  Briggs 
Offered  Fall  2007,  Spring  2008 

151  Cells,  Physiology  and  Development  Laboratory 
Laboratory  sessions  in  this  course  will  combine  ob- 
servational and  experimental  protocols.  Students  will 
examine  cellular  molecules,  monitor  enzymatic  reac- 
tions, photosynthesis  and  respiration  to  study  cellular 
function.  Students  will  also  examine  embryology  and 
the  process  of  differentiation,  the  structure  and  func- 
tion of  plant  systems,  and  the  physiology  of  certain 
animal  systems.  Prerequisite:  BIO  150,  (normally  taken 
concurrently).  {HJ 1  credit 

Members  of  the  department 
Offered  Fail  2007,  Spring  2008 

152  Genetics,  Genomics  and  Evolution 

Students  in  this  course  will  achieve  a  basic  knowledge 
of  genetics,  genomics  and  evolution.  Principles  to  be 
covered  include  RNA  world,  Central  Dogma,  prokary- 
otic  genetics  and  genomics,  molecular  techniques, 
eukaryotic  cell  cycle,  eukaryotic  genomics,  transmis- 
sion genetics,  population  genetics.  These  principles  will 
be  illustrated  using  four  central  themes:  1)  HIV  and 
AIDS;  2)  The  making  of  a  fly;  3)  A  matter  of  taste;  4) 
Origin  of  Species.  In  addition  to  lectures,  each  student 
will  participate  in  discussion  sections  that  will  focus 
on  reading  primary  literature  and  mastering  genetics 
problems.  Laboratory  (BIO  153)  is  recommended  but 
not  required.  Enrollment  limited  to  60.  {N}  4  credits 
Robert  Dor  it.  hi  lira  Katz,,  Robert  Merritt,  Steven 
Williams 
Offered  Fall  2007,  Spring  2008 

153  Genetics,  Genomics  and  Evolution  Laboratory 

Laborator\T  sessions  in  this  course  will  combine  experi- 
ments in  genetics  and  genomics  with  exposure  to  basic 
techniques  in  molecular  biology.  Laboratories  will 
include  computer  simulations,  PCR,  cloning,  karyotyp- 
ing. Prerequisite:  BIO  152  (normally  taken  concur- 
rently). {N}  l  credit 
Members  of  the  department 
Offered  Fall  2007,  Spring  2008 


154  Biodiversity,  Ecology  and  Conservation 
Students  in  this  course  will  investigate  the  origin. 
nature  and  importance  of  the  diversity  of  life  on  Earth; 
kej  ecological  processes  and  interactions  that  create 
and  maintain  communities  and  ecosystems;  principle 
threats  to  the  biodiversity;  and  emerging  conservation 
strategies  to  protect  the  elements  and  processes  upon 
which  we  depend.  Throughout  the  semester,  we  will 
emphasize  the  relevance  of  diversit)  and  ecological 
studies  in  conservation.  Assessment  is  based  on  a  com- 
bination of  quizzes,  exams  and  a  short  writing  assign- 
ment. Laboratory  (BIO  155)  is  recommended  but  not 
required.  Enrollment  limited  to  40  students.  {N} 

4  credits 

Stephen  Tiller.  L  Da  rid  Smith.  Laura  Katz 

Offered  Fall' 2007,  Spring  2008 

155  Biodiversity,  Ecology  and  Conservation  Laboratory 

Laboraton'  sessions  in  this  course  will  combine  obser- 
vational and  experimental  protocols  both  in  the  lab 
and  in  the  field.  Students  will  gain  familiarity  with  the 
diverse  lineages  of  life,  and  will  design  and  conduct 
research  to  address  specific  hypotheses  about  a  subset 
of  lineages.  There  will  also  be  field  trips  to  local  sites 
where  students  will  engage  in  observations  of  organ- 
isms in  their  natural  habitats  and  in  experimental 
exploration  of  ecological  interactions.  Prerequisite:  BIO 
154  (normally  taken  concurrently).  {N}  1  credit 
Members  of  the  department 
Offered  Fall  2007,  Spring  2008 

Upper-level  offerings  in  the  Biological  Sciences  are  clas- 
sified into  three  categories,  corresponding  to  the  areas 
treated  by  the  core  courses  listed  above. 

Courses  on  Cells,  Physiology 
and  Development 

200  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  150/151  and 
CUM  1 1 1  or  CUM  1  IS.  Laboraton  (BIO  201)  is  optional 
but  strongh  recommended,  {N}  \  credits 
Margaret  Anderson 
Offered  Fall  2007 


118 


Biological  Sciences 


201  Animal  Physiology  Laboratory 

Experiments  will  demonstrate  concepts  presented  in 
BIO  200  and  illustrate  techniques  and  data  analysis 
used  in  the  study  of  physiology.  BIO  200  must  be  taken 
concurrently.  {N}  1  credit 
Margaret  Anderson 
Offered  Fall  2007 

202  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  regula- 
tion, signaling  mechanisms,  motility,  bioelectricity, 
communication  and  cellular  energetics.  This  course  is 
a  prerequisite  for  Biochemistry  I  (BCH  252).  Prerequi- 
sites: BIO  150/151  and  CHM  222.  Laboratory  (BIO  203) 
is  recommended  but  not  required.  {N}  4  credits 
Stylianos  Scordilis 
Offered  Fall  2007 

203  Cell  Biology  Laboratory 

Inquiry-based  laboratory  using  techniques  such  as 
spectrophotometry,  enzyme  kinetics,  bright  field  and 
fluorescence  light  microscopy  and  scanning  electron 
microscopy.  There  will  be  an  emphasis  on  student- 
designed  projects.  This  course  is  a  prerequisite  for 
Biochemistry  I  Laboratory  (BCH  253).  Prerequisite:  BIO 
202  (should  be  taken  concurrently).  {N}  1  credit 
Graham  Kent 
Offered  Fall  2007 

204  Microbiology 

This  course  examines  bacterial  morphology,  growth, 
biochemistry,  genetics  and  methods  of  controlling 
bacterial  activities.  Emphasis  is  on  bacterial  physiology 
and  the  role  of  the  prokaryotes  in  their  natural  habi- 
tats. The  course  also  covers  viral  life  cycles  and  diseases 
caused  by  viruses.  Prerequisites:  BIO  150  and  CHM  1 1 1 
or  equivalent  advanced  placement  courses.  Laboratory 
(BIO  205)  must  be  taken  concurrently.  {N}  3  credits 
Esteban  Monserrate 
Offered  Spring  2008 

205  Microbiology  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  204  must  be  taken  concurrently. 
{N}  2  credits 
Esteban  Monserrate 
Offered  Spring  2008 

206  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  150  and  CHM  1 1 1  or 
CHM  1 18.  This  course  does  not  serve  as  a  prerequisite 
for  BCH  252.  Laboratory  (BIO  207)  is  recommended 
but  not  required.  {N}  4  credits 
Michael  Barresi 
Offered  Spring  2009 

207  Cell  Physiology  Laboratory 

Instructed  and  self-designed  experimentation  of  single 
cells  and  multicellular  tissues  focused  on  investigating 
how  cells  are  structured  and  function.  During  the  first 
half  of  the  semester  students  will  be  introduced  to  a 
variety  of  microscopy  techniques  such  as  bright  field, 
darkfield,  phase  contrast,  epifluorescence,  confocal  and 
scanning  electron  microscopy  and  time-lapse  video 
microscopy.  For  the  remaining  semester,  students  will 
focus  on  visualizing  the  molecular  components  of 
single  cells  using  direct  immunofluorescence,  and  test 
how  those  components  regulate  cell  function  using  the 
cell  culture  model  system.  Students  will  learn  the  valu- 
able methodology  of  cell  culture  and  sterile  techniques. 
Prerequisites:  BIO  151  and  BIO  236  (normally  taken 
concurrently).  {N}  1  credit 
Michael  Barresi,  Graham  Kent 
Offered  Spring  2009 

300  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  200, 202  or  206. 
Laboratory  (BIO  301)  must  be  taken  concurrently  {N} 
4  credits 
Richard  Olivo 
Offered  Spring  2008 


Biological  Sciences 


119 


301  Neurophysiology  Laboratory 
Electrophysiological  recording  ol  signals  from  neurons, 

including  an  independent  project  in  the  second  half  of 
the  semester.  BIO  300  must  he  taken  concurrenth.  {N} 
1  credit 

Richard  Oliw 
Offered  Spring  2008 

302  Developmental  Biology 

The  field  of  developmental  biolog\  tries  to  address  the 
age-old  question  of  how  a  single  cell  can  give  rise  to 
the  complexitj  and  diversity  of  cells  and  forms  that 
make  us  the  way  we  are.  Developmental  Biology  spans 
all  disciplines  from  cell  biology  and  genetics  to  ecology 
and  evolution.  Therefore,  this  course  should  appeal  to 
a  wide  range  of  student  interests  and  serve  as  a  chance 
to  unit}  main  of  the  principles  discussed  in  other 
courses.  Observations  of  the  remarkable  phenomena 
that  occur  during  embryonic  development  will  be 
presented  in  concert  with  the  experiments  underlying 
our  current  knowledge.  In  addition  to  textbook  reading 
assignments,  students  will  learn  to  read  and  present 
primary  literature,  design  visual  representations  of 
developmental  processes  and  compose  an  abbreviated 
grant  proposal.  In  order  to  fully  engage  students  with 
the  research  being  presented  in  class,  prominent  devel- 
opmental biologists  will  Web  conference  with  our  class. 
Prerequisites:  All  three  core  course  are  suggested,  at 
least  two  required.  An  upper-level  course  in  cell  biology 
(BIO  230/202  or  BIO  236/206).  genetics  (BIO230  or 
BI0234)  is  required.  Laboratory  (BIO  303)  is  recom- 
mended but  not  required.  {N}  4  credits 
Michael  Barr est         > 
Offered  Fall  2007 

303  Developmental  Biology  Laboratory 

Students  will  design  and  cam-  out  their  own  experi- 
ments focused  on  neural  and  muscle  development 
using  zebrafish  as  a  model  system.  Techniques  covered 
will  be  embryology,  indirect  immunocytochemistry, 
in  situ  hybridization,  microinjection  of  KXA  for  gain 
or  loss  of  function  studies,  pharmacological  analysis. 
GFP-transgenics.  an  array  of  microscopy  techniques. 
This  laboratory  is  designed  as  a  true  research  experi- 
ence 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  uni- 
versities. Prerequisite:  BIO  302  (must  be  taken  concur- 


rently). Enrollment  limited  to  12.  {N}  1  credit 
Michael  Barren 
Offered  Fall  2007 

304  Histology 

A  study  of  the  microscopic  structure  of  animal  tissues, 
including  their  cellular  and  extracellular  composition, 
function,  and  arrangement  into  organs.  Structural  or- 
ganization and  structure-function  relationships  will  be 
emphasized.  Prerequisite:  BIO  202  or  206.  Laboratorv 
(BIO  305)  is  strongly  recommended  but  not  required. 
{N}  4  credits 
Richard  liriggs 
Offered  Fall  2007 

305  Histology  Laboratory 

An  introduction  to  microtechnique:  the  preparation 
of  tissue  and  organs  for  light  microscopic  examina- 
tion, including  fixation,  embedding  and  sectioning, 
different  staining  techniques  and  cytochemistry  and 
photomicrography.  Also  includes  the  study  of  cell,  tis- 
sue and  organ  morphology  through  examination  of 
prepared  material.  Minimum  enrollment:  6  students. 
Prerequisite:  BIO  304  (should  be  taken  concurrently). 
{N}  1  credit 

Richard  Briggs,  Judith  Wopereis 
Offered  Fall  2007 

306  Immunology 

An  introduction  to  the  immune  system  covering  the 
molecular,  cellular  and  genetic  bases  of  immunity  to 
infectious  agents.  Special  topics  include  immunodefi- 
ciencies, transplantation,  allergies,  immunopathology 
and  immunotherapies.  Prerequisite:  BIO  202.  Recom- 
mended: BIO  152  or  230  and/or  BIO  204.  Laboratorv 
(BIO  307)  is  recommended  but  not  required.  {N} 
4  credits 

Christine  White-Ziegler 
Offered  Fall  2007,  Fall  2008 

307  Immunology  Laboratory 

Immunological  techniques  used  in  diagnosis  and  as 
research  tools.  Experimental  exercises  include  immune 
cell  population  analysis,  immunofluorescence.  Western 
blotting,  ELISAand  agglutination  reactions.  An  inde- 
pendent project  is  completed  at  the  end  of  the  tern]. 
Prerequisite:  BIO  306  (must  be  taken  concurrenth ). 
Enrollment  limited  to  16  students.  {N}  1  credit 
Christine  White-Ziegler 
Offered  Fall  2007 


120 


Biological  Sciences 


308  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  202  or  206.  Laboratory  (BIO  309)  must  be  taken 
concurrently.  Enrollment  limited  to  6.  {N}  3  credits 
Richard  Briggs 
Offered  Spring  2008 

309  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  308  must  be  taken  concurrently.  {N}  2  credits 
Richard  Briggs,  Judith  Wopereis 
Offered  Spring  2008 

310  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 
202,  BIO  230  or  BIO  206,  or  permission  of  the  instruc- 
tor. Laboratory  (BIO  311)  must  be  taken  concurrently. 
Enrollment  limited  to  20.  {N}  4  credits 
Adam  C  Hall 
Offered  Spring  2009 


rest  of  the  laboratory  uses  the  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  310  must  be  taken  concurrently.  Enrollment  lim- 
ited to  20  {N}  1  credit 
Adam  C.  Hall 
Offered  Spring  2009 

312  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  150  and  CHM  111  or  CHM  118.  Lab- 
oratory (BIO  313)  is  recommended  but  not  required. 
{N}  4  credits 
Carolyn  Wetzel 
Offered  Spring  2009 

313  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  312  (should  be  taken  concurrently). 
{N}  1  credit 
Carolyn  Wetzel 
Offered  Spring  2009 

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  202.  {N} 
4  credits 

Stylianos  Scordilis 
Offered  Fall  2008 


311  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  by  an  introduction  to  DNA  microarray  tech- 
nology for  studying  gene  expression  in  the  brain.  The 


321  Seminar:  Topics  in  Microbiology 

Topic:  Molecular  Pathogenesis  of  Emerging  Infec- 
tious Diseases.  This  course  will  examine  the  impact  of 
infectious  diseases  on  our  society.  New  pathogens  have 
recently  been  identified,  while  existing  pathogens  have 
warranted  increased  investigation  for  multiple  reasons, 


Biological  Sciences 


121 


including  ;ls  causative  agents  of  chronic  disease  and 
cancer  and  as  agents  of  bioterrorism.  Specific  emphasis 
on  the  molecular  basis  of  virulence  in  a  variety  of  or- 
gan isms  will  be  addressed  along  with  the  diseases  the) 
cause  and  the  public  health  measures  taken  to  address 
these  pathogens.  Prerequisites  BIO  202  or  BIO  204. 
Recommended:  BIO  306.  {M}  3  credits 
Christine  White-Ziegler 
Offered  Spring  2009 

322  Seminar:  Topics  in  Cell  Biology 
'topic:  Cancer:  Cells  Out  of  Control.  Known  since  the 
ancient  Egyptians,  cancers  may  be  considered  a  set  of 
normal  cellular  processes  gone  awry  in  various  cell 
types.  This  seminar  will  consider  chemical  and  radia- 
tion carcinogenesis,  oncogenesis,  growth  factor  signal- 
ing pathwavs  and  the  role  of  hormones  in  cancers,  as 
well  as  the  pathologies  of  the  diseases.  Prerequisites: 
BIO  202  and  BIO  203.  {N}  3  credits 
Stylianos  Scordilis 
Offered  Spring  2008 


Courses  on  Genetics, 
Genomics  and  Evolution 


230  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  and  gene  cloning, 
gene  organization,  gene  expression,  RNA  processing, 
mobile  genetic  elements,  gene  expression  and  develop- 
ment, the  molecular  biology  of  infectious  diseases, 
the  comparative  analysis  of  whole  genomes  and  the 
origin  and  evolution  of  genome  structure  and  content. 
Prerequisites:  BIO  1 10  or  152.  Laboratory  (BIO  231)  is 
recommended  but  not  required.  {N}  4  credits 
Robert  Donl 
Offered  Spring  2008 

231  Genes  and  Genomes  Laboratory 

A  laboratory  designed  to  complement  the  lecture  ma- 
terial in  230.  Laboratory  and  computer  projects  will 
investigate  methods  in  molecular  biology  including 
recombinant  DNA,  gene  cloning  and  DNA  sequencing 
as  well  as  contemporary  bioinfonnatics,  data  mining 
and  the  display  and  analysis  of  complex  genome  data- 


bases. Prerequisite:  BI<  1 230  (should  be  taken  concur- 
rently). (N)  I  credit 
to  he  announced 
Offered  Spring  2008 

232  Evolutionary  Biology:  The  Mechanisms  of 
Evolutionary  Change 

Tin'  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 
populations,  the  nature  of  adaptation,  the  formation  of 
species,  and  methods  of  inferring  evolutionary  relation- 
ships. Prerequisite:  BIO  152  and  a  course  in  statistics, 
or  permission  of  the  instructor.  {N}  4  credits 
Stephen  Tilley 
Offered  Spring  2008 

234  Genetic  Analysis 

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;  re- 
combination, mutation  and  repair;  manipulation  and 
analysis  of  nucleic  acids;  dynamics  of  genes  in  popula- 
tions, mutation,  natural  selection  and  inbreeding. 
Discussion  sections  will  focus  on  analysis  of  complex 
problems  in  inheritance,  molecular  biology  and  the 
genetic  structure  of  poplations.  Prerequisites:  BIO  1 10 
or  152. 

Laboratory  (BIO  235)  is  recommended  but  not  re- 
quired. {N}  4  credits 
Robert  Metritt 
Offered  Spring  2008 

235  Genetics  Analysis  Laboratory 

A  laboratory  course  designed  to  complement  the 
lecture  material  in  BIO  234.  Investigations  include 
an  extended,  independent  analysis  of  mutations  in 
Drosphilci  and  several  labs  devoted  to  human  genetics. 
Prerequisite:  BIO  234  (should  be  taken  concurrently). 
{N}  1  credit 
Robert  Merrill 
Offered  Spring  2008 

332  Molecular  Biology  of  Eukaryotes 

Advanced  molecular  biolog)  of  eukaryotes  and  their 
viruses.  Topics  will  include  genomics,  bioinfonnat- 
ics, eukaryotic  gene  organization,  regulation  of  gene 
expression,  RNA  processing,  retroviruses,  transposable 


122 


Biological  Sciences 


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  230.  Labo- 
ratory (BIO  333)  is  recommended  but  not  required.  {N} 
4  credits 

Steven  A.  Williams 
Offered  Spring  2008 

333  Molecular  Biology  of  Eukaryotes  Laboratory 

A  laboratory  course  designed  to  complement  the  lecture 
material  in  332.  Advanced  techniques  used  to  study  the 
molecular  biology  of  eukaryotes  will  be  learned  in  the 
context  of  a  semester-long  project.  These  methods  will 
include  techniques  for  studying  genomics  and  gene 
expression  including:  cDNA  library  construction,  DNA 
sequence  analysis,  Northern  blot  analysis,  RT-PCR, 
bioinformatics  and  others.  Enrollment  limited  to  16. 
Prerequisite:  BIO  332  (should  be  taken  concurrently) 
and  BIO  231.  {N}1  credit 
To  be  announced 
Offered  Spring  2008 

334  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  152  or  BIO  230  or  BIO  232,  or 
permission  of  the  instructor.  Laboratory  (BIO  335)  is 
recommended  but  not  required.  {N}  3  credits 
Robert  Dorit 
Offered  Fall  2008 

335  Molecular  Evolution  Laboratory 

This  lab  will  introduce  the  computational  and  quanti- 
tative tools  underlying  contemporary  molecular  evolu- 
tion. We  will  explore  the  various  approaches  to  phylo- 


genetic  reconstruction  using  molecular  data,  methods 
of  data  mining  in  genome  databases,  comparative 
genomics,  and  the  use  of  molecular  data  to  reconstruct 
population  and  evolutionary  history.  Students  will  be 
encouraged  to  explore  datasets  of  particular  interest  to 
them.  Prerequisite:  BIO  334  (normally  taken  concur- 
rently), or  pennission  of  the  instructor.  Enrollment 
limited  to  14.  {N}  2  credits 
Robert  Dorit 
Offered  Fall  2008 

350  Topics  in  Molecular  Biology 

Topic:  Application  of  New  Molecular  Technologies 
to  the  Study  of  Infectious  Disease.  The  focus  of  this 
seminar  will  be  on  the  study  of  newly  emerging  infec- 
tious 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  modem  biotechnology  be  ap- 
plied 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  biology7 
(genomics,  proteomics,  RNA  interference,  microarrays 
and  others)  provide  unprecedented  opportunity  to  un- 
derstand infectious  diseases  and  to  develop  new  strate- 
gies for  their  elimination.  {N}  3  credits 
Steven  A.  Williams 
Offered  Fall  2008 

351  Topics  in  Evolutionary  Biology 

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  under- 
standing the  evolutionary  forces  that  drive  genome 
evolution.  We  will  examine  genome  data  from  mi- 
crobial organisms,  including  many  disease-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 


Biological  Sciences 


L23 


include  hands-on  training  in  biointormatics  through 
computer  modules.  Prerequisite:  BIO  152  or  permission 
of  the  instructor.  {N}  3  credits 
Laura  Kati 
Offered  Fall  2007 

Antibiotics  and .  Intibiotic  Resistance 
This  seminar  will  focus  on  a)  The  molecular  biology  of 
antibiotics;  b)  the  role  of  antibiotics  and  antimicrobials 
in  microbial  ecosystems;  c)  the  history  and  future  of 
antibiotic  design  and  use  and  d)  the  evolution,  mecha- 
nisms and  medical  implications  of  emerging  antibiotic 
resistance.  The  course  will  rely  on  primarily  literature 
in  various  fields  and  will  take  an  explicitly  multidisci- 
plinary  approach  (molecular  and  evolutionary  biology, 
genetics,  ecology,  epidemiology  and  biochemistry)  to 
this  critical  public  health  threat.  Prerequisite:  BIO  152 
or  pennission  of  the  instructor.  {N}  3  credits 
Robert  Dorit 
Offered  Spring  2009 

Courses  on  Biodiversity, 
Ecology  and  Conservation 

260  Invertebrate  Diversity 

Invertebrate  animals  account  for  the  vast  majority 
of  species  on  earth.  Although  sometimes  inconspicu- 
ous, invertebrates  are  also  vital  members  of  ecologi- 
cal communities.  They  provide  protein,  important 
ecosystem  services,  biomedical  and  biotechnological 
products,  and  aesthetic  value  to  humans.  Today,  many 
invertebrate  populations  are  threatened  by  human 
activities.  To  protect  and  manage  invertebrate  diversity, 
we  must  understand  its  nature  and  scope.  This  course 
is  designed  to  survey  the  extraordinary  diversity  of 
invertebrates,  emphasizing  their  form  and  function  in 
ecological  and  evolutionary  contexts.  Enrollment  lim- 
ited to  20.  Prerequisite:  BIO  154,  or  permission  of  the 
instructor.  Laboratory  (BIO  26 1)  must  be  taken  concur- 
rently and  includes  one  field  trip.  {N}  3  credits 
L  Darn!  Smith 
Offered  Fall  2007 

261  Invertebrate  Diversity  Laboratory 
Examination  of  a  wide  variety  of  live  invertebrates  with 
emphasis  on  the  relationship  between  fonn  and  func- 
tion. Observations  on  aspects  of  invertebrate  structure, 
locomotion,  feeding  and  other  behaviors.  BIO  260  must 


be  taken  concurrently.  One  required  weekend  field  trip 
to  the  New  England  coast  {N}  2  credits 
/..  I  kirn  I  Smith 
Offered  Fall  2007 

262  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.  Prerequisite:  BIO  154  or  pennis- 
sion of  the  instructor.  Laboratory  (BIO  263)  is  strongly 
recommended  but  not  required.  {N}  4  credits 
Carolyn  Wetzel 
Offered  Fall  2007 

263  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  biotic),  and  use  of  model  plant 
systems  for  experimentation.  Prerequisite:  BIO  262 
(should  be  taken  concurrently).  {N}  1  credit 
Carolyn  Wetzel 
Offered  Fall  2007 

264  Plant  Systematics 

Classical  and  modem  approaches  to  the  taxonomy  of 
higher  plants,  with  emphasis  on  evolutionary  trends 
and  processes  and  principles  of  classification.  Laborato- 
ry (BIO  265)  must  be  taken  concurrently.  {N}  3  credits 
John  Burk 
Offered  Spring  2008 

265  Plant  Systematics  Laboratory 

Field  and  laboratory  studies  of  the  identification  and 
classification  of  higher  plants,  with  emphasis  on  the 
New  England  flora.  BIO  264  must  be  taken  concur- 
rently. {N}  1  credit 
John  Burk 
Offered  Spring  2008 

266  Principles  of  Ecology 

Theories  and  principles  pertaining  to  population 
growth  and  regulation,  interspecific  competition, 
predation,  the  nature  and  organization  of  communi- 
ties, and  the  dynamics  of  ecosystems.  Prerequisites: 


124 


Biological  Sciences 


BIO  154  and  a  course  in  statistics,  or  permission  of  the 
instructor.  Laboratory  (BIO  267)  recommended  but 
not  required.  A  weekend  field  trip  will  be  included.  {N} 
4  credits 
Stephen  Tiller 
Offered  Fall  2007 

267  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.  Pre- 
requisite: BIO  266  (normally  taken  concurrently).  {N} 
1  credit 
Stephen  Tilley 
Offered  Fall  2007 

268  Marine  Ecology 

The  oceans  cover  over  75  percent  of  the  Earth  and 
are  home  to  enormous  biodiversity.  Marine  Ecology 
explores  a  variety  of  coastal  and  oceanic  systems, 
focusing  on  natural  and  human-induced  factors  that 
affect  biodiversity  and  the  ecological  balance  in  ma- 
rine habitats.  Using  case  studies,  we  will  study  some 
successful  conservation  and  management  strategies, 
including  Marine  Protected  Areas.  This  course  uses  a 
variety  of  readings,  group  activities,  and  short  writing 
assignments  to  develop  vital  skills  such  as  effective  oral, 
graphical  and  written  communication;  critical  think- 
ing; and  problem  solving.  Prerequisite:  BIO  151  or  154 
or  GEO  108,  or  permission  of  the  instructor.  Enrollment 
limited  to  24.  Laboratory  (BIO  269)  must  be  taken 
concurrently  and  includes  two  field  trips.  {N}  3  credits 
Paulette  Peckol 
Offered  Fall  2007 

269  Marine  Ecology  Laboratory 

The  laboratory  applies  concepts  discussed  in  lecture 
and  uses  several  small-group  projects  in  the  field  and 
laboratory  to  develop  relevant  skills  for  conducting 
marine-related  research.  Students  will  learn  to  design 
and  analyze  experiments  and  to  write  in  the  scientific 
style.  Field  trips  to  Maine  and  Cape  Cod,  MA,  provide 
hands-on  experience  with  marine  organisms  in  their 
natural  habitats.  Prerequisite:  BIO  268,  which  must  be 
taken  concurrently.  {N}  2  credits 
Paillette  Peckol 
Offered  Fall  2007 


270  Microbial  Eukaryotes 

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 
prokaryotic  microbes.  From  there,  we  will  focus  on  the 
diversification  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. 
Prerequisite:  BIO  152  or  154.  Laboratory  (BIO  271)  is 
recommended  but  not  required.  {N}  4  credits 
Laura  Katz 
Offered  Spring  2008 

271  Microbial  Eukaryotes  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  270  must 
be  taken  concurrently.  {N}  1  credit 
Judith  Wopereis 
To  be  offered  Spring  2008 

272  Vertebrate  Biology 

A  review  of  the  evolutionary  origins,  adaptations  and 
trends  in  the  biology  of  vertebrates.  Laboratory  (BIO 
273)  is  recommended  but  not  required.  {N}  4  credits 
Virginia  Hayssen 
Offered  Spring  2008 

273  Vertebrate  Biology  Laboratory 

A  largely  anatomical  exploration  of  the  evolutionary 
origins,  adaptations  and  trends  in  the  biology  of  ver- 
tebrates. Enrollment  limited  to  20  students.  BIO  272  is 
normally  taken  with  or  prior  to  BIO  273-  {N}  1  credit 
Virginia  Hayssen 
Offered  Spring  2008 

362  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  ecology 
and  evolution.  Prerequisite:  one  of  the  following:  BIO 
260, 272, 363,  a  statistics  course  or  permission  of  the 
instructor.  {N}  3  credits 
Virginia  Hayssen 
Offered  Fall  2008 


Biological  Sciences 


us 


363  Animal  Behavior:  Methods 

Research  design  and  methodolog)  for  field  and  labora- 
tory studies  of  animal  behat  ior.  Prerequisite,  one  of 
the  following:  BIO  262,  272,  362,  a  statistics  course,  or 
permission  of  the  instructor.  Enrollment  limited  to  IS 
students.  {N}  3  credits 
Virginia  Hayssen 
Offered  Fall  2007 

364  Plant  Ecology 

We  often  take  plants  for  granted.  Their  ubiquity  under- 
foot and  overhead,  on  our  breakfast  table  and  in  phar- 
maceuticals reflects  their  fundamental  importance  to 
life  on  earth.  This  class  examines  current  approaches 
to  studying  plant  involvement  in  ecological  processes 
that  contribute  to  the  plant  assemblage  patterns  and 
dynamics  that  we  observe.  These  include  plant-mi- 
crobe, plant-herbivore  and  plant  pollinator  interac- 
tions, succession,  plant  invasions,  plant  responses  to 
climate  change  and  genetic  engineering  of  agricultural 
plants.  Prerequisite:  a  course  in  plant  biology,  ecology 
or  environmental  science,  or  pemiission  of  the  instruc- 
tor. Laboratory  (BIO  365)  must  be  taken  concurrently. 
{N}  4  credits 
Denise  Lello 
Offered  Fall  2007 

365  Plant  Ecology  Laboratory 

This  course  involves  field  and  laboratory  investigations 
of  the  ecology  of  higher  plants,  with  emphasis  on  New 
England  plant  communities  and  review  of  current 
literature.  The  class  will  visit  bogs,  salt  and  freshwater 
marshes  and  riparian  wetlands,  old-growth  forests,  ag- 
ricultural sites  and  research  stations  at  Harvard  Forest 
and  on  Cape  Cod.  BIO  364  must  be  taken  concurrently. 
{N}  1  credit 
Denise  Lello 
Offered  Fall  2007 

366  Biogeography 

A  study  of  major  patterns  of  distribution  of  life  and  of 
the  environmental  and  historical  factors  determining 
these  patterns.  The  role  of  phenomena  such  as  sea  level 
fluctuations,  seafloor  spread,  oceanic  currents,  biologi- 
cal invasions,  and  climate  change  in  determining  past, 
present  and  future  global  patterns  of  biodiversity  will  be 
considered.  Fundamental  differences  between  terrestrial 
and  marine  biogeography  will  be  highlighted.  Prereq- 
uisite: a  course  in  ecology,  evolution  or  organismal 


biology,  or  permission  of  the  instructor.  {N}  4  credits 
Paulette  Peckol 
Offered  Spring  2008 

390  Seminar:  Topics  in  Environmental  Biology 
Topic:  Ecology  of  Coral  Reefs     Past.  Present  and 
Future.  Coral  reefs  occupy  a  relatively  small  portion  ol 
the  earth's  surface,  but  their  importance  to  the  marine 
ecosystem  is  great.  This  seminar  will  examine  coral 
reefs  m  terms  of  their  geologic  importance,  both  past 
and  present,  and  their  ecological  interactions.  Empha- 
sis will  be  placed  on  the  status  of  modem  coral  reefs 
worldwide,  with  a  focus  on  effects  of  environmental 
and  anthropogenic  disturbances  (e.g.,  sedimentation, 
eutrophication,  overfishing).  Prerequisite:  pemiission 
of  the  instructor.  {N}  3  credits 
Paulette  Peckol 
Offered  Spring  2009 


Independent  Study 

400  Special  Studies 

Independent  investigation  in  the  biological  sciences. 
Variable  credit  (1  to  5)  as  assigned 
Offered  both  semesters  each  year 


The  Major 


Advisers:  Students  should  choose  their  advisers,  ac- 
cording 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. 

Adviser  for  Study  Abroad:  Paulette  Peckol 

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  the\  acquire  a 
broad  background  in  the  biological  sciences  and  expo- 


] 


Biological  Sciences 


:eology. 
engineering,  mathematics  and  computer  science. 

Prospective  majors  should  consult  with  biology  faculty 
in  choosing  their  courses.  In  their  first  semesters,  stu- 
re  encouraged  to  enroll  in  one  of  the  introduc- 

310 100—149)  and/or  an  appropriate  core 
BIO  150-156)  as  well  aschemistry  (CHM111 

The  following  requirements  for  the  major  apply  to  stu- 
dents declaring  their  major  in  the  spring  of  200^  and 
.  Students  from  other  class  years  should  consult 
with  their  advisers  concerning  major  requirements. 

The  major  requires  56  credits. 

The  core  course  requirement: 

BIO  150/151:  Cells.  Physiology  and  Development/lab 

BIO  1 52/1 53:  Genetics.  Genomics  and  Evolution/lab 

BIO  154/155: Biodiversity,  Ecology  and 'Consena- 
tion/lab 

CHM  1 1 1/1 18  and  a  course  in  statistics  are  also  re- 
quired. MTH  245  is  strongly  recommended  for  biologi- 
cal sciences  majors. 

The  distribution  requirement: 

.Ml  majors  must  take  at  least  one  upper-level  course  in 
each  of  the  following  three  core  areas: 

Cells.  Physiology  and  Development: 
BIO  200-20^.  300-322 

Genetics.  Genomics  and  Evolution: 
BIO  230-235. 332-351 

Biodiversity.  EuAogy  and  Conservation: 
BIO  260-2^3. 362-390 

The  advanced  course  requirement: 

At  least  three  300-level  courses  are  required,  one  of 
which  must  be  a  laboratory  course:  courses  from  other 
departments/programs  may  be  counted,  with  approval 
of  the  adviser. 


The  laboratory  course  requirement: 

At  least  six  laboratory  courses  are  required,  two  of 
which  must  be  core  courses  laboratories  (BIO  151. 153 

5 :  and  one  of  which  must  be  at  the  300  level.  The 
remaining  three  laboratories  must  be  chosen  from 
among  200-  and  300-level  offerings. 

With  the  adviser's  approval,  a  semester  of  special 
studies  (400)  may  count  as  a  200-level  laboratory 
course.  and  a  semester  of  honors  research  (430. 431  or 
432)  may  fulfill  the  300-level  laboratory  requirement. 

Elective  courses: 

Any  departmental  course  at  the  200-level  or  above  may 
be  used  for  elective  credit.  Students  may  also  count  one 
introductory  level  course  (BIO  100-149). 

Up  to  two  courses  from  other  departments  or 
programs  may  be  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  not  limited  to  BCH  2^2 
and  253:  CHM  222  and  223:  ESS  215:  EYS  300:  GEO 
231:  NSC  200:  NSC  311. 

Independent  research: 

Independent  research  is  strongly  encouraged  but  not 
required  for  the  biological  sciences  major.  Up  to  two 
semesters  of  special  studies  (400)  or  honors  research 
(430, 431  or  432)  may  be  counted  toward  completion 
of  the  major. 

Options  for  majors  with  Advanced  Placement  credit: 
Majors  with  scores  of  4  or  5  on  the  Advanced  Place- 
ment examination  in  biology  may  receive  four  credits 
toward  the  major  in  lieu  of  one  core  course  (BIO  150. 
152  or  154).  Students  should  choose  the  appropriate 
core  course  in  consultation  with  their  major  advisers  or 
other  members  of  the  department. 


The  Minor 


Advisers:  Members  of  the  department  also  serve  as 
advisers  for  the  minor. 

The  requirements  for  the  minor  in  biological  sciences 
comprise  24  credits  chosen  in  consultation  with  an 
adviser.  These  courses  usually  include  at  least  one  core 
course  and  must  include  one  300-level  course.  No  more 
than  one  course  designed  primarily  for  non-majors 
may  be  included.  One  course  from  another  department 


• 


H  :   rs 


-."  ;  I   ""::   : 


:  —  -  — "  : 


."hemisay 

Environmental  Sdeix 
Polio 

Marine  Scene      ;.  Policy 
?urasck 


• 


128 


Biological  Sciences 


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  may  prepare  for  health  profession  schools  by 
majoring  in  any  area,  as  long  as  they  take  courses  that 
meet  the  minimum  requirements  for  entrance.  For 
most  schools,  these  are  two  semesters  each  of  English, 
general  chemistry,  organic  chemistry,  physics  and  biol- 
ogy. The  science  courses  must  include  laboratories. 
Biology  courses  should  be  selected  in  consultation  with 
the  adviser,  taking  into  consideration  the  student's 
major  and  specific  interests  in  the  health  professions. 
Other  courses  often  recommended  include  biochemis- 
try, mathematics  including  calculus  and/or  statistics, 
and  social  or  behavioral  science.  Because  health  profes- 
sion schools  differ  in  the  details  of  their  requirements, 
students  should  confer  with  a  Prehealth  adviser  as  early 
as  possible  about  specific  requirements. 


Preparation  for  Graduate  Study  in 
the  Biological  Sciences 

Graduate  programs  that  grant  advanced  degrees  in 
biology  vary  in  their  admission  requirements,  but  often 
include  at  least  one  year  of  mathematics  (preferably 
including  statistics),  physics,  and  organic  chemistry. 
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  emphasizes  a 
broad  foundation  in  biology  as  well  as  quantitative 
and  verbal  skills.  Students  contemplating  graduate 
study  beyond  Smith  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. 


129 


Chemistry 


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


Professor 

Robert  G.  Li  nek,  Ph.D. 


Senior  Lecturer 
*2LaleAkaBurk,Ph.D. 


Associate  Professors 

David  Bickar,  Ph.D. 

"-  Cristina  Suarez.  Ph.D.,  Chair 

"'  Kate  Queeney.  Ph.D. 

*'  Kevin  Shea,  Ph.D. 

Assistant  Professors 
Elizabeth Jamieson,  Ph.D. 
Shizuka  Hsieh,  Ph.D. 
Maureen  Fagan,  Ph.D. 


Lecturer 
Julian  Tyson 

Laboratory  Instructors 

Maria  Bickar,  MS 
Rebecca  Thomas,  Ph.D. 
Heather  Shafer,  Ph.D. 
Smita Jadhav,  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 
General  Chemistry  (CUM  1 1 1  or  1 18)  as  first-year 
students  and  to  complete  MTH  1 12  or  MTH  1 14  as  early 
as  possible. 

All  intemiediate  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 
Tbpic:  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.  {A/N}  4  credits 
LffleAka  Burk,  David  Dempsey 
Offered  Spring  2008,  Spring  2009 


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 
Shizuka  Hsieh 
Offered  Spring  2008,  Spring  2009 

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.  Knrollment  limited  to  60  per  lecture  section,  16  per 
lab  section.  {N}  5  credits 
Kate  Queeney,  LaleAka  Burk,  Shizuka  Hsieh 
Offered  Fall  2007,  Fall  2008 

118  Advanced  General  Chemistry 

This  course  is  designed  for  students  with  a  verj  strong 
background  in  chemistry.  The  elementary  theories  of 
stoichiometry,  atomic  structure,  bonding,  structure, 
energetics  and  reactions  will  be  quickl)  reviewed.  The 
major  portions  of  the  course  will  involve  a  detailed 
analysis  of  atomic  theory  and  bonding  from  an  orbital 


130 


Chemistry 


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 
Robert  Linck,  Heather  Shafer,  Fall  2007 
Offered  Fall  2007,  Fall  2008 

222  Chemistry  II:  Organic  Chemistry 

An  introduction  to  the  theory  and  practice  of  organic 
chemistry.  The  course  focuses  on  structure,  nomencla- 
ture, physical  and  chemical  properties  of  organic  com- 
pounds and  infrared  and  nuclear  magnetic  resonance 
spectroscopy  for  structural  analysis.  Reactions  of  car- 
bonyl  compounds  will  be  studied  in  depth.  Prerequisite: 
1 1 1  or  1 18.  Enrollment  limited  to  16  per  lab  section. 
{N}  5  credits 

Robert  Linck,  Maureen  Fagan,  Maria  Bickar  Spring 
2008 

Members  of  the  department,  Spring  2009 
Offered  Spring  2008,  Spring  2009 

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  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 

Maureen  Fagan,  Rebecca  Thomas,  Fall  2007 
Members  of  the  department,  Fall  2008 
Offered  Fall  2007,  Fall  2008 

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  thennodynamics  include 
equilibria  for  acids  and  bases,  analyses  of  entropy  and 
free  energy  and  electrochemistry.  Prerequisite:  1 1 1 
and  223;  MTH  1 1 1  or  equivalent;  or  permission  of  the 


instructor.  Enrollment  limited  to  16  per  lab  section.  {N} 

5  credits 

Cristina  Suarez,  Spring  2008 

Robert  Linck,  Spring  2009 

Offered  Spring  2008,  Spring  2009 

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 

Kevin  Shea,  Rebecca  Thomas,  Spring  2008 
Members  of  the  department,  Spring  2009 
Offered  Spring  2008,  Spring  2009 

321  Organic  Synthesis 

An  examination  of  modern  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  2009 

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  olefin  polymerization  and  metathesis.  Prereq- 
uisite: 224  or  permission  of  the  instructor.  Offered  in 
alternate  years.  {N}  4  credits 
Maureen  Fagan 
Offered  Fall  2008 

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 


Chemistrv 


131 


current  literature  In  the  field.  Prerequisite:  223.  Offered 

in  alternate  years.  fl03credits 

Wile  Burk 

Offered  tyring  2008 

331  Physical  Chemistry  I 

Quantum  chemistry:  the  electronic  structure  of  atoms 
and  molecules,  with  applications  in  s])ectroscopy.  An 
introduction  to  statistical  mechanics  links  the  quan- 
tum world  to  macroscopic  properties.  Prerequisites:  224 
andMTH112orMTHll4.MTH212orPHY210and 
PHY  1 15  or  1 17  are  strongly  recommended.  {N} 
4  credits 

Robert  Uuck.  Fall  2007 
Members  of  the  department,  Fall  2008 
Offered  Fall  2007,  Fall  2008 

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:  MTU 
112  orMTH  114.  {N}  5  credits 
Sbizuka  Hsieh,  Cristma  Suarez,  Spring  2008 
Members  of  the  department.  Spring  2009 
Offered  Spring  2008,  Spring  2009 

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 1.2.  {N}  4  credits 
Cristma  Suarez 
Offered  Fall  2007,  Fall  2008 

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  he  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  22-4 
or  equivalent  or  permission  of  the  instructor.  Offered  in 
alternate  years.  {N}  4  credits 
Kate  Queeney 
Offered  Spring  2009 

338  Bio-NMR  Spectroscopy  and  Imaging 

This  course  is  designed  to  provide  an  understanding  of 
the  general  principles  governing  ID  and  2D  Nuclear 
Magnetic  Resonance  (NMR)  spectroscopy,  Kxamples 
from  the  diverse  use  of  biological  NMR  in  the  study  of 
protein  structures,  enzyme  mechanisms.  DNA,  RNA.  etc. 
will  be  analyzed  and  discussed.  A  basic  introduction  to 
Magnetic  Resonance  Imaging  (MRI)  will  also  be  in- 
cluded, concentrating  on  its  application  to  biomedical 
issues.  Prerequisite:  A  knowledge  of  NMR  spectroscopy 
at  the  basic  level  covered  in  CHM  222  and  223.  Offered 
in  alternate  years.  {N}  4  credits 
Cristma  sua  re: 
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 
Julian  Tyson.  Fall  2007 
To  be  announced.  Fall  2008 
Offered  Fall  2007,  Fall  2008 

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  2007,  Fall  2009 

363  Advanced  Inorganic  Chemistry 

Topics  in  inorganic  chemistry  Application  of  group 
theory  to  coordination  compounds,  molecular  orbital 
theory  of  main  group  compounds  and  organometallic 


132 


Chemistry 


compounds.  Prerequisite:  331-  {N}  4  credits 

Elizabeth  Jamieson 

Offered  Spring  2008,  Spring  2009 


400  Special  Studies 

1  to  4  credits  as  assigned 

Offered  both  semesters  each  year 


369  Bioinorganic  Chemistry  .  , 

This  course  will  provide  an  introduction  to  the  field  of        1  [\Q,  Mai OF 

bioinorganic  chemistry.  Students  will  learn  about  the 
role  of  metals  in  biology  as  well  as  about  the  use  of 
inorganic  compounds  as  probes  and  drugs  in  biologi- 
cal systems.  Prerequisites:  CHM  223  and  224.  Offered  in 
alternate  years.  {N}  4  credits 
Elizabeth  Jamieson 
Offered  Spring  2009 


Advisers:  Members  of  the  department 
Adviser  for  Study  Abroad:  Lale  Burk 


395  Advanced  Chemistry 

A  course  in  which  calculation^  techniques  are  illus- 
trated and  used  to  explore  chemical  systems  without 
regard  to  boundaries  of  subdisciplines.  Topics  include 
molecular  mechanics,  semi-empirical  md  ab  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-        TllP  M  \  DOr 
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 

Elizabeth  Jamieson,  Fall  2007 
Members  of  the  department,  Fall  2008 
Offered  Fall  2007,  Fall  2008 


Students  planning  graduate  study  in  chemistry  are 
advised  to  include  PHY  1 1 5  or  1 17  and  1 18  and  MTH 
2 12  or  2 1 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:  1 1 1  and  224  or  1 18, 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. 


Advisers:  Members  of  the  department 


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 
Amy  Burnsicle 
Offered  Fall  2007,  Fall  2008 


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 
infomiation.  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 
1 18  are  required  to  include  1 18, 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 133 

Honors 

Director:  Kevin  Shea 

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  this  catalogue  for  details. 


134 


Classical  Languages  and  Literatures 


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


Professors 

JustinaW.  Gregory,  Ph.D. 

t2  Thalia  A.  Pandiri,  Ph.D.  (Classical  Languages  and 
Literatures  and  Comparative  Literature),  Chair 


Scott  A.  Bradbury,  Ph.D. 
41  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  modem  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  year-long  course  that  will  include  both  the  funda- 
mentals of  grammar  and,  in  the  second  semester, 
selected  readings.  {F}  8  credits 
Justina  Gregory 
Full-year  course;  offered  each  year 

GRK  212  Attic  Prose  and  Drama 

Prerequisite:  lOOy.  {L/F}  4  credits 
Scott  Bradbury 
Offered  Fall  2007 

GRK  213  Homer,  Iliad  or  Odyssey 

Prerequisite:  212  or  permission  of  the  instructor.  {L/F} 
4  credits 
Thalia  Pandiri 
Offered  Spring  2008 


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 

Plato's  Symposium 

Attention  to  literary,  philosophical  and  cultural  aspects. 

Thalia  Pandiri 

Offered  Fall  2007 

Lyric  Poetry 

An  introduction  to  the  lyric  poetry  of  the  Archaic  Age. 
Topics  will  include  the  relationship  between  the  epic 
and  lyric  traditions;  the  role  of  lyrics,  music  and  dance 
in  private  and  communal  life;  the  nature  of  the  autho- 
rial "I."  Selections  from  a  wide  range  of  poets  from  the 
Greek-speaking  Mediterranean  world  of  the  seventh  to 
early  fifth  century  B.C.E.,  including  Archilochus,  Sap- 
pho, Solon,  Pindar.  Prerequisite:  GRK  213.  {L/F} 
Justina  Gregory 
Offered  Spring  2008 

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 


Classical  Languages  and  Literatures 


135 


Graduate 


GRK  580  Studies  in  Greek  Literature 

This  will  ordinarily  be  an  enriched  version  of  the  300- 

level  course  currently  offered.  4  credits 

Offered  both  semesters  each  year 

Adviser  for  Graduate  Study:  Justina  Oregon 


Latin 


Virgil's  Eclogues  and  Georgics 
Prerequisite:  a  300-level  course  in  Latin  or  the  equiva- 
lent {L/F} 
Brian  Breed 
Offered  Spring  2008 

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 


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 
stud\-  of  a  selection  of  texts  in  prose  and  verse.  System- 
atic review  of  fundamentals  of  grammar.  Prerequisite: 
LAT  100)'  or  the  equivalent.  {L/F}  4  credits 
Maureen  Ryan 
Offered  Fall  2007 

LAT  213  Introduction  to  Virgil's  Aeneid 
Prerequisite:  212  or  permission  of  the  instructor.  {L/F} 
4  credits 

Nancy  Shumate 
Offered  Spring  2008 

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 

Medieval  Uitin 

Selected  readings  from  prose  and  poetry  by  a  wide 
range  of  authors,  from  the  third  century  to  the  14th. 
Emphasis  on  the  individual  in  society,  through  the 
study  of  first-person  narratives,  confessions,  letters, 
inquisition  records.  Prerequisite:  a  200-level  course  in 
Latin  or  the  equivalent.  {L/F}  4  credits 
Scott  Bradbury 
Offered  Fall  2007 


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:  Justina  Gregory 

Classics  in  Translation 

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,  the  Homeric  Hymn  to 
Demeter.  the  poems  of  Sappho,  and  novels  by  Alain- 
Fournier,  Thomas  Mann  and  W'illa  Cather.  Enrollment 
limited  to  16  first-year  students.  {L}  \\  1 4  credits 
Justina  Gregory 
Offered  Fall  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 
Tro)  cycle  and  artistic  paradigms  of  the  hero.  Some  at- 
tention to  modem  retellings  and  artistic  representations 
of  ancient  myth.  {L/A}  4  credits 
Scott  Bradbury 
Offered  Spring  2008 


136 


Classical  Languages  and  Literatures 


GLS  233  Gender  and  Sexuality  in  Greco-Roman  Culture 

The  construction  of  gender,  sexuality  and  erotic  experi- 
ence is  one  of  the  major  sites  of  difference  between 
Greco-Roman  culture  and  our  own.  What  constituted 
a  proper  man  and  a  proper  woman  in  these  ancient 
societies?  Which  sexual  practices  and  objects  of  desire 
were  socially  sanctioned  and  which  considered  deviant? 
What  ancient  modes  of  thinking  about  these  issues 
have  persisted  into  the  modern  world?  Attention  to  the 
status  of  women;  the  role  of  social  class;  the  ways  in 
which  genre  and  convention  shaped  representation;  the 
relationship  between  representation  and  reality.  {L/H} 
4  credits 

Nancy  Shumate 
Offered  Spring  2008 

Cross-listed  and 
Interdepartmental  Courses 

CLT  202/ENG  202  Western  Classics  in  Translation,  from 
Homer  to  Dante 

Offered  Fall  2007 

CLT  203/ENG  203  Western  Classics  in  Translation,  from 
Chretien  de  Troyes  to  Tolstoy 

Offered  Spring  2008 

CLT  230  "Unnatural"  Women 

Offered  Spring  2008 

The  Major  in  Greek,  Latin 
or  Classics 

Advisers:  Members  of  the  department 

Adviser  for  Study  Abroad:  Thalia  Pandiri 

Basis:  in  Greek,  lOOy;  in  Latin,  lOOy;  in  classics,  Greek 
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 

Basis:  GRK  lOOy  or  IAT  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 
Mr  (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  Literatures  137 

The  Minor  in  Classics 

Advisers:  Members  of  the  department 

Requirements:  Six  four-credit  courses  in  Greek  or  Latin 

languages  and  literatures  at  or  above  the  level  of  212, 
including  not  fewer  than  two  in  each  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:  Justina  Gregon 

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  vear 


138 


Comparative  Literature 


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


t2  Ann  Rosalind  Jones,  Ph.D.,  Director 

Janie  Vanpee,  Ph.D.  (French  Studies),  Director 

Professors 

Maria  Banerjee,  Ph.D.  (Russian  Language  and 

Literature) 
Elizabeth  Harries,  Ph.D.  (English  Language  and 

Literature  and  Comparative  Literature) 
n  Ann  Rosalind  Jones,  Ph.D. 
' 2  Thalia  Alexandra  Pandiri,  Ph.D.  (Classical  Languages 

and  Literatures  and  Comparative  Literature) 
Craig  R.  Davis,  Ph.D.  (English  Language  and  Literature) 
Anna  Botta,  Ph.D.  (Italian  Language  and  Literature  and 

Comparative  Literature) 


Associate  Professors 

fl  Reyes  Lazaro,  Ph.D.  (Spanish  and  Portuguese) 
Luc  Gilleman,  Ph.D.  (English  Language  and 

Literature) 
Sabina  Knight,  Ph.D.  (East  Asian  Languages  and 

Literatures) 
Katwiwa  Mule,  Ph.D.  (Comparative  Literature) 
f2  Dawn  Fulton,  Ph.D.  (French  Studies) 
Ambreen  Hai,  Ph.D.  (English  Language  and  Literature) 

Assistant  Professors 

Justin  Cammy,  Ph.D.  (Jewish  Studies) 
Nicolas  Russell,  Ph.D.  (French  Studies) 
Joel  Westerdale,  Ph.D.  (German  Studies) 

Lecturer 

Margaret  Bruzelius,  Ph.D. 


A  study  of  literature  in  two  or  more  languages,  one  of 
which  may  be  English.  In  all  comparative  literature 
courses,  readings  and  discussion  are  in  English,  but 
students  are  encouraged  to  read  works  in  the  original 
language  whenever  they  are  able.  Comparative  Litera- 
ture courses  are  open  to  all  first-year  students  unless 
otherwise  noted.  All300-level  courses  require  a  previous 
literature  course  at  the  200-level  or  above. 


Introductory  Courses 

ENG 120  Celtic  Worlds 

Craig R.  Denis 
Offered  Fall  2007 


ENG  120  Scandinavian  Mythology 
Craig  R.  Davis 
Offered  Spring  2008 

ENG  120  Representing  the  Caribbean 

Ambreen  Hai 
Offered  Fall  2007 


FYS  129  Rites  of  Passage 
justina  Gregory 
Offered  Fall  2007 

CLT 150  The  Art  of  Translation:  Poetics,  Politics,  Practice 

We  hear  and  read  translations  all  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 
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.  Knowl- 
edge of  a  foreign  language  useful  but  not  required. 
Graded  S/U  only.  (E)  {L}  2  credits 
Katwiwa  Mule  and  Thalia  Pandiri.  Co-directors 
Offered  Spring  2008 

CLT  202/ENG  202  Western  Classics  in  Translation,  from 
Homer  to  Dante 

Robert  Hosmer,  Thalia  Pandiri,  Maria  Banerjee, 
Elizabeth  Harries 
Offered  Fall  2007 


Comparative  Literature 


139 


An  interdepartmental  course,  (IT  202/ENG  202  is  a 
requirement  for  the  CLT  major.  Students  interested  m 
comparative  literature  should  take  it  as  earl)  as  pos- 
sible, If  they  are  read)  for  a  fast-paced,  challenging 
course  that  includes  a  lot  of  reading  and  writing. 

CLT  203/ENG  203  Western  Classics  in  Translation,  from 
Chretien  de  Troyes  to  Tolstoy 

Elizabeth  Harm's.  Maria  Banerjee 
Offered  Spring  2008 

Intermediate  Courses 

CLT  204  Writings  and  Rewritings 
Topic:  The  Mediterranean.  Three  continents,  Africa, 
Asia  and  Europe,  share  coastlines  on  the  Mediter- 
ranean— literally,  "the  sea  between  lands."  Linked  to 
the  origins  of  Western  civilization  and  to  imperialism 
and  orientalism,  the  Mediterranean  has  given  its  name 
to  a  stereotypical  landscape  (sunshine,  olive  trees, 
vineyards)  and  to  a  social  type  (Southerners  seen  as 
passionate,  cunning,  and  slow).  What  do  Club  Meds, 
the  Mafia  and  Balkanization  have  in  common?  Can  a 
Mediterranean  identity  not  defined  by  the  North  exist? 
This  region  will  focus  our  discussion  of  issues  central  to 
comparative  literature  today:  competing  nationalisms, 
Eurocentrism.  orientalism,  tradition  vs.  moderniza- 
tion, globalization.  Literary  texts  by  Homer,  Goethe, 
Lawrence,  Amin  Maalouf  and  Orhan  Pamuk;  history 
and  theory  from  Hesiod,  Plato,  Braudel,  Natalie  Zemon 
Davis.  Open  to  first-year  students  by  permission  of  the 
instructor.  {L}  4  credits 
Anna  BoUa 
Offered  Spring  2008 

205- Twentieth-Century  Literatures  of  Africa 

An  introduction  to  the  major  genres  and  writers  of 
modem  Africa.  Novels,  short  stories,  drama  and  epics 
from  eveiy  region  of  Africa,  focusing  on  the  wa\  in 
which  they  draw  upon  traditional  oral  cultures,  con- 
front over  a  century  of  European  colonialism  on  the 
continent,  and  represent  contemporary  postcolonial 
realities.  Texts,  some  written  in  English  and  others 
translated  from  French  and  such  African  languages  as 
Swahili  and  Songhav.  will  include  Achehe's  Things  Fall 
Apart,  Ngugi's  The  River  Between,  Bessie  Head  'sMaru, 
Manama  Ba's  So  Long  A  Letter.  Sovinka's  Death  and 
the  King's  Horseman,  and  The  Epic  ofAskia  Moham- 


med recounted  by  Noboti  Malio.  Open  to  students  at 
all  levels  {L} 
Kiilicuca  Mule 
Offered  Fall  200" 

218  Holocaust  Literature 

Creative  responses  to  the  destruction  of  European  Jewry, 
differentiating  between  literature  of  the  Holocaust  (texts 
written  in  extremis  in  ghettos,  camps  or  in  hiding) 
and  the  vast  post-war  literature  about  the  Holocaust. 
In  what  ways  do  dynamics  of  artistic  representation 
respond  to  the  cultural,  linguistic,  and  ideological  con- 
text, intended  audience,  and  the  passage  of  time?  Who 
is  authorized  to  tell  the  story  of  the  Holocaust?  How  to 
balance  competing  claims  of  individual  and  collective 
experience,  the  rights  of  the  imagination  and  the  pres- 
sures for  historical  accuracy?  Selections  from  a  variety 
of  artistic  genres  (diary,  memoir,  reportage,  poetry, 
novel,  oral  testimony,  comic  book,  film,  monuments, 
museums,  literary*  theory),  balancing  works  addressed 
to  European  and  American  audiences  by  virtue  of  their 
composition  in  non-Jewish  languages,  and  the  recover}' 
of  Yiddish  and  Hebrew  voices,  all  in  translation.  Open 
to  students  at  all  levels.  {L/H}  4  credits 
Justin  Cam  my 
Offered  Fall  2008 

220  Colloquium 

Topic:  Imagining  language.  We  will  think  about  the 
links  between  words  and  things  as  philosophers  and 
artists  have  imagined  them.  Reading  largely  pre-20th- 
century  theories  of  language  by  Plato,  St.  Augustine, 
Locke,  Condillac,  Freud  and  others,  we  will  pair  each 
of  these  thinkers  with  20th-century  artists  (poets,  book 
makers,  prose  writers)  who  meditate  in  their  work  on 
the  same  questions  of  language.  Short  exercises  (ana- 
grams, rebuses,  alphabet  poems,  portmanteau  words) 
will  be  an  integral  part  of  the  course.  {L}  4  credits 
Margaret Br  melius 
Offered  Spring  2008 

P0R  221  Topics  in  Portuguese  and  Brazilian  Literature 
and  Culture 

Topic:  Cultural  Crosscurrents  in  Todays  Portu- 
guese-Speaking World.  This  course  will  examine  a 
range  of  interlocking  cultural,  sociopolitical  and/or 
environmental  factors  that  galvanize  attention  in 
Portuguese-speaking  countries.  Themes  might  include 
post-colonial  debates  in  Lusophone  Africa,  street  chil- 


140 


Comparative  Literature 


dren  in  urban  Brazil,  or  heritage  language  communi- 
ties in  Massachusetts.  Materials  will  draw  from  literary 
and  journalistic  texts,  as  well  as  ait,  music  and  film. 
Conducted  in  Portuguese.  {L/F/A}  4  credits. 
Marguerite  Itamar  Harrison 
Offered  Spring  2008 

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 
attention  to  modem  retellings  and  artistic  representa- 
tions of  ancient  myth.  Enrollment  limited  to  30.  {L/A} 
4  credits 
Scott  Bradbury 
Offered  Spring  2008 

230  "Unnatural"  Women:  Mothers  Who  Kill  Their  Children 

Some  cultures  give  the  murdering  mother  a  central 
place  in  myth  and  literature  while  others  treat  the 
subject  as  taboo.  How  is  such  a  woman  depicted — as 
monster,  lunatic,  victim,  savior?  What  do  the  motives 
attributed  to  her  reveal  about  a  society's  assumptions 
and  values?  What  difference  does  it  make  if  the  author 
is  a  woman?  Authors  to  be  studied  include  Euripides, 
Seneca,  Ovid,  Anouilh,  Papadiamandis,  Atwood, 
Walker,  Morrison.  Prerequisite:  at  least  one  college-level 
course  in  literature.  {L}  4  credits 
Thalia  Pandiri 
Offered  Spring  2008 

EAL  232  Modern  Chinese  Literature 

Selected  readings  in  translation  of  Chinese  literature 
from  the  late-Qing  dynasty  to  contemporary  Taiwan 
and  the  People's  Republic  of  China.  This  course  will 
offer  (1)  a  window  on  20th-century  China  (from  the 
Sino-Japanese  War  of  1895  to  the  present)  and  (2)  an 
introduction  to  the  study  of  literature:  (a)  why  we  read 
literature,  (b)  different  approaches  (e.g.,  how  to  do 
a  close  reading)  and  (c)  literary  movements.  We  will 
stress  the  socio-political  context  and  questions  of  politi- 
cal 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  2008 


CLS  233  Gender  and  Sexuality  in  Greco-Roman  Culture 

The  construction  of  gender,  sexuality,  and  erotic  experi- 
ence is  one  of  the  major  sites  of  difference  between 
Greco-Roman  culture  and  our  own.  What  constituted 
a  proper  man  and  a  proper  woman  in  these  ancient 
societies?  Which  sexual  practices  and  objects  of  desire 
were  socially  sanctioned  and  which  considered  deviant? 
What  ancient  modes  of  thinking  about  these  issues 
have  persisted  into  the  modem  world?  Attention  to  the 
status  of  women;  the  role  of  social  class;  the  ways  in 
which  genre  and  convention  shaped  representation;  the 
relationship  between  representation  and  reality.  {L/H} 
4  credits 

Nancy  Shumate 
Offered  Spring  2008 

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  2007 

235  Fairy  Tales  and  Gender 

A  study  of  the  literary  fairy  tale  in  Europe  from  the 
1690s  to  the  1990s,  with  emphasis  on  the  ways  women 
have  written,  rewritten  and  transformed  them.  Some 
attention  to  oral  story-telling  and  to  related  stories  in 
other  cultures.  Writers  will  include  Aulnoy,  Perrault,  le 
Prince  de  Beaumont,  the  Grimms,  Andersen,  Christina 
Rossetti,  Angela  Carter,  Sexton,  Broumas.  Prerequisite: 
at  least  one  college-level  course  in  literature.  Not  open 
to  first-year  students.  {L}  4  credits 
Elizabeth  Harries 
Offered  Fall  2007 

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, 
focused  on  loss  of  language,  exile  and  memory.  How 
does  the  enforced  acquisition  of  a  colonizer's  language 


Comparative  literature 


141 


affect  children  as  thu\  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.  TaharBen-Jalloun's  The  Sand  Child. 
Julia  Alvarez's  How  the  Garcia  Girls  Lost  their  Accents. 
Toni  Morrison's  The  Bluest  Hye.  Open  to  students  at  all 
levels.  {L}  4  credits 
Katiiiua  Mule 
Offered  Fall  200" 

EAL  260  Health  and  Illness:  Literary  Explorations 

How  do  languages,  social  norms  and  economic  con- 
texts shape  experiences  of  health  and  illness?  How- 
do  conceptions  of  selfhood,  sexuality,  belonging  and 
spirituality  inform  ideas  about  well-being,  disease, 
intervention  and  healing?  This  cross-cultural  literary 
inquiry  into  bodily  and  emotional  experiences  will  also 
explore  Western  biomedical  and  traditional  Chinese 
diagnosis  and  treatment  practices.  From  despair  and 
chronic  pain  to  cancer,  aging  and  death,  how  do  suf- 
ferers and  their  caregivers  adapt  in  the  face  of  infirmity 
or  trauma?  Our  study  will  also  consider  how  stories  and 
other  genres  can  help  develop  resilience,  compassion 
and  hope.  Enrollment  limited  to  19.  {L}  4  credits 
Sabiua  Knight 
Offered  Spring  2008 

266  South  African  Literature  and  Film 

A  study  of  South  .African  literature  and  film  since  1948 
in  their  social,  political  and  economic  contexts  and  as 
sites  for  anti-apartheid  struggles.  We  will  study  South 
African  writers,  autobiographers.  and  film-makers  of 
various  racial  and  social  backgrounds  and  also  exam- 
ine some  testimonies  from  the  Truth  and  Reconcilia- 
tion Commission  as  staged  public  drama.  Texts  include 
Mazisi  Kunene's  Mandela's  Ego,  Njabulo  Ndebele's 
The  Cry  of  Winnie  Mandela.  Zoe  \\  icomb's  You  Can  t 
Get  Lost  in  Cape  Town:  anti-apartheid  films  such  as 
Cry  Freedom.  Ipi  Tombi.  South  Africa  Belongs  to  I 's. 
Country  and  City  Lovers.  (E)  {L} 
Katie  i  wa  Mule 
Offered  Spring  2008 

268  Latina  and  Latin  American  Women  Writers 

This  course  examines  the  last  twenty  vears  of  Latina 
writing  in  this  country  while  tracing  the  Latin  .Ameri- 
can roots  of  manv  of  the  writers.  Constructions  of  eth- 


nic identity,  gender,  Latimdad.  "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  essav  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  Sternbacb 
Offered  Spring  2008 

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 Xgugi wa Thiongo  (Kenya),  Assia Djebar  (Alge- 
ria), Patrick  Chamoiseau  (Martinique),  and  Edwidge 
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  of  bilingualism  in  their 
work.  {L}  4  credits 
Dawn  Fulton 
Offered  Spring  2008 

272  Women  Writing:  20th  and  21st  Century  Fiction 

A  study  of  the  pleasures  and  politics  of  fiction  by 
women  from  English-speaking  and  French-speaking 
cultures.  How  do  women  writers  engage,  subvert  and/or 
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 
meaning(s)?  How  do  different  theoretical  perspectives 
(feminist,  lesbian,  queer,  psychoanalytic,  postcolonial, 
postmodern)  change  the  way  we  read?  Writers  such  as 
Woolf,  Colette,  Conde,  Larsen.  Morrison,  Duras,  Rule, 
Kingston.  Shields  and  Atwood.  Not  open  to  first-year 
students.  {L/H}  4  credits 
Marilyn  Schuster 
Offered  Spring  2008 

275  Israeli  Literature 

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  refashion- 
ing Zionist  dreams  and  Israeli  realities,  and  how  does 
literature  reflect  the  country's  historical,  ideological. 


L42 


Comparative  Literature 


and  ethnic  complexities?  Topics  include  tensions  be- 
tween the  universalizing  seductions  of  Exile  and  the 
romantic  appeal  of  homeland;  Utopian  fictions;  the 
invention  of  the  New  Jew  vis-a-vis  the  exotic  (Arab  or 
Eastern)  Other;  the  function  of  landscape  in  the  con- 
solidation of  a  new  national  literature  (the  desert,  the 
socialist  kibbutz,  cosmopolitan  Tel  Aviv,  Jerusalem  of 
heaven  and  earth);  portrayals  of  the  ongoing  conflict 
between  Arab  and  Jew;  contemporary  postmodern  (and 
post-Zionist)  texts  reflecting  Israeli  society  and  its  geo- 
political condition.  Hebrew  novels,  short  stories,  mem- 
oir and  poetry  (all  in  translation),  from  the  early  20th 
century  until  today,  with  precursor  and  counter-texts 
from  European,  American  and  Palestinian  authors. 
Open  to  students  at  all  levels  interested  in  understand- 
ing the  ways  literature  interprets  Israel's  place  in  the 
modern  Middle  East.  {L}  4  credits 
Justin  Cammy 
Offered  Fall  2007 

277  At  Home  with  Kafka:  Modern  Jewish  Fiction 

What  is  modern  Jewish  literature?  Explores  relation- 
ships between  language  and  identity,  diaspora  and 
exile,  political  powerlessness  and  artistic  vitality, 
homeless  imaginations  and  imagined  homecomings, 
folklore  and  avant-garde  culture,  the  particularity  of 
national  experience  and  the  universality  of  the  Jew. 
Readings  by  masters  of  20th-century  European  fiction: 
Sholem  Aleichem's  uproarious  Yiddish  tales  of  Eastern 
Europe;  Kafka's  haunting  modernist  parables;  Isaac 
Babel's  passionate  narratives  of  the  Russian  revolu- 
tion; S.Y.  Agnon's  Hebrew  stories  of  spiritual  loss  and 
redemption;  and  LB.  Singer's  post-Holocaust  demons, 
shlemiels,  sinners  and  refugees.  Also  includes  several 
literary  memoirs.  In  what  way  do  these  figures  (and 
their  critics)  invent  the  narrative  for  what  one  historian 
recently  called  "The  Jewish  Century"?  Open  to  students 
at  all  levels..  Open  to  students  at  all  levels.  {L}  4  credits 
Justin  Cammy 
Offered  Spring  2008 

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  modern  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  Dostoevsky's  Notes  from  the  Underground, 
Kafka's  The  Trial  Musih  Man  without  Qualities,  and 
Kundera's  The  Joke,  The  Farewell  Party  and  The  Un- 
bearable Lightness  of  Being.  {L} 
Maria  Banerjee 
Offered  Fall  2007 

SPN  332  The  Middle  Ages  Today 

Topic:  Queer  Iberia.  This  course  examines  the  me- 
dieval and  early-modem  Iberian  understanding  and 
expressions  of  sexuality  within  the  context  of  modem 
critical  theory.  Special  attention  will  be  given  to  the 
complex  and  ambiguous  representations  of  same-sex 
desire,  and  the  manner  in  which  such  representations 
are  shaped  by  the  discourses  about  nation,  disease,  and 
race  (limpieza  de  sangre).  Texts  include  Ibn  Hazm's 
Tawq  al-bamama,]mn  Ruiz's  Libro  de  burn  amor, 
selections  from  Al-Himyyari's  al-Rawadal  mi'tar, 
Fernando  de  Rojas'sZ^  Celestina,  Francesc  Eiximenis's 
Id  Llibre  de  led  dones,  as  well  as  poems  by  Yehuda 
Halevi,  Wallada,  al-Mu'tamid  and  Abraham  Ibn  Ezra. 
All  readings  in  Spanish  translation.  Taught  in  Spanish. 
Enrollment  limited  to  12.  {L/F}  4  credits 
Ibtissam  Bouachrine 
Offered  Spring  2008 

ENG  352  Seminar:  The  Middle  Passage  in 
Contemporary  Black  Literature  and  Culture 

Poet  Robert  Hayden  described  the  Middle  Passage  of 
the  slave  trade  as  a  "voyage  through  death"  that  trans- 
ported Africans  across  the  Atlantic  to  the  Americas.  This 
course  explores  the  legacy  of  the  Middle  Passage  in 
contemporary  literature  and  culture  from  1969  to  today 
looking  at  how  past  is  made  present.  Through  poetry, 
novels,  short  stories,  film  and  visual  art  on  the  Middle 
Passage,  we  will  consider  how  this  historical  phenom- 
enon works  as  motif  in  black  culture  and  site  of  trauma 
for  black  artists.  We  will  examine  the  ways  different 
genres  achieve  particular  nuances  in  their  expressions 
of  this  voyage.  Prerequisite:  a  200-level  course  in  Eng- 
lish or  Afro-American  Studies.  (E)  {L}  4  credits 
Danielle  Elliott 
Offered  Fall  2007 

ENG  345  Tales  Within  Tales  Within  Tales 

Why  do  writers  enclose  stories  within  other  stories? 
What  is  the  function  of  narrative  frames?  Why  does 


Comparative  Literature 


143 


Scheherezade  tell  tales  within  tales  in  order  to  ward  off 
death?  We  will  read  frame  tales  from  main  grinds  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.  Enroll- 
ment limited  to  12.  {L}  4  credits 
Elizabeth  Harries 
Offered  Spring  2008 


340  Problems  in  Literary  Theory 
A  final  seminar  required  of  senior  majors,  designed  to 
explore  one  broad  issue  (e.g.,  the  body,  memory  and 
writing;  exile;  art  about  art)  defined  at  the  end  of  the 
fall  semester  by  the  students  themselves.  Prerequisites: 
CLT  202  and  CLT  300,  or  permission  of  the  instructor. 
{L}  4  credits 
fame  Vanpee 
Offered  Spring  2008 


ENG  395  Freud  and  Sherlock  Holmes 

Readings  include  Freud's  case  studies  and  Conan 

Doyle's  detective  stories:  popular  accounts  of  Freud 

and  Holmes  in  fiction,  film,  and  drama;  and  critical 

investigations  of  their  economies  of  signification  (for-  *  , 

ays  into  various  critical  -isms).  Practical  component:  1  [\Q  M3JOr 

keeping  a  dream  journal  and  collaborative  writing  of  a 

detective  story  or  fictionalized  case  study.  Prerequisite: 

an  advanced  literature  course  and  interest  in  theory.  {L} 

4  credits 

Luc  GUleman 

Offered  Fall  2007 


404  Special  Studies 

Offered  both  semesters,  with  the  permission  of  the  in- 
structor and  of  the  program  director.  4  credits 


Critical  Theory  and  Method 

300  Foundations  of  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 
lame  Vanpee 
Offered  Fall  2007 

301/FRN  301  Contemporary  Theory  in  French 

For  students  concurrently  enrolled  in  CLT  300.  wishing 
to  read  and  discuss  in  French  the  literary  theory  at  the 
foundation  of  contemporary  debates.  Readings  of  such 
seminal  contributors  as  Saussure.  Levi-Strauss,  Barthes, 
Foucault,  Derrida,  Lacan.  Cixous,  Kristeva.  Irigarav. 
Fanon,  Deleuze,  Baudrillard.  Optional  course.  Graded 
S/lonlv.  (E){L/F}1  credit 
Janie  Vanpee 
Offered  Fall  2007 


Before  entering  the  major,  the  student  must  prove  her 
foreign-language  proficiency  by  completing  a  begin- 
ning literature  course  in  the  foreign  language  or  lan- 
guages of  her  choice  at  the  level  of  CHI  302,  GER  222, 
GRK212,  ITL250,JPN 301,  LAT212,  POR  221.  RUS 
338,  SPN  220  or  FRN  250.  (FRN  260  may  be  counted  as 
one  of  the  three  advanced  courses  in  literature  required 
for  the  Comparative  Literature  Major.)  If  a  student  has 
not  taken  language  courses  at  Smith  College,  the  de- 
partment concerned  will  assess  her  proficiency. 

Requirements:  13  semester  courses  as  follows: 

1 .  CLT  202,  CLT  204,  CLT  300,  CLT  340  (Note:  CLT 
202  is  a  prerequisite  for  340  and  should  be  taken  as 
early  as  possible; 

2.  Three  comparative  literature  courses  (only  courses 
with  a  primary  or  cross-listing  in  comparative  lit- 
erature count  as  comparative  literature  courses); 

3.  Three  intermediate  or  advanced  literature  courses 
in  a  foreign  language  approved  by  the  major 
adviser.  If  a  student  takes  both  semesters  of  a  year- 
long literary  survey  in  a  foreign  language  (e.g.. 
FRN  253, 254)  she  may  count  the  two  courses  as 
one  advanced  literature  course; 

4.  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  litera- 
ture in  translation,  in  a  distinct  language  or  re- 
gional or  national  literature,  such  as  the  literature 
of  a  seldom  taught  language,  including  Old  Ni  irse 
or  Basque,  or  in  African,  Middle  Eastern.  Arabic, 


144 Comparative  Literature 

Chinese,  Japanese,  Jewish  (Yiddish,  Hebrew  or  La- 
dino)  or  Russian  literature.  A  student  who  wants  to 
pursue  this  option  must  present  her  adviser  with  a 
plan  for  the  courses  she  intends  to  take  and  a  ratio- 
nale for  her  choice; 
5.  Among  the  literature  courses  taken  for  the  major, 
in  language  and  literature  departments  and  in 
the  CLT  program  one  course  must  focus  on  texts 
from  cultures  beyond  the  European/American 
mainstream:  e.g.,  East  Asian,  African  or  Caribbean 
writing,  or  minority  writing  in  any  region.  One 
course  must  focus  on  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 
semesters  of  the  senior  year. 

Director:  Maria  Banerjee 

430d  Honors  Thesis 

Requirements:  The  same  as  those  for  the  major,  with 
the  addition  of  a  thesis  to  be  written  in  both  semesters 
of  the  senior  year.  The  first  draft  is  due  on  the  first  day 
of  the  second  semester  and  will  be  commented  on  by 
both  the  adviser  and  a  second  reader.  The  final  draft  is 
due  on  April  1,  to  be  followed  in  early  May  by  an  oral 
presentation  and  discussion  of  the  thesis.  For  more 
detailed  requirements,  see  the  CLT  Web  site,  at  the  end 
of  the  list  of  courses. 
8  credits 
Full-year  course;  offered  each  year 

Director  of  Study  Abroad:  Janie  Vanpee 


us 


Computer  Science 


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


Professors 

Michael  0.  Albertson,  Ph.D.  (Mathematics  and 

Statistics) 
tlJosephO'Rourke,Ph.D. 
Ileana  Streinu,  Ph.D. 

Associate  Professors 

Dominique  F.  Thiebaut,  Ph.D. 


Judy  Franklin,  Ph.D.,Chair 

Assistant  Professors 

Nicholas  Howe,  Ph.D. 
Judith  Cardell,  Ph.D.  (Clare  Booth  Luce  Assistant 

Professor  of  Computing  Engineering) 
Kitan  Mendelowitz 


Three  computer  science  courses  have  no  prerequisites. 
These  are  CSC  102  (How  the  Internet  Works),  CSC 
103  (How  Computers  Work),  and  CSC  111  (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  proto- 
cols, encoding  and  compression,  http  and  HTML,  the 
design  of  Web  pages,  the  operation  of  search  engines, 
beginning  JavaScript;  CSS.  Both  history  and  societal 
implications  are  explored.  Prerequisite:  basic  familiar- 
ity with  word  processing.  Enrollment  limited  to  30. 
The  course  will  meet  for  half  of  the  semester  only.  {M} 
2jcredits 

Nicholas  Howe,  Fall  2007,  Spring  2008 
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 

Judith  Cardell 

Offered  first  half  of  the  semester,  Fall  2007 

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  and  Eitan  Mendelowitz 

Offered  second  half  of  the  semester,  Spring  2008 

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 
Dominique  Thiebaut.  Fall  2007 
Judy  Franklin.  Spring  2008 
Offered  both  semesters  each  year 

112  Computer  Science  II 

Elemental}  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- 


L46 


Computer  Science 


tion  is  Java.  The  programming  goals  of  portability, 
efficiency  and  data  abstraction  are  emphasized.  Pre- 
requisite: 1 1 1  or  equivalent.  Enrollment  limited  to  30. 
{M}  4  credits 

lleana  Streinu,  Fall  2007 
Nicholas  Howe,  Spring  2008 
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 
lleana  Streinu  andEitan  Mendelowitz 
Offered  Spring  2008 

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  1 1 1  or  permission  of  the  instructor; 
otherwise,  CSC  1 1 1  or  permission  of  the  instructor.  {M} 
4  credits 

Members  of  the  department 
Offered  every  Fall 


249  Computer  Networks 

This  course  introduces  fundamental  concepts  in  the  de- 
sign and  implementation  of  computer  communication 
networks,  their  protocols,  and  applications.  Topics  to  be 
covered  include  layered  network  architecture;  physical 
layer  and  data  link  protocols;  and  transport  protocols, 
routing  protocols  and  applications.  Most  case  studies 
will  be  drawn  from  the  Internet  TCP/IP  protocol  suite. 
Prerequisites:  CSC  111  and  MTH  153-  {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  Hiring  machines;  nondeterminism  and  unde- 
cidability.  Perl  is  used  to  illustrate  regular  language 
concepts.  Prerequisites:  1 1 1  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 
lleana  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  2009 

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  have  the  opportunity  to  design 


Computer  Science 


147 


and  implement  digital  circuits  during  a  weekly  lab. 
Prerequisite:  231.  Enrollment  limited  to  12.  {M} 
4  credits 
Dominique  Thiebaut 

Offered  Spring  2008 

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,  Yoronoi  diagrams,  arrangements  of  lines, 
geometric  searching  and  motion  planning.  Students 
will  have  a  choice  between  writing  several  programs, 
or  exploring  theoretical  questions.  Prerequisites:  MTU 
1  S3,  and  either  112  or  MTI  [  211.  {M}  4  credits 
Ileana  Stremu 
Offered  Fall  2007 

290  Introduction  to  Artificial  Intelligence 
An  introduction  to  artificial  intelligence  including  an 
introduction  to  artificial  intelligence  programming. 
Topics  covered  include  game  playing  and  search  strate- 
gies; machine  learning;  natural  language  understand- 
ing; neural  networks;  genetic  algorithms;  evolutionary 
programming;  philosophical  issues.  Prerequisites  for 
CSC  major  credit:  CSC  112.  MTH  1 1 1  or  permission  of 
the  instructor;  otherwise,  CSC  1 1 1  or  permission  of  the 
instructor.  {M}  4  credits 
Joseph  O'Rourke 
Offered  Spring  2009 

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  (HMD  and  distributed  objects.  Prerequisites: 
1 12  and  252.  {M}  4  credits 
Dominique  Thiebaut 
Offered  Fall  2008 

353  Seminar  in  Robotics 

A  seminar  introduction  to  Robotics.  Topics  include 
basic  mechanics,  electronics  and  sensors,  basic  kine- 
matics and  dynamics,  configuration  space,  motion 


planning,  robot  navigation,  and  self-reconfiguring 
robots.  Projects  will  include  computer  simulations 
and  programming  existing  and  student-built  robots. 
Prerequisites.  CSC  112,231,  Calculus.  Discrete  Math  or 
permission  of  the  instructor.  {M}  4  credits 
Ileana  Stremu 
Ottered  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  Fall  2008 

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:  2^0.  or  231.  {M}  4  credits 
Dominique  Thiebaut 
Offered  Spring  2009 

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 


148 


retrieval,  and  segmentation  of  tracking  of  objects. 
Prerequisites:  CSC  112,  MTH  153  {N}  4  credits 
Nicholas  Howe 
Offered  Fall  2007 

Cross-listed  and 
Interdepartmental  Courses 

MTH  353  Advanced  Topics  in  Discrete  Applied 
Mathematics 

Topic:  Computational  Complexity.  Good  versus  bad 
algorithms,  easy  versus  intractable  problems.  The 
complexity  classes  P,  NP  and  a  thorough  investigation 
of  NP-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 
Not  offered  in  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  11  semester  courses  (44  graded 
credits)  including: 

1.  111,112,231,250; 

2.  a.  One  of  MTH  111,  MTH  112,  MTH  114;  or  MTH 
125; 

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.  At  least  one  designated  Theory; 

b.  At  least  one  designated  Programming; 

c.  At  least  one  designated  Systems; 

4.  At  least  one  CSC  300-level  course  (not  among  those 
satisfying  previous  requirements). 


Computer  Science 

Course 

Theory 

Programming 

Systems 

CSC  220  (Adv.  Prog) 

X 

CSC  240  (Graphics) 

X 

X 

CSC  249  (Networks) 

X 

CSC  252  (Algorithms)) 

X 

CSC  262  (Op  Sys) 

X 

X 

CSC  270  (Circuits) 

X 

CSC  274  (Comp  Geom) 

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  1 12,  and  one  300-level  course. 

1.  Theory  (six  courses) 

Advisers:  Nick  Howe,  Judy  Franklin,  Joseph  O'Rourke, 
Ileana  Streinu 

This  minor  is  appropriate  for  a  student  with  a  strong 
interest  in  the  theoretical  aspects  of  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 


Computer  Science 


149 


This  minor  is  appropriate  for  a  student  with  a  strong 
interest  in  programming  and  software  development 

Required  courses: 

111  Computer  Science  I 

112  Computer  Science  II 

T\vo  distinct  200-  or  300-level  courses  designated  as 

Programming 
One  other  200-  or  300-level  course 
One  CSC  300-level  course  designated  Programming 

(and  not  among  those  satisfying  the  previous 

requirements). 

3.  Systems  (six  courses) 

Advisers:  Judith  Cardelljudy  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 

1\vo  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: 

$0  Seminar  in  Artificial  Intelligence 

554  Seminar  111  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: 

1 1 1  Computer  Science  I 

112  Computer  Science  II 

250  Foundations  of  Computer  Science 
One  of: 

252  Algorithms 
274  Computational  Geometry 
MTH  254  Combinatorics 
MTH  353  Advanced  Topics  in  Discrete  Applied 
Mathematics 

6.  Digital  Art  (six  courses  equally 
balanced  between  Computer 
Science  and  Art) 

Adviser:  Joseph  O'Rourke 

This  minor  is  designed  to  accommodate  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  1 1 1 
in  high  school  would  be  required  to  substitute  CSC  1 12 
instead). 


150 


Computer  Science 


Three  art  courses  are  required.  ARH  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  36 1  Digital  Multimedia  provides  more 
advanced  experience  with  digital  art. 

#   Dept  Number  Title  Credits  Preq. 

1  CSC       102       How  the  Internet 

Works  2      none 

CSC       105      Interactive  Web 

Documents  2 

2  CSC       111       Computer 

Science  I  4      none 

CSC       112       Computer 

Science  II  4      none 

3  CSC       240      Computer 

Graphics  4 

4  ARH       101       Approaches  to 

Visual 

Representation        4      none 

5  ARS       162       Introduction  to 

Digital  Media  4      none 

IDP  130  Introduction  to 
Media  Arts  and 
Technology  4      none 

6  ARS       263      Intermediate 

Digital  Media  4 

ARS       361       Interactive  Digital 

Multimedia  4 

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 

Smith 

DAN  377 

Expressive  Technology  and 
Movement 

Hampshire 

CS0174 

Computer  Animation  I 

Hampshire 

CS0334 

Computer  Animation  II 

Mount  Holyoke 

CS331 

Graphics 

UMass 

ART  397F 

Digital  Imaging:  Offset  Litho 

UMass 

ART397F 

Digital  Imaging:  Photo  Etchg 

UMass 

ART  3971 

Digital  Imaging:  Offset  Litho 

UMass 

ART697F 

Digital  Imaging:  Photo  Etchg 

UMass 

EDUC591A 

3D  Animation  and  Digital  Editing 

UMass 

CMPSCI391F 

Graphic  Communications 

UMass 

CMPSCI 397C 

Interactive  Multimedia  Production 

UMass 

CMPSCI397D 

Interactive  Web  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  111 
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 
an  introduction  to  musique  concrete,  analog  synthesis, 
digital  synthesis  and  sampling  through  practical  work, 


Computer  Science 


151 


assigned  reading,  and  listening  CSC  354  Seminar  mi 
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: 
Number    title  Credits    Preq. 


Ikpt 

IN 

CSC, 
CSC 
CSC 


111 

112 
220 
250 


4  MIS  110 

5  Mis  233 
MIS  212 

6  Ml  - 


CSC     354 


Computer  Science  1 
Computer  Science  II 
Advanced  Programming 
Foundations  of  Computer 
Science 

Analysis  and  Repertory 

Composition 
20th  Century  An 
Electro-Acoustic  Music 


Seminar  on  Digital 
Sound  and 
Music  Processing 


4       none 
4       CSC  111 
4      CSC  112 


CSC  111 
MTH  153 
none 
MUS  110 
MUS111 
MUS  110 
MUS  233 
Permission 
CSC  112 
CSC  250 
Permission 


Honors 

Director:  Joseph  O'Rourke 

430d  Thesis 

8  credits 

Pull-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  Fall  2006 

Requirements:  Normally  the  requirements  for  the  ma- 
jor, with  a  thesis  in  the  senior  year.  The  specific  pro- 
gram 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        'litle 

Amherst 

Mus  65           Electroacoustic  Composition 

Hampshire 

HACU-0290-1  Computer  Music 

\lt .  Holvoke 

Music  102f      Music  and  Technology 

UMass 

Music  585       Fundamentals  of  Electronic 

Music 

l  Mass 

Music  586       MIDI  Studio  Techniques 

152 


Dance 


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


Professors 

Susan  Kay  Water,  M.S. 
Rodger  Blum,  M.F.A.,  Chair 

Visiting  Artist-in-Residence 

Donna  Mejia,  B.Sc. 

Five-College  Lecturer  in  Dance 

Marilyn  Middleton-Sylla 

Principal  Pianist/Lecturer 

Julius  M.  Robinson,  B.S. 

Instructors  in  Dance 

Candice  Salyers,  M.F.A. 
Kellie  Lynch,  M.F.A. 
Ariel  Cohen,  M.F.A. 
Lauren  Brown,  Ph.D. 

Five  College  Faculty 

Paul  Arslanian  (Lecturer  in  Dance,  University  of 

Massachusetts) 
Billbob  Brown,  M.A.  (Associate  Professor,  University  of 

Massachusetts) 
Jim  Coleman,  M.F.A.  (Professor,  Mount  Holyoke 

College) 
Ran j  ana  Devi  (Lecturer,  University  of  Massachusetts, 

Fine  Arts  Center) 
Charles  Flachs.,  M.A.  (Associate  Professor, 

Mount  Holvoke  College) 


Rose  Flachs  (Associate  Professor,  Mount  Holyoke 

College) 
Terese  Freedman,  B.A.  (Professor,  Mount  Holyoke 

College) 
Constance  Valis  Hill,  Ph.D.  (Five  College  Associate 

Professor,  Hampshire  College) 
Peter  Jones  (Lecturer/Accompanist,  Mount  Holyoke 

College) 
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) 
Tom  Vacanti,  M.F.A.  (Visiting  Assistant  Professor, 

University  of  Massachusetts) 
Wendy  Woodson,  M.A.  (Professor,  Amherst  College) 

Teaching  Fellows 

Vanessa  Anspaugh 
Aretha  Aoki 
Audra  Carabetta 
Maura  Donohue 
Kara  Golux 
Jillian  Grunnah 
Lona  Lee 
Meredith  Lvons 


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 
Five  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  at  www.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  priority  is  given 
to  seniors  and  juniors.  "P"  indicates  that  permission  of 
the  instructor  is  required.  "L"  indicates  that  enrollment 
is  limited. 


Dance 


153 


Dance  Composition:  Introductory  through  advanced 
study  of  elements  of  dance  composition,  including 
phrasing,  space,  energy,  motion,  rhythm,  musical 
forms,  character  development  and  personal  imagery. 
Course  work  emphasizes  organizing  and  designing 
movement  creatively  and  meaningfully  in  a  varietj  of 
forms  (solo,  duet  and  group),  and  utilizing  various 
devices  and  approaches,  e.g..  motif  and  development, 
theme  and  variation,  text  and  spoken  language,  col- 
lage, structured  improvisation  and  others. 


241  Scientific  Foundations  of  Dance 

An  introduction  to  selected  scientific  aspects  of  dance, 
including  anatomical  identification  and  terminology 
phwiological  principles  and  conditioning/strengthen- 
ing methodology.  These  concepts  are  discussed  and 
explored  expenentiallv  in  relationship  to  the  movement 
vocabularies  of  various  dance  styles.  Enrollment  lim- 
ited to  JO.  {A}  4  credits 
Susan  Waltner 
Offered  Fall  2007 


All  Dance  Theory  Courses:  L  {A}  4  credits 

151  Elementary  Dance  Composition 

L  {A}  4  credits 

Candice  Salvers.  Spring  2008 

I M.  MHC  i 'Coleman  j.  AC  (Woodson) 

Offered  Fall  2007 

252  Intermediate  Dance  Composition 

Prerequisite:  151.  L  {A}  4  credits 

Candice  Salyers 

Offered  Fall  2007 

B.  Scripts  and  Scores 

7b  he  announced 

To  be  arranged 

353  Advanced  Dance  Composition 

Prerequisite:  252  or  permission  of  the  instructor.  L.  {A} 

4  credits 

A.  Performance  Studio 

AC  (Woodson).  HC  (Nicoli) 

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  modem  dance  movement,  contemporary  and 
avant-garde  dance  experi mentation.  African-American 
dance  forms,  jazz  dance  and  popular  culture  dance 
traditions.  L  {A}  Wl  4  credits 
lauren  Brown 
Offered  Spring  2008 


272  Dance  and  Culture 

Through  a  survey  of  world  dance  traditions  from  both 
artistic  and  anthropological  perspectives,  this  course 
introduces  students  to  dance  as  a  universal  human 
behavior,  and  to  the  many  dimensions  of  its  cultural 
practice — social,  religious,  political  and  aesthetic. 
Course  materials  are  designed  to  provide  students  with 
a  foundation  for  the  interdisciplinary  study  of  dance  in 
society,  and  the  tools  necessary  for  analyzing  cross-cul- 
tural issues  in  dance;  they  include  readings,  video  and 
film  viewing,  research  projects  and  dancing.  (A  prereq- 
uisite for  Dance  375,  Anthropology  of  Dance). 
L  {A}  4  credits 
Daphne  Lou  ell 
Offered  Spring  2008 

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. 
To  be  announced 
To  be  arranged 

287  Analysis  of  Music  from  a  Dancer's  Perspective 

This  course  is  the  study  of  music  from  a  dancer's  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 


154 


Dance 


for  sophomore  year  or  later).  Enrollment  limited  to  15. 
{A}  4  credits 
UM  (Arslanian) 
Offered  Fall  2007 

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  imagery  and  other  modes  of 
developing  and  embodying  movement  material,  danc- 
ers explore  ways  in  which  a  choreographer's  vision  is 
formed,  altered,  adapted  and  finally  presented  in  per- 
formance. {A}  2  credits 
Rodger  Blum 
Offered  Fall  2007 

Si  I  res!  re  Repertory 
Balanchine:  Concerto  Barocco 
Mark  Morris:  Canonic  3/4  Studies 
To  be  arranged 

Ballet  Repertory 
To  be  arranged 

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 
Donna  Mejia 
Offered  Fall  2007 

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  choreographers/performers 
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  2007 

Expressive  Technology  and  Movement 
This  course  will  examine  movement  expression  (physi- 
cal and  digital)  through  the  introduction  of  software 
tools  that  inspire,  enhance  and  help  create  two  dimen- 
sional expressive  movement  studies.  Studies  will  be 
designed  within  the  framework  of  digital  or  live  perfor- 
mance creations.  Enhancing,  exploring,  and  redefining 
creative  process  is  the  primary  goal  of  this  course.  Soft- 
ware for  video  editing,  motion  graphics,  sound  editing 
and  creation,  multilayered  still  images,  and  animation 
will  be  used  as  tools  to  create  two  and/or  three  dimen- 
sional final  motion  projects.  Tools  can  also  include  cre- 
ative scanning  techniques,  video  camera  and  lighting 
operations  and  digital  keying/compositing.  Readings 
concerning  issues  in  human  expression  and  aesthetics 
accompanied  by  threaded  class  discussions  will  also  be 
required.  The  prerequisite  for  this  course  is  one  entry- 
level  course  in  dance  composition,  studio  art,  music 
composition  or  theory,  theatrical  directing,  or  computer 
science  (or  permission  of  the  instructor).  Familiarity 
with  the  Macintosh  platfomi  in  OSX  is  needed.  Basic 
computer  skills  on  this  platfomi  (or  Windows)  as  well 
as  mouse  skills,  shortcut  knowledge,  manipulation  of 
windows  and  the  desktop,  saving  files,  and  the  organi- 
zation of  folders  are  required.  L.  {A} 
Rodger  Blum 
Offered  Fall  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  fomis  required.  {A} 
1  to  4  credits 

Members  of  the  department 
Offered  both  semesters  each  year 


Dance 


155 


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- 
fomiance,  choreograph}'  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  10,  20XT  at  4:10  p.m.  in  the  Green 
Room,  Theatre  Building.  Attendance  is  mandator}.  {A} 
1  credit 

lb  be  announced 
Offered  Fall  2007 

200  Dance  Production 

Same  description  as  above.  There  will  one  general 
meeting  on  Monday.  January  28,  2008  at  4:10  p.m. 
in  the  Green  Room,  Theatre  Building.  Attendance  is 
mandator}-.  Ma}'  be  taken  four  times  for  credit,  with 
maximum  of  two  credits  per  semester.  {A}  1  credit 
To  be  an  fiout iced 
Offered  Spring  2008 

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. 
\ideo  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  determined  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 
advisee 

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 
T(j  be  announced.  Fall  2007 
To  be  announced.  Spring  2008 
Offered  Fall  200".  Spring  2008 

218  Floor  Barre  Movement  Technique 

This  course  combines  classical  and  modem  principles 
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  modem  dance  technique.  Enrollment  limited 
to  20.  {A}  2  credits 
Rodger  Blum 
Offered  Spring  2008 

219  Intermediate  Contact  Improvisation 

A  duet  form  of  movement  improvisation.  The  technique 
will  focus  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 
To  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 

To  be  announced.  Fall  2007 

To  be  announced.  Spring  2008 

Offered  both  semesters  each  year  at  Smith  and  in 

the  Five  Colleges 


156 


Dance 


114  Modern  Dance  II 

For  students  who  have  taken  Modern  Dance  I  or  the 
equivalent.  L.  {A}  2  credits 
To  be  announced,  Fall  2007 
To  be  announced,  Spring  2008 
Offered  Fall  2007,  Spring  2008 

215  Modern  Dance  III 

Prerequisite:  1 13  and  a  minimum  of  one  year  of  mod- 
ern dance  study.  L.  {A}  2  credits 
To  be  announced,  Fall  2007 
MHC.  (Coleman) 
UM  (Brown) 
Offered  Fall  2007 

216  Modern  Dance  IV 

Prerequisite:  215.  L  {A}  2  credits 
Kellie  Lynch,  Fall  2007 
Donna  Mejia,  Spring  2008 
Offered  Fall  2007,  Spring  2008 

317  Modern  Dance  V 

By  audition/permission  only.  Prerequisite:  21 6.  L  and 
P.  {A}  2  credits 
Kellie  Lynch 
HC  (Nicoli),  MHC 
Offered  Fall  2007 

318  Modern  Dance  VI 

Audition  required.  Prerequisite:  317.  L  and  P.  {A} 
2  credits 
Ariel  Cohen 
Offered  Spring  2008 

Ballet:  Introductory  through  advanced  study  of  the 
principles  and  vocabularies  of  classical  ballet.  Class  is 
composed  of  three  sections:  Barre,  Center  and  Allegro. 
Emphasis  is  placed  on  correct  body  alignment,  develop- 
ment of  whole  body  movement,  musicality  and  em- 
bodiment of  performance  style.  Pointe  work  is  included 
in  class  and  rehearsals  at  the  instructor's  discretion. 

120  Ballet  I 

L.  {A}  2  credits 

Section  1:  To  be  announced,  Fall  2007 

Section  2:  To  be  announced,  Fall  2007 

MHC  (R.Flachs),UM  Fall  2007 

To  be  announced.  Spring  2008 

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 

To  be  announced.  Fall  2007 

To  be  announced.  Spring  2008 

Offered  both  semesters  each  year 

222  Ballet  III 

Prerequisite:  121  or  permission  of  the  instructor.  L.  {A} 

2  credits 

Rodger  Blum 

MHC(C.  Flachs).  UM  (Vacanti) 

Offered  Fall  2007 

223  Ballet  IV 

L.  {A}  2  credits 
To  be  announced 
MHC,  UM 
Offered  Spring  2008 

324  Ballet  V 

By  audition/permission  only.  L.  {A}  2  credits 
Rodger  Blum 
UM  (Vacanti) 
Offered  Fall  2007 

325  Ballet  VI 

By  audition/permission  only.  L.  {A}  2  credits 

Rodger  Blum 

MHC 

Offered  Spring  2008 

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:  To  be  announced,  Fall  2007 

Section  2:  To  be  announced,  Fall  2007 

UM  Fall  2007 

To  be  announced,  Spring  2008 

Offered  both  semesters  each  year  at  Smith  and  in 

the  Five  Colleges 


Dance 


157 


131  Jazz  II 

For  students  who  have  taken  Jazz  l  or  the  equivalent  L 

{A}  2  credits 

7b  be  announced,  Fall  2007 

To  be  announced,  Spring  2008 

Offered  both  semesters  each  year 

232  Jazz  III 

Further  examination  of  jazz  dance  principles.  L.  {A} 

2  credits 

To  be  announced 

UM 

Offered  Fall  2007 

233  Jazz  IV 

Emphasis  on  extended  movement  phrases,  complex 

musical ity,  and  development  of  jazz  dance  styles.  L  {A} 

2  credits 

MHC.  Fall  2007 

To  be  announced,  Spring  2008 

Offered  Fall  2007,  Spring  2008 

334  Jazz  V 

Advanced  principles  of  jazz  dancing.  L.  By  audition/ 
permission  only.  {A}  2  credits 
UM,  Fall  2007 

335  Jazz  VI 

Advanced  principles  of  jazz  dancing.  L.  By  audition/ 
pemiission  only  {A}  2  credits 
To  be  announced 
Offered  Spring  2008 

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  van,  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 

We&  African  Dance 

This  course  introduces  African  dance,  music  and  song 
as  a  traditional  mode  ol  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,  \C  (Middleton-Sylla) 
Offered  Fall  2007,  Spring  2008 

Tribal  Fusion 

Tribal  Fusion  is  rooted  in  the  nomadic  dance  tradition 
of  North  Africa,  the  Middle  Fast  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  Me jia 
Offered  Fall  2007,  Spring  2008 

243  Cultural  Dance  Forms  II 

WestAfrican 

This  course  is  an  exploration  of  the  various  dance 
styles,  forms  and  symbols  attributed  to  the  classical 
societies  of  Western  Africa.  The  course  will  focus  on 
those  dances  whose  origins  are  (historically)  found  in 
the  Old  Mali  Empire,  i.e.  (Mali,  Senegal,  the  Gambia. 
Guinea)  as  well  as  Nigeria  and  Ghana.  It  will  specifi- 
cally examine  the  dance  styles  of  the  Serer,  Lebou,  Djio- 
lla,  Bambara,  Wolof,  Sauce,  Malinke,  Manding,  Yoruba 
and  Twi  peoples  of  these  regions.  Enrollment  limited  to 
30.  {A}  2  credits 
Not  offered  2007-08 


C.  The  Major 

Advisers:  Rodger  Blum.  Susan  \\  altner 

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- 


158 


Dance 


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  (DAN  171)  and 
Dance  and  Culture  (DAN  272)  serve  as  the  introduction 
to  the  major.  At  the  advanced  level  there  is  the  Anthro- 
pological Basis  of  Dance  (DAN  375)  and  more  special- 
ized period  courses  or  topics.  These  courses  all  examine 
the  dance  itself  and  its  cultural  context. 

Creative  and  Aesthetic  Studies  (DAN  151, 252, 353 
and  377)  This  sequence  of  courses  begins  with  the 
most  basic  study  of  dance  composition:  space,  time, 
energy,  and  focuses  on  tools  for  finding  and  developing 
movement.  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  (DAN  241, 342)  These 
courses  are  designed  to  develop  the  student's  personal 
working  process  and  her  philosophy  of  movement.  The 
student  studies  selected  aspects  of  human  anatomy, 
physiology,  bio-mechanics  and  their  relationships  to 
various  theories  of  technical  study. 

Language  of  Movement  (DAN  285)  Courses  in  this  area 
train  students  to  observe,  experience  and  notate  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. 


while  optional  and  without  additional  credit,  is  encour- 
aged to  realize  dance  skills  before  an  audience 

Requirements  in  Technique  and  Performance  Emphasis: 

1.  171  and  272 

2.  241 

3.  285  or  287 

4.  151, 200  (2  credits)  and  252 

5.  Five  courses  are  required  in  dance  technique  for  the 
major.  Students  can  explore  up  to  four  courses  in 

a  single  form.  At  least  two  semesters  must  be  at  the 
advanced  level.  A  single  level  of  technique  courses 
may  be  taken  for  credit  up  to  three  semesters. 

6.  Two  courses  from  the  following:  309, 342, 353, 375, 
377. 

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 
encouraged  to  study  several  dance  forms  and  styles  and 
they  are  expected  to  reach  intermediate  level  in  one  or 
more  forms. 

Requirements  in  Theoretical  Practices  of  Dance: 

1.  171  and  272 

2.  241 

3.  285  or  287,  or  a  200  level  course  in  another 
discipline 

4.  151, 200  (2  credits)  and  375 

5.  Five  technique  courses  are  required  in  the  dance 
theory  emphasis  of  the  major.  Dance  Theory  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.  TVvo  courses  from  the  following:  309, 342  377. 

7.  DAN  400  (4  credits)  must  be  taken  in  the  senior 
year. 


Emphasis  I:  Technique  and  Performance  A  dancer's 

instrument  is  her  body  and  it  must  be  trained  consis- 
tently. Students  are  encouraged  to  study  several  dance 
forms  and  styles.  Students  who  will  emphasize  perfor- 
mance and  choreography  are  expected  to  reach  ad- 
vanced level  in  one  or  more  forms.  Public  performance, 


D.  The  Minor 


Advisers:  Members  of  the  Smith  College  Department 
of  Dance 


Dance 


159 


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,  1^1  and  272. 

Three  2-credil  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.  "PM  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 

"     I).  Haitian 

E.  Introduction  to  Flamenco 

F.  Javanese 

G.  Afro-Brazilian 
II.  Middle  Eastern 
I.  Tribal  Fusion 

l^2)  Intermediate/Advanced  Cultural  Dance  Forms 

A.  West  African  II 

B.  Comparative  Caribbean  Dance  II 
113  Modern  Dance  I 

1U  Modem  Dance  II 
215  Modem  Dance  III 


216  Modem  Dance  I\ 

317  Modem  Dance  V 

318  Modem  Dance  VI 

120  Ballet  I 

121  Ballet  II 
111  Ballet  III 
223  Ballet  1\ 

324  Ballet  V 

325  Ballet  VI 

130  Jazz  I 

131  Jazz  II 

232  Jazz  HI 

233  Jazz  IV 

334  Jazz  V 

335  Jazz  VI 

136  Tap  I 

137  Tap  II 

Honors 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 


E.  Five  College  Courses 

Students  should  consult  the  Five  College  Dance  Depart- 
ment course  schedule  (specifying  times,  locations  and 
new  course  updates)  online  at  www.fivecolleges.edu/ 
dance/schedule.html 


Adviser:  Rodger  Blum 


F.  Graduate:  M.F.A.  Program 

Adviser:  Susan  Waltner 

"P"  indicates  that  permission  of  the  instructor  is  re- 
quired. 

510  Theory  and  Practice  of  Dance  IA 

Studio  work  in  dance  technique,  including  modem, 
ballet,  tap.  cultural  dance  and  jazz.  Eight  to  10  hours 


160 


Dance 


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.  Study  of  the  creative  process  and 
how  it  is  manifested  in  choreography.  Prerequisite:  two 
semesters  of  choreography.  5  credits 
Susan  Waltner 
Offered  Fall  2007 

540  History  and  Literature  of  Dance 

Emphasis  will  include:  in-class  discussion  and  study 
of  dance  history  and  dance  research,  current  research 
methods  in  dance,  the  use  of  primary  and  secondary 
source  material.  Students  will  complete  a  dance  history 
research  paper  on  a  topic  of  their  choice.  Prerequisite: 
two  semesters  of  dance  history.  5  credits 
To  be  announced 
Offered  Fall  2008 

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,  coursework 
in  theatrical  production  (or  equivalent)  5  credits 
Rodger  Blum 
Offered  Spring  2009 


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 
principles  and  body  mechanics  that  are  observed  within 
dance  performance  as  well  as  in  excellent  teaching  of 
dance.  Prerequisite:  DAN  241  or  the  equivalent.  {A} 
5  credits 
Susan  Waltner 
Offered  Spring  2008 

590  Research  and  Thesis 

Production  project. 

5  credits 

Susan  Waltner 

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) 


Dance  161 

Technique  and  Theorj  (4credits  at  AC,  HC,  MHC  and 

SC;  3  credits  at  1  M) 

Dance  153  Dance  as  an  Art  Form — MHC  (Coleman) 

Dance  261  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 

I IAC1  278  Black  Traditions  in  .American  Dance — HC 

(Hill) 

UM  Dance  273  Jazz  Tap  Dancing  in  America:  Historj 

and  Practice— I'M  (Hill) 


162 


East  Asian  Languages  and 
Literatures 

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


Professor 

§1J  Thomas  Rohlich,  Ph.D. 

Associate  Professors 

"2Maki  Hirano  Hubbard,  Ph.D. 
Deirdre  Sabina  Knight,  Ph.D,  Chair 

Assistant  Professors 

+1KimberlyKono,Ph.D. 
t2SujaneWu,Ph.D. 


Visiting  Assistant  Professor 

Yuri  Kumagai,  Ed.D. 

Lecturers 

Amy  C.  Franks,  M.A. 
Jing  Hu,  M.A. 
SukMasseyCAG.S. 
Atsuko  Takahashi,  M.S.  Ed. 
Grant  Xiaoguang  Li,  Ph.D. 
Ling  Zhao,  M.A. 


The  Department  of  East  Asian  Languages  and  Lit- 
eratures offers  a  major  in  East  Asian  languages  and 
cultures  with  concentrations  in  China  or  Japan,  and 
a  minor  in  East  Asian  languages  and  literatures  with 
concentrations  in  China,  Japan  or  Korea.  Students 
planning  on  spending  their  junior  year  abroad  should 
consult  the  department  concerning  the  list  of  courses  to 
be  credited  toward  the  major  or  minor  and  must  seek 
final  approval  for  the  courses  upon  their  return. 

Courses  in  English 

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  dynasty.  Through  the 
careful  reading  of  selected  works  including  shaman's 
hymns,  protest  poetry,  and  excerpts  from  the  great 
novels,  students  will  inquire  into  how  the  spiritual, 
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 
Sujane  Wu 
Offered  Fall  2007 


EAL  232  Modern  Chinese  Literature 

Selected  readings  in  translation  of  Chinese  literature 
from  the  late-Qing  dynasty  to  contemporary  Taiwan 
and  the  People's  Republic  of  China.  This  course  will 
offer  (1)  a  window  on  20th-century  China  (from  the 
Sino-Japanese  War  of  1895  to  the  present)  and  (2)  an 
introduction  to  the  study  of  literature:  (a)  why  we  read 
literature,  (b)  different  approaches  (e.g.,  how  to  do 
a  close  reading)  and  (c)  literary  movements.  We  will 
stress  the  socio-political  context  and  questions  of  politi- 
cal 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  2008 

EAL  238  Literature  from  Taiwan 

How  do  works  from  Taiwan  contend  with  legacies  of 
political  trauma  and  the  social  consequences  of  mod- 
ernization and  democratization?  In  the  face  of  disloca- 
tion, marginality  and  materialism,  how  does  writing 
nurture  memory,  belonging,  social  repair  or  change? 
Close  readings  of  stories  and,  some  semesters,  essays, 
poetry,  novels  or  films  will  explore  traditional  aesthet- 
ics, the  modernist,  nativist  and  localist  movements  of 


East  Asian  Languages  and  Literatures 


163 


the  1960s  and  1970s,  and  the  pluralism  of  the  1990s 
and  since,  including  feminist  and  queer  fiction.  Class 
participation  will  include  student-centered  contempla- 
tive and  collaborative  exercises,  including  short  written 
meditations  and  dramatizations.  No  background  in  Chi- 
nese is  required.  Enrollment  limited  to  19.  {L}  4  credits 
Sabina  Knight 
Offered  Fall  2007 

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  Spring  2008 

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 
Amy  Franks 
Offered  Fall  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,  gender,  race,  sexuality, 
nation,  class,  colonialism,  modernism  and  translation. 
All  readings  are  in  English  translation.  {L}  4  credits 
Amy  Franks 
Offered  Spring  2008 


EAL  248  The  Tale  of  the  Genji  and  The  Pillow  Book 
In  this  course,  we  Stud)  in  depth  two  of  the  most  im- 
portant works  of  Japanese  literature,  both  of  which  were 

written  b\  women  in  lOth-centurv  Japan.  We  examine 
the  Style,  structure  and  themes  of  the  two  texts  and  the 
world  from  which  they  emerged.  Topics  include  the 
culture  and  history  of  the  Heian  court,  marriage  prac- 
tices, literary  influences  and  antecedents,  Japan 
thetics,  wit  and  humor,  the  poetic  tradition,  Buddhist 
beliefs,  female  writing  and  later  reception.  Modem 
fiction  and  other  works  (movies,  (mime,  etc.)  based  on 
or  influenced  by  these  two  works  will  also  be  discussed. 
All  works  will  be  read  in  English.  (E)  {L}  4  credits 
Amy  Franks 
Offered  Spring  2008 

EAL  260  Health  and  Illness:  Literary  Explorations 

How  do  languages,  social  norms  and  economic  con- 
texts shape  experiences  of  health  and  illness?  How 
do  conceptions  of  selfhood,  sexuality,  belonging  and 
spirituality  inform  ideas  about  well-being,  disease, 
intervention  and  healing?  This  cross-cultural  literary 
inquiry  into  bodily  and  emotional  experiences  will  also 
explore  Western  biomedical  and  traditional  Chinese 
diagnosis  and  treatment  practices.  From  despair  and 
chronic  pain  to  cancer,  aging  and  death,  how  do  suf- 
ferers and  their  caregivers  adapt  in  the  face  of  infirmity 
or  trauma?  Our  study  will  also  consider  how  stories  and 
other  genres  can  help  develop  resilience,  compassion 
and  hope.  Enrollment  limited  to  19-  {L}  4  credits 
Sabina  Knight 
Offered  Spring  2008 

EAL  360  Seminar:  Topics  in  East  Asian  Languages  and 
Literatures 

Topic:  Tfje  World  Turned  Upside  Down:  Warfare. 
Religion  and  Women  in  Medieval  Japan.  An  explora- 
tion of  the  great  upheavals  that  took  place  beginning 
in  the  12th  century  as  seen  through  the  genre  of  war 
tales  (gunki  monogatari).  Looking  at  texts  that  nar- 
rate historical  conflict  and  rebellion,  we  examine  the 
literary,  social  and  historical  nature  of  these  tales. 
Topics  include  the  rise  of  the  warrior  culture  and  its 
accompanying  social  changes,  the  samurai  ethic. 
representations  of  violence  and  attitudes  toward  death, 
the  Buddhist  worldview,  medieval  storytelling  practices. 
historical  accuracy  and  the  role  of  women.  Films  will 
also  be  featured. 
Amy  Franks 
Offered  Fall  2007 


164 


East  Asian  Languages  and  Literatures 


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  mastery  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 
Jing  Hu,  Grant  Li  andSujane  Wu 
Offered  each  Fall 

CH1 111  Chinese  I  (Intensive) 

A  continuation  of  110.  Prerequisite:  CHI  110  or  permis- 
sion of  the  instructor.  {F}  5  credits 
JingHu,  Grant  Li  and  Sujane  Wu 
Offered  each  Spring 

CHI  220  Chinese  II  (Intensive) 

Continued  emphasis  on  the  development  of  oral  pro- 
ficiency  and  functional  literacy  in  modern  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  and  to  be  announced 
Offered  each  Fall 

CHI  221  Chinese  II  (Intensive) 

A  continuation  of  220.  Prerequisite:  CHI  220  or  permis- 
sion of  the  instructor.  {F}  5  credits 
Ling  Zhao  and  to  be  announced 
Offered  each  Spring 


CHI  301  Chinese  III 

Building  on  the  skills  and  vocabulary  acquired  in 
Chinese  II,  students  will  learn  to  read  simple  essays  on 
topics  of  common  interest  and  will  develop  the  ability 
to  understand,  summarize  and  discuss  social  issues  in 
contemporary  China.  Readings  will  be  supplemented 
by  audio-visual  materials.  Prerequisite:  221  or  permis- 
sion of  the  instructor.  {F}  4  credits 
JingHu 
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 
Jing  Hu 
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 
Grant  Li 
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 
Ling  Zhao 
Offered  each  Spring 


Japanese  Language 

JPN 110  Japanese  I  (Intensive) 

An  introduction  to  spoken  and  written  Japanese.  Em- 


East  Asian  Languages  and  Literatures 


165 


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,  biragam,  kataka- 
na  arid  about  90  Kanji.  Designed  for  students  with  no 
background  in  Japanese.  (F)  5  credits 
Yuri  Kumagai,  Maki  Hubbard,  To  he  announced 
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  intermediate  proficiency  while  deepening 
their  understanding  of  the  social  and  cultural  context 
of  the  language.  Prerequisite:  1 1 1  or  permission  of  the 
instructor.  {F}  5  credits 
Atsuko  Takabashi,  To  be  announced 
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  Takabashi.  To  be  announced 
Offered  each  Spring 

JPN  301  Japanese  III 

Development  of  high  intermediate  proficiency  in 
speech  and  reading  through  study  of  varied  prose  pieces 
and  audio-visual  materials.  Prerequisite:  221  or  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 


skills  in  Japanese  using  original  materials  and  on  un- 
derstanding various  aspects  of  modem  Japan  through 
its  contemporary  texts.  Prerequisite:  JPN  302  or  permis- 
sion of  the  instructor.  {F}  4  credits 
To  be  announced 
Offered  Fall  2007 

JPN  351  Contemporary  Texts  II 

Continued  study  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     2 
permission  of  the  instructor.  {F}  4  credits 
Amy  Franks 
Offered  Spring  2008 


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 
Suk  Massey 
Offered  each  Fall 

K0R 111  Korean  I 

A  continuation  of  110.  Prerequisite:  1 10  or  permission 
of  the  instructor.  {F}  4  credits 
Suk  Masse}' 
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 
Suk  Masse) 
Offered  each  Fall 

K0R  221  Korean  II 

A  continuation  of  220.  Prerequisite:  220  or  permission 

of  die  instructor.  {F}  4  credits 

Suk  Ma 

Offered  each  Spring 


L66 


East  Asian  Languages  and  Literatures 


KOR  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  Masse}' 
Offered  Spring  2008 

The  Major  in  East  Asian 
Languages  and  Cultures 

Prerequisites 

The  first  year  of  Chinese  (CHI  110  and  111)  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: 

1.  Language: 

a.  Second-year  language  courses  (10  credits) :  JPN 
220  and  221  or  CHI  220  and  221  (2  courses). 

b.  Third-year  language  courses  (8  credits) :  JPN 
301  and  302  or  CHI  301  and  302  (2  courses). 
Students  whose  proficiency7  places  them  beyond 
the  third  year  should  substitute  advanced  lan- 
guage or  literature  courses  for  this  requirement. 

2.  Literature: 

a.  At  least  three  EAL  courses  (12  credits)  in  the  lit- 
erature or  culture  of  the  student's  concentration, 
including  a  departmental  seminar.  Students 
concentrating  on  China  are  encouraged  to  take 
EAL  231  and  232,  and  they  must  take  at  least 
one  of  these  two  courses.  Students  focusing  on 
Japan  are  encouraged  to  take  EAL  241  and  242, 
and  they  must  take  at  least  one  of  these  courses. 

b.  At  least  one  course  (4  credits)  focusing  prin- 
cipally on  the  literature  of  another  East  Asian 
country. 


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  3 10    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  Texts 
JPN  350    Contemporary  Texts  I 
JPN  35 1    Contemporary  Texts  II 
KOR  350  Advanced  Studies  in  Korean  Language 

and  Society7 
KOR  35 1  Advanced  Studies  in  Korean  Language  and 

Literature 

Courses  taught  in  English: 

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  238    Literature  from  Taiwan 

EAL  240    Japanese  Language  and  Culture 

EAL  241    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  248    The  Tale  ofGenji  and  The  Pillow  Book 
EAL  260    Health  and  Illness:  Literary7  Explorations 
EAL  26 1    Major  Themes  in  Literature:  East-West 

Perspectives  (topic  course) 
EAL  360    Seminar:  Topics  in  East  Asian  Languages 

and  Literatures  (topic  course) 


East  Asian  Languages  and  Literatures 


167 


Honors 

Director:  Sabina  Knight 

430d  Thesis 

(8  credits) 

Pull-year  course;  Offered  each  year 

431  Thesis 
8  credits 
Offered  each  Fall 

Requirements:  Same  as  tor  the  departmental  major 
plus  the  thesis,  normally  written  in  both  semesters  of 
the  senior  vear  (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  Hast  Mian  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  lOand  111)  or  Korean  ( KOR  1 10  and  1 1 1 )  is  a 
prerequisite  for  admission. 

Requirements: 

A  total  of  six  courses  ( 26  credits)  in  the  following  distri- 
bution, no  more  than  three  of  which  shall  be  taken  in 
other  institutions.  Students  should  consult  the  depart- 
ment prior  to  taking  courses  in  other  institutions. 

1.   Chinese  11  (CHI  220  and  221),  Japanese  II  (JPN 
220  and  221)  or  Korean  II  (KOR  220  and  221).  1 10 
credits) 


EAL231 
EAL232 
EAL236 
EAL237 
EAL238 
EAL240 
EAL241 


EAL242 

EAL244 

EAL 245 

EAL248 
EAL  260 
EAL  261 
EAL  360 

EAL  400 
CHI  301 

CHI  302 
CHI  310 

CHI  350 

CHI  351 

JPN  301 
JPN  302 
JPN  350 
JPN  351 
KOR  301 
KOR  302 
KOR  351 


The  Culture  of  the  Lyric  in  Traditional  China 

Modern  Chinese  Literature 

Modernity:  East  and  West 

Chinese  PoetT)  and  the  Other  \rts 

Literature  from  Taiwan 

Japanese  Language  and  Culture 

Court  Ladies.  Wandering  Monks  and  I  man 

Rakes:  Literature  and  Culture  in  Premodern 

Japan 

Modern  Japanese  Literature 

Construction  of  Gender  in  Modern  Japanese 

Women's  Writing 

Writing,  Japan  and  Otherness 

The  Tale  ofGenji  and  The  Pillow  Book 

Health  and  Illness:  Literary  Explorations 

Major  Themes  in  Literature  (topic  course) 

Seminar:  Topics  in  East  Asian  Languages 

and  Literatures 

Special  Studies 

Chinese  III 

Chinese  III  (A  continuation  of  301) 

Readings  in  Classical  Chinese  Prose  and 

Poetry 

Advanced  Readings  in  Chinese:  Modern 

Literary  Texts 

Advanced  Readings  in  Chinese:  Modem  and 

Contemporary  Society 

Japanese  III 

Japanese  III  (A  continuation  of  301) 

Contemporary  Texts  I 

Contemporary  Texts  II 

Korean  III 

Korean  III  (A  continuation  of  301) 

Advanced  Studies  in  Korean  Language  and 

Literature 


Four  courses,  at  least  two  of  which  must  be  EAL 
courses,  chosen  from  the  following: 


168 


East  Asian  Studies 


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


East  Asian  Studies  Advisory  Committee 

"l*2  Daniel  K.  Gardner,  Professor  of  History 
Marylin  Rhie,  Professor  of  Art  and  of  East  Asian  Studies 
Peter  N.Gregory  Professor  of  Religion 
Dennis  Yasutomo,  Professor  of  Government 
Suzanne  Z.  Gottschang,  Associate  Professor  of 

Anthropology  and  East  Asian  Studies,  Director 
Mamie  Anderson,  Assistant  Professor  of  History 
rl  Kimberly  Kono,  Assistant  Professor  of  East  Asian 

Languages  and  Literatures 
Jina  Kim,  Lecturer  in  East  Asian  Studies 


Participating  Faculty 

Steven  M.  Goldstein,  Professor  of  Government 
"2 Jamie  Hubbard,  Professor  of  Religion  and  Yehan 

Numata  Lecturer  in  Buddhist  Studies 
"2  Maki  Hirano  Hubbard,  Associate  Professor  of  East 

Asian  Languages  and  Literatures 
Deirdre  Sabina  Knight,  Assistant  Professor  of  East  Asian 

Languages  and  Literatures 
§1  Thomas  Rohlich,  Professor  of  East  Asian  Languages 

and  Literatures 
n  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 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 

I.  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.  Normally,  language  courses  will  be 
taken  at  Smith.  Students  with  native  or  near-na- 
tive 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. 

II.  Survey  Courses 

1 .  One  survey  course  on  the  pre-modem  civilization  of 
an  East  Asian  country:  EAS  215,  HST  211,  HST  212, 
orHST220 

2.  EAS  100  Introduction  to  Modem  East  Asia 
(normally  by  the  second  year) . 

3.  EAS  200  Colloquium:  Topics  in  East  Asian  Studies 
open  to  sophomores  and  juniors  (normally  taken 
in  the  sophomore  year). 

III.  Electives 

1 .   Five  elective  courses,  which  shall  be  determined  in 
consultation  with  the  adviser  from  the  list  of  ap- 
proved courses. 


East  Vsian  Studies 


169 


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 
(e.g.,  comparative  modernization,  religious  tra- 
ditions, women  and  gender,  political  economy, 
thought  and  art).  Other  concentrations  may  be 
formulated  in  consultation  with  an  adviser. 

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 )  ( )ne  of  the  elective  courses  must  be  a  Smith 
seminar  on  East  Asia. 

e)  At  least  half  of  the  course  credits  toward  the 
major  must  be  taken  at  Smith. 

f)  No  more  than  one  100- level  course  shall  count 
as  an  elective. 


Advisers:  Mamie  Anderson,  Daniel  K.  Gardner,  Peter 
Gregory,  Marylin  Rhie,  Dennis Yasutomo,  Suzanne  Z. 
Gottschang,  Kimberry  Kono 

EAS  100  Introduction  to  Modern  East  Asia 
This  course  looks  comparatively  at  the  histories  of 
China,  Japan,  Korea  from  the  late  1 8th  century  to  the 
present  It  examines  the  struggles  of  these  countries 
to  preserve  or  regain  their  independence  and  establish 
their  national  identities  in  a  rapidly  emerging  and 
often  violent  modem  world  order.  While  each  of  these 
countries  has  its  own  distinctive  identity,  their  over- 
lapping histories  (and  dilemmas)  give  the  region  a 
coherent  identity.  We  also  will  look  at  how  individuals 
respond  to  and  are  shaped  by  larger  historical  move- 
ments. {H}  4  credits 
Mamie  Anderson  and  Jim  Kim 
Offered  Fall  2007 


2.  Smith  courses  not  included  on  the  approved  list 
may  count  toward  the  major  under  the  following 
conditions: 

a)  The  student  obtains  the  approval  of  her  adviser 

b )  No  more  than  one  such  course  shall  be  applied 
toward  the  major. 

3.  A  student  may  honor  in  East  Asian  studies  (EAS 
430d).  Honors  requires  a  3.0  GPA  overall  and  3-3 
GPA  in  the  major.  Four  credits  of  honors  thesis  work 
may  substitute  for  the  seminar  requirement. 

4.  Junior  Year  Abroad  programs  are  encouraged  at 
college-approved  institutions  in  East  Asia.  EAS  rec- 
ommends the  Associated  Kyoto  Program  for  Japan, 
ACC  for  China,  and  Ewha  Woman's  University  for 

.  Korea.  Courses  taken  atJYA  programs,  as  well  as 
courses  taken  away  from  Smith  at  other  institu- 
tions, may  count  toward  the  major  under  the  fol- 
lowing conditions: 

a)  The  courses  are  reviewed  and  approved  by  the 
East  Asian  Studies  Advisory  Committee  upon 
completion. 

b)  Courses  taken  away  from  Smith  must  not  total 
more  than  half  of  the  credits  counted  toward  the 
major. 


EAS  200  Colloquium:  Topics  in  East  Asian  Studies 

Focusing  on  a  theme  of  significance  to  the  region,  this 
course  is  designed  to  introduce  students  to  the  variety 
of  methods  of  inquiry  used  for  research  in  the  inter- 
disciplinary field  of  East  Asian  studies.  Students  will  be 
introduced  to  methods  of  locating  and  analyzing  in- 
formation and  sources,  developing  research  questions, 
and  writing  in  the  course  of  the  semester.  Normally 
taken  in  the  sophomore  or  junior  year.  Also  open  to 
non-EAS  majors. 

(Pending  CAP  Approval) 

Topic  for  Spring  2008:  Humans  and  Nature  in 
Chi)  ui. 

Recent  reports  of  dramatic  environmental  destruction 
resulting  from  rapid  economic  development,  a  large 
population,  and  limited  availability  of  arable  land 
have  incited  global  alarm  about  human  impact  on 
the  environment  in  China.  The  human  challenge  to 
environmental  health  in  China  today  must  take  into 
account  a  range  of  forces — philosophical,  cultural, 
historical,  political  and  economic — that  together 
shape  Chinese  ideas  about  nature  and  the  relationship 
between  human  '"progress"  and  the  environment.  This 
course  examines  these  forces  as  a  way  to  understand 
past  and  present  Chinese  society.  Prerequisite:  EAS  100. 
Enrollment  limited  to  18.  {H/A/S}  4  credits 
Suzanne  Gottschang 
Offered  Spring  2008 


170 


East  Asian  Studies 


EAS  216  Urban  Modernity  in  Colonized  Korea 

With  a  population  of  21  million,  congested  streets,  and 
soaring  skyscrapers,  Seoul  has  become  an  important 
socioeconomic,  political  and  cultural  center.  This 
course  explores  the  colonial  history  of  the  city  begin- 
ning with  Japanese  colonization  of  Korea  during  the 
first  half  of  the  20th  century.  It  moves  on  to  a  consider- 
ation of  the  postwar  U.S.  military  occupation  of  South 
Korea  during  the  latter  half  of  the  20th  century  and 
traces  changes  in  the  city's  culture,  people,  politics, 
commerce  and  industry.  Attention  will  be  given  to  the 
entrance  of  new  technology,  rise  of  new  architectural 
spaces,  emergence  of  new  subjectivities  and  migration 
of  people.  (E)  {H}  4  credits 
Jina  Kim 
Offered  Spring  2008 

EAS  217  Colloquium:  Korean  Popular  Culture: 
Translating  Tradition  Into  Pop  Culture 

This  course  investigates  and  evaluates  contemporary 
South  Korean  popular  culture  and  the  21st  century  cul- 
tural phenomenon  called  hallyu  (Korean  Wave).  It  will 
consider  the  popularity  of  the  Wave  and  the  backlash 
against  it  both  in  East  Asia  and  globally.  It  will  raise  the 
issue  of  how  film,  television,  music,  manhwa  (comic 
books),  sports  and  the  Internet  participate  in  the  trans- 
national production  and  circulation  of  culture,  identity, 
modernity,  tradition,  ideology  and  politics.  The  course 
aims  to  equip  students  with  analytical  tools  to  critically 
think  about  and  understand  popular  culture.  Enroll- 
ment limited  to  18.  (E)  {H}  4  credits 
Jina  Kim 
Offered  Fall  2007 

EAS  219  Modern  Korean  History 

This  course  is  a  general  survey  of  Korean  political, 
social,  economic  and  cultural  histories  from  the  mid- 
19th  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  1997  financial  crisis, 
and  the  2000  Inter-Korea  cultural  changes  such  as 
modernization,  nationalism,  industrialization  and 
urbanization,  changing  gender  relations,  the  nuclear 
issue,  and  the  Korean  Wave  (Hallyu).  {H}  4  credits 
Jina  Kim 
Offered  Fall  2007 


EAS  270  Colloquium  in  East  Asian  Studies 

Art  of  Korea 

Architecture,  sculpture,  painting  and  ceramic  art  of 

Korea  from  Neolithic  times  to  the  18th  century.  {A/H} 

4  credits 

Marylin  Rhie 

Offered  Fall  2007 

Japanese  Buddhist  Art 

Study  of  the  Japanese  Buddhist  art  traditions  in  archi- 
tecture, sculpture,  painting,  gardens  and  the  tea  cer- 
emony from  the  6th  to  the  19th  centuries.  {A/H} 
4  credits 
Marylin  Rhie 
Offered  Spring  2008 

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  2008 

EAS  350  Seminar:  Modern  Girls  and  Marxist  Boys: 
Consumerism,  Colonialism  and  Gender  in  East  Asia 

This  course  explores  discourses  of  modem  "femininity" 
and  modern  "masculinity"  through  the  study  of  the 
two  iconic  figures  to  emerge  in  the  early  20th  century: 
Modern  Girls  and  Marxist  Boys.  Through  these  figures, 
the  course  seeks  to  enrich  our  understanding  of  gen- 
dered politics,  consumer  culture,  colonial  modernity, 
and  international  relations,  and  the  important  histori- 
cal relationship  between  modernity  and  Marxism  in 
East  Asia.  Enrollment  limited  to  12.  (E)  {H}  4  credits 
Jina  Kim 
Offered  Spring  2008 

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  2008 

EAS  404  Special  Studies 

4  credits 

Offered  both  semesters  each  year 


East  Asian  Studio 


171 


EAS  408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  year 

EAS  430d  Honors  Thesis 

<S  credits 

Full-year  course;  Offered  each  year 

Approved  Courses  in  the 
Humanities 

ARH101    Buddhist  Art 

ARH  1 20   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    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  26 1    Major  Themes  in  Literature:  East-West  Per- 
spectives 

EAL  360    Seminar:  Topics  in  East  Asian  Languages 
and  Literatures 

EAS  218    Thought  and  Art  in  China 

EAS  270    Colloquium  in  East  Asian  Studies 

EAS  279    Colloquium:  The  Art  and  Culture  of  Tibet 

HST  2 18  Thought  and  Art  in  China 

REL  1 10   Politics  of  Enlightenment 

REL260   Buddhist  Thought 

REL  263   Zen 

REL  265   Colloquium  in  East  Asian  Religions 

REL  266   Colloquium  in  Buddhist  Studies 

REL  270  Japanese  Buddhism 

REL  360   Seminar:  Problems  in  Buddhist  Thought 


Approved  Courses  in  the 
Social  Sciences 

ANT  251   Women  and  Modernity  in  East  Vsia 
ANT  252  The  City  and  the  Countryside  in  China 

ANT  253    Introduction  to  East  Asian  Societies  and 

Cultures 
ANT  342   Seminar:  Topics  in  Anthropologj 
EAS  200    Colloquium:  Topics  in  East  Asian  Studies 
EAS  215    Pre-Modeni  Korean  History 
EAS  2 19    Modem  Korean  History 
EAS  230    Women  of  Korea  from  the  Three  Kingdoms 

to  the  Present 
EAS  235    Colloquium:  Inter-Korea  Relations  and 

South  Korean  Cinema 
EAS  270    Colloquium  in  East  Asian  Studies 
EAS  279    Colloquium:  The  Art  and  Culture  of  Tibet 
EAS  375    Seminar:  Japan-United  States  Relations 
GOV  228  The  Government  and  Politics  of  Japan 
GOV  230  The  Government  and  Politics  of  China 
GOV  251   Foreign  Policy  of  Japan 
GOV  344  Seminar  on  Foreign  Policy  of  the  Chinese 

People's  Republic 
GOV  348  Seminar  in  International  Politics:  Conflict 

and  Cooperation  in  Asia 
HST  101   Geisha,  Wise  Mothers,  and  Working  Women 
1 1ST  2 1 1   The  Emergence  of  China 
HST  212  China  in  Transformation 
HST  214  Aspects  of  Chinese  History:  The  World  of 

Thought  in  Early  China 
HST  217  World  War  II  in  East  Asia 
HST  218   Thought  and  Art  in  China 
HST  220   Colloquium:  Japan  to  1600 
HST  22 1    The  Rise  of  Modem  Japan 
HST  222  Aspects  of  Japanese  History:  The  Place  of 

Protest  in  Hark  Modern  and  Modem  Japan 
HST  223  Women  in  Japanese  History:  From  Ancient 

Times  to  the  19th  Century 


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 
and  societies  of  China.  Japan  and  Korea  It  may  be 
undertaken  in  order  to  broaden  the  scope  of  any  major; 


172 East  Asian  Studies 

to  acquire,  for  comparative  purposes,  an  Asian  perspec- 
tive within  any  of  the  humanistic  and  social-scientific 
disciplines;  or  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 .  EAS  100  Introduction  to  Modern  East  Asia  (nor- 
mally by  the  second  year) 

2.  Five  elective  courses,  which  shall  be  determined  in 
consultation  with  the  adviser. 

a.  One  year  of  an  East  Asian  language  is  strongly 
encouraged  and  may  constitute  two  elective 
courses.  (One  semester  of  a  language  may  not  be 
counted  as  an  elective). 

b.  At  least  three  elective  courses  may  be  at  the  200- 
or  300-level 

c.  Courses  may  not  be  taken  pass/fail. 

Advisers:  Mamie  Anderson,  Daniel  K.  Gardner,  Peter 
Gregory,  Marylin  Rhie,  Dennis  Yasutomo,  Suzanne  Z. 
Gottschang,  Kimberly  Kono 


173 


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. 
1  Robert  Buchele,  Ph.D. 
Roger!  Kaufman,  Ph.D. 
Karen  Pteifer.  Ph.D. 
Elizabeth  Savoca,Ph.D. 
Deborah  Haas-Wilson,  Ph.D. 

Charles  P.  Staelin.  Ph.D. 

\ola  Reinhardt.  Ph.D. 
Mahnaz  Mahdavi,  Ph.D. 


Associate  Professors 
Thomas  A.  Riddell,  Ph.D. 

''James  Miller,  Ph.D. J.D. 

Assistant  Professor 
RoisinO'Sullivan,  Ph.D. 

Lecturer  and  Professor  Emeritus 

Mark  Aldrich.  Ph.D. 

Lecturer 

Charles  Johnson,  A.B.,  M.B.A. 


First-year  students  who  are  considering  a  major  in  the 
department  and  who  hope  to  spend  their  junior  year 
abroad  are  strongly  advised  to  take  150  and  153  in  the 
first  year  and  to  take  additional  courses  in  econom- 
ics in  the  sophomore  year.  Majors  in  economics  are 
strongly  advised  to  take  250, 253  and  190  as  soon  after 
the  introductory  courses  as  possible.  Students  consider- 
ing graduate  study  in  economics  are  advised  to  master 
the  material  in  ECO  255  and  240  as  well  as  MTH  111, 
112,  211, 212, 225  and  243. 

A.  General  Courses 

123  Cheaper  by  the  Dozen:  Twelve  Economic  Issues  for 
Our  Times 

This  course  for  the  concerned  non-economist  addresses 
pressing  issues  in  contemporary  U.S.  and  global  society, 
including  poverty  and  inequality,  education,  health- 
care, social  security,  the  environment,  the  national 
debt,  and  global  economic  integration.  Economic 
concepts  presented  in  lay  English  and  elementary  math 
are  used  to  help  explain  each  social  problem  and  to 
illuminate  the  core  debates  on  appropriate  solutions. 
May  not  be  counted  toward  the  major  or  minor  in  eco- 
nomics. Open  only  to  junior  and  senior  non-economics 
majors.  {8}  4  credits. 
Karen  Pfeifer 
Offered  Spring  2008 


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 
his  or  her  own  actions.  Business,  military  and  dating 
strategies  will  be  examined.  No  economics  prerequisite. 
Prerequisite:  at  least  one  semester  of  high  school  or 
college  calculus.  {8}  4  credits 
James  Miller 
Not  offered  in  2007-08 

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.  {S} 
4  credits 

Members  of  the  department 
Offered  both  semesters  each  year 

153  Introductory  Macroeconomics 

An  examination  of  current  macroeconomic  poliq 
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 


174 


Economics 


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 

Member's  of  the  department 
Offered  both  semesters  each  year 

AGC  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- 
sions. Concepts  rather  than  procedures  are  stressed  and 
class  time  will  be  largely  devoted  to  problem  solutions 
and  case  discussions.  A  basic  knowledge  of  arithmetic 
and  a  familiarity  with  a  spreadsheet  program  is  sug- 
gested. Cannot  be  used  for  credit  towards  the  economics 
major  and  no  more  than  four  credits  in  accounting 
may  be  counted  toward  the  degree.  {S}  4  credits 
Charles  Johnson 
Offered  Fall  2007,  Spring  2008 

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.  Assignments  include  use  of 
statistical  software  and  micro  computers  to  analyze 
labor  market  and  other  economic  data.  Prerequisite: 
150  and  153  recommended.  {8/M}  4  credits 
Robert  Buchele,  Elizabeth  Savoca 
Offered  both  semesters  each  year 

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:  150, 153,  and  190,  and  MTH 
111.  {8/M} 4 credits 
Robert  Buchele,  Elizabeth  Savoca 
Offered  Fall  2007 


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  economy,  and 
of  federal  and  state  policies  which  influence  market 
choices.  Prerequisite:  150,  MTH  111  or  its  equivalent. 
{8}  4  credits 

James  Miller,  Deborah  Haas-Wilson 
Offered  both  semesters  each  year 

253  Intermediate  Macroeconomics 

Builds  a  cohesive  theoretical  framework  within  which 
to  analyze  the  workings  of  the  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  111,  112, 211, 212,  ECO  250,  and  253  or  permis- 
sion of  the  instructor.  {S/M}  4  credits 
Roger  Kaufman 
Offered  Spring  2008 

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  an  oral  presenta- 
tion concerning  an  issue  or  an  area  of  interest  to  a  free 
market  economy  of  your  choosing.  Prerequisite:  233  or 
either  250  or  253- {SJ  4  credits 
Frederick  Leonard 
Offered  Fall  2007 

362  Seminar:  Population  Economics 

Topic:  The  Economics  of  Aging.  Many  countries  today 
face  rapidly  aging  populations.  The  economic  conse- 


Economics 


175 


quences  will  pose  enormous  challenges  to  policymak- 
ers. What  are  the  implications  of  an  aging  population 
for  the  sustamability  of  pension  funds  and  health 
care  systems?  for  labor  force  growth  and  productivity 
growth?  for  savings  and  asset  markets''  for  the  demand 
for  public  and  private  goods?  What  policy  options  have 
economists  offered  to  deal  with  these  issuesv  In  this 
seminar  we  will  study  these  questions  and  more  from 
both  microeconomic  and  macroeconomic  perspectives. 
Prerequisites:  ECO  250, 190.  Enrollment  limited  to  15. 
{S}  4  credits 
Elizabeth  Savoca 
Offered  Fall  2007 

363  Seminar:  Inequality 

The  causes  and  consequences  of  income  and  wealth  in- 
equality. Social  class  and  social  mobility  in  the  ( fnited 
States.  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). {8}  4  credits 
Robert  Bucbek 
Offered  Spring  2008 

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.  {8}  4  credits 
Mark  Aland 
Offered  Spring  2008 

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.  {$}  4  credits 
Randall  Bartiett 
Offered  Spring  2008 

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, 
governance,  public  subsidies,  and  other  issues.  Prereq- 
uisite: ECO  150;  ECO  190  is  recommended.  {S}  4  credits 
Andrew  Zimbalist 
Offered  Fall  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-  {8}  4  credits 
Frederick  Leonard 
Offered  Spring  2008 

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  reform,  education,  health  care,  social  security, 
and  tax  reform.  Prerequisite:  250.  {S}  4  credits 
To  be  announced 
To  be  arranged 

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 
Mabnai  Mabdavi 
Offered  Fall  2007 


176 


Economics 


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 
To  be  arranged 

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.  {S} 
4  credits 

Deborah  Haas-Wilson 
Offered  Spring  2008 

331  Seminar:  The  Economics  of  College  Sports  and 
Title  IX 

This  seminar  will  explore  the  similarities  and  differ- 
ences between  professional  and  college  sports.  The 
economic  factors  that  condition  the  evolution  of 
college  sports  will  be  examined  in  detail,  as  will  the 
relationship  between  gender  equity  (as  prescribed  by 
Title  IX)  and  overall  intercollegiate  athletic  programs. 
Topics  will  include  history  of  college  sports;  the  role  of 
the  NCAA;  efforts  at  reform;  cross  subsidization  among 
sports;  academic  entrance  and  progress  toward  degree 
requirements;  racial  equity;  coach  compensation;  pay 
for  play;  antitrust  and  tax  treatment;  commercializa- 
tion; financial  outcomes;  progress  toward  gender  eq- 
uity; and  efforts  to  impede  gender  equity.  {S}  4  credits 
Andrew  Zimbalist 
Offered  Spring  2008 

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 

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  153-  {S} 
4  credits 
Karen  Pfeifer 
To  be  arranged 

211  Economic  Development 

An  overview  of  economic  development  theory  and 
practice  since  the  1950s.  Why  have  global  economic 
inequalities  widened?  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  have  been  the  consequences  for 
economic  welfare  the  these  regions?  Topics  include 
trade  policy  (protectionism  versus  free  trade),  financial 
policy,  industrial  development  strategies,  formal  and 
informal  sector  employment,  women  in  development, 
international  financial  issues  (lending,  balance  of 
payments  deficits,  the  debt  and  financial  crises),  struc- 
tural adjustment  policies  and  the  new  globalization  of 
production  and  finance.  Prerequisites:  150  and  153-  {S} 
4  credits 

Nola  Reinhardt 
Offered  Fall  2007 


Kconomics 


177 


213  The  World  Food  System 

Examination  of  changing  international  patterns  ol 

food  production  and  distribution  to  shed  light  on  the 
paradox  of  world  hunger  in  the  faced  global  food 
abundance.  Explores  the  rise  of  modern  agriculture 
and  its  advantages  and  disadvantages  compared  to 
traditional  farming  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.  GAIT/WTO  agricultur- 
al agreements,  and  structural  adjustment/globalization 
policies.  Prerequisite:  150.  {S}  4  credits 
Nola  Reinhardt 
To  be  arranged 

214  Economics  of  the  Middle  East  and  North  Africa 

An  economic  survey  of  the  MENA  region,  applying 
development  concepts  such  as  the  "rentier  state," 
the  "watchmaker"  economy,  export- led  growth  and 
import-substitution  industrialization.  Examples  from 
countries  across  the  region  illustrate  the  themes  of 
interaction  with  Western  capitalism  and  the  global 
economy  and  variations  among  patterns  of  economic 
transformation  and  growth.  Topics  include  the  impor- 
tance of  oil  and  capital  flows,  industrial  and  agrarian 
trends,  the  economic  role  of  government,  employment 
and  the  export  of  labor,  human  development,  the  Euro- 
Mediterranean  and  Gulf  Cooperation  Council  initia- 
tives, and  the  impact  of  Islamism.  Prerequisite:  either 
ECO  150  or  153.(8}  4  credits 
Karen  Pfeifer 
Offered  Fall  2007 

226  Economics  of  European  Integration 

Why  would  countries  give  up  their  own  currencies 
to  adopt  a  common  new  one?  Why  can  citizens  of 
Belgium  simply  move  to  France  without  any  special 
formalities?  This  course  will  investigate  such  questions 
by  analyzing  the  ongoing  integration  of  European 
countries  from  an  economic  perspective.  While  the 
major  focus  will  be  on  the  economics  of  integration, 
account  will  be  taken  of  the  historical,  political  and 
cultural  context  in  which  this  process  occurred.  Major 
topics  include  the  origins,  institutions  and  policies  of 
the  European  Union,  the  integration  of  markets  for 
labor,  capital  and  goods  and  monetary  integration. 
Prerequisites:  ECO  150  and  153-  {8}  4  credits 
Raisin  O'Sullivan 
Offered  Fall  2007 


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 
polio  and  the  rise  ot  protectionism,  multilateral  trade 
negotiations,  preferential  trade  agreements,  the  impact 
of  multinational  firms,  and  trade  and  economic  devel- 
opment. Prerequisite:  250.  {8}  4  credits 
To  be  arranged 

296  International  Finance 

An  examination  of  international  monetary  theory  and 
institutions  and  their  relevance  to  national  and  inter- 
national economic  policy.  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  Mahdavi 
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  1 1 1 
(calculus).  {S}  4  credits 
Roger  Kaufman 
To  be  arranged 

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  o\ 
the  region's  economies.  Prerequisites:  211,  and  250  or 
253,  or  permission  of  the  instructor.  {S}  4  credits 
Nola  Reinhardt 
To  be  arranged 


178 


Economics 


375  Seminar:  The  Theory  and  Practice  of  Central 
Banking 

What  role  do  central  banks  play  in  the  management  of 
short-run  economic  fluctuations?  What  has  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  identifying 
the  relative  strengths  and  weaknesses  of  the  two  institu- 
tions. Prerequisite:  ECO  253-  {S}  4  credits 
Roisin  O'Sullivan 
Offered  Fall  2007 

404  Special  Studies 

Admission  by  permission  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  permission  of  the  department,  normally 
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-year  course;  Offered  each  year 


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  econom- 
ics. One  of  these  five  must  be  a  300-level  course  (or 
honors  thesis)  taken  at  Smith  that  includes  an  eco- 
nomics research  paper  and  an  oral  presentation.  MTH 
1 1 1  or  its  equivalent  is  a  prerequisite  for  ECO  250  and 
ECO  253. 

A  student  who  passes  the  economics  placement 
exam  for  ECO  150  or  ECO  153,  or  who  passes  the  AP 
examination  in  Microeconomics  or  Macroeconomics 
with  a  score  of  4  or  5,  may  count  this  as  the  equivalent 
of  ECO  150  or  ECO  153,  with  course  credit  toward  the 
major  in  economics.  Students  with  AP  or  IB  credit  are 
urged  to  take  the  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  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  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:  Karen  Pfeifer 


The  Minor 

Advisers:  Same  as  for  the  major 

Requirements:  Six  courses  in  economics,  consisting  of 
150, 153, 190,  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. 


Economics  179 

Honors 

Director:  Robert  Buchele 

430d  Thesis 

S  civil  lis 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  Fall  2007 

Requirements:  A  thesis  and  8  semester  courses  includ- 
ing 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  1 S.  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  ex- 
amination on  the  material  in  their  theses. 


180 


Education  and  Child  Study 


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


Professors 

AlanL.Marvelli,Ed.D. 
11  Sue  J.  M.  Freeman,  Ph.D. 
Alan  N.  Rudnitsky,  Ph.D.,  Chair 
**]  Rosetta  Marantz  Cohen,  Ed.D. 

Associate  Professors 

;|  Susan  M.Etheredge,  Ed.D. 
Sam  Intrator,  Ph.D. 

Assistant  Professor 

Lucy  Mule,  Ph.D. 


Lecturers 

Cathy  HoferReid,  Ph.D. 
Cathy  Weisman  Topal,  M.A.T. 
Janice  Gatty,  Ed.D. 
+1  Glenn  Ellis,  Ph.D. 
Carol  B.  Berner,  M.S.Ed. 

Tutor  Supervisor 

Marilyn  London,  M.A. 

Teaching  Fellows 

Brigid  D.  Franey,  B.A. 


Benjamin  Gundersheimer,  B.A. 
Heather  L.  Heyes,  B.A. 
Karen  E.  Penda,  A.B. 
Molly  R.  Treadway,  A.B. 
Roberto  Vicente,  B.A. 

Advisory  Committee 

Gwen  Agna,  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 
careers. 

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 

To  be  announced 

Offered  Spring  2008 

Historical  and  Philosophical 
Foundations 

110  Introduction  to  American  Education 

This  course  is  an  introduction  to  educational  founda- 
tions. This  course  is  designed  to  introduce  you  to  the 
basic  structure,  function,  and  history  of  American 
education,  and  to  give  you  perspective  on  important 
contemporary  issues  in  the  field.  Includes  directed 
observation  in  school  settings.  Not  open  to  students 


who  have  had  two  or  more  courses  in  the  department. 
Enrollment  limited  to  35.  {S}  4  credits 
Lucy  Mule 
Offered  Fall  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- 
disciplinary  approach,  this  course  will  examine  those 
educational  institutions  central  to  adolescent  life: 
schools,  classrooms,  school  extracurriculars,  arts-based 
organizations,  athletic  programs,  community  youth 
organizations,  faith-based  organizations  and  cyber- 
communities.  Three  issues  will  be  investigated:  What 
theoretical  and  sociocultural  perspectives  shape  these 
ed  icational  institutions?  How  do  these  institutions 
serve  or  fail  tb>  diverse  needs  of  American  youth?  How 
and  under  what  conditions  do  these  educational  insti- 
tutions 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 


Education  and  Child  Study 


181 


552  Perspectives  on  American  Education 
Required  of  all  candidates  for  the  MA,  theEAM.  and 
the  MAT.  degrees,  i  credits 
Rosetta  Cohen 

Offered  Fall  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. 
{S}  4  credits 
Sam  Intrator 
Offered  Fall  2007 

210  Literacy  in  Cross-Cultural  Perspective 

This  course  will  address  issues  in  literacy  and  literacy 
education  among  special  populations,  specifically 
culturally  and  linguistically  diverse  learners.  We  will 
closely  examine  the  multiple  contexts  for  literacy  edu- 
cation including  school,  home  and  community.  Special 
topics  include:  A  sociocultural  theory  of  literacy  and 
literacy  education;  role  of  language  in  literacy  educa- 
tion; role  of  culture  in  literacy  and  learning;  literacy 
instruction  in  multilingual/multicultural  classroom 
contexts;  language,  culture  and  the  politics  of  school- 
ing; and  critical  literacy  in  school  and  community. 
This  course  has  a  field  component.  Enrollment  limited 
to  35.  {S}  4  credits 
Lucy  Mule 
Offered  Spring  2008 

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  - 
reform,  curriculum  development,  and  contemporary 
problems  of  secondary  education.  Directed  classroom 
observation.  \<>t  open  to  first-year  students.  Enrollment 
limited  to  35.  {S}  4  credits 
Rosetta  Cohen 
Offered  Fall  2007 

237  Comparative  Education 

This  course  will  look  at  education  from  a  comparative 
perspective,  using  mainly  the  cultural  approach  to 
examine  educational  systems  and  practices  in  various 
parts  of  the  world  including  Asia,  Africa.  Europe  and 
the  l  nited  States.  We  will  recognize  schools  as  cul- 
tural sites  and  explore  how  schools  and  education  are 
researched  using  ethnographic  methodology  and  an- 
thropological theory.  We  will  take  a  comparative  look  at 
how  some  cultural  processes  occur  in  the  hidden  cur- 
riculum, classroom  practices,  institutional  processes, 
language  and  communication,  and  power  relations  in 
schools  as  well  as  the  effect  of  schools  on  students  and 
teachers'  cultures.  {S}  4  credits 
Lucy  Mule 
Offered  Fall  2007 

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  2008 

Learners  and  the  Learning 
Process 

PHI  210  Issues  in  Recent  and  Contemporary  Philosophy 

Pending  CAP  Approval 

Topic:  Philosophy  and  Children.  Influenced  by  devel- 
opmental psychology,  we  tend  to  think  of  children  as 
progressing  toward  adulthood  in  distinct  stages  that 
make  no  room  for  philosophy.  Vet  children  can  be 
creative  philosophers.  Engaging  with  them  philosophi- 


182 


Education  and  Child  Studv 


cally  can  help  us  get  beyond  the  "deficit  conception"  of 
childhood.  {S}  4  credits 
Gareth  Matthews 
Offered  Spring  2008 

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  2007,  Spring  2008 

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 
classroom  structure,  teacher  belief  systems,  peer  rela- 
tionships and  educational  policy.  Consideration  of  the 
teaching-learning  process  will  highlight  subject  matter 
instruction  and  assessment.  Prerequisite:  a  genuine 
interest  in  better  understanding  teaching  and  learning. 
Priority  given  to  majors,  minors,  first-year  and  second- 
year  students.  Enrollment  limited  to  55.  {8/N}  4  credits 
Alan  RudnUsky 
Offered  Fall  2007 

249  Children  With  Hearing  Loss 

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  Marvelli 
Offered  Spring  2008 

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 
To  be  announced 
Offered  Spring  2008 

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  RudnUsky 
Offered  Fall  2007 

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  coach  and  parent 
education,  and  an  assessment  of  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  Spring  2008 

231  Foundations  and  Issues  of  Early  Childhood 
Education 

The  puipose  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  2009 

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 


Education  and  Child  Study 


183 


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  2007 

325  Teaching  the  Imaginative— Writing  and  Art  in  the 
Classroom 

For  some,  the  purpose  of  education  is  the  creation  of 
artists.  Children  should  become  skilled  at  securing 
meaning  from  multiple  forms  of  expression  such  as 
text,  poetry,  visual  art.  and  other  forms  of  representa- 
tion. This  course  explores  the  relationship  between 
writing  process,  imagination  and  aesthetic  process 
by  engaging  students  in  a  full-semester  service  learn- 
ing experience  with  children  from  local  schools  and 
youth  organizations.  The  seminar  will  explore  theories 
explaining  imagination  and  aesthetic  thought  and 
how  these  capacities  can  be  cultivated  in  educational 
settings.  Seminar  participants  will  teach  a  weekly  work- 
shop to  local  youth  at  the  Smith  College  Museum  of 
Art.  {S}  4  credits 
Sam  Intrator 
Offered  Spring  2008 

334  Creating  and  Analyzing  Case  Studies  of  Teaching 

The  strategic  knowledge  teachers  use  to  infomi  in- 
structional decision-making  is  tightly  woven  to  the 
context  of  the  teaching  and  rarely  able  to  be  stated  as 
a  set  of  rules  or  propositions.  Case  studies  have  become 
a  powerful  methodology  for  studying  teaching.  In  this 
course,  students  will  create  and  present  a  case  study 
of  a  teaching  episode.  The  case  will  include  a  video, 
teacher  commentary,  evidence  from  students  and  theo- 
retical analysis.  All  of  these  elements  will  work  together 
to  explicate  the  strategic  knowledge  underlying  the 
teaching.  Each  semester  a  theme  providing  the  theo- 
retical focus  will  be  selected.  Prerequisite:  EDC  238  and 
one  additional  course  in  Education  and  Child  Study 
Permission  of  the  instructor  is  required.  Enrollment 
limited  to  12.  {S}  4  credits 
MRudnitsky 
Offered  Spring  2008 

336  Seminar  in  American  Education 
Topic:  Urban  Youth  Development,  Designed  for 
students  who  aspire  to  study  social  and  educational 
programs  devoted  to  serving  youth.  We  will  examine 
theories  that  explain  the  factors  that  perpetuate  the 
achievement  gap  and  explore  programs  developed  to 
redress  these  inequalities.  Special  attention  will  be  paid 


to  exploring  methods  ot  research  and  evaluation  of 
youth  programs.  Students  will  identify  a  project  related 

to  Project  Coach — a  coaching  education  that  prepares 
adolescents  from  Springfield  and  Holyoke  to  coach 
and  run  youth  Sports  at  a  boys  and  girls  club  and  at  a 
public  school  during  the  after  school  hours  (or  identity 
their  own  projed  site  to  Study).  4  credits 
Sam  Intrator  and  Donald  Siegel 
Offered  Fall  2007 

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.  Under- 
standing what  constitutes  a  balanced  reading  program 
for  all  children  is  a  goal  of  the  course.  Students  spend 
an  additional  hour  each  week  engaged  in  classroom 
observations,  stuck  group  discussions  and  field-based 
experiences.  Prerequisite:  EDC  238.  Open  to  juniors  and 
seniors  only  with  permission.  {S}  4  credits 
Carol  Berner 
Offered  Spring  2008 

345d  Elementary  Curriculum  and  Methods 

A  study  of  the  curriculum  and  the  application  of 
the  principles  of  teaching  in  the  elementary  school. 
1\vo  class  hours  and  a  practicum  involving  directed 
classroom  teaching.  Prerequisite:  three  courses  in  the 
department  taken  previously,  including  23S  and  238, 
grade  of  B-  or  better  in  education  courses.  Admission  by 
permission  of  the  department.  Preregistration  meeting 
scheduled  in  April.  {S}  12  credits 
Cathy  Swift  (Fall)..!/^//  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  2007 

347  Individual  Differences  Among  Learners 

Examination  of  research  on  individual  differences  and 

their  consideration  in  the  teajching-leaming  process 

Research  and  pre-practicum  required.  Prerequisites: 

235  or 342  and  _!>s  ami  permission  of  the  instructor. 

{S}  4  cretl  its 

lb  he  announced 

Offered  Spring  2008 


Education  and  Child  Study 


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 
Carol  Berner 
Offered  Fall  2007 

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.  {S}  4  credits 
Glenn  Ellis 
Offered  Fall  2008 

HST  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  will  develop  lesson  and  unit 
plans  using  primary  and  secondary  resources,  films, 
videos  and  internet  materials.  Discussions  will  focus  on 
both  the  historical  content  and  on  the  pedagogy  used 
to  teach  it.  For  upper-level  undergraduate  and  gradu- 
ate students  who  have  an  interest  in  teaching.  Does 
not  count  for  seminar  credit  in  the  history  major.  {H} 
4  credits 
Peter  Gunn 
Offered  Fall  2007 


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  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  Marvelli 
Offered  Fall  2007 

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 
To  be  announced 
Offered  Spring  2008 

Speech  Science  and  Audiology 

565  Hearing,  Speech  and  Deafness 

4  credits 

Parti.  Nature  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. 


Education  and  Child  StucK 


185 


Part  II.  Suture  of  Communication 

Speech  as  a  code  for  language.  Speech  perception  and 
the  effects  of  sensorineural  hearing  loss.  Auditory  train- 
ing and  lip-reading  instruction.  Use  of  hearing  in  the 
development  of  speech-production  skills.  4  credits 
HoUis  Altman 
Offered  Summer  2007 

566  Audiometry,  Hearing  Aids  and  Auditory  Learning 

Sound  perception  in  hearing,  hard  of  hearing  and  deaf 
individuals.  Methods  and  equipment  for  testing  and 
developing  sound  perception  skills.  2  credits 
HoUis Altman 
Offered  Fall  2007 

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.D. 
degree.  (E)  2  credits 
HoUis  Altman,  Danial  Salvucci 
Offered  Spring  2008 

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 
psvcholinguistics.  Consideration  is  given  to  traditional 


and  modem  approaches  to  language  development 
i  credits 

Joyce  Fitzroy  and  Linda  Finday 
Full-year  course,  Offered  both  semesters 

567  English  Language  Acquisition  and  Deafness 
A  psycholinguistic  account  of  English  languag< 
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.  deVUliers 
Offered  Fall  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  2008 


186 


Education  and  Child  Study 


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  2008 


Special  Studies 

400  Special  Studies 

1  to  4  credits 

Offered  both  semesters  each  year 


The  Major 


Requirements:  10  semester  courses  selected  in  consul- 
tation 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:  Alan  Rudnitsky 

Teacher/Lecturers-Elementary  Program 

Tiphareth  Ananda,  Ed.M. 
Margot  R.  Bittell,  M.S.Ed. 
Penny  Block,  Ed.M. 
Gina  Bordoni-Cowley,  M.Ed. 


Elizabeth  Cooney,  A.B. 
Katherine  First,  M.Ed. 
Elisabeth  Grams  Haxby,  Ed.M. 
Janice  Henderson,  Ed.M. 
Roberta  E.  Murphy,  M.Ed. 
Lara  Ramsey,  Ed.D. 
Janice  Marie  Szmaszek,  Ed.M. 
Gary  A.  Thayer,  B.A. 
Barry  J.  Wadsworth,  Jr./M.A.T 
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  facultv  adviser. 


a.  Special  Needs 

Adviser:  Sue  Freeman 

EDC  239 

Counseling  Theory  and  Education  (e) 

EDC  248 

Individuals  with  Disabilities 

EDC  249 

Children  With  Hearing  Loss  (e) 

EDC  347 

Individual  Differences  Among  Learners 

(e) 

EDC  350 

Learning  Disabilities  (e) 

b.  Child  Development/Early 
Childhood 

Adviser:  Janice  Gatty 

EDC  23 1    Foundations  and  Issues  of  Early 

Childhood  Education 
EDC  341    The  Child  in  Modern  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  Rudnitsky 


Education  and  Child  Study 


L8j 


EDC  232    The  American  Middle  School  and  High 

School  (e) 
EDC  333    Information  Technology  and  Learning  (e) 
EDC338    Children  Learning  to  Read  (e) 

EDC  343    Multicultural  Education  (e) 
EDC  345d  Elementary  Curriculum  and  Methods  (e) 
HI )( I  356    Curriculum  Principles  and  Design  (e) 
i:i )( :  540    Critical  Thinking  and  Research  in 

Education  (e) 
EDC  554    Cognition  and  Instruction  (e) 


d.  Middle  School  or  High  School 

Advisers:  Rosetta  Cohen.  Sam  Intrator,  Lucy  Mule 

EDC  232    The  American  Middle  School  and  High 

School 
EDC  342    Growing  Up  American 
EDC  346    Clinical  Internship  in  Teaching 
EDC  347    Individual  Differences  Among  Learners  e) 
EDC  352    Methods  of  Instruction 

One  course  from  Historical  and  Philosophical 
Foundations  or  Sociological  and  Cultural  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) 

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. 


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  depart  mo  it 


Education  and  Child  Study 


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, 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 

Poiitical  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  2006  was  95  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. 


Engineering 


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


Director,  Picker  Engineering  Program 
Linda  E.  Jones,  Ph.D..  Rosemary  Bradford  Hewlett  '40 
Professor,  Chair 

Director  of  the  Design  Clinic  and  Lecturer 
Susannah  Howe,  Ph.D. 


Associate  Professors 
Borjana  Mikic.  Ph.D. 
Glenn  Ellis,  Ph.D. 
Susan  Voss,Ph.D. 
Andrew  Guswa,  Ph.D. 
Donna  Rilev,  Ph.D. 


Professor 
Ruth  Haas,  Ph.D.  (Mathematics  and  Statistics  and 
Engineering) 


Assistant  Professors 

Judith  Cardell,  Ph.D.,  Clare  Booth  Luce  Assistant 

Professor  of  Computer  Engineering 
Paul  Voss,  Ph.D. 


A  liberal  arts  education  involves  the  acquisition  of 
general  knowledge  to  develop  the  ability  for  reasoned 
judgment  and  to  prepare  graduates  to  live  full  and 
rewarding  lives.  In  a  technologically  rich  era,  engineer- 
ing must  become  an  integral  part  of  the  liberal  ails 
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  Bach- 
elor of  Science  degree,  which  focuses  on  the  fundamen- 
tals of  all  the  engineering  disciplines.  With  rigorous 
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. 

Before  graduation,  all  students  majoring  in  engi- 
neering are  strongly  encouraged  to  take  the  Funda- 
mentals of  Engineering  Exam  (the  "FE" )  distributed 
by  the  national  council  of  Examiners  in  Engineering 
and  Surveying. 

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.  This  course  is  an 
introduction  to  engineering  practice  through  partici- 
pation in  a  semester-long  team-based  design  project. 
Students  will  develop  a  sound  understanding  of  the  en- 
gineering design  process,  including  problem  definition, 
background  research  identification  of  design  criteria. 
development  of  metrics  and  methods  for  evaluating 
alternative  designs,  prototype  development  and  proof  of 
concept  testing,  working  in  teams,  students  will  present 
their  ideas  frequently  through  oral  and  written  reports. 
Reading  assignments  and  in-class  discussions  will 
challenge  students  to  critically  analyze  contemporary 
issues  related  to  the  interaction  of  technology  and 
society.  {N}  4  credits 

Judith  Cardell.  Paul  Voss,  Fall  2007 
Linda  E.  Jones.  Spring  2008 
Offered  Fall  2007,  Spring  2008 

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 


190 


Engineering 


perspectives.  Examples  include  the  Brooklyn  Bridge,  the 

Eiffel  Tower  and  the  Big  Dig.  {N}  4  credits 

Andrew  Guswa 

Not  offered  in  2007-08 

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:  CSC  1 1 1,  MTH  1 12  or  MTH  1 14  or  per- 
mission of  the  instructor.  {M}  4  credits 
Pau  Mela,  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  permission  of  the  instructor.  {N} 

4  credits 

Susan  Voss  and  Judith  Cardell 

Offered  even-  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.  Analysis  of  data  and  simulation  using 
computer  software,  are  emphasized.  Topics  include 
random  variables,  probability  distributions,  expecta- 
tion, estimation,  testing,  experimental  design,  quality 
control  and  multiple  regression.  Limited  to  25  students. 
Prerequisites:  PHY  210  or  MTH  212  as  well  as  CSC  1 1 1 
(may  be  taken  concurrently)  Students  will  not  be  given 
credit  for  both  MTH  241  and  MTH  245  or  MTH  190.  {M} 
Nicholas  Horton,  Katherine  Halvorsen 
Offered  Spring  2008  and  each  Fall  thereafter 

250/CSC  231  Microprocessors  and  Assembly  Language 

An  introduction  to  the  architecture  of  the  Intel  Pentium 
class  processor  and  its  assembly  language  in  the  Linux 
environment.  Students  write  programs  in  assembly 
and  explore  the  architectural  features  of  the  Pentium, 
including  its  use  of  the  memory,  the  data  formats 
used  to  represent  information,  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  even-  Fall 

251/GSC  270  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  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  2008 

260  Mass  &  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 


Engineering 


191 


serve  as  the  basis  for  the  analysis  of  stead)  state  and 

transient  behavior  of  reactive  and  non-reactive  systems. 
Specific  topics  covered  will  include  a  review  of  basic 
thermodvnamics.  behavior  of  ideal  and  real  gases, 
phase  equilibria,  ami  an  application  of  these  principles 
to  the  concept  of  industrial  ecology.  Prerequisites:  MTH 
112,  GHM  111.  {H}  4  credits 
Donna  Riley 
Offered  even  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  d\  namic  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  IP,  MTH  112  (or  the 
equivalent)  or  pemiission  of  the  instructor.  {N}  4  credits 
To  be  announced,  Fall  2007 
Glenn  Ellis,  Spring  2008 
Offered  every  Fall  2007,  Spring  2008 

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  of  mechanics  of  continuous 
media,  including  solids  and  fluids.  Concepts  and  top- 
ics to  be  covered  in  this  course  include  intensive  and 
extensive  thermophysical  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}  .4  credits 

Paul  l  bss  and  Andrew  Guswa 
Offered  every  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,  defonuations  and  deflections,  methods  of 
approximation,  crystalline  and  structure  dislocation 


and  thermal  behavior oi  materials.  Prerequistes:  EGR 
270  and  CUM  1 1 1 .  or  the  equivalent  {N}  \  credits 
BorjanaMikic 
offered  every  Spring 

273  Mechanics  Laboratory 

This  is  a  required  noncredit  laboratorj  course  that 

meets  once  a  week.  Co-requisites:  EGR  271  and/or  EGR 

272. 

Paul  Voss,  Tb  be  announced 

Offered  every  Spring 

274/PHY  220  Classical  Mechanics 

Newtonian  dynamics  of  particles  and  rigid  bodies,  os- 
cillations. Prerequisite:  115, 116, 210  or  permission  of 
the  instructor.  {N}  4  credits 
Malgorzata  Zielinska-Pfabe 
Offered  every  Spring 

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- 
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  pemiission  of  the  instructor.  {N} 
4  credits 
Donna  Riley 
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  bod)  as  a 
network,  photonics,  biomimetics  and  fashion.  At  the 
heart  of  this  conversation  is  the  need  to  understand  the 
material's  structure  (defect  chemistrj  I  and  the  manip- 
ulation of  this  structure.  Topics  include  the  influence  of 
structure  on  electrical,  optical,  thermal,  magnetic  and 
thennomechanical  behavior  of  solids.  An  emphasis  will 
be  placed  on  ceramics  and  glass.  Students  will  address 


192 


Engineering 


materials  selection  with  respect  to  thermomechanical 
design.  Prerequisites:  EGR  272  and  CHM  1 1 1  (or  the 
equivalent).  {N}  4  credits 
Undajones 
Offered  even-  Fall 

311  GEO  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, acid  rain  and  acid  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,  Fall  2009 

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 
Not  offered  in  2007-08 

315  Ecohydrology 

This  course  focuses  on  the  measurement  and  modeling 
of  hydrologic  processes  and  their  interplay  with  ecosys- 
tems. Material  includes  the  statistical  and  mathemati- 
cal representation  of  infiltration,  evapotranspiration, 
plant  uptake,  and  runoff  over  a  range  of  scales  (plot  to 
watershed).  The  course  will  address  characterization  of 
the  temporal  and  spatial  variability  of  environmental 
parameters  and  representation  of  the  processes.  The 
course  includes  a  laboratory  component  and  introduces 
students  to  the  Pioneer  Valley,  the  cloud  forests  of  Costa 
Rica,  African  savannas  and  the  Florida  Everglades. 


Prerequisites:  MTH  1 12  or  114  and  MTH  245  or  241. 
4  credits 
Andrew  Guswa 
Offered  Fall  2007 

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,  the  relationship  of  ge- 
ologv  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  2008 

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),  and  the  design  of  feedback  systems  (e.g., 
in  automobiles,  power  plants).  This  course  will  intro- 
duce the  basic  concepts  of  linear  system  theory7,  includ- 
ing convolution,  continuous  and  discrete  time  Fourier 
analysis,  Laplace  and  Z  transforms,  sampling,  stability, 
feedback,  control  and  modulation.  Examples  will  be 
utilized  from  electrical,  mechanical,  biomedical,  en- 
vironmental and  chemical  engineering.  Prerequisites: 
EGR  220  and  PHY  210.  {M}  4  credits 
Susan  Voss 
Offered  every  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  information  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  Voss 
Not  offered  in  2007-08 


Engineering 


193 


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:  PHY  2 1 1  or  permission  of  the  instructor. 
{N}  2  or  4  credits 
Doreen  w  ember 
Not  offered  in  2007-08 

325  Electric  Energy  Systems 

The  course  introduces  students  both  to  a  variety  of 
energy  conversion  technologies  (renewable,  hydro, 
nuclear  and  fossil),  and  to  the  operation  of  electric 
power  systems.  Goursework  includes  broad  analyses  of 
the  conversion  technologies  and  computer  simulation 
of  power  systems.  Engineering,  policy,  environmental 
and  societal  aspects  of  energy  conversion  and  energy 
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  2008 

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 
Donna  Rile}- 
Offered  Spring  2008 

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:  CHM  224 
or  equivalent  or  permission  of  the  instructor.  Offered  in 
alternate  years.  {N}  4  credits 
KateQueeney 
Not  offered  in  200~-08 


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  2' 2  or  GEO  24 1 .  {N}  4  credits 
Glenn  Ellis 
Not  offered  in  200"-08 

346  Hydrosystems  Engineering 

Through  systems  analysis  and  design  projects,  this 
course  introduces  students  to  the  field  of  water  re- 
sources engineering.  Topics  include  data  collection 
and  analysis,  decision-making  under  uncertainty,  the 
hydrologic  cycle,  hydropower.  irrigation,  flood  control, 
water  supply,  engineering  economics  and  water  law. 
Prerequisites:  MTH  112  or  114,  EGR  271  (or permission 
of  the  instructor).  4  credits 
Andrew  Guswa 
Offered  Spring  2008 

354/CSC  364  Computer  Architecture 

Offers  an  introduction  to  the  components  of  computers 
and  is  intended  for  students  who  wish  to  understand 
how  these  computer  components  work  and  intercon- 
nect. The  class  will  explain  as  completely  as  possible 
the  nature  and  characteristics  of  modern-day  comput- 
ers. Topics  covered  include  the  interconnection  struc- 
tures inside  a  computer,  internal  and  external  memo- 
ries, hardware  supporting  input  and  output  operations, 
computer  arithmetic  and  floating  point  operations,  the 
design  of  and  issues  related  to  the  instruction  set.  archi- 
tecture of  the  processor,  pipelining,  microcoding  and 
multiprocessors.  Prerequisites:  270,  or  231.  {M} 
4  credits 

Dominique  Tbiebaut 
Offered  Fall  2009 

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 
76  be  announced 
Offered  Fall  2008 


1V)4 


Engineering 


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  2008 

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  integrated 
to  study  applications  in  the  field  of  orthopaedic  bio- 
mechanics. Enrollment  limited  to  16.  Prerequisites 
include  EGR  272  and  BIO  1 1 1 ,  or  permission  of  the 
instructor.  {N}  4  credits 
Borjana  Mikic 
Not  offered  in  2007-08 


Advisers:  Members  of  the  department 


380  Neuroengineering 

This  course  explores  how  electric  potentials  are  gen- 
erated across  the  membranes  of  cells  and  how  cells  1 
use  these  potentials  to  send  messages.  Specific  topics           [  [\Q  M.3,1  OF 
include  lumped-  and  distributed-parameter  models 
of  cells,  core  conductor  and  cable  models,  action  po- 
tentials, voltage  clamp  currents,  the  Hodgkin-Huxley 
model,  myelinated  nerve  fibers  and  salutatory  conduc- 
tion, 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  potentials  (e.g.,  EKG).  Prerequisites:  MTH  1 1 1 
and  1 12  and  EGR  220  or  PHY  1 16  and  BIO  1 1 1  or  1 12 
or  permission  of  the  instructor.  {N/M}  4  credits 
Susan  Voss 
Offered  Fall  2008 


390  Topics  in  Engineering 

This  course  explores  current  topics  in  engineering. 
Topics  van'  by  semester.  4  credits 
Topic:  Science.  Technology  and  Ethics 
Members  of  the  department 
Offered  Fall  2007,  Spring  2008 

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.  Attendance  at  regular  team  design 
meetings,  weekly  progress  reports,  interim  and  final 
reports  and  multiple  presentations  are  required.  Prereq- 
uisite: EGR  100  and  Senior  standing  in  Engineering  or 
permission  of  the  instructor.  8  credits 
Susannah  Howe 
Offered  Fall  and  Spring  semester  each  year 


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  curricular  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 


Engineering 


195 


that  govern  the  practice  of  all  engineering  disciplines. 
The  American  Society  for  Engineering  Education,  iden- 
tifying the  critical  need  for  broadly  educated  engineers, 
points  out  that  the  design  of  an  engineering  curricu- 
lum should  "recognize  the  pitfalls  of  overspeciali/.ation 
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  teamwork  and  oral/written  communica- 
tion. 

Requirements  of  the  Major 

Math:         MTH  1 1 1  &  1 12  (or  1 14),  MTH  204, 

MTU  241 
Physics:      PHY  117,  PHY  118,  PHY  2 10 
Chemistry:  (TIM  1 1 1  or  higher 
Computer  Science:        CSC  1 1 1 
Engineering  Core:  100, 220, 260, 270, 271, 272, 

273, 290, 320, 410  (8  credit  Design  Clinic) 

Technical  Electives: 

Students  are  required  to  demonstrate  reasonable  tech- 
nical depth  by  developing  a  sequence  of  three  themati- 
cally  related  engineering  electives  (two  of  which  must 
be  at  the  300  level  or  higher)  selected  in  consultation 
with  the  student's  adviser  and  with  a  short  proposal 
outlining  the  rationale. 

Liberal  Arts  Breadth: 

Students  are  required  to  demonstrate  breadth  in  their 

curriculum  by  either: 

1.  fulfilling  the  Latin  Honors  distribution  require- 
ments; 

1.  fulfilling  the  requirements  for  another  major  or 
minor  within  Division  I  or  Division  11;  or 


3.   by  submitting  a  cogent  proposal  describing  an 
alternative  approach  including  all  courses  that 
the  student  will  take  to  acquire  curricula!  breadth 
for  consideration  and  approval  by  the  engineering 
facultj  and  program  chair. 

Students  are  strongly  encouraged  to  take  an  additional 
course  in  the  natural  sciences  (e.g.,  biology,  geologj ). 
Students  will  be  assessed  during  their  first  semester 
for  their  mathematical  skills  and  comprehension.  A 
j-term  math  skills  studio  is  required  lor  students  whose 
math  assessment  scores  are  low. 


The  Minor 


Some  students  my  wish  to  minor  in  engineering  as 
a  way  to  complement  their  major,  supplement  their 
education  or  stretch  and  grow  in  a  direction  other  than 
their  major  field. 

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  1 1 1  (or  higher),  PHY  1 17  (or  higher),  EGR  100. 
and  three  EGR  Electives  specifically  approved  by  your 
engineering  minor  adviser  and  the  program  chair.  No 
more  than  one  course  designed  primarily  for  non-ma- 
jors may  be  included. 

Honors 

Director:  Linda  E.  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, 
culminating  in  a  written  thesis  and  oral  presentation 
and  defense  of  the  thesis.  430d  or  432d  may  substitute 
for  one  300- level  course. 


1% 


English  Language  and  Literature 


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


Professors 

Carol  Christ,  Ph.D. 

*l  Dean  Scott  Flower,  Ph.D. 

William  Allan  Oram,  Ph.D.,  Chair 

"-Jefferson  Hunter,  Ph.D. 

**1  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. 
fl  Michael  Gorra,  Ph.D. 
Richard  Millington,  Ph.D. 
**2  Nora  F.  Crow,  Ph.D. 
Craig  R.  Davis,  Ph.D. 
Patricia  Lyn  Skarda,  Ph.D. 
Naomi  Miller,  Ph.D. 
*'  Nancy  Mason  Bradbury,  Ph.D. 

Professor-in-Residence 

Paul  Alpers,  Ph.D. 

Elizabeth  Drew  Professor 

Amy  Bloom.  M.S.W. 

Grace  Hazard  Gonkling  Writer-in-Residence 

Nikkey  Finney 


Joan  Leiman  Jacobson  Visiting  Nonfiction  Writer 

Hilton  Awls  (English  and  American  Studies) 

Associate  Professors 

n  Gillian  Murray  Kendall,  Ph.D. 
Cornelia  Pearsall,  Ph.D. 
:1  Luc  Gilleman,  Ph.D. 
*2  Michael  Thurston,  Ph.D. 
Ambreen  Hai,  Ph.D. 
*2  Floyd  Cheung,  Ph.D. 

Mellon  Post-Doctoral  Fellow 

Danielle  Elliot,  B.A. 

Senior  Lecturers 

42  Robert  Ellis  Hosmer,  Jr.,  Ph.D. 
2AnnE.Boutelle,Ph.D. 

Lecturers 

Julio  Alves,  Ph.D. 
Debra  L.  Carney,  M.F.A. 
Holly  Davis,  M.A. 
Mary  Koncel,  M.F.A. 
Brian  Tlirner,  M.F.A. 
Ellen  Dore  Watson,  M.F.A. 
Sara  London,  M.F.A. 
Samuel  Scheer,  M.Phil. 
Sara  Eddy 


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  study  of  literature 
at  Smith  with  English  120  before  proceeding  to  one  of 


the  courses— 199, 200, 201  and  231— that  serve  as  a 
gateway  for  the  major.  First-year  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  2007-08,  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  department's  offerings  are  arranged  in  Levels  I-V, 
as  indicated  and  explained  below. 


English  Language  and  Literature 


19; 


Level  I 

Courses  numbered  100-199:  Introductory  Courses, 
open  to  all  students.  In  English  1 18  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  Mves 
Sections  as  listed  below: 

Writing,  Identity  mid  Cut  tit  re 
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  2007 

Mixing  Memory  and  Desire:  Language  and  the  Con- 
struction of  Experience 

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  200".  Spring  2008 


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  correct] 
obscenity,  gender  bias  in  language  and  censorship.  Wl 
Holly  I  Juris 
Offered  Fall  2007 

Aspects  of  Blackness 

Reading  and  writing  about  aspects  of  black  history, 
identity  and  politics.  Wl 
lulio  Aires 
Offered  Fall  2007 

Riding  the  Ware:  The  Women's  Movement,  !'>■ 

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  Aires 
Offered  Spring  2008 

(.leu rin^  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  2007 

V)e  Dist  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  2007 

First-Level  Courses  in  Literature 

112  Reading  Contemporary  Poetry 

This  course  offers  the  opportunity  to  read  contemporary 
poetry  and  meet  the  poets  who  write  it.  Class  sessions, 


198 


English  Language  and  Literature 


led  by  the  director  of  the  Poetry  Center,  alternate  with 
readings  by  visiting  poets.  Graded  Satisfactory/Unsatis- 
factory only.  Course  may  be  repeated.  {L}  2  credits 
Ellen  Dore  Watson 
Offered  Fall  2007 

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  18. 4  credits 

Fiction 

A  study  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}  WI 

Robert  Hosmer,  Sharon  Seelig,  Eric  Reeves,  Sara 

London 

Offered  Fall  2007,  Spring  2008 

The  Gothic  in  Literature 

Terror,  guilt  and  the  supernatural  in  novels,  tales  and 
poems  from  the  18th  to  the  20th  century.  Authors  in- 
clude Walpole,  Lewis,  Austen,  Coleridge,  Maty  Shelley, 
Byron,  Charlotte  Bronte  and  James.  {L}  WI 
Nora  F.  Crow 
Offered  Fall  2007 

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  developmenet,  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}  WI 

Ann  Boutelle 

Offered  Fall  2007,  Spring  2008 

Reading  and  Writing  Short  Stories 
Reading  of  short  stories  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}  WI 
Sara  London 
Offered  Fall  2007 


Writing  American  Lives 

A  study  of  autobiographical  writings  that  explore  the 
possibilities  and  limitations  involved  in  being  and  be- 
coming American.  Authors  include  Benjamin  Franklin, 
Frederick  Douglass,  Harriet  Jacobs,  Zitkala-Sa,  James 
Weldon  Johnson,  Mitsuye  Yamada,  Richard  Rodriguez, 
Sara  Vowell,  Monique  Thuy-Dung  Truong,  Geeta 
Kothari  and  others.  {L}WI 
Sara  Eddy 
Offered  Fall  2007 

Shakespeare  and  Film 

A  study  of  the  way  filmmakers  edit,  distort,  clarify  and 
otherwise  interpret  Shakespeare's  plays;  the  process 
of  metamorphosing  theatre  into  film,  imagery'  into 
image.  Works  to  be  studied  include  Hmry  V,  Richard 
III,  Romeo  and  Juliet,  King  Lear,  Twelfth  Night,  The 
Winter's  Tale  {L}  WI 
Gillian  Kendall 
Offered  Fall  2007 


Scandinavian 
A  reading  in  translation  of  the  major  works  in  poetry 
and  prose  that  retell  or  reflect  traditions  of  the  early 
Norse  divinities  and  their  cults.  Exploration  of  the  inti- 
mate and  violent  relations  between  groups  of  powerful, 
intelligent  but  very  mortal  beings:  male  and  female, 
giant  and  god,  ^sir  and  Vanir,  dwarf,  troll,  elf,  and  the 
social  classes  of  human  being.  From  its  Old  European 
and  Indo-European  roots,  Nordic  religion  created  a 
highly  distinctive  complex  of  values  and  competing 
views  of  the  world:  an  unusually  dark  theory  of  history; 
an  ironic,  sometimes  comic  view  of  divine  and  human 
nature;  and  paradoxical  constructions  of  sexual,  eth- 
nic, mantic  and  other  forms  of  identity.  WI  {L} 
Craig  R.  Davis 
Offered  Spring  2008 

Modern  Drama 

Reading  of  a  selection  of  modem  and  contemporary 
plays  that  investigate  problems  of  language  and  iden- 
tity. Playwrights  to  include  Pinter,  Stoppard,  Churchill, 
Handke,  Pomerance,  Albee,  Rabe,  O'Neill,  Beckett, 
Shaffer,  Pirandello.  {L}WI 
Luc  Gilleman 
Offered  Fall  2007 

Representing  the  Caribbean 

Since  the  "discovery"  of  the  New  World,  how  have 

English  writers  represented  the  Caribbean,  and  for  what 


English  Language  and  Literature 


199 


purposes?  More  recently,  how  have  writers  from  the 
Caribbean  tried  to  re-present  their  lands  and  peoples? 
Why  does  it  matter  who  represents  a  history  or  a  region, 
and  for  whom?  This  course  will  engage  with  the  history 
and  politics  of  the  representation  and  construction  of 
the  Caribbean  in  English  literature  We  will  begin  with 
Shakespeare's  The  Tempest,  read  18th-  and  19th-cen- 
tury texts  such  asOroonoko,  Equiano's  Travels,  and 
Jane  Tyre,  and  end  with  postcolonial  writers  like  Rhys, 
Walcott.  Kincaid,  Danticat.  We  will  also  look  at  some 
tourist  advertisements,  art  and  films.  {L}  \\  I 
Ambreen  Hoi 
Offered  Fall  2007 

Modem  Short  Stones 

A  stud\  of  the  short  story  sequence  as  a  characteristic 

modem  genre,  focusing  on  such  writers  as  Sherwood 

Anderson,  Edna  O'Brien.  Eudora  Welty,  William  Trevor, 

and  others.  {L}\\  I 

Dean  Flower 

Offered  Spring  2008 


Level  II. 


Courses  numbered  199-249.  Open  to  all  sophomores, 
juniors,  and  seniors,  and  to  qualified  first-year  stu- 
dents. 

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  how  poetry;  prose  fiction  and  drama 
work,  how  to  interpret  them  and  how  to  make  use  of 
interpretations  by  others.  English  1 99  seeks  to  produce 
perceptive  readers  well  equipped  to  take  on  complex 


Readings  in  different  sections  will  vary,  but  all 
will  involve  active  discussion  and  frequent  writing.  {L} 
\\  I  4  credits 

Floyd  Cheung,  Richard  Millington,  Fall  2007 
Sharon  Sedig,  Jefferson  Hunter,  Michael  Thurston. 
Spring  2008 
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}  4  credits 
Douglas  Patey 
Offered  Fall  2007 

201  The  English  Literary  Tradition  II 

A  study  of  the  English  literary  tradition  from  the  19th 
century  to  modern  times.  {L}  WI  4  credits 
Cornelia  Pearsall.  Luc  GUleman 
Offered  Spring  2008 

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 
Michael  Thurston 
Offered  Fall  2007 

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. 

Sophocles,  and  Euripides;  Plato's  Symposium;  Virgil's 

Aeneid;  Dante's  Divine  Comedy.  {L}  \\  I  4  credits 

Lecture  and  discussion 

Thalia  Taudiri  (Classics) 

Elizabeth  Wanning  Harries.  Director  (English 

Language  and  Literature) 

Robert  Hosmer.  (English  Language  and  Literature) 

Maria  Banerjee  (Russian) 

Offered  Fall  2007 


200 


English  Language  and  Literature 


203/CLT  203  Western  Classics  in  Translation,  from 
Chretien  de  Troyes  to  Tolstoy 

Chretien  de  Troyes's  Yvain;  Shakespeare's^w/ewy  and 

Cleopatra;  Cervantes'  Don  Quixote;  Lafayette's  The 

Princesse  ofCleves;  Goethe's  Faust;  Tolstoy's  War  and 

Peace.  Prerequisite:  ENG  202/CLT  202.  {L}  WI 4  credits 

Lecture  and  Discussion 

Elizabeth  Harries  (English  Language  and 

Literature) 

Maria  Banerjee  (Russian) 

Offered  Spring  2008 

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  Redly; 
Jane  Eyre  and  Wide  Sargasso  Sea;  King  Lear  and^ 
Tfmisand  Acres;  Tess  of  the  d'Urbervilles  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  2008 

208  Science  Fiction?  Speculative  Fiction? 

What  sort  of  problems  does  science  fiction  address, 
what  are  its  conventions  and  how  is  it  related  to  other 
genres — Utopia,  fantasy,  romance,  imaginary  voyage? 
Particular  attention  to  the  theme  of  the  "other"  (mon- 
sters, aliens,  robots,  living  planets).  Readings  in  Wells, 
Zamyatin,  Stapleton,  Lem,  Hoban,  Dick,  Le  Guin,  and 
others.  Recommended  for  non-majors.  {L}  4  credits 
William  Oram 
Offered  Spring  2008 

211  Beowulf 

A  reading  of  Anglo-Saxon  England's  most  powerful  and 
significant  poem.  {L/F}  4  credits 
Craig  R.  Davis 
Offered  Fall  2007 

214  Medieval  Welsh 

An  introduction  to  the  language  and  literature  of  me- 
dieval Wales  in  a  series  of  graduated  grammar  lessons 
and  readings  from  the  first  branch  of  the  Mabinogi. 
Pwyll  Prince  of  Dyfed  ( 1 4th  century),  as  well  as  from 


other  tales  of  refracted  Celtic  mythology,  the  early 
Arthurian  legend  and  poems  of  praise,  love,  loss  and 
Otherworld  adventure.  {L}  4  credits 
Craig  R.  Davis 
Offered  Spring  2008 

227  Modern  British  Fiction 

Lectures,  with  occasional  discussion,  on  the  English 
novel  from  Conrad  to  the  present  day.  The  historical 
contexts  and  the  formal  devices  (management  of  nar- 
rative and  plot,  stylistic  and  structural  innovations, 
characterization,  literary7  allusiveness)  of  works  by  such 
writers  as  Joseph  Conrad,  E.M.  Forster,  EM.  Ford,  D.H. 
Lawrence,  Virginia  Woolf,  Elizabeth  Bowen,  Doris  Less- 
ing,  Shirley  Hazzard,  VS.  Naipaul.  {L}  4  credits 
Jefferson  Hunter 
Offered  Fall  2007 

228  Children's  Literature 

This  course  progresses  from  the  nature  of  the  fairy  tale 
as  genre,  to  the  unique  form  of  the  picture  book,  to  a 
book  written  for  adults  that  has  metamorphosed  into 
children's  literature  (Gulliver)  and  a  book  written  for 
children  that  has  become  a  book  for  adults  (Alice).  The 
syllabus  covers  coming-of-age  stories,  dark  stories  filled 
with  imagery  of  mortality  and  stories  that  ridicule  what 
has  been  considered  the  standard  literature  for  chil- 
dren. The  course  also  explores  the  nature  and  function 
of  fantasy  written  for  children,  and  ends  with  a  good 
crop  of  ghost  stories.  {L}  4  credits 
Gillian  Kendall 
Offered  Spring  2008 

229  African  American  Poetry 

This  survey  course  explores  the  diverse  poetic  contribu- 
tions made  by  African  Americans.  We  examine  several 
movements  in  poetry  from  the  earliest  black  poets 
(Phyllis  Wheatley  and  Lucy  Terry)  to  contemporary 
poetry  published  in  the  21st  century  (Rita  Dove  and 
Elizabeth  Alexander).  Rather  than  a  steady  chrono- 
logical march  through  the  more  than  three  hundred 
years  of  poetry,  we  will  read  clusters  of  poems  that  best 
illustrate  particular  shies,  movements,  eras  and  recur- 
rent themes  including  jazz  poetry,  poetry  of  social  com- 
mentary; the  Black  Arts  Movement,  modernist  lyrics, 
black  feminism,  and  avant-garde  poetics.  Emphasis  on 
critical  close  reading  and  analysis.  (E)  {L}  4  credits 
Danielle  Elliott 
Offered  Fall  2007 


English  Language  and  Literature 


201 


230/  JUD  258  American  Jewish  Literature 
Jewish  literary  engagement  with  America,  from  im- 
migrant writing  on  the  margins  in  Yiddish  to  the 
influence  of  native-bom  authors  and  critics  in  shaping 
the  post-war  literal)  scene.  Topics  include  narratives  of 
immigration  and  acculturation;  the  myth  ot  America 
and  its  discontents;  the  Yiddish  literary  world  on  the 
Lower  Hast  Side;  the  \e\\  York  Intellectuals;  ethnic 
satire;  crises  of  the  left  involving  Communism,  Black- 
Jewish  relations,  and  '60s  radicalism;  the  Holocaust 
in  American  culture;  the  tension  between  Israel  and 
America  as  "promised  lands";  and  contemporary  voices 
in  search  of  new  hybrid  identities.  Must  Jewish  writing 
in  America  remain  on  the  margins,  "too  Jewish"  for  the 
mainstream  yet  "too  white"  for  the  new  multicultural 
curriculum?  Novels,  short  stories,  poetry,  and  essays  by 
recipients  of  the  Nobel  and  Pulitzer  prizes,  the  National 
Book  Award,  and  many  others.  Intended  for  students 
seeking  a  course  on  ethnic/multicultural  literature  of 
the  United  States  and/or  American  Jewish  culture.  {L} 
4  credits 

Justin  I).  Cammy 
Offered  Spring  2009 

233  American  Literature  from  1865  to  1914 
A  survey  of  American  writing  after  the  Civil  War,  with 
an  emphasis  on  writers  who  criticize  or  stand  apart 
from  their  rapidly  changing  society.  Fiction  by  Twain, 
James,  Howells,  Dreiser,  Crane,  Chopin,  Chesnuttjew- 
ett,  and  Sui  Sin  Far;  along  with  a  selection  of  the  poetry 
of  the  era.  {L}  4  credits 
Richard  Millington 
Offered  Spring  2008 

235  Modern  American  Writing 

American  writing  in  the  first  half  of  the  20th  century, 
with  emphasis  on  modernism.  Fiction  by  Cather, 
Hemingway,  Fitzgerald.  Hurston,  Faulkner;  poetry  by 
Frost,  Stevens,  Fliot,  Pound  and  Bishop.  {L}  4  credits 
Dean  Flower 
Offered  Spring  2008 

CLT  235  Fairy  Tales  and  Gender 

A  study  of  the  literary  fairy  tale  in  Europe  from  the 
1690s  to  the  1990s,  with  emphasis  on  the  ways  women 
have  written,  rewritten  and  transfonned  them.  Some 
attention  to  oral  storytelling  and  to  related  stories  in 
other  cultures.  Writers  will  include  Aulnoy,  Perrault,  le 
Prince  de  Beaumont,  the  Grimms,  Andersen,  Christina 
Kossetti.  Angela  Carter.  Sexton.  Broumas.  Prerequisite: 


at  least  one  college-level  course  in  literature.  Not  open 
to  first-year  students,.  {L}  4  credits 
Elizabeth  I  lames 
Offered  Fall  200" 

236/AAS  237  Twentieth  Century  Afro-American 
Literature 

Asurvej  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.  \\  liters  include  Langston  Hughes, 
Richard  Wright.  James  Baldwin.  Toni  Morrison  and 
Paule  Marshall.  {L}  4  credits 
Daphne  Lamothe 
Offered  Fall  2007 

238  What  Jane  Austen  Read:  The  18th-century  Novel 
A  study  of  novels  written  in  England  from  Aphra  Behn 
to  Jane  Austen  and  Man'  Shelley  (1688— 1818).  Empha- 
sis on  the  novelists'  narrative  models  and  choices,  with 
special  attention  to  novels  by  and  about  women.  {L} 
Douglas  Patey 
Offered  Fall  2(H)- 

240  Modern  British  and  American  Drama 

A  study  of  recent  developments  in  British  and  Ameri- 
can drama,  emphasizing  interconnectedness  and 
cross-fertilization:  theatre  of  passion;  absurdism;  lan- 
guage-oriented realism;  talk  drama;  and  postmodern, 
performance-oriented  plays.  Works  by  Williams,  Miller. 
Beckett,  Osborne,  Pinter,  Albee,  Shepard.  Mamet,  Rabe, 
Shaffer,  Churchill,  Hwang.  Occasional  screenings  of 
plays.  {L}  4  credits 
Luc  Gilleman 
Offered  Spring  2008 

FLS  240  Film  and  Music 

A  survey  of  film  and  music  in  their  various  relations. 
Music  in  an  essential  cinematic  technique;  music  as 
a  rich  subject  for  film.  Examples  drawTi  from  differ- 
ent periods  and  countries:  the  mainline  cinema  with 
orchestral  scores,  silent  film  with  various  kinds  of  ac- 
companiment, animation  with  music,  filmed  musical 
corned}'  and  opera,  musical  biopics,  television  drama 
with  lip-synched  songs,  the  Bollywood  musical.  Pre- 
requisite: a  college  course  in  film,  literature,  or  music. 
{A/L}  4  credits 
Jefferson  Hunter 
Offered  Spring  2008 


202 


English  Language  and  Literature 


241  Postcolonial  Literature 

An  introduction  to  Anglophone  fiction,  nonfiction, 
poetry,  drama  and  film  from  Africa,  the  Caribbean  and 
South  Asia  in  the  aftermath  of  the  British  empire.  Con- 
cerns include:  how  writers  respond  to  histories  of  co- 
lonial dominance;  their  ambivalence  towards  English 
linguistic,  literary  and  cultural  legacies;  how  literature 
can  (re) construct  national  identities  and  histories,  and 
explore/expose  ideas  of  race,  gender  and  sexuality; 
what  are  some  consequences  of  global  diasporas,  mi- 
gration and  U.S.  imperialism.  Possible  writers:  Achebe, 
Soyinka,  Ngugi,  Aidoo,  Dangaremba,  Naipaul,  Walcott, 
Cliff,  Rushdie,  Kureishi,  Arundhati  Roy,  Lahiri  and 
some  theoretical  essays.  {L}  4  credits 
Ambreen  Hai 
Offered  Fall  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. 

250  Chaucer 

His  art  and  his  social  and  literary  background.  Empha- 
sis on  the  Canterbury  Tales.  Students  should  have  had 
at  least  two  semester  courses  in  literature.  {L}  4  credits 
Nancy  Mason  Bradbury 
Offered  Spring  2008 

255  For  the  Love  of  God  and  Woman:  Seventeenth- 
Century  Poetry 

An  exploration  of  the  remarkable  variety  of  17th-cen- 
tury lyric  poetry,  which  includes  voices  secular  and 
sacred,  witty  and  devout,  bitter  and  sweet,  male  and 
female.  Attention  to  poetic  forms,  conventions,  and 
imagery,  to  response  and  adaptation  of  those  forms. 
Particular  emphasis  on  Donne,  Jonson,  Herbert  and 
Marvell,  set  in  the  context  of  their  time  and  their  con- 
temporaries. {L}  4  credits 
Sharon  Seelig 
Offered  Fall  2007 

256  Shakespeare 

A  Midsummer  Night's  Dream,  As  You  Like  It,  I  Henry 
IV,  Measure  for  Measure,  King  Lear,  Macbeth, 


Coriolanus,  The  Tempest.  Enrollment  in  each  section 
limited  to  25.  Not  open  to  first-year  students.  {L} 
4  credits 
Gillian  Kendall 
Offered  Fall  2007 

257  Shakespeare 

Romeo  and  Juliet,  Richard  II,  Hamlet,  Twelfth  Night, 

Troilus  and  Cressida,  Othello,  Antony  and  Cleopatra, 

The  Winter's  Tale.  Not  open  to  first-year  students.  {L} 

4  credits 

Eric  Reeves,  Sharon  Seelig 

Offered  Spring  2008 

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  2008 

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  patriarchy  and  advocate  of 
human  dignity,  the  last  great  Renaissance  humanist, 
a  poet  of  enormous  creative  power  and  influence.  {L} 
4  credits 
Eric  Reeves 
Offered  Fall  2007 

263  Romantic  Poetry  and  Prose 

Concentration  on  selected  poems  of  the  major  Ro- 
mantics (Blake,  Wordsworth,  Coleridge,  Byron,  Shelley, 
Keats),  with  prose  writings  by  the  poets  themselves  and 
by  Austen  and  Mary  Shelley.  {L}  4  credits 
Patricia  Skarda 
Offered  Fall  2007 

266  Literature  of  the  Victorian  Period 

A  study  of  the  range  of  Victorian  literature,  including 
works  by  Tennyson,  the  Brownings,  Arnold,  the  Pre- 
Raphaelites,  Carroll  and  Hopkins,  with  attention  to 
literary,  cultural  and  social  contexts.  Exploration  of 
such  topics  as  the  tensions  between  conformity  and 
transgression,  the  role  of  women,  and  the  place  of  po- 
etry in  a  shifting  society.  {L}  4  credits 
Cornelia  Pearsall 
Offered  Spring  2008 


English  Language  and  Literature 


267  Introduction  to  Asian  American  Literature 
Although  we  sometimes  think  only  of  modern-day 
authors  like  Amy  Tan  orjhumpa  Lahiri  when  we  think 
of  Asian  American  literature,  in  fact  Asian  Americans 
have  been  writing  and  publishing  in  English  since  at 
least  1887.  In  this  course,  we  will  read  selected  Asian 
American  poetry,  novels,  short  stories,  plays  and  Rims 
produced  from  the  late  ll)th  century  until  the  present. 
We  will  consider  how  works  engage  with  issues  that 
have  always  concerned  Asian  Americans,  like  identity 
development  and  racism.  Also,  we  will  pay  attention  to 
how  works  speak  to  concerns  specific  to  their  period, 
such  as  the  exclusion  acts  of  the  1880s,  the  proletarian 
movement  of  the  1930s,  the  decolonization  of  South 
Asian  and  Southeast  Asian  countries  since  the  1940s, 
and  the  increasing  size  and  diversity  of  the  Asian 
American  population  in  the  late  20th  century.  At  all 
times,  we  will  attend  closely  to  matters  of  language  and 
form.  {L}  4  credits 

Floyd  Cheung 
Offered  Fall  2007 

268  Studies  in  Literary  Genres:  The  Sonnet  Sequence 

This  course  explores  problems  of  literary  form  and 
literary  history  through  a  historical  examination  of  the 
sonnet  sequence  focused  on  two  especially  important 
moments  in  that  form's  career:  its  original  English- 
language  flowering  in  the  l6th  century  and  its  reap- 
pearance in  the  20th  century.  Readings  will  include 
Sidney's  Astrophel  and  Stella.  Spenser's  Amoretti, 
Shakespeare's  sonnets,  and  Donne's  Holy  Sonnets, 
Millay's  Conversation  at  Midnight,  Auden's  "Sonnets 
from  China,"  Brooks's  Annie  Allen,  Hacker's  Love, 
Death,  and  the  Changing  of  the  Seasons,  andVoigt's 
Kyrie.  Prerequisite:  ENG  199, 200,  or  201.  (E)  {L}  4 
credits 

William  Oram  and  Michael  Thurston 
Offered  Spring  2008 

270  The  King  James  Bible  and  Its  Literary  Heritage 
\  study  of  language  and  narrative  technique  in  selected 
parts  of  the  King  James  Bible  with  attention  to  its  influ- 
ence on  subsequent  writing  in  English.  Selections  from 
the  Old  and  New  Testaments  and  works  by  Milton, 
Wordsworth,  Hawthorne,  Hardy.  Frost  and  MacLeish. 
Recommended  background:  REL  210  and  220.  {L} 
4  credits 
Patricia  Skarda 
Offered  Spring  2008 


279  American  Women  Poets 
\  selection  of  poets  from  the  hist  SO  years,  including 
Sylvia  Plath,  Diane  Gilliam  Fishei;  Elizabeth  Bishop, 
Adrienne  Rich.  Andre  horde.  Sharon  Olds.  Catln  Song, 
Louise  Gluck,  and  Rita  Dove.  An  exploration  of  each 
poet's  chosen  themes  and  distinctive  voice,  with  atten- 
tion to  the  intersection  of  gender  and  ethnicity  in  the 
poet's  materials  and  in  the  creative  process.  Not  open 
to  first-year  students.  Prerequisite:  at  least  one  college 
course  in  literature.  {L}  4  credits 
Susan  Van  Dyne 
Offered  Fall  2007 

282/AAS  245  Colloquium:  The  Harlem  Renaissance 
\  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  (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.  Enrollment  limited  to  40.  {S} 
4  credits 

Daphne  Lamothe 
Offered  Spring  2008 

285  Introduction  to  Contemporary  Literary  Theory 

An  introduction  to  major  theoretical  questions  and 
debates  shaping  the  course  of  literary  studies  today. 
regarding  what  literature  is,  how  literature  is  (to  be) 
read,  how  literature  functions  within  culture  and  soci- 
ety, how  theory  and  literature  may  interact.  Attention  to 
theory  and  practice  of  such  20th-century  critical  move- 
ments as  the  New  Criticism,  structuralism,  poststruc- 
turalism,  Marxism,  psychoanalysis,  cultural  studies,  as 
well  as  to  challenges  from  theories  of  gender,  sexuality, 
feminism,  queer,  race,  transnationalism.  Prerequisite:  a 
college  course  in  literature  or  pennission  of  the  instruc- 
tor. {L}  4  credits 
Ambreen  Hai 
Offered  Spring  2008 

ARH  292/ENG  293  The  Art  and  History  of  the  Book  (C) 

A  survey  of  the  book — as  vehicle  for  the  transmission 
of  both  text  and  image — from  the  manuscripts  of  the 
middle  ages  to  contemporary  artists'  hooks.  The  course 
will  examine  the  principal  techniques  of  book  produc- 
tion— calligraphy,  illustration,  papermaking,  typog- 
raphy, bookbinding — as  well  as  various  social  and 
cultural  aspects  of  book  history,  including  questions 


204 


English  Language  and  Literature 


of  censorship,  verbal  and  visual  literacy,  the  role  of  the 
book  trade,  and  the  book  as  an  agent  of  change.  In 
addition,  there  will  be  labs  in  printing  on  the  handpress 
and  bookbinding.  Admission  limited  to  20  by  permis- 
sion of  the  instructor.  {H/A}  4  credits 
Martin  Antonetti 
Offered  Fall  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  close  attention  to 
poems  of  diverse  sensibilities  and  intentions,  and  are 
given  practice  creating  poetic  effects  through  tone, 
diction,  rhythm,  image,  lineation,  anaphora,  allitera- 
tion, assonance,  syllables  and  irregular  rhyme.  They 
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  Dove  Watson 
Offered  Spring  2008 

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,  Hilton  Als,  Nora  Crow 
Offered  Fall  2007,  Spring  2008 

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  2008 

295  Advanced  Poetry  Writing 

Admission  by  permission  of  the  instructor.  {L} 

4  credits 

Nikky  Finney 

Offered  Fall  2007,  Spring  2008 

296  Writing  Short  Stories 

Admission  by  permission  of  the  instructor.  {L} 

4  credits 

Amy  Bloom 

Offered  Fall  2007,  Spring  2008 

384/AMS  351  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.  Admission  by  permission  of  the 
instructor.  {L/S}  4  credits 
Hilton  Als 
Offered  Spring  2008 


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. 

348/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  Spring  2008 


English  Language  and  Literature 


205 


399  Teaching  Literature 

Discussion  of  poetry,  short  stories,  short  novels,  es 

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  200" 


Level  V 


Seminars.  Seminars  are  open  only  to  juniors  and  se- 
niors, and  admission  is  by  permission  of  the  instructor. 

Seminars  in  the  English  department  stand  as  the  cap- 
stone experience  in  the  major.  They  bring  students  into 
the  public  aspects  of  intellectual  life,  and  the  papers 
they  require  are  not  only  longer  but  also  different  in 
kind  from  those  in  200-level  classes.  These  papers  re- 
quire a  research  component  in  which  students  engage 
the  published  arguments  of  others,  or  at  least  demon- 
strate an  awareness  of  the  ongoing  critical  conversa- 
tion their  work  is  entering.  But  such  work  proves  most 
useful  when  most  available,  and  so  we  also  require 
that  students  present  their  thinking  in  some  way  to  the 
semi-public  sphere  of  the  seminar  itself. 

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 
Hpic:  Nathaniel  Hawthorne.  Intensive  study  of  the 
writing  of  Nathaniel  Hawthorne — cultural  analyst, 
explorer  of  the  psyche,  and  narrative  strategist.  Atten- 
tion, too,  to  recent  debates  in  .American  literary  study,  in 
which  Hawthorne's  texts  have  figured  significantly. 
Richard  MUlington 
Offered  Spring  2008 

345  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  Ira?  then  stem  and  Anne  Sexton's 
Transformations,  as  well  as  some  critical  writing  on 


framing,  as.  we  tr\  to  answer  these  questions.  Enroll- 
ment limited  to  1 _!.  {L}  4  credits 
Elizabeth  Harries 
Offered  Spring  2008 

352  Seminar:  The  Middle  Passage  in  Contemporary 
Black  Literature  and  Culture 

Poet  Robert  Hayden  described  the  Middle  Passage  of 
the  slave  trade  as  a  "voyage  through  death"'  that  trans- 
ported Africans  across  the  Atlantic  to  the  Americas.  This 
course  explores  the  legacy  of  the  Middle  Passage  in 
contemporary  literature  and  culture  from  1969  to  today 
looking  at  how  past  is  made  present.  Through  poetry, 
novels,  short  stories,  film  and  visual  art  on  the  Middle 
Passage,  we  will  consider  how  this  historical  phenom- 
enon works  as  motif  in  black  culture  and  site  of  trauma 
for  black  artists.  We  will  examine  the  ways  different 
genres  achieve  particular  nuances  in  their  expressions 
of  this  voyage.  Prerequisite:  a  200-level  course  in  Eng- 
lish or  Afro-American  Studies.  (E)  {L}  4  credits 
Danielle  Elliott 
Offered  Fall  2007 

353  Seminar:  Advanced  Studies  in  Shakespeare 

Topic:  lb  be  announced. 
Gillian  Kendall 
Offered  Spring  2008 

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  E  Crow 
Offered  Fall  2007 

365  Seminar:  Studies  in  19th-century  Literature 

The  Brontes.  A  study  of  the  lives  and  works  of  the 
remarkable  Bronte  sisters  and  their  shadowy  brother, 
exploring  the  literary,  cultural  and  familial  circum- 
stances that  aided  and  impeded  the  development  of 
their  art.  Novels,  poetry  and  paintings  by  Charlotte 
Bronte,  Emily  Bronte.  Anne  Bronte  and  Branwell 
Bronte.  {L}  4  credits 
Cornelia  Pearsall 
Offered  Fall  2007 


206 


English  Language  and  Literature 


387  Asian  American  Autobiography 

Topic:  Asian  Americans  Abroad:  Narratives  of 
Identity  and  Location.  A  consideration  of  the  best 
written  and  most  thoughtful  travel  writings  by  Asian 
Americans.  How  are  Asian  Americans  perceived  and 
how  do  they  perceive  themselves  when  they  are  abroad, 
especially  in  their  countries  of  heritage?  In  most  cases, 
travel  complicates  rather  than  clarifies  the  relationship 
between  identity  and  location.  Likely  authors  to  be 
studied  include  Kyoko  Mori,  Luis  Francia,  Katy  Robin- 
son, David  Mura,  Andrew  Pham,  Paiskey  Rekdal,  and 
Meena  Alexander.  {L}  4  credits 
Floyd  Cheung 
Offered  Spring  2008 

395  Freud  and  Sherlock  Holmes 

Readings  include  Freud's  case  studies  and  Conan 
Doyle's  detective  stories;  popular  accounts  of  Freud  and 
Holmes  in  fiction,  film  and  drama;  and  critical  investi- 
gations of  their  economies  of  signification  (forays  into 
various  critical  -isms).  Practical  component:  keeping 
a  dream  journal  and  collaborative  writing  of  a  detec- 
tive story  or  fictionalized  case  study.  Prerequisite:  an 
advanced  literature  course  and  interest  in  theory  {L}  4 
credits 

Luc  Gilleman 
Offered  Fall  2007 

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  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 

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  2008  and  2009 
may  choose  either  the  old  or  the  new  requirements. 
Students  in  the  class  of  2010  and  after  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 
Milton  (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  (250),  Shakespeare  (256  or  257),  and 
Milton  (260); 

4.  A  seminar; 

5.  Five  additional  courses 

In  2007-08  the  following  courses  fulfill  the  second 
requirement  listed  above:  200, 202, 203, 211, 231, 238, 
250, 255, 256, 257, 259, 260, 263, 270, 353,  and  362. 

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 


English  Language  and  Literature 


207 


the  major.  English  1  IS  does  not  count.  No  course 
counting  toward  the  major  maj  betaken  for  an  S/l 
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. 


Graduate 


580  Graduate  Special  Studies 

Independent  study  for  graduate  students,  admission  In 

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 


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:  Ambreen  Hai  (2007-08) 


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 
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  after  spring  vacation,  to 
be  followed  during  April  by  the  student's  oral  presenta- 
tion and  discussion  of  her  work.  Students  in  honors  will 
normally  be  given  priority  in  seminars. 

In  exceptional  circumstances  the  department  will 
pennit  a  student  to  submit  a  work  of  fiction,  poetry  or 
creative  nonfiction  for  honors. 


208 


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  Benkley 

Spatial  Analysis  Lab  Coordinator 

Jon  Caris 

Advisers 

Elliot  Fratkin,  Professor  of  Anthropology 
Virginia  Hayssen,  Professor  of  Biological  Sciences 


Paulette  Peckol,  Professor  of  Biological  Sciences 
Shizuka  Hsieh,  Assistant  Professor  of  Chemistry 
Andrew  J.  Guswa,  Associate  Professor  of  Engineering 
Robert  M.  Newton,  Professor  of  Geology 
Amy  Larson  Rhodes,  Associate  Professor  of  Geology 
Donald  C.  Baumer,  Professor  of  Government 
41  Gregory  White,  Professor  of  Government 
David  Newbury,  Professor  of  History  and  of  African 

Studies 
"'  Jeffry  Ramsey,  Associate  Professor  of  Philosophy 
"2  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:  chemistry,  ecology,  geol- 
ogy, and  environmental  policy,  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.  MTH 
245  or  the  equivalent)  and  Geographic  Information 
Systems  (e.g.,  EVS/GEO  150)  are  recommended.  Ap- 
propriate Smith  courses  not  listed  below,  Five  College 
courses,  or  courses  taken  at  other  institutions  and 
through  summer  and/or  semester- away  programs  may 
be  counted  toward  the  minor  with  preapproval  of  the 
adviser.  Students  must  satisfy  the  prerequisites  for  all 
courses  included  in  their  minor  program.  No  more 
than  three  of  the  six  courses  may  be  taken  at  other 
institutions. 


EVS  150/GE0 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  2009 

EVS  300  Seminar  in  Environmental  Science  and  Policy 

Current  patterns  of  human  resource  consumption 
and  waste  generation  are  not  ecologically  sustainable. 
Effective  solutions  require  a  working  knowledge  of 
the  scientific,  social,  political  and  economic  factors 
surrounding  environmental  problems.  This  seminar 
examines  the  impact  of  human  activities  on  natural 
systems;  the  historical  development  of  environmental 
problems;  the  interplay  of  environmental  science, 


Environmental  Science  and  Policy 


209 


education  and  policy;  and  efforts  to  build  a  sustainable 
society.  Discussions  will  center  on  conflicting  views  of 
historical  changes,  ecological  design  andsustainabilitv. 
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 
pennission  of  the  instructor.  {S/N}  4  credits 
Pa  alette  Peckol  and  Greg  White 
Offered  Spring  2008 

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 
"product"  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 
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)  (WI)  4  credits 
Leslie  King  and  Paul  Wetzel 
Offered  Fall  2007 

S0C  332  Seminar  in  Environmental  Sociology 

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  2008 


Chemistry 

CUM  108 
GEO  301 

EGR  260 
EGR312 


Environmental  ChemistT) 
Aqueous  Geochemistrv 
Mass  and  Energj  Balances 

Thermochemical  Processes  in  the 
Atmosphere 


Ecology 

BIO  1 10     Introductory  Colloquia:  Life  Sciences  for 
the  21st  Century — Conservation  Biology 

BIO  1 54     Biodiversity,  Ecology  and  Conservation 

BIO  266     Principles  of  Ecology 

BIO  268     Marine  Ecology  and  lab 

BIO  364     Plant  Ecology  and  lab 

BIO  390     Topics  in  Environmental  Biologj : 

Coral  Reefs — Past,  Present  and  Future 

Geology 

GEO  104    Global  Climate  Change:  Exploring  the  Past, 
the  Present,  and  Options  for  the  Future 

GEO  105    Natural  Disasters:  Confronting  and  Coping 

GEO  108    Oceanography:  An  Introduction  to  the 
Marine  Environment 

GEO  109    The  Environment 

GEO  1 1 1    Introduction  to  Earth  Processes  and  History 

GEO  301    Aqueous  Geochemistry* 

GEO  309    Groundwater  Geology 

GEO  3 1 1    Environmental  Geophysics 

EGR  315    Ecohydrology 

Environmental  Policy 

ANT  230    Africa:  Population,  Health,  and 

Environmental  Issues 
ANT  236    Economy.  Ecology,  and  Society7 
ANT  24 1    Anthropology  of  Development 
ECO  224    Environmental  Economics 
GOV  254    Politics  of  the  Global  Environment 
GOV  306    Politics  and  the  Environment 
PPL  222     Colloquium:  U.S.  Environmental  Historj 

and  Policy 
SOC  332    Seminar  in  Environmental  Sociology 

Electives 

Elective  courses  can  be  chosen  from  courses  listed  for 
the  environmental  science  and  policy  minor,  and  out- 
side the  minor  with  consultation  and  approval  of  the 
minor  adviser.  Examples  are: 


210 


Environmental  Science  and  Policv 


BIO  103 

Economic  Botany:  Plants  and 

Human  Affairs 

BIO  110 

Introductory  Colloquia:  Bacteria — 

The  Good,  The  Bad,  and  the 

Absolutely  Necessary 

BIO  110 

Introductory  Colloquia:  Island 

Biology 

BIO  110 

Introductory  Colloquia:  Pests, 

Plagues  and  Profligates — The 

Biology  of  Invasions 

BIO  260 

Invertebrate  Diversity  and  lab 

BIO  264 

Plant  Systemics  and  lab 

BIO  272 

Vertebrate  Biology7 

BIO  366 

Biogeography 

ECO  343 

Seminar:  The  Economics  of  Global 

Climate  Change 

EGR  330 

Engineering  and  Global 

Development 

EGR346 

Hydrosystems  Engineering 

EGR  390 

Seminar:  Advanced  Topics  in 

Engineering:  Science,  Technology 

and  Ethics 

EVS  150/GEO  150  Modeling  our  World:  An 

Introduction  to  Geographic 

Information  Systems 

FYS  147 

The  Science  and  Politics  of  Food, 

Water,  and  Energy 

GOV  207 

Politics  of  Public  Policy 

HST299 

Ecology  and  History7  in  Africa 

PHI  238 

Environmental  Ethics 

PHY  100 

Solar  Energy  and  Sustainability 

PPL  220 

Public  Policy  Analysis 

SOC  232 

World  Population 

SWG  230 

Feminisms  and  the  Fate  of  the 

Environment 

Off-Campus  Programs 

Students  may  elect  to  take  two  to  three  of  their  courses 
for  the  minor  outside  Smith  College  by  participation 
in  an  environmentally  oriented,  off-campus  program. 
Relevant  Smith  approved  programs  include,  but  are  not 
limited  to,  Duke  University's  Organization  for  Tropical 
Studies,  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. 


*GEO  301  Aqueous  Geochemistry  fulfills  the  require- 
ments in  both  chemistry  and  geology  (one  course  cov- 
ers two  requirements) 


211 


Ethics 


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


Advisers 

John  M.  Connolly,  Professor  of  Philosophy 

Elizabeth  V  Spelman,  Professor  of  Philosophy,  Director 

Donald  Joralemon,  Professor  of  Anthropology 


*'  Albert  Mosley,  Professor  of  Philosophy 
Susan  l^vin,  Associate  Professor  of  Philsophy 
Donna  Riley,  Associate  Professor  of  Engineering 
Ernest  Alleva,  Lecturer  of  Philosoph) 


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 
offered  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 

EGR390 

Topics  in  Engineering:  Science, 

Technology  and  Ethics 

PHI  221 

Ethics  and  Societv 

PHI  235 

Morality,  Politics  and  the  Law 

PHI  238 

Environmental  Ethics 

PHI  241 

Business  Ethics:  Moral  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 
program. 


212 


Exercise  and  Sport  Studies 


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


Professors 

Donald  Steven  Siegel,  Ed.D. 

*]  James  H.  Johnson,  Ph.D. 

**2  Barbara  Brehm-Curtis,  Ed.D,  Chair 

Christine  M.  Shelton,  M.S. 

Lecturers 

Jane  M.  Stangl,  Ph.D. 
Lynn  Oberbillig,  M.B.A. 
Tim  Bacon,  MA 
Jacqueline  Blei,  M.S. 

Visiting  Lecturer 

Judith  Flohr 

Performance  Instructors 

Kim  Bierwert,  B.S. 
Christine  Davis,  M.S. 
Bonnie  May,  M.S. 
Suzanne  Payne,  M.Ed. 
Judith  Strong,  B.S. 
Carla  Coffey,  MA 
Karen  Klinger,  M.S. 
Phil  Nielsen,  M.A. 
Scott  Johnson,  B.S. 
Wendy  Walker 


Ellen  O'Neil,  M.S.T. 

David  Stillman 

Richard  Cesario 

Rosalie  Peri,  RN,  CPT 

Craig  Collins 

Nancy  Rothenberg,  3rd  degree  black  belt 

Lisa  Thompson,  B.A. 

Lynne  Paterson 

Jennifer  Good-Schiff 

Jean  Ida  Hoffman,  M.S. 

Judy  Rigali 

Jo  Schneiderman,  M.Ed. 

Rachel  Hackett,  B.A. 

Cindy  Schmelpfenig 

Tasmyn  Green,  M.Ed. 

Teaching  Fellows 

Christine  Clancy,  B.A. 
Erica  Hollot,  B.A. 
Jeremy  Ivey,  B.S. 
Hannah  Shalett,  B.A. 
Elisabeth  Somerset,  B.A. 
Sonnie  Terrell,  B.A. 
Jennifer  Williams,  B.A. 
Laura  Williamson,  B  A 


A.  Theory  Courses 


100  Introduction  to  Exercise  and  Sport  Studies 

An  overview  of  the  disciplines  that  address  physical  ac- 
tivity and  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 
Jane  Stangl  and  to  be  announced 
Offered  Fall  2007 


101  Introduction  to  Coaching  Skills 

This  course  will  introduce  students  to  the  principles  of 
coaching  that  are  applicable  to  all  sports.  Content  will 
include  the  following  areas  of  sport  science:  Pedagogy, 
Leadership,  Psychology,  Biomechanics,  Physiology, 
Growth  and  Development  and  areas  of  Health  and 
Wellness  related  to  the  well-being  of  athletes.  This 
course  will  be  of  particular  interest  to  education  stu- 
dents or  those  intending  to  pursue  a  career  in  teach- 
ing as  the  course  will  prepare  students  to  obtain  the 
American  Sport  Education  Program  (ASEP)  Coaching 
Certification,  which  is  now  or  will  be  mandatory  for 


Exercise  and  Sport  Studies 


213 


public  high  school  coaches  in  many  states  including 
Massachusetts.  Enrollment  limited  to  20.  {8}  4  credits 
Tim  Bacon 
Offered  Spring  2008 


175j  Applied  Exercise  Science 

Same  description  as  175. 

Sonnie  Terrell  and  Jennifer  \\  Warns 

Offered  during  Interterm 


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;  f)  become  certified  in 
Community  First  Aid/AED  and  CPR  for  the  Professional 
Rescuer.  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  credits 

Beth  Somerset.  Fall  2007 

Sonnie  Terrell.  Spring  2008 

Offered  both  semesters 

140  Lifestyle  Literacy:  Current  Issues  in  Health 
Behavior 

The  influence  of  behavior  on  health  and  well-being. 
Students  will  examine  the  way  in  which  factors  such 
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.  (WI)  {N}  4  credits 
Barbara  Brehm-Curtis 
Offered  Fall  2007 

175  Applied  Exercise  Science 

An  experiential  course  designed  to  introduce  students 
to  applied  exercise  physiology  and  kinesiology.  Energy 
expenditure,  energy  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 
Judith  Flohr 
Offered  Fall  2007 


IDP  208  Women's  Medical  Issues 
A  studj  of  topics  and  issues  relating  to  women's  health, 
including  menstrual  cycle,  contraception,  sexuallv 
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  Spring  2008 

210  Kinesiology 

A  course  in  applied  anatomy  and  biomechanics.  Students 
learn  basic  structural  anatomy  as  well  as  the  application 
of  mechanics  to  human  movement.  Special  emphasis  is 
given  to  the  qualitative  analysis  of  human  movement. 
This  is  an  important  course  for  any  student  who  intends  to 
study  physical  therapy  or  personal  training.  {N}  4  credits 
Jamesjohnson 
Offered  Spring  2008 

220  Psychology  of  Sport 

An  introduction  to  the  principles  and  applications  of 
the  four  main  areas  of  sport  psychology:  peak  perfor- 
mance, psychological  skills  training,  motivation  and 
group  processes.  Students  will  have  an  opportunity  to 
research  and  apply  models  of  interest.  Prerequisite:  PSY 
11  US}  4  credits  ' 
Tim  Bacon 
Offered  Spring  2008 

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  Spring  2008 


214 


Exercise  and  Sport  Studies 


EDC  336  Seminar  in  American  Education 

Topic:  Urban  Youth  Development.  Designed  for 
students  who  aspire  to  study  social  and  educational 
programs  devoted  to  serving  youth.  We  will  examine 
theories  that  explain  the  factors  that  perpetuate  the 
achievement  gap  and  explore  programs  developed  to 
redress  these  inequalities.  Special  attention  will  be  paid 
to  exploring  methods  of  research  and  evaluation  of 
youth  programs.  Students  will  identify  a  project  related 
to  Project  Coach — a  coaching  education  that  prepares 
adolescents  from  Springfield  and  Holyoke  to  coach 
and  run  youth  sports  at  a  boys  and  girls  club  and  at  a 
public  school  during  the  after  school  hours  (or  identity 
their  own  project  site  to  study).  4  credits 
Sam  Intrator  and  Donald  Siegel 
Offered  Fall  2007 

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  2007 


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 
Karen  Minger 
Offered  both  semesters 

Advanced  Beginning  Swimming 
This  course  will  focus  on  the  improvement  of  swim- 
ming skills.  Perfonuance  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  are  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 


400  Special  Studies 

1  to  4  credits 

Members  of  the  department 

Offered  both  semesters 

B.  Performance  Courses 
Credit 

Performance  courses  are  offered  for  credit  in  a  wide  va- 
riety of  activities.  Each  class  is  designed  to  enhance  the 
student's  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. 


Intermediate  Swimmmg 

This  course  will  focus  on  improving  swimming  tech- 
niques in  all  four  strokes  and  introducing  the  use  of 
the  pool  as  a  fitness  medium  in  preparation  for  swim 
conditioning.  Enrollment  limited  to  18. 1  credit 
Craig  Collins 
Offered  Fall  2007 

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 

Offered  both  semesters 

Scuba  Diving  I 

The  use  and  care  of  equipment,  safety  and  the  physiol- 
ogy and  techniques  of  SCUBA  diving.  A  series  of  open- 
water  dives  leading  to  NAUI  certification  is  available. 
Prerequisite:  satisfactory  swimming  skills  and  permis- 


Exercise  and  Sport  Studies 


15 


sion  of  the  instructor.  There  is  a  fee.  Enrollment  limited 
to  L7. 1  credit 
David 'St  ill  man 
Offered  both  semesters 

Swim  Conditioning 

Swimming  workouts  to  improve  physical  fitness.  Stroke 
improvement,  exercise  program  design  and  a  variet) 
of  aquatic  training  modalities  will  also  be  included. 
Intermediate  swimming  ability  required.  Enrollment 
limited  to  20.  1  credit 
Beth  Somerset 
Offered  Spring  2008 

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  for  fun  and  education,  this 
class  is  a  great  way  to  start  your  day.  Enrollment  lim- 
ited to  20.  1  credit 
Craig  Collins 
Offered  both  semesters 

905  Water  Safety 

Lifeguard  Training 

American  Red  Cross  Certification  in  Lifeguard  Training 
and  Basic  First  Aid/AED  (Automated  External  Defribril- 
lator)  and  CPR  for  the  Professional  Rescuer.  The  Water- 
front Lifeguard  Module  will  also  be  taught  if  time  per- 
mits. Prerequisites:  500  yard  swim  using  crawl,  breast 
and  side  strokes,  and  retrieval  of  10  lb.  brick  from  8  ft. 
depth.  Enrollment  limited  to  10.  2  credits 
Craig  Collins 
Offered  both  semesters 

Water  Safety  Instructor 

Instruction  in  techniques,  theory  and  teaching  meth- 
ods of  swimming  to  prepare  participants  to  teach  swim- 
ming. American  Red  Cross  certification  upon  successful 
completion  of  the  course.  Prerequisites:  Rescue  and 
safety  skills  and  swimming  skills  (crawl  stroke,  elemen- 
tary backstroke,  sidestroke,  breaststroke,  survival  stroke 
and  surface  dive)  at  ARC  Level  VI  proficiency.  Enroll- 
ment limited  to  10.  2  credits 
Kim  Bierweri 
Offered  Spring  2008 


910  Badminton 

The  development  of  badminton  skills,  strokes  and  strat- 
egy. Students  will  learn  to  pla\  singles  and  doubles  in 
this  fast  indoor  sport.  Enrollment  limited  to  12.  Course 
will  meet  first  8  weeks  of  the  semester.  1  credit 
Phil  Mel  so  i 
Offered  Spring  2008 

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 

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 
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  six  weeks.  Enrollment  limited  to 
10  per  section.  1  credit 
Christine  Clancy 
Offered  both  semesters 

Golf  II— Advanced  Beginner 
Designed  to  further  develop  the  students  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. 


216 


Exercise  and  Sport  Studies 


class  meets  last  six  weeks.  Enrollment  limited  to  10  per 
section.  1  credit 
Wendy  Walker 
Offered  both  semesters 

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. 

Equitation  I 

For  students  in  their  first  semester  of  riding  at  Smith. 

Sections  range  from  beginner  to  advanced  levels  on  the 

flat  and  over  fences.  1  credit 

Suzanne  Payne,  Rachel  Hackett,  Cindy 

Schmelpfenig 

Offered  both  semesters 

Equitation  II 

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  1. 1  credit 

Suzanne  Payne,  Rachel  Hackett,  Cindy 
Schmelpfenig 
Offered  both  semesters 

Equitation  III 

For  students  in  their  third  semester  of  riding  at  Smith. 

Low  intennediate  to  advanced  levels  on  the  flat  and 

over  fences.  Prerequisite:  Equitation  II.  1  credit 

Suzanne  Payne,  Rachel  Hackett,  Cindy 

Schmelpfenig 

Offered  both  semesters 


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,  snowshoeing,  etc.  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  10. 2  credits 
Scott  Johnson,  Fall  2007 
Tasmynn  Green,  Spring  2008 
Offered  both  semesters 

940  Outdoor  Skills 

Canoeing 

An  introduction  to  solo  and  tandem  paddling.  Students 
learn  mostly  flatwater  paddling  skills.  Students  are  also 
taught  such  touring  skills  as  map  reading,  portaging, 
planning,  equipment  and  cooking.  Class  meets  the  first 
seven  weeks  of  the  fall  semester.  Prerequisite:  satisfac- 
tory swimming  skills.  Enrollment  limited  to  1 1. 1  credit 
Jeremy  Ivey 
Offered  Fall  2007 

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 
eight  per  section.  1  credit 
Scottjohnson 
Offered  Spring  2008 


Equitation  N 

For  students  in  their  fourth  semester  of  riding  at  Smith. 

Intennediate  to  advanced  levels  on  the  flat  and  over 

fences.  Prerequisite:  Equitation  III.  1  credit 

Suzanne  Payne,  Rachel  Hackett,  Cindy 

Schmelpfenig 

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 


Sea  Kayaking 

This  course  is  designed  to  introduce  sea  kayaking  to 
the  novice.  Ocean  paddling,  navigation,  safe  exiting, 
equipment  and  paddle  techniques  are  covered.  Stu- 
dents should  expect  one  weekend  day  trip  to  the  coast. 
Prerequisite:  satisfactory  swimming  skills.  Enrollment 
limited  to  1 1.  Course  will  meet  the  first  seven  weeks  of 
the  fall  semester.  In  the  spring  semester,  class  meets  last 
six  weeks.  1  credit 
Jennifer  Good-Schijf 
Offered  both  semesters 


Exercise  and  Sport  Studies 


217 


Rock  Climbing  I 

The  objective  of  this  course  is  to  teach  students  the 
fundamentals  of  rock  climbing.  This  will  include 
familiarity  with  the  equipment,  climbing  technique, 
various  knots  and  belaying.  Top-rope  anchor  building 
will  also  be  introduced.  Safetj  issues  will  be  a  strong 
emphasis  in  this  course.  The  majority  of  class  time  will 
take  place  on  the  Ainsworth  Gym  Climbing  Wall.  Please 
note  that  this  class  will  serve  only  as  a  basic  introduc- 
tion and  will  not  "certify"  or  prepare  the  student  for 
the  full  range  of  outdoor  climbing  scenarios.  For  this, 
additional  instruction  is  recommended.  Enrollment 
limited  to  12.  1  credit 
Scott  Johnson 
Offered  both  semesters 

Rock  Climbing  II 

This  course  will  review  the  fundamentals  of  rock  climb- 
ing, then  introduce  more  advanced  skills  with  a  greater 
emphasis  on  gaining  proficiency  with  outdoor  climb- 
ing techniques  and  top-rope  anchor  building.  Safety 
issues  will  remain  a  strong  emphasis  in  this  course. 
The  majority  of  class  time  will  take  place  off-campus  at 
nearby  cliffs.  Prerequisite:  Rock  Climbing  I  or  permis- 
sion of  the  instructor.  Enrollment  limited  to  10. 1  credit 
Scott  Johnson 
Offered  Fall  2007 

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 

Kickboxini*  I 

This  class  is  recommended  for  both  the  curious  begin- 
ner and  the  experienced  kickboxer.  It  incorporates 
martial  art  forms,  a  variety  of  strengtli/fitness  drills, 
as  well  as  standard  boxing  techniques.  Students  start 
by  learning  proper  form  of  the  basic  techniques  before 
progressing  to  more  complicated  combinations.  Enroll- 
ment 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  anil  follows  ;m  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 
Sonnie,  Terrell,  Jennifer  Williams,  Fall  2007 
Jeremy  Ivey,  Jennifer  Williams,  Spring  2008 
Offered  both  semesters 

Pilates  Mat  Training  I 

A  course  designed  to  teach  the  mat  exercises  of  Joseph 
Pilates.  These  exercises  are  designed  to  increase  core 
strength,  increase  joint  mobility  and  stability,  and 
increase  muscle  tone  and  flexibility.  By  the  end  of  this 
course  the  student  will  be  able  to  develop  and  maintain 
their  own  Pilate's  matwork  program.  Enrollment  lim- 
ited to  25. 1  credit 
Rosalie  Peri  Jean  Hoffman 
Offered  both  semesters 

Pilates  Mat  Training  II 

A  course  designed  to  teach  intermediate  to  advanced 
mat  exercises  developed  by  Joseph  Pilates.  This  course 
will  explore  the  history  of  Pilates,  the  benefits  of  Joseph 
Pilates  Matwork  and  the  six  main  Pilates  principles. 
Prerequisite:  Pilates  Mat  Training  I  or  permission  of  the 
instructor.  Enrollment  limited  to  25. 1  credit 
Rosalie  Peri 
Offered  Spring  2008 

945j  Physical  Conditioning 
A  repetition  of  945. 1  credit 
Beth  Somerset 
Offered  during  Interterm 


218 


Exercise  and  Sport  Studies 


950  Sculling 

An  introduction  to  sculling  techniques.  A  variety  of 
boats  are  utilized  to  teach  this  great  lifetime  sport  in- 
cluding singles  and  doubles.  Classes  will  be  taught  on 
Paradise  Pond  and  the  Connecticut  River.  Course  will 
meet  the  first  seven  weeks  of  the  fall  semester.  In  the 
spring  semester,  class  meets  last  six  weeks.  Prerequisite: 
satisfactory7  swimming  skills.  Enrollment  limited  to  10 
per  section.  1  credit 
Jeremy  Ivey 
Offered  both  semesters 

955  Self  Defense 

Self  Defense  I 

Progressive  development  of  physical  and  mental  self- 
defense  skills  and  strategies.  Personal  protection  aware- 
ness, situation  evaluation  and  effective  communication 
will  be  emphasized.  Other  topics  include  assertiveness 
training,  date  rape  and  personal  defense  weapons. 
Enrollment  limited  to  20. 1  credit 
Nancy  Rothenberg 
Offered  both  semesters 

KungFu 

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  2007 

Judith  Strong.  Spring  2008 

Offered  both  semesters 

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 
Offered  both  semesters 

Tai  Chi  II 

Twenty-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  2008 

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  presented. 
Tennis  rules  and  etiquette  will  be  included  in  the  cur- 
riculum. Enrollment  limited  to  16  per  section.  1  credit 
Erica  Hollot,  Judy  Strong,  Fall  2007 
Erica  Hollot,  Spring  2008 
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.  Prerequisite:  Tennis  I  or  permis- 
sion of  the  instructor.  Enrollment  limited  to  16  per 
section.  1  credit 
Christine  Shelton.  Fall  2007 
Christine  Clancy,  Christine  Davis,  Spring  2008 
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.  Tennis  stroke  direction,  height  and 
depth  variations  will  be  included  in  the  curriculum. 
Appropriate  spins  will  be  introduced  for  each  stroke. 
The  "play  and  learn"  structure  will  focus  on  developing 
singles  and  doubles  strategies  in  a  competitive  setting. 


Exercise  and  Sport  Studies 


219 


Prerequisite:  Tennis  II  or  permission  of  the  instructor. 
Enrollment  limited  to  l6persection.  1  credit 
Christine  Dans,  Fall  2007 
Erica  HoUot,  Spring  2008 
Offered  both  semesters 

Vermis  IV— -Advanced 

Students  must  be  able  to  execute  tennis  strokes  utiliz- 
ing direction,  height  and  depth  variations.  Students 
should  understand  basic  singles  and  doubles  position- 
ing. Mastery  of  topspin  and  slice  groundstroke  and  slice 
serves  will  be  part  of  the  curriculum.  Speciality  shots 
including  approach  volleys,  swinging  volleys  and  half 
volleys  will  be  introduced  and  practiced.  Prerequisite: 
Tennis  III  or  pemiission  of  the  instructor.  Enrollment 
limited  to  16  per  section.  1  credit 
Christine  Shelton 
Offered  Spring  2008 

975  Yoga 

Yoga  I 

An  introduction  to  basic  hatha  yoga  poses,  breath 

techniques,  meditation  and  yoga  philosophy.  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  Wompson,  lynne  Paterson, 

Jo  Schneiderman,  To  be  announced,  Fall  2007 

Elizabeth  Tfjompson.  Lynne  Paterson,  Spring  2008 

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 
Jo  Schneiderman 
Offered  Spring  2008 

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  four 
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:  Jane  M.  Stangl 

501  Seminar  in  Administration  of  Athletic  Teams 

The  administration  of  sport  and  athletic  teams  is  the 
major  focus  of  this  course.  The  course  focuses  on  plan- 
ning, organization,  directing  and  controlling  various 
facets  including  scheduling,  purchasing,  budgeting 
and  recruiting  of  a  sports  program.  Limited  to  those 
enrolled  in  ESS  505  and  506.  2  credits 
Lynn  Oberbillig 
Offered  Fall  2007 

502  Seminar  in  Philosophy  and  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.  This  class 
meets  for  the  first  six  weeks  of  the  semester.  2  credits 
Christine  Shelton 
Offered  Fall  2007 


220 


Exercise  and  Sport  Studies 


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  0  'Neil 
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. 
Prerequisite:  505d.  4  credits 
Christine  Shelton,  Jacqueline  Blei,  Ellen  O'Neil 
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  experiences  and 
problems.  May  be  repeated  for  credit.  1  credit 
Barbara  Brehm-Curtis 
Offered  Spring  2008 

510  Biomechanics  of  Sport  and  Exercise 

Emphasis  on  the  concepts  of  biomechanics  and  ap- 
plications in  specific  sports.  Prerequisite:  210,  under- 
graduate kinesiology;  or  biomechanics.  {N}  4  credits 
Jim  Johnson 
Offered  Spring  2008 

540  Microcomputers  in  Exercise  and  Sport  Studies 

Examination  of  computer  utilization  in  exercise  and 
sport  studies.  Major  course  components  include:  (a) 
databases  and  spreadsheets,  (b)  Internet  resources,  (c) 
digitized  video  and  (d)  biochemical  analysis.  This  class 
meets  the  last  six  weeks  of  the  semester.  {M}  2  credits 
Don  Siegel 
Offered  Fall  2007 

555  Sports  Nutrition 

The  purpose  of  this  course  is  to  provide  students  with  a 
basic  understanding  of  the  relationships  among  nutri- 
tion, health  and  athletic  performance.  Students  in  this 
course  will  apply  basic  nutrition  science  infonnation  to 
sports  training  and  competition.  This  course  will  focus 


extensively  on  what  coaches  and  athletes  need  to  know 
about  nutrition  for  optimal  performance.  2  credits 
Barbara  Brehm-Curtis 
Offered  Spring  2008 

560  Socio-cultural  Analysis  of  Sport 

Sport  is  one  of  the  most  pervasive  social  institutions 
within  U.S.  and  North  American  society.  Sociologi- 
cal and  cultural  studies  concepts  will  be  employed  to 
investigate  sport  as  a  social  institution  in  its  own  right, 
as  well  as  its  inter-relationship  with  other  institutions. 
Herein,  sport  is  examined  as  a  key  agent  in  contem- 
porary culture  and  ideological  development.  Graduate 
status  only.  Enrollment  limited  to  20. 4  credits 
Jane  Stangl 
Offered  Fall  2007 

570  Seminar  in  Sport  Psychology 

An  examination  of  the  theory  and  application  of 
psychological  skills  training  in  sport  from  a  cogni- 
tive-behavioral perspective.  Included  are  strategies  that 
affect  behavior,  motivation,  perception  and  self-beliefs. 
Leadership  and  group  dynamics  will  also  be  covered. 
Case  studies  will  be  used  to  facilitate  operationalizing 
theory.  {S}  4  credits 
Don  Siegel 
Offered  Spring  2008 

580  Special  Studies 

Adapted  physical  education,  administration,  current 
problems,  exercise  physiology;  kinesiology,  motor  learn- 
ing or  other  approved  topics.  Hours  scheduled  individu- 
ally. 1  to  4  credits 
Members  of  the  department 
Offered  both  semesters 

590  Thesis 

4  credits 

Offered  both  semesters 

590d  Thesis 

8  credits 
Full-year  course 


221 


Film  Studies 


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


Associate  Professor 

Alexandra  Keller.  Ph.D. 

Assistant  Professor 

Baba  Hillman  (Five  College  Assistant  Professor  of  Film 
and  Video) 

Lecturer 

Lucretia  Knapp,  M.F.A. 

Advisers 

Anna  Botta,  Professor  of  Italian  Language  and 
Literature 


**2  Darcv  Buerkle,  Assistant  Professor  of  lib 

Dawn  Fulton,  Associate  Professor  of  French  Studies 
"2  Jefferson  Hunter,  Professor  of  English  Language  and 

Literature.  Director 
Alexandra  Keller,  Associate  Professor  of  Film  Studies 
Barbara  Kellum,  Professor  of  Art 
Richard  Millington,  Professor  of  English  Language 

and  Literature 
Frazer  Ward,  Assistant  Professor  of  Art 
Joel  Westerdale,  Assistant  Professor  of  German  Studies 


200  Introduction  to  Film  Studies 

An  overview  of  cinema  as  an  artistic,  industrial  ideo- 
logical and  social  force.  Students  will  become  familiar 
with  the  aesthetic  elements  of  cinema  (visual  style, 
editing,  cinematography,  sound,  performance,  nar- 
ration and  formal  structure,  etc.),  the  terminology  of 
film  production,  and  the  relations  among  industrial, 
ideological,  artistic,  and  social  issues.  Films  (both  clas- 
sic 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  Col- 
lege film  studies  minors  and  Five  College  film  studies 
majors.  {A}  4  credits 
Alexandra  Keller 
Offered  Fall  2007 

240  Film  and  Music 

A  survey  of  film  and  music  in  their  various  relations. 
Music  in  an  essential  cinematic  technique;  music  as 
a  rich  subject  for  film.  Examples  drawn  from  differ- 
ent periods  and  countries:  the  mainline  cinema  with 
orchestral  scores,  silent  film  with  various  kinds  of  ac- 
companiment, animation  with  music,  filmed  musical 
comedy  and  opera,  musical  biopics,  television  drama 
with  lip-synched  songs,  the  Bollywood  musical.  Pre- 


requisite: a  college  course  in  film,  literature,  or  music. 
{A/L}  4  credits 
Jefferson  Hunter 
Offered  Spring  2008 

241  Genre/Period 

Topic:  The  Western  and  American  Identity.  This  class 
examines  the  relation  of  perhaps  the  defining  Ameri- 
can film  genre  to  questions  of  both  American  cinema 
and  American  identity.  How  are  Westerns  reflective  and 
symptomatic  of  vital  issues  in  United  States  history 
and  culture?  How  does  the  genre  help  shape  and  define 
how  Americans  think  of  themselves?  How  did  the  genre 
change  over  the  post-war  period,  and  what  does  this  tell 
us  about  the  changing  needs,  ideas,  and  ideologies  of 
both  American  filmmaking  and  the  United  States  itself? 
Specific  issues  up  for  consideration:  counter-Westerns 
and  Vietnam,  the  impact  of  race,  gender  and  sexualitv 
on  Western  protocols,  the  relation  of  Westerns  to  foreign 
and  domestic  policy  (including  Gulf  Wars,  immigra- 
tion laws,  gay  marriage).  Films  to  be  considered 
include:  Stagecoach,  My  Darling  Clementine.  Johnny 
Guitar.  The  Searchers.  [Me  Big  Man,  Unforgiven, 
Posse,  Lone  Star,  The  Ballad  of  Little  Jo,  Brokeback 
Mountain.  {A}  4  credits 
Alexandra  Keller 
Offered  Fall  200" 


Ill 


Film  Studies 


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.  Fall  2007 
Baba  Hillman,  Spring  2008 
Offered  Fall  2007,  Spring  2008 

282  Advanced  Video  Seminar 

Topic:  Smoke  a)  id  Mirrors.  Paper  Plates  and  Dry  Ice: 
Special  Effects  in  Film.  I  ideo  and  Television  Produc- 
tion. This  class  focuses  on  the  moving  image  as  it 
relates  to  illusion,  special  effects  and  their  antecedents. 
We  will  screen  films  that  are  low  budget,  as  well  as 
those  that  are  high-end  and  effects-driven.  Students 
will  also  study  studio  or  television  production  (differ- 
ent from  standard  video  field  production).  Discussion 
and  screenings  will  include  early  in-camera  effects, 
stop-motion  animation,  chroma-keying,  present-day 
digital  compositing,  and  segments  from  films,  includ- 
ing^ Trip  to  the  Moon,  Jason  and  the  Argonauts,  Ed 
Wood  and  The  Silence  of  Sleep.  We  will  also  examine 
the  work  of  video  artists  such  as  Peter  Campus,  Dara 
Birnbaum,  Patty7  Chang  and  Paul  Pfeifer.  Some  of  the 
programs  we  will  investigate  are  Final  Cut  Pro  and 
Shake.  Part  of  the  class  will  involve  editing  with  Final 
Cut  Pro  while  another  portion  will  be  carried  out  in 
the  television  studio  at  Smith.  Readings  will  examine 
the  relationship  between  the  development  of  selected 
imagery/special  effects  and  contemporaneous  histori- 
cal or  political  events.  Prerequisite:  FLS  280  or  a  video 
production  class  or  permission  of  the  instructor.  Enroll- 
ment limited  to  13.  {A}  4  credits 
Lucretia  Knapp 
Offered  Spring  2008 

350  Questions  of  Cinema 

Topic:  Film  and  the  Other  Arts:  Visual  Culture  from 
Surrealism  to  MTV.  This  class  will  investigate  cinema 
and  its  relationship  to  the  rest  of  20th  (and  early  21st) 


century  art,  especially  visual  culture.  Working  with 
the  premise  that  film  has  been  arguably  the  most 
significant,  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  me- 
dia. Historically,  we  shall  examine  how  film  has  moved 
from  a  marginal  to  a  mainstream  art  form,  while  still 
maintaining  a  very  active  avant-garde  practice.  The 
class  will  also  look  at  how  cinema  has  consistently 
and  transhistorically  grappled  with  certain  funda- 
mental 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  permission  of  the  instructor. 
Priority  given  to  Smith  College  film  studies  minors  and 
Five  College  film  studies  majors.  {A}  4  credits 
Alexandra  Keller 
Offered  Spring  2008 

351  Film  Theory 

This  seminar  will  explore  central  currents  in  film 
theory,  including  formalist,  realist,  auteurist,  structur- 
alist, psychoanalytic,  feminist,  poststructuralist,  genre 
studies,  queer  studies  and  cultural  studies  approaches 
to  questions  regarding  the  nature,  function,  and  pos- 
sibilities of  cinema.  Film  theory  readings  will  be  under- 
stood through  the  sociocultural  context  in  which  they 
are  developed.  Particular  attention  will  also  be  given  to 
the  history  of  film  theory:  how  theories  exist  in  conver- 
sation 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  written  texts  (Bazin,  Eisenstein, 
Kracauer.  Yertov.  Metz,  Mulvey  DeLauretis,  Doty,  Hall, 
Cahiersdu  Cinema,  the Dogme  Collective,  etc.),  but 
will  also  look  at  instantiations  of  film  theory  that  are 
themselves  acts  of  cinema  (Man  with  a  Movie  Cam- 
era. Rock  Hudson  s  Home  Movies,  The  Meeting  of 
Two  Queens).  The  course  is  designed  as  an  advanced 
introduction  and  assumes  no  exposure  to  film  theory 
Fulfills  film  theory  requirement  for  the  major  and 
minor.  Priority  given  to  seniors,  then  juniors.  Enroll- 
ment limited  to  12.  Prerequisite:  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  2008 


Film  Studies 


400  Special  Studies 
1-4  credits 

Offered  both  semesters  each  year 

Crosslisted  Courses 

FRN  244  French  Cinema 

Tbpic:  "On  The  More: "  Restlessness  in  French 

Cinema. 

Marline dantrel 

Offered  Fall  2007 

FYS  127  Adaptation 
Jefferson  Hunter 
Offered  Pall  2007 

FYS  146  Contemporary  Theatre  and  Film  in  China 
Nan  Zhang  and  Ellen  Kiiplan 
Offered  Fall  2007 

GER  227  What  Color  is  the  Earth? 
Barton  Byg 

Offered  Spring  2008 

GER  230  Topics  in  German  Cinema 
Tbpic:  Nazi  Cinema 
Joel  Westerdale 
Offered  Fall  2007 

THE  261  Writing  for  the  Theatre 
Leonard Berkman 

Offered  Fall  200".  Spring  2008 

THE  262  Writing  for  the  Theatre 

Leonard  Berk/nan 

Offered  Fall  2007,  Spring  2008 

THE  362  Screenwriting 
Andrea  llairston 
Offered  Spring  2007 

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  he  familiar  with 
film  and  video  production,  the  major  is  not  designed 
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 
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 
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  van.'  slightly  from  campus  to 
campus. 

Program  of  Study: 

1 .  One  introduction  to  film  course  (normally  taken 
on  the  home  campus) 

2.  One  film  history  course  (either  a  general,  one- 
semester  survey  or  a  course  covering  approximately 
fifty  years  of  international  film  history) 

3.  One  film  theory  course 

4.  One  film  genre  or  authorship  course  (generally  on 
a  single  director  or  group  of  directors) 

5.  One  national  or  transnational  cinema  course 

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,  or  a 
screenwriting  course;  but  no  more  than  two  such 
courses  may  be  counted  toward  the  major. 

9.  Two  electives  from  any  of  the  above  categories 

A  thesis  is  optional;  students  should  check  with  their 
home  campus  adviser. 

In  the  course  of  fulfilling  the  program  of  study,  at  least 
one  course  must  focus  on  nonnarrative  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. 


2& 


Film  Studies 


The  Minor 


Advisers:  Barbara  Kellum,  Jefferson  Hunter,  Dawn 
Fulton,  Darcy  Buerke,  Richard  Millington,  Anna  Botta, 
Alexandra  Keller,  Frazer  Ward,  Joel  Westerdale 

The  Film  Studies  Program  offers  the  opportunity  for  in- 
depth  study  of  the  history,  theory  and  criticism  of  film 
and  other  forms  of  the  moving  image.  The  program's 
primary  goal  is  to  expose  students  to  a  wide  range 
of  cinematic  works,  styles  and  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. 


SPN  246    Topics  in  Latin  American  Literature 

Topic:  Negotiating  the  Borderlands:  Text 
Film,  Music 

THE  318    Movements  in  Design:  Production  Design 
for  Feature  Films 

Smith  College  Advisers 

Anna  Botta,  Professor  of  Italian  Language  and 

Literature 
Darcy  Buerkle,  Assistant  Professor  of  History 
Dawn  Fulton,  Associate  Professor  of  French  Studies 
Jefferson  Hunter,  Professor  of  English  Language  and 

Literature 
Alexandra  Keller,  Associate  Professor  of  Film  Studies 
Barbara  Kellum,  Professor  of  Art 
Richard  Millington,  Professor  of  English  Language 

and  Literature 
Frazer  Ward,  Assistant  Professor  of  Art 
Joel  Westerdale,  Assistant  Professor  of  German  Studies 


Required  courses: 

FLS  200     Introduction  to  Film  Studies 
FLS  351     Film  Theory 


Electives: 

ENG  120 

Colloquia  in  Literature: 

Shakespeare  and  Film 

FLS  240 

Film  and  Music 

FLS  241 

Genre/Period 

FLS  245 

British  Film  and  Television 

FLS  280 

Introduction  to  Video  Production 

FLS  282 

Advanced  Video  Seminar 

FLS  350 

Questions  of  Cinema 

FRN244 

French  Cinema 

FYS  127 

Adaptation 

FYS  146 

Contemporary  Theatre  and  Film  in  China 

GER230 

German  Cinema 

ITL342 

Italian  Cinema 

SPN  245 

Topics  in  Latin  American  and  Peninsular 

Studies 

Topic:  Latin  American  Film  as  Visual 

Narrative 

SPN  246 

Topics  in  Latin  American  Literature 

Topic:  Reinterpreting  Magical  Realism  in 

Literature  and  Film 

First-Year  Seminars 


225 


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}  WI  4  credits 
Elizabeth  I.  Spelman  (Philosophy) 
\    Offered  Fall  2007 

FYS  113  Meanings  and  Values  in  the  World  of  Work 

This  course  examines  diverse  issues  regarding  work: 
What  significance  does  work  have  in  our  lives?  How 
does  it  vary  across  communities,  classes  and  profes- 
sions? How  is  it  related  to  individual  and  group  iden- 
tity? How  is  it  related  to  family  life  and  individual  well- 
being?  What  makes  work  desirable  or  undesirable,  and 
meaningful  or  meaningless?  What  rights,  interests,  and 
obligations  does  or  should  it  involve?  Is  there  a  right  or 
obligation  to  work?  How  should  various  opportunities, 
benefits  and  burdens  associated  with  work  be  distrib- 
uted? How  are  work  and  education  related?  How  should 
work  be  organized  and  controlled?  What  forms  of  coop- 
eration and  conflict  exist  in  work?  How  are  notions  of 
play  and  leisure  related  to  work?  Enrollment  limited  to 
16  first  year  students  (E)  {S}  Wl  4  credits 
Ernest  Allera  (Philosophy) 
Offered  Fall  2007 

FYS  114  Turning  Points 

I  How  have  women  (and  some  men)  in  the  Americas 
understood  defining  moments  in  life?  We  will  read 
fictional  and  autobiographical  narratives  and  view 

i  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  Study  of  Women  and 
Gender  major.  (WI)  {L}  4  credits 
Marilyn  R.  Schuster  (Study  of  Women  and  Gender) 
Offered  Fall  2007 

FYS  118  The  Groves  of  Academe 

A  study  of  short  stories,  novels,  memoirs  and  films  that 
describe  and  interpret  the  postsecondary  academic 
experience  of  the  20th  century.  Many  of  the  selections 
are  set  at  Smith.  By  reading  about  the  real  and  fictional 
experiences  of  others,  students  may  come  to  understand 
their  own.  In  addition  to  some  serious  analytical  essays, 
students  will  make  presentations  (alone  and  with  oth- 
ers) on  the  works  material  in  the  Smith  archives,  and 
the  issues  under  consideration.  Enrollment  limited  to 
16  first-year  students.  {L}  Wl  4  credits 
Patricia  Skarda  (English) 
Offered  Fall  2007 

FYS  121  The  Evolution  and  Transformation  of  the 
Northampton  State  Hospital 

This  seminar  explores  the  history  of  the  Northampton 
State  Hospital,  its  impact  on  the  city  of  Northampton, 
and  the  current  planning  process  around  the  redevel- 
opment of  the  site.  The  Northampton  State  Hospital 
grounds  lie  adjacent  to  Smith  College.  The  facility  was 
opened  in  the  mid- 1800s  as  the  third  hospital  for  the 
insane  in  Massachusetts.  At  its  height,  a  century  later, 
it  had  over  2000  patients  and  over  500  employees.  In 
1978,  a  federal  district  court  consent  decree  ordered  the 
increased  use  of  community-based  treatment  as  one 
part  of  a  process  of  deinstitutionalizing  the  mentally 
ill  in  Western  Massachusetts.  In  1993  the  hospital  was 
officially  closed.  Now,  120  acres  of  land  and  45  build- 
ings on  the  "campus"  have  been  made  available  by  the 


226 


First-Year  Seminars 


state  for  reuse  and  future  development.  As  a  case  study 
of  socioeconomic  change  and  public  policy,  this  semi- 
nar will  explore  the  history  of  the  Northampton  State 
Hospital,  deinstitutionalization  and  the  hospital's  clos- 
ing, and  the  prospects  for  the  site.  Students  will  develop 
background  and  skills,  including  map  reading,  site 
visits,  and  historical  research,  to  appreciate  both  the 
past  and  the  future  of  the  hospital  grounds.  Enrollment 
limited  to  14  first  year  students.  {H/S}  WI  4  credits 
nomas  Riddell  (Economics) 
Offered  Fall  2007 

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.  (WI)  4  credits 
Adrianne  Andrews  (Anthropology) 
Offered  Fall  2007 

FYS  125  Midwifery  in  Historical  and  Cross-Cultural 
Perspective 

While  most  births  worldwide  are  still  attended  by 
midwives,  the  midwife  in  the  U.S.  today  is  a  rare  birth 
attendant.  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  stud\'  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  Valley  is  an  area  with  par- 
ticularly active  groups  of  professional  and  direct-entry 
(lay)  midwives,  there  will  be  opportunities  to  meet  and 
discuss  these  issues  with  current  practitioners.  {H/S}  WI 
4  credits 

Erika  Laquer  (History) 
Offered  Spring  2008 

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  others 
by  reading  short  stories  by  Ernest  Hemingway,  Cornell 
Woolrich,  Guy  de  Maupassant,  Ernest  Haycox,  and 
Ryunosuke  Akutagawa;  Henry  James's  The  Turn  of 
the  Screw;  Kazuo  Ishiguro's  The  Remains  of  the  Day: 
and  Susan  Orlean's  The  Orchid  Thief;  and  by  viewing 
films  by  Tony  Richardson,  John  Ford,  Alfred  Hitchcock, 
Jack  Clayton,  Akira  Kurosawa,  James  Ivory,  and  Spike 
Jonze.  Practice  in  class  discussion,  in  doing  on-line 
and  in-print  research,  and  in  giving  short  oral  reports; 
frequent  short  papers  in  analysis  and  criticism,  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.  Enrollment  limited 
to  16  first-year  students.  {L/A}  WI  4  credits 
Jefferson  Hunter  (English) 
Offered  Fall  2007 

FYS  128  Ghosts 

This  course  explores  what  Toni  Morrison  in  Beloved 
calls  "the  living  activity  of  the  dead":  their  ambitions, 
their  desires,  their  effects.  Often  returning  as  figures  of 
memory  or  history,  ghosts  raise  troubling  questions  as 
to  what  it  is  they,  or  we,  have  to  learn.  We  shall  survey  a 
variety  of  phantasmagorical  representations  in  poems, 
short  stories,  novels,  films,  spiritualist  and  scientific 
treatises,  and  spirit  photography.  This  course  counts 
towards  the  English  major.  {L}  WI  4  credits 
Cornelia  Pearsall 
Offered  Fall  2007 

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- 


First-Year  Seminars 


227 


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,  the  Homeric  Hymn  to 
Demeter,  the  poems  of  Sappho,  and  novels  by  Alain- 
Founiier,  Thomas  Mann,  and  \\  ilia  Gather.  Enrollment 
limited  to  16  Bret-year  students.  {L}  W'l  4  credits 
Justina  Gregory 
Offered  Fall  200" 

FYS  130  Lions:  Science  and  Science  Fiction 

This  seminar  will  explore  lions  from  many  perspec- 
tives. We  will  look  at  how  lions  are  viewed  by  artists, 
scientists,  science  fiction  writers,  directors  of  documen- 
tary films  and  movie  producers.  We  will  also  compare 
different  kinds  of  science  fiction  and  different  kinds 
of  mammals,  exploring  the  science  of  fiction  and  the 
fiction  of  science.  Readings  will  be  by  OS  Card,  CJ 
Chernh.  J  Crowley,  G  Schallar,  and  others.  Enrollment 
limited  to  16  first  year  students.  {N}  W'l.  Quantitative 
Skills  4  credits 

Virginia  Hayssen  ( Biological  Sciences) 
Offered  Fall  200" 

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  H.  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  to 
16.  Quantitative  Skills  4  credits 
Fletcher  Blancbard  ( Psychology/ 
)  Offered  Fall  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- 
war  students.  I E !  (N/M)  W'l  4  credits 
Nalmi  Bbushan  (Philosophy/  and  David  Bickar 
(Chemistry) 
Offered  Fall  2007 

FYS  142  Reenacting  the  Past:  History  as  Hypothesis 
Reenacting  (he  Past  is  an  interdepartmental,  firs 
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  Refonnation 
Parliament";  "Rousseau,  Burke,  and  the  Revolution  in 
France,  1791";  "The  Trial  of  Galileo";  "Kansas  1999. 
Evolution  and  Creationism  ":  and  "Defining  a  Nation: 
Gandhi  and  the  Indian  Subcontinent  on  the  Eve  of 
Independence,  1945."  In  the  "Athens"  game,  for  ex- 
ample, students  constitute  themselves  as  the  Athenian 
Assembly  after  the  Peloponnesian  War;  assigned  roles 
corresponding  to  the  factions  of  the  day.  they  quarrel 
about  such  issues  as  the  democratic  character  of  the  re- 
gime, the  resumption  of  an  imperial  foreign  policy,  the 
fate  of  Socrates,  etc.  In  the  "Wanli''  game  they  are  the 
Hanlin  Academy  of  l6th  century  China,  where  a  suc- 
cession struggle  inside  the  Ming  dynast)"  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  advisee  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  VIII"  game,  Lafayette  in 
the  "French  Revolution"  game,  or  Mahatma  Gandhi 
in  the  "India''  game.  Course  materials  include  game 
rules,  historical  readings,  detailed  role  assignments. 


228 


First-Year  Seminars 


and  classic  texts  (e.g.,  Plato's  Republic  \hz  Analects  oi 

Confucius,  MachweWis  We  Prince  Rousseau's  Social 

Contract).  Papers  are  all  game-  and  role-specific;  there 

are  no  exams.  {H}  (WI)  4  credits 

Sections: 

Section:  David  Cohen  (Mathematics) 

Section:  Daniel  Gardner  (History) 

Section:  Richard  Sherr  (Music) 

Section:  William  Oram  (English) 

Offered  Fall  2007 

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 
product  that  was  formerly  a  public  good.  This  course 
will  examine  environmental  issues  from  interdisciplin- 
ary perspectives.  Through  scholarly  articles,  field  trips, 
case  studies  and  'real-world'  exercises,  we  will  explore 
how  disciplinary  lenses  frame  the  way  economists,  ge- 
ologists, historians,  biologists,  chemists,  engineers  and 
others  think  about  food,  water  and  energy.  Enrollment 
limited  to  18  students.  (E)  WI  4  credits 
Leslie  King  and  Paul  Wetzel 
Offered  Fall  2007 


rich  history.  Enrollment  limited  to  16  first  year  stu- 
dents. {L}  WI  4  credits 
Daphne  Lamothe 
Offered  Fall  2007 

FYS  149  An  Even  Playing  Field?  Women,  Sport  and 
Equity 

Pending  CAP  approval. 

This  first-year  seminar  offers  a  survey  of  women's 
past  and  present  involvement  with  sport  and  physical 
activity.  What  are  the  issues  and  debates  surrounding 
gender  in  sport?  How  has  the  interpretation  of  Title  IX 
supported  and  hindered  full  access  to  participation  and 
leadership  in  sport  for  girls  and  women?  This  course 
is  intended  to  help  develop  and  foster  critical  thinking 
skills,  to  learn  and  understand  the  historical  and  social 
context  underlying  the  current  state  of  women's  par- 
ticipation in  sport.  During  the  course  of  the  semester 
we  will  explore  primary  sources  about  the  history7  of 
women  and  sport  in  the  Sophia  Smith  Collection  and 
examine  the  literature  that  has  evolved  as  women's 
participation  in  sport  has  expanded.  We  will  consider 
women's  involvement  with  the  sports  media  and  vari- 
ous contemporary  issues,  including  but  not  limited  to 
legal  and  social  mechanisms  for  improving  sporting 
experiences  for  women.  Field  trips  to  local  sporting 
events  and  venues  will  be  part  of  this  seminar. 
Christine  Shelton 
Offered  Spring  2008 


FYS  148  Black  Culture  and  Identity  in  Motion 

African  peoples  arrived  in  the  "New  World"  as  captives 
of  the  transatlantic  slave  trade.  This  historical  event 
was  devastating  yet  it  was  also  an  occasion  for  new 
cultures  and  identities  to  be  formed.  This  course  will 
explore  how  histories  of  migration  continue  to  shape 
the  formation  of  the  Black  cultures  and  subjectivity. 
Migration  has  enabled  Black  peoples  to  refashion  their 
identities,  transform  the  often  hostile  environments 
they  enter  and  make  their  mark  on  the  art  and  cultures 
of  their  new  societies.  Among  the  topics  for  examina- 
tion will  be:  the  transatlantic  and  domestic  slave  trades, 
fugitivity,  the  Great  Migration  from  the  South,  the  post- 
Civil  Rights  era  "reverse  migration,"  and  more  recent 
immigrations  by  people  from  the  Caribbean  and  Africa. 
We  will  use  literature,  history  and  journalistic  accounts, 
as  well  as  narrative  and  documentary  films  to  ask  how 
these  stories  help  us  understand  the  intricacies  of  this 


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. 
We  will  read  a  variety  of  Sherlock  Holmes  stories,  learn 
to  make  geological  observations,  take  field  trips  to 
observe  natural  settings,  rivers,  cemeteries,  and  then 
write  our  own  Sherlock  Holmes  stories  illustrating  the 
scientific  method.  This  is  a  writing  intensive  course  that 
requires  creativity  and  the  ability  to  observe  and  reason, 
but  has  no  other  prerequisites.  Enrollment  limited  to 
14  first-year  students.  {L/N}  WI  4  credits 
Larry  Meinert 
Offered  Fall  2007 

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- 


First-Year  Seminars 


pieces  and  read  the  stories  that  inspired  them.  We  will 
discuss  the  issues  that  arise  when  words  are  adapted 
to  notes  and  discover  what  others  have  said  about  that 
process,  (sing  Jacques  Bar/un  s  handbook  Simple  C- 
Pirect  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  discus- 
sion. The  musical  tare  will  include  Verdi's  La  Traviata, 
Bizet's  Carmen,  and  other  works  by  Berlioz,  \\  agner. 
and  Massenet.  Texts  will  include  a  play  by  Shakespeare 
(Romeo  and  Juliet),  a  novel  by  Goethe  (The  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  2007 


souls  and  cauldrons  of  rebirth;  the  dynamic  relation 
between  Christian  and  traditional  values;  the  celebra- 
tion of  violence,  sexuality  and  motherhood;  druidism, 
madness  and  prophecy;  the  lives  of  the  Celtic  saints; 
and  tin-  earliest  origins  of  the  Arthurian  legend.  \\  I  {L} 
4  credits 
Craig  R.  Davis 
Ottered  Fall  200" 


FYS  153  Excavating  Women 
The  interdisciplinary  seminar  will  explore  a  little- 
known  area  in  the  history  of  archaeology:  the  partici- 
pation and  legacy  of  women  from  the  time  of  Thomas 
Jefferson  to  today.  Students  will  learn  by  analyzing 
the  lives,  achievements,  and  experiences  of  women 
who  devoted  themselves  to  this  pursuit  or  advanced  it 
through  their  support  of  those  who  did.  The  class  in- 
volves students  in  the  professor's  innovative  methodol- 
ogy archival  archaeology,  and  current  area  of  research. 
Enrollment  limited  to  15.  (E)  Wl  {H/S}  4  credits 
Susan  Heuck  Allen 
Offered  Spring  2008 

FYS  154  Law,  Community  and  Belonging 

This  course  explores  the  role  of  the  law  in  policing  the 
boundaries  of  belonging.  How  do  communities  invoke 
the  law  to  classify  insiders  and  outsiders,  and  with 
what  consequences?  How  does  this  function  of  the  law 
affect  how  individuals  live  their  lives?  Drawing  on  a 
diverse  range  of  sources,  from  cases  and  statutes  to  the 
literature  of  mobility  and  displacement,  this  first-year 
seminar  will  explore  a  variety"  of  questions  associated 
with  the  politics  of  belonging.  (E)  Wl  {S}  4  credits 
Alice  Hearst 
Offered  Fall  200" 


FYS  155  Celtic  Worlds 

A  reading  in  translation  of  the  imaginative  literature  of 
medieval  Wales  and  Ireland.  We  will  explore  concep- 
tions of  this  and  the  Otherworld;  the  transmigration  of 


230 


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- 

EAL  261 

Major  Themes  in  Literature:  East-West 

nating  department  or  program,  shown  by  the  initial 

Perspectives 

three-letter 

designation.  (See  pages  63-65  for  the  key 

EAL  360 

Seminar:  Topics  on  East  Asian 

to  department/program  designations.) 

Languages  and  Literatures 

For  other  courses  that  include  literature  in  translation, 

GER  227 

Topics  in  German  Studies 

see  the  listings  in  Comparative  Literature  and  Film 

GER  230 

Topics  in  German  Cinema 

Studies. 

ITL    252 

Italy  "La  Dolce  Vita" 

CLS   190 

The  Trojan  War 

CLS  227 

Classical  Mythology 

RUS  126 

Readings  in  19th-century  Russian 

CLS  232 

Paganism  in  the  Greco-Roman  World 

Literature 

CLS  233 

Gender  and  Sexuality  in  Greco-Roman 

RUS  127 

Readings  in  20th-century  Russian 

Culture 

Literature 

CLS  234 

Rites  of  Passage 

RUS  235 

Dostoevsky 

CLS  235 

Life  and  Literature  in  Ancient  Rome 

RUS  237 

The  Heroine  In  Russian  Literature  from 

CLS  236 

Cleopatra:  Histories,  Fictions,  Fantasies 

Tide  Primary  Chronicle  to  Tlirgenev's 
On  the  Eve 

CLT/ENG  202  Western  Classics:  Homer  to  Dante  (WI) 

RUS  238 

Russian  Cinema 

CLT/ENG  203  Western  Classics:  Chretien  de  Troves  to 

RUS  239 

Major  Russian  Writers 

Tolstoy  (WI) 

CLT  275 

Israeli  Literature  in  International 

POR  280 

Portuguese  and  Brazilian  Voices  in 

Context 

Translation 

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 

Modem  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 

231 


French  Studies 


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


Professors 

Mary  Ellen  Birkett,  Ph.D. 
*'  Ann  Leone,  Ph.D. 
Janie  Vanpee,  Ph.D. 
;  Eglal  Doss-Quinby,  Ph.D. 

":  Marline  Gantrel,  Agregee  de  lTniversite,  Docteuren 
Litterature  Francaise.  Chair 

Associate  Professors 

"'Jonathan  Gosnell,  Ph.D. 

§1Helene  Visentin.  MA,  O.K. A,  Docteurde  LUniversite 
Dawn  Fulton.  Ph.D. 

Assistant  Professor 
Nicolas  Russell,  Ph.D. 


Lecturers 

Christiane  Metral,  Lie.  es.  L. 

Fabienne  Bullot.  MA  Lettres  modernes,  D.E.A.  Arts  du 

spectacle 
Anouk  Alquier.  MA. 
Carolyn  Shread,  Ph.D. 
Rosine  Schautz,  D.E.A. 

Lecturer  and  Professor  Emerita 

Denise  Rochat,  Ph.D. 

Visiting  Lecturer  from  the  hole  Normale  Superieure 
in  Paris 

Delphine  Rumeau,  Agregee  de  Lettres  modernes 


All  classes  and  examinations  in  the  department  are 
conducted  in  French  with  the  exception  of  cross-listed 
courses  unless  otherwise  indicated.  In  all  language 
courses,  multimedia  and  work  in  the  Center  for  Foreign 
Languages  and  Cultures  (CFLAC)  will  supplement 
classroom  instruction. 

Students  who  receive  scores  of  4  or  5  on  the  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  hi 
Ma iso? i  Fnuicaise.  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.  No  spring 
pre-registration  allowed.  {F}  5  credits 
Anouk  Alquier.  Christiune  Metral 
Offered  each  Fall 

102  Accelerated  Intermediate  French 

Emphasis  on  the  development  of  oral  proficiency,  with 
special  attention  to  reading  and  writing  skills  using  au- 
thentic materials  such  as  poems  and  short  stories.  Stu- 
dents completing  the  course  normally  enter  FRN  220. 
Prerequisite:  FRN  101.  Enrollment  limited  to  20  per 
section.  Priority  will  be  given  to  first-year  students.  {F} 
5  credits 

Anouk  Alquier.  Ann  Leone.  Carolyn  Shread 
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. 


232 


French  Studies 


Prerequisite:  two  or  three  years  of  high  school  French. 
Students  completing  the  course  normally  go  on  to  FRN 
220.  Enrollment  limited  to  20  per  section.  Four  class 
hours  per  week  plus  work  in  the  Center  for  Foreign 
Languages  and  Cultures  (CFLAC).  {F}  4  credits 
Fabienne  Bullot,  Jonathan  Gosnell 
Offered  each  Fall 

121  Conversation  Section  for  French  120 

Optional  for  students  concurrently  enrolled  in  FRN 
120.  Discussion  of  contemporary  French  issues,  with 
emphasis  on  conversational  strategies  and  speech  acts 
of  everyday  life.  Normally,  activities  will  be  based  on  the 
grammar  and  vocabulary  studied  in  class  each  week. 
Enrollment  limited  to  15.  Graded  S/U  only.  {F}  1  credit 
MagaliMel 
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.  Enrollment  limited  to  25  per  section. 
{F}  4  credits 

Anouk  Alquier,  Mary  Ellen  Birkett,  Christiane  Metral, 
Delphine  Rumeau 
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 
Delphine  Rumeau,  Nicolas  Russell,  Carolyn  Shread 
Offered  each  Spring 

221  Conversation  Section  for  French  220 

Optional  for  students  concurrently  enrolled  in  French 
220.  Discussion  of  contemporary  French  and  Franco- 
phone issues,  with  emphasis  on  conversational  strate- 
gies and  speech  acts  of  everyday  life.  Activities  will  in- 
clude role  playing  and  group  work.  Enrollment  limited 


to  15.  Graded  S/U  only.  {F}  1  credit 
Segolene  Perron,  Fall  2007 
Marc  Baertschi,  Spring  2008 
Offered  each  Fall  and  Spring 

240J  Qa  parle  drolement:  French  Theatre  Workshop 

The  study  and  performance  of  contemporary  Fran- 
cophone texts,  including  theatrical  texts  as  well  as 
poems,  songs,  scenes  from  films  and  other  forms  of 
discourse.  By  embodying  a  variety  of  roles  and  entering 
into  dialogue  with  an  array  of  characters,  students  will 
experiment  with  different  ways  of  speaking  and  using 
language  and  become  familiar  with  the  many  facets  of 
contemporary  French  culture.  Our  work  will  culminate 
with  a  performance  of  scenes.  In  French.  Prerequisite: 
FRN  230  or  above.  {L/A/F}  2  credits 
Rosine  Schautz 
Offered  Interterm 

300  Advanced  Grammar  and  Composition. 

Emphasis  on  some  of  the  more  difficult  points  of 
French  grammar  and  usage.  Discussions  of  some  basic 
concepts  in  linguistics.  Some  work  on  phonetics.  A 
variety  of  writing  assignments  and  writing  exercises. 
Prerequisite:  normally,  one  course  in  French  at  the  250 
level  or  permission  of  the  instructor.  {F}  4  credits 
Nicolas  Russell 
Offered  Fall  2007 

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  con- 
temporary French  business  culture,  using  case  studies, 
French  television  and  newspapers,  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 
du  Francais  des  Affaires,  lerdegre  (DFA1)  granted 
by  the  Paris  Chamber  of  Commerce  and  Industry  and 
administered  at  Smith  College.  Prerequisite:  a  300-level 
French  course,  a  solid  foundation  in  grammar,  and 
excellent  command  of  everyday  vocabulary  or  permis- 
sion of  the  instructor.  {F}  4  credits 
Fabienne  Bullot 
Offered  Spring  2008 


French  Studies 


233 


Intermediate  Literature  and 
Culture 

230  Topics  in  Contemporary  Literature  and  Culture 

A  transition  from  language  courses  to  more  advanced 
courses  in  literature  and  culture.  This  course  is  de- 
signed to  develop  skills  in  expository  writing  and  oral 
expression  and  to  provide  tools  and  vocabulary  for 
critical  thinking  in  French.  Materials  studied  in  the 
course  include  novels,  films,  essays,  and  cultural  docu- 
ments. Students  may  receive  credit  for  only  one  section 
of  FRN  230.  Prerequisite:  FRN  220,  or  permission  of  the 
instructor.  {L/F}  4  credits 
Offered  each  Fall  and  Spring 
Sections  as  follows: 

Fantasy  and  Madness 

A  study  of  madness  and  its  role  in  the  literary  tradition. 
Such  authors  as  Maupassant,  Flaubert,  Myriam  War- 
ner-Yieyra,  J.-P.  Sartre,  Marguerite  Duras.  The  imagina- 
tion, its  powers  and  limits  in  the  individual  and  society. 
Delphine  Rumeau 
Offered  Fall  2007,  Spring  2008 

Women  Writers  of  Africa  and  the  Caribbean 
An  introduction  to  works  by  contemporary  women 
writers  from  francophone  Africa  and  the  Caribbean. 
Topics  to  be  studied  include  colonialism,  exile,  mother- 
hood and  intersections  between  class  and  gender.  Our 
study  of  these  works  and  of  the  French  language  will 
be  informed  by  attention  to  the  historical,  political, 
and  cultural  circumstances  of  writing  as  a  woman  in  a 
former  French  colony.  Texts  will  include  works  by 
Manama  Ba.  Manse  Conde,  Gisele  Pineau,  and  Myri- 
am Warner- Yievra. 
Dawn  Fulton 
Offered  Fall  2007 

A  Reader's  Roma) ice  with  Paris 

Yisions  of  contemporary  Paris,  both  mythical  and  real, 

through  novels,  poetry,  short  stories,  popular  songs,  and 

images. 

Fabienne  Ballot 

Offered  Fall  2007 

Elements  of  Mystery 

Probably  the  most  structured  of  popular  fiction,  the 
"detective  story"  balances  a  credible  plot  with  believ- 
able characters  and  a  setting  that  both  complements 


and  integrates  the  action.  We  will  explore  how  authors 
such  as  Simenon.  Boileau-Narcejac.  and  Japrisot  create 
carefull)  suspense,  bring  order  out  of  disorder,  and  treat 
questions  of  justice  and  morality. 
Mary  Ellen  Birkett 
Offered  Spring  2008 

-  of /from  the  Outskirts 

An  examination  of  "les  baulieaes.   or  French  suburbs 
through  novels,  diaries,  popular  songs,  and  films  from 
the  1980s  to  the  present. 
AnoukAlauier 
Offered  Spring  2008 

Dream  Places  and  Nightmare  spaces:  French 
Literary  Landscapes 

Through  texts  by  authors  from  Louis  XIY  to  Colette,  we 
will  discuss  questions  about  literary  uses  of  landscape: 
Why  do  we  flee  or  search  for  a  landscape?  What  makes 
us  cherish  or  fear  a  particular  place?  What  do  land- 
scapes tell  us  that  the  narrator  or  characters  cannot 
or  will  not  tell?  Other  authors  may  include  Rousseau. 
Victor  Hugo,  Chateaubriand,  Maupassant.  Apollinaire, 
Robbe-Grillet,  and  James  Sacre.  (WI) 
Ann  Leone 
Offered  Spring  2008 

244  French  Cinema 

"On  the  Move":  Restlessness  m  French  Cinema 
Even  before  the  "road  movie'-  became  a  cinematic 
genre,  the  French  New  Wave  made  restlessness  its 
signature  theme.  In  the  first  half  of  the  term,  we  will 
explore  how  the  French  New  Wave  used  restlessness 
both  as  a  theme  and  a  narrative  device  to  frame  the  ex- 
istential quest  and  the  crisis  of  meaning  experienced  by 
its  young  and  attractive  protagonists.  In  the  second  half 
of  the  semester,  we  will  investigate  the  new  meanings 
today  s  cinema  has  put  on  restlessness  and  the  various 
ways  in  which  it  has  built  upon  the  formal  innovations 
of  the  New  Wave.  Works  by  directors  such  as  Francois 
Truffaut,  Jean-Luc  Godard,  Agnes  Yarda.  Claire  Denis 
and  Manuel  Poirier.  Readings  in  film  criticism  and 
film  history.  Students  will  be  encouraged  to  develop  a 
specifically  cinematic  discourse  through  dose  analysis 
of  individual  films.  Papers  and  weekly  screenings  re- 
quired. Course  taught  in  French.  Prerequisite:  1  K\  230 
or  permission  of  the  instructor  {A/F} 
Marline  Qintrel 
Offered  Fall  200" 


234 


French  Studies 


Cities  of  Light:  Urban  Spaces  in  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 
globalization.  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  2008 

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  variety7  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  255j)  before  going 
abroad.  Enrollment  limited  to  16.  {F}  4  credits 
Christiane Metral 
Offered  Spring  2008 

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.  {S/F}  4  credits 
Delphine  Rumeau 
Offered  Spring  2008 

253  Medieval  and  Renaissance  France 

An  introduction  to  the  main  historical,  sociopolitical, 
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 
Nicolas  Russell 
Offered  Fall  2007 

254  France  Before  the  Revolution 

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  creations.  We  will 
read  literary  genres  such  as  tragicomedy,  comedy,  trag- 
edy, satire  and  novel  and  explore  modes  of  their  repre- 
sentation 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,  Denise  Rochat 
Offered  Spring  2008 

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 
Not  offered  2007-08 


French  Studies 


235 


256  From  Revolution  to  Revolution:  1789  to  1968 

An  introduction  to  important  transformations  in  ll)tli 
and  20th  centurj  French  society.  We  will  examine 
various  historic  events  and  analyze  their  impact  on 
political,  social,  and  cultural  developments.  We  will 
gain  a  sense  of  how  these  symbolic  moments  have 
transformed  French  language  and  political  thought, 
and  how  they  are  reflected  in  cultural  forms  such  as 
literature,  music,  art.  and  film.  Prerequisite:  a  course 
above  FRN  220  or  permission  of  the  instructor.  {F/H/S} 
4  credits 

Jonathan  Gosnell 
Offered  Fall  2007 

260  Literary  Visions 

Topic:  Daily  Life  in  19th-  and  20th-century!  France. 
A  portrait  of  post-revolutionary  France  as  Balzac,  Flau- 
bert, Proust  and  others  have  depicted  it  in  their  novels. 
Close  readings  of  literary  texts  viewed  in  their  cultural- 
context.  Special  attention  will  be  given  to  the  evolution 
of  the  novel  as  a  genre,  from  realism  and  naturalism 
to  modem  narratives.  Pre-requisite:  FRN  253  or  higher 
(excluding  FRN  255j)  or  permission  of  the  instructor. 
{L/F}  4  credits 
Marti ne  Gantrel 
Offered  Spring  2008 

Advanced  Literature  and 
Culture 

Prerequisite:  two  courses  in  literature  or  culture  at  the 
200  level  or  permission  of  the  instructor. 

320  Topics  in  Medieval/Renaissance  Literature 

Topic:  Lore,  Marriage  and  Friendship  m  Early 
Modern  France  What  traditions,  theories,  and  taboos 
shaped  early  modem  relationships?  How  did  early  mod- 
em society  organize  and  police  interactions  between 
its  members?  In  what  ways  were  writers  questioning 
and  challenging  these  social  norms?  Could  spouses  be 
friends?  What  role,  if  any,  did  love  play  in  the  concept 
of  marriage?  These  are  some  of  the  questions  we  will 
explore  in  reading  early  modem  texts  of  many  different 
sorts — poems,  essays,  novellas,  dialogues,  letters,  and 
polemical  treatises.  Works  by  authors  such  as  Margue- 
rite de  Navarre,  Michel  de  Montaigne.  Louise  Labe, 
Francois  Rabelais,  He'lisienne  de  Crenne,  Madeleine 


and  Catherine  Des  Roches.  {L/H/F}  4  credits 
Nicolas  Russell 
Offered  Spring  2008 

340  Topics  in  Seventeenth/Eighteenth  Century 
Literature 

Topic:  Culture  Wars  at  the  Theater.  1  ><  les  theater  cor- 
rupt society,  as  J.-J.  Rousseau  argued,  or  on  the  con- 
trary, can  it  morally  reform  its  audience  and  society,  as 
Diderot  believed?  We  will  stud)  thewaj  authors,  critics, 
and  the  theater  itself  responded  to  the  debate,  from  the 
classical  drama  of  Racine  and  Moliere.  the  street  the- 
ater of  the  Paris  fairs,  to  the  influence  of  the  comedie 
italienne  (Marivaux),  the  new  genre  of  the  drame 
bourgeois  (Lesage,  Diderot,  Beaumarchais,  Graffigny), 
and  the  liberation  of  the  theater  during  the  Revolution 
( Marechal.  Olympe  de  Gouges).  Some  film  screenings. 
{L/F}  4  credits 
Janie  Yanpee 
Offered  Spring  2008 

360  Topics  in  Nineteenth/Twentieth  Century  Literature 

The  Year  1830 

After  more  than  three  decades  of  conflict  with  prevail- 
ing traditions,  a  new  generation  of  French  men  and 
women  came  into  its  own  in  an  astonishingly  rich 
12-month  span.  And  they  changed  the  face  of  France. 
By  following  the  "headlines"  throughout  the  year 
1830,  we  will  encounter  the  political  revolution  of  "Les 
Trois  Glorieuses,"  the  triumph  of  Romantic  esthetics, 
the  creation  of  French  colonialism  in  Algeria,  grow- 
ing awareness  of  the  need  for  social  action  at  home 
and  intensified  longings  for  escape  into  exoticism  and 
fantasy.  We  will  study  authors  such  as  Hugo,  Stendhal. 
Balzac  as  well  as  representative  works  of  artists,  musi- 
cians, journalists  and  historians.  {L/F}  4  credits 
Mary  Ellen  Birkett 
Offered  Fall  2007 

Images  of  the  Other':  Female  Domestic  Servants  in 
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  sen  ant  is  given 
first  place?  Which  concerns  or  anxieties  does  the  ser 
\  ant  character  embody  or  convey  to  the  reader?  To  what 
extent  have  such  works  changed  the  way  women  are 


236 


French  Studies 


represented  in  literature  and  redefined  the  relationship 
of  literature  to  politics,  society  and  the  self?  Authors 
such  as  Lamartine,  the  Goncourts,  Zola,  Mirbeau  and 
Genet.  {L/F}  4  credits 
Marline  Gantrel 
Offered  Spring  2008 


Seminars 

Prerequisite:  one  course  at  the  300  level. 

392  Topics  in  Culture 

Topic:  Locating  "la  Francophonie. "  What  is  the  status 
of  the  French  language  today?  What  is  its  relationship 
to  France's  colonial  past,  to  concepts  of  universalism 
and  cultural  difference,  and  to  the  shifting  alliances 
created  by  immigration  and  globalization?  Through 
the  study  of  theoretical,  political,  and  literary  texts  from 
Africa,  the  Caribbean,  and  Europe,  we  will  consider 
various  uses  and  critiques  of  la  Francophonie  from 
the  1960s  to  the  present.  Readings  will  include  works 
by  Senghor,  Beyala,  Conde,  Cesaire,  and  Sebbar.  {L/F} 
-4  credits 
Dawn  Fulton 
Offered  Fall  2007 

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  ac- 
quisition and  learning,  as  well  as  with  'contemporary' 
approaches  to  foreign  language  instruction.  Students 
will:  observe  and  teach  different  classes;  create  lesson 
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  (specially  the  use  of  CMC),  foreign  cul- 
tural literacy,  the  class  as  a  learning-community  and 
the  National  Standards.  {F}  4  credits 
AnoukAlquier 
Offered  Fall  2007 


Cross-Listed  Courses  and 
Recommended  Courses 
from  Other  Departments 
and  Programs 

ARH  272  Art  and  Revolution  in  Europe,  1789-1889 

Andre  Dombrowski,  Fall  2007 

ARH  372  Studies  in  19th-century  Art:  Cezanne  and  the 
Histories  of  Modernism 

Andre  Dombrowski,  Spring  2008 

CLT  271  Writing  in  Translation:  Bilingualism  in  the 
Postcolonial  Novel 

Dawn  Fulton,  Spring  2008 

CLT  272  Women  Writing:  20th  and  21st  Century  Fiction 

Marilyn  Schuster,  Offered  Spring  2008 

CLT  300  Foundations  of  Contemporary  Literary  Theory 

Janie  Vanpee,  Fall  2007 

CLT  301/FRN  301  Contemporary  Theory  in  French 

Janie  Vanpee,  Fall  2007 

CLT  340  Problems  in  Literary  Theory 

Janie  Vanpee,  Spring  2008 

GOV  102  Reenacting  the  Past 

Patrick  Coby,  Spring  2008 

GOV  366  Seminar  In  Political  Theory:  The  Political 
Theory  of  Michel  Foucult 

Gary  Lehring,  Spring  2008 

HST  252  Women  and  Gender  in  Modern  Europe, 
1789-1918 

Darcey  Buerkle,  Fall  2007 

HST  253  Women  and  Gender  in  Contemporary  Europe 

Darcey  Buerkle,  Spring  2008 

SWG  319  Reading  Woolf  Reading  Proust 

Marilyn  Schuster,  Spring  2008 


French  Studies 


237 


Study  Abroad  in  Paris  or 
Geneva 

Advisers:    Paris:  PeterBloom 

Geneva:  Jonathan  Gosnell 

Majors  in  French  studies  who  spend  the  year  in  Paris  or 
Geneva  will  nonnalK  meet  certain  of  the  requirements 
during  that  year. 

Recommendations  for  study  abroad: 

NonnalK.  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 
255)  normally  will  not  count  as  preparation  for  Smith 
College  study  abroad  programs. 


The  Major 


Advisers:  Mary  Ellen  Birkett,  Eglal  Doss-Quinby,  Dawn 
Fulton,  Martine  Gantrel,  Jonathan  Gosnell,  Ann  Leone, 
Nicolas  Russell.  Janie  Vanpee 

Requirements 

Ten  four-credit  courses  at  the  230  level  or  above, 
including: 

1 .  The  basis  for  the  French  studies  major:  FRN  253  or 
.    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  ma) 
take  up  to  two,  four-credit  courses  from  appropriate 
offerings  in  other  departments;  the  focus  of  approxi- 
mately one  third  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  may  be  taken  for  an  S/U  grade.  Stu- 
dents considering  graduate  school  in  French  studies  are 
encouraged  to  take  CLT  300/FRN  301,  Contemporary 
Literary  Theory. 

Honors 

Director:  Mary  Ellen  Birkett 

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  pro- 
gram may  enter  it  as  a  junior  or  before  the  end  of  the 
second  week  of  classes  in  September  of  her  senior  year. 
It  is  possible  to  enter  the  honors  program  as  early  as 
the  second  semester  of  the  junior  year.  In  addition  to 
the  normal  requirements  of  the  major,  the  candidate 
will  write  a  thesis  over  the  course  of  either  one  or  two 
semesters.  FRN  430d  or  431  may  substitute  for  one 
300-level  French  course.  A  one-semester  thesis  is  due  in 
the  first  week  of  the  second  semester  of  the  senior  \  ear. 
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  ad\  ised 
to  begin  planning  their  work  well  in  advance  and  un- 
dertake preliminary  research  and  reading  during  the 
second  semester  of  the  junior  year. 


238 French  Studies 

Graduate 

Adviser:  Martine  Gantrel 

580  Advanced  Studies 

Arranged  in  consultation  with  the  department. 

4  credits 

Offered  both  semesters  each  year 

580d  Advanced  Studies 

8  credits 

Full-year  course;  offered  each  year 

590  Research  and  Thesis 

4  or  8  credits 

Offered  both  semesters  each  year 

590d  Research  and  Thesis 

8  credits 

Full-year  course;  offered  each  year 


Geology 


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


Professors 

''H.Robert  Burger,  Ph.D. 

John  B.  Brady,  Ph.D. 

Robert  M.  Newton,  PhD. 

Professor-in-Residence 
Lawrence  Meinert,  Ph.D. 

Associate  Professor 

BosiljkaGlumac,  Ph.D..  Chair 
Ann  Larson  Rhodes.  Ph.D. 


Assistant  Professor 

SaraB.  Pruss,  Ph.D. 

Lecturer 

Mark  E.  Brandriss,  Ph.D. 

Lecturer  and  Professor  Emeritus 

H.  Allen  Curran,  Ph.D. 

Laboratory  Instructor 

Steven  Gaurin.  M.S..  M.Phil. 


Students  contemplating  a  major  in  geology  should 
elect  111,  108.  or  FYS  1 34  and  see  a  departmental  ad- 
viser as  early  as  possible.  All  100-level  courses  may  be 
taken  without  prerequisites. 

104  Global  Climate  Change:  Exploring  the  Past,  the 
Present  and  Options  for  the  Future 

This  course  seeks  to  answer  the  following  questions: 
What  do  we  know  about  past  climate  and  how  do  we 
know  it?  What  causes  climate  to  change?  What  have 
been  the  results  of  relatively  recent  climate  change  on 
human  populations?  What  is  happening  today?  What 
is  likely  to  happen  in  the  future?  What  choices  do  we 
have?  {N}  4  credits 
Robert  Newton 
Offered  Fall  2007 

105  Natural  Disasters:  Earthquakes  and  Volcanos 

The  earth  is  a  dynamic  planet,  constantly  creating 
oceans  and  mountain  ranges,  accompanied  by 
earthquakes  and  volcanic  eruptions.  This  course 
explores  the  ideas  that  led  to  the  scientific  revolution 
of  plate  tectonics;  how  plate  tectonics  provides  a 
comprehensive  theory  explaining  how  and  why 
volcanoes  and  earthquakes  occur;  and  the  hazards  that 
they  produce  and  their  impact  on  humans.  Emphasis 
is  placed  on  current  earthquake  and  volcanic  events,  as 
well  as  on  momentous  events  from  the  past,  such  as  the 


San  Francisco  earthquake  of  1906,  the  79  A.D.  eruption 
of  Vesuvius  that  destroyed  Pompeii,  and  the  more  recent 
eruptions  of  Mount  St.  Helens  (Washington),  Pinitubo 
(Philippines)  and  Kilauea  (Hawaii).  {N}  4  credits 
J.Michael  Rhodes,  Fall  2007 
H.  Robert  Burger,  Fall  2008 
Offered  Fall  200" 

106  Extraordinary  Events  in  the  History  of  Earth,  Life 
and  Climate 

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,  profound  changes 
in  climate,  and  the  evolution  of  humans.  Discussion 
topics  also  include  the  changes  that  humans  have  been 
making  to  their  environments,  and  the  possible  con- 
sequences and  predictions  for  the  future  of  our  planet 
{N}  4  credits 
Bosiljka  Glumac 
Offered  Spring  2008 

108  Oceanography:  An  Introduction  to  the  Marine 
Environment 

An  introduction  to  the  global  marine  environment, 
with  emphasis  on  the  carbon  cycle,  seafloor  dynamics, 


240 


Geology 


submarine  topography  and  sediments,  the  nature  and 
circulation  of  oceanic  waters,  ocean-atmosphere-cli- 
mate interactions  and  global  climate  change,  coastal 
processes,  marine  biologic  productivity,  and  issues 
of  ocean  pollution  and  the  sustainable  utilization  of 
marine  resources  by  humans.  At  least  one  weekend 
field  trip.  Lab  sections  meet  Monday  and  Tuesday.  It  is 
an  option  to  take  this  class  as  writing  intensive,  but  not 
required.  {N}  WI  4  credits 
Sara  Pruss 
Offered  Spring  2008,  Spring  2009 

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,  non-renewable  and  renewable  energy,  air  pollu- 
tion, and  global  climate  change.  {N}  4  credits 
Amy  Rhodes 
Offered  Spring  2008 

111  Introduction  to  Earth  Processes  and  History 

An  exploration  of  the  concepts  that  provide  a  unifying 
explanation  for  the  causes  of  earthquakes  and  volcanic 
eruptions  and  the  formation  of  mountains,  continents 
and  oceans.  A  discussion  of  the  origin  of  life  on  earth, 
the  patterns  of  evolution  and  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 
Robert  Newton,  Fall  2007 
Amy  Rhodes,  Fall  2008 
Offered  Fall  2007,  Fall  2008 

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}WI  4  credits 
John  Brady 
Offered  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  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  2009 

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. 
We  will  read  a  variety  of  Sherlock  Holmes  stories,  learn 
to  make  geological  observations,  take  field  trips  to 
observe  natural  settings,  rivers,  cemeteries,  and  then 
write  our  own  Sherlock  Holmes  stories  illustrating  the 
scientific  method.  This  is  a  writing  intensive  course  that 
requires  creativity  and  the  ability  to  observe  and  reason, 
but  has  no  other  prerequisites.  {L/N}  WI  4  credits 
Larry  Meinert 
Offered  Fall  2007 

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,  or  FYS  134.  {N} 
4  credits 

Mark  Brandriss,  Fall  2007 
John  Brady,  Fall  2008 
Offered  Fall  2007,  Fall  2008 


Geology 


241 


222  Petrology 

An  examination  of  typical  igneous  and  metamorphic 

rocks  in  the  laboratory  and  in  the  field  in  search  of 

clues  [o  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:  22 1  {N}  4  credits 

Mark  Brandriss,  Spring  2008 

John  Brady,  Spring  2009 

Offered  Spring  2008,  Spring  2009 

231  Invertebrate  Paleontology  and  Paleoecology 

A  study  of  the  major  groups  of  fossil  invertebrates 
including  their  phylogenetic  relationships,  paleoecol- 
ogy and  their  importance  for  geologic-biostrati graphic 
problem-solving.  Special  topics  include  speciation, 
functional  adaptations,  paleoenvironments,  consid- 
eration of  the  earliest  forms  of  life,  and  the  record  of 
extinctions.  At  least  one  weekend  field  trip.  Prerequisite: 
111.  108.  or  FYS  134;  open  without  prerequisite  to  ma- 
jors in  the  biological  sciences.  {N}  4  credits 
Sara  Pruss 
Offered  Fall  200".  Fall  2008 

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.  Two  weekend 
field  trips.  Prerequisite:  111,  108  or  FY'S  134.  {N} 
4. credits 

Bosiljka  (ihmuic 
Offered  Fall  200".  Fall  2008 

241  Structural  Geology 

The  stud}-  and  interpretation  of  rock  structures,  with 
emphasis  on  the  mechanics  of  deformation,  behavior 
of  rock  materials,  and  methods  of  analysis.  Prerequi- 
site: 108,  111,  121  or  FYS  134.  and  232  or  222.  fH} 
4  credits 
Robert  Burger 
Offered  Spring  2008,  Spring  2009 


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  invoke  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:  1 1 1. 108  or 
FYS  134.  {N}  4  credits 
Robert  Newton 
Offered  Spring  2008,  Spring  2009 

270j  Carbonate  Systems  and  Coral  Reefs  of  the 
Bahamas 

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  modern  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  16.  {N}  3  credits 
Bosiljka  (jlumac  and Paidette Peckol 
Offered  January  2008 

301/EGR  311  Aqueous  Geochemistry 

This  project-based  course  examines  the  geochemical 
reactions  between  water  and  the  natural  system.  Water 
and  soil  samples  collected  from  a  weekend  field  trip 
will  serve  as  the  basis  for  understanding  principles  of 
pH,  alkalinity,  equilibrium  thermodynamics,  mineral 
solubility,  soil  chemistry,  redox  reactions,  acid  rain  and 
acid  mine  drainage.  The  laboratory  will  emphasize 
wet-chemistry  analytical  techniques.  Participants  will 
prepare  regular  reports  based  on  laboratory  anal 
building  to  a  final  analysis  of  the  project  study  area. 
One  weekend  field  trip.  Prerequisite:  One  geology 
course  and  CHM  111.  Enrollment  limited  to  {l  {H} 
4  credits 
Amy  Rhodes 
Offered  Fall  2007,  Fall  2009 


Ill 


Geology 


309/EGR  319  Groundwater  Geology 

A  study  of  the  occurrence,  movement  and  exploitation 
of  water  in  geologic  materials.  Topics  include  well 
hydraulics,  groundwater  chemistry  the  relationship 
of  geology  to  groundwater  occurrence,  basin-wide 
groundwater  development,  and  groundwater  contami- 
nation. A  class  project  will  involve  studying  a  local 
groundwater  problem.  Prerequisites:  111,  FYS  134  and 
MTH  111.  Enrollment  limited  to  14.  {N}  4  credits 
Robert  Newton 
Offered  Fall  2008 

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  modern  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.  One  weekend  field  trip  to 
classic  carbonate  localities  in  New  York  State.  Prerequi- 
site: 232.  Enrollment  limited  to  14.  {N}  4  credits 
Bosiljka  Glumac 
Not  offered  in  2007-08 

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  pemiission  of  the  instructor.  {N} 
4  credits 

Bosiljka  Glumac,  Spring  2008 
Mark  Brandriss,  Spring  2009 
Offered  Spring  2008,  Spring  2009 

370  Economic  Geology 

Since  pre-history  all  civilizations  have  used  natural 
resources  for  food,  shelter,  and  clothing.  Economic 
geology  focuses  on  the  discovery  and  understanding  of 
natural  resources,  particularly  metals  such  as  copper, 


iron,  gold,  and  silver.  This  course  focuses  upon  the 
geological  and  geochemical  processes  that  concentrate 
elements  to  economic  levels.  Since  ore  deposits  can 
occur  in  almost  all  rock  types,  this  course  builds  on 
other  geology  courses  to  better  understand  how  ore 
deposits  have  fomied  in  the  past  and  how  we  can  use 
knowledge  of  existing  deposits  to  make  new  discoveries. 
Prerequisite:  GEO  222  (may  be  taken  concurrently),  or 
permission  of  the  instructor.  {N}  4  credits 
Lawrence  Meinert 
Offered  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.)  and  their 
statistical  and  mathematical  representation.  The  latter 
portion  of  the  semester  includes  the  study  of  specific  en- 
vironments of  interest,  such  as  cloud  forests,  semi-arid 
grasslands  and  wetland  ecosystems.  Prerequisites:  MTH 
1 12  or  1 14, 4  credits.  4  credits 
Andrew  Guswa 
Offered  Fall  2007 

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, 
effective  stress,  volume  change,  stress-strain  relation- 
ships 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 


Geology 


243 


basic  principles  to  explore  an  area  of  interest  through 

an  in-depth  project.  Prerequisite:  EGR  272  orGEI )  241 

{N}  t  credits 

Glenn  Ellis 

Not  offered  in  2007-08 

For  additional  offerings,  see  Five  College  Course  ( Iffer- 
ings  by  Five  College  Faculty. 


The  Major 


Advisers:  for  the  class  of  2008,  Bosiljka  Glumac;  for  the 
class  of  2009,  Amy  Rhodes;  for  the  class  of  2010,  Robert 
Newton,  for  the  class  of  201 1,  John  Brady. 

Advisers  for  Study  Abroad:  Robert  Newton,  2007-08; 
John  Brady,  2008-09 

Basis:  111,  or  108  or  FYS  134. 

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. 


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,  FYS  134, 231, 232, 
251,  36l,  and  an  elective  course.  A  student  concerned 
about  environmental  and  resource  issues  might  take 
105.  Ill,  108, 109, 221, 232  and  309-  Students  contem- 
plating a  minor  in  geology  should  see  a  departmental 
adviser  as  early  as  possible  to  develop  a  minor  course 
program.  This  program  must  be  submitted  to  the  de- 


partment for  approval  no  later  than  the  beginning  of 
the  senior  year. 

Requirements:  Six  semester  courses  including  111, 
or  108,  or  FYS  134  and  a  total  of  no  more  than  three 
courses  at  the  1 00  level. 


Honors 


Director:  Bosiljka  Glumac,  2007-08;  Amy  Rhodes, 
2008-09 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

432d  Thesis 

12  credits 

Full-year  course;  Offered  each  year 

Basis:  111,  or  108  or  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. 

Field  Experiences 

The  department  regularly  sponsors  an  off-campus 
field-based  course  for  geology  students.  This  course 
may  be  entirely  during  Interterm,  such  as  recent 
courses  in  the  Bahamas  and  Hawaii.  Or  it  may  be  a 
spring  semester  course  with  a  field  trip  during  spring 
break  or  during  the  following  summer,  such  as  recent 
courses  in  Death  Valley,  Iceland,  and  Greece.  Because 
there  are  many  important  geologic  features  that  are  not 
found  in  New  England,  geology  majors  are  encouraged 
to  take  at  least  one  of  these  courses  to  add  breadth  to 
their  geologic  understanding. 

The  geology  department  is  a  member  of  the  Keck 
Geology  Consortium,  a  group  of  eighteen  colleges 
funded  by  the  National  Science  Foundation  to  sponsor 
cooperative  student/faculty  summer  research  projects 
at  locations  throughout  the  I  nited  States  and  abroad. 


244 


German  Studies 


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


Professors 

s'Jocelyne  Kolb,  Ph.D. 

S2Gertraud  Gutzmann,  Ph.D.,  Chair,  Fall  Semester 
*' Joseph  George  McVeigh,  Ph.D.,  Chair,  Spring 
Semester 

Five  College  40th  Anniversary  Professor 

Barton  Byg,  Ph.D.  (University  of  Massachusetts) 


Assistant  Professor 

Joel  Westerdale,  Ph.D. 

Lecturers 

Judith  Keyler-Mayer,  M.A. 
Kyle  Frackman,  M.A. 
Laurie  Tavlor,  M.A. 


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  the  Zertifikat 
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  German. 
Courses  in  European  history  and  in  other  literatures  are 
also  recommended. 

Students  who  enter  with  previous  preparation  in 
German  will  be  assigned  to  appropriate  courses  on  the 
basis  of  a  placement  examination. 

Students  who  receive  a  score  of  4  or  5  on  the  Ad- 
vanced Placement  test  may  not  apply  that  credit  toward 
the  degree  if  they  complete  for  credit  lOOy,  lOly,  115, 
200  or  220. 


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  Gennan,  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 


short  edited  literary  and  journalistic  texts  as  a  basis 
for  classroom  discussion  and  compose  short  written 
assignments.  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 

Section  V.Joel  Westerdale 
Section  2:  Kyle  Frackman 
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 
international  engineering  and  the  sciences  will  develop 
basic  writing  and  conversational  skills  with  practical, 
social  and  technical  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 

Judith  Keyler-Mayer 
Full-year  course;  Offered  each  year 

115  German  for  Reading  Knowledge 

A  one-semester  introduction  to  reading  skills  designed 
specifically  for  students  who  wish  to  use  German  sec- 
ondary sources  (newspapers,  journal  articles,  books) 


German  Studies 


245 


for  research  purposes.  Emphasis  is  on  the  acquisition  of 
skills  to  recognize  grammatical  constructions,  idioms 
and  vocabulary.  Readings  of  general  interest  taken 

from  a  variety  of  fields  will  be  supplemented  by  materi- 
als related  to  the  majors  of  course  participants.  This 
course  treats  reading  comprehension  skills  onl\  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 
Offered  Spring  2009 

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 
Offered  Fall  2007 

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  in  this  course  are  eligible  to  take  the  exami- 
nation for  the  Zertifikat  Deutsch  that  is  administered 
at  Smith  each  spring  by  the  Goethe  Institute.  The  Zer- 
tifikat Deutsch  is  highly  regarded  by  private  and  public 
sector  employers  in  all  German-speaking  countries  as 
proof  of  well-developed  communicative  skills  in  basic 
German.  Students  who  successfully  complete  GER  220 
will  be  eligible  for  the  Junior  Year  Abroad  in  Hamburg. 
Prerequisite:  200,  permission  of  the  instructor,  or  by 
placement.  {F}  4  credits 
Laurie  Taylor 
Offered  Fall  2007,  Spring  2008 

221  Conversation  and  Composition 

Intensive  practice  of  spoken  and  written  German. 
Weekly  assignments  in  various  forms  of  writing  that 
draw  on  and  respond  to  contemporary  Gemian  films 
(Lola  remit.  Im  Juli,  Good  Bye,  Lenin,  etc.).  Highly 
recommended  for  students  wishing  to  participate  in  the 


Junior  Year  Abroad  in  Hamburg.  Prerequisite:  220,  per- 
mission oi  the  instructor,  orb}  placement.  (F}4creditS 
joel  Westerdale 
Offered  Fall  2007,  Spring  2008 

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 
GertraudGutzmann 
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  Spring  2008 

Grim(m)  'laics  and  /hippy  Endings 
This  course  invites  you  to  journey  into  the  world  of 
German  fain7  tales,  of  sagas  and  legends.  Castles  and 
humble  huts,  enchanted  forests  and  crumbling  ruins 
are  the  topographies  of  our  critical  inquiry  into  be- 
witching, at  times  haunting  tales  of  power  struggles, 
family  conflicts,  the  rise  from  'rags  to  riches,"  as  well 
as  cruel  acts,  punishments  and  rewards  Vlthough  our 
focus  will  be  on  literary  tales,  chief  among  them  the 
Tales  of  the  Brothers  Grimm,  we  will  look  at  other 
traditions  of  storytelling  and  their  continuing  relevance 


246 


German  Studies 


as  literary  and  cultural  products  for  today.  Prerequisite: 
GER  221  or  permission  of  the  instructor.  {F/L}  4  credits 
Gertraud  Gutzmann 
Offered  Fall  2007 

351  Advanced  Topics  in  German  Studies 

Each  topic  will  focus  on  a  particular  literary  epoch, 
movement,  genre  or  author  from  German  literary  cul- 
ture. All  sections  taught  in  German. 

Inventing  the  Germans 

The  Soccer  World  Cup  hosted  by  Germany  in  2006 
witnessed  an  outpouring  of  patriotism  and  national 
pride  seldom  seen  in  Germany  since  World  War  II.  This 
phenomenon,  together  with  ongoing  issues  of  immi- 
gration, globalization,  the  war  on  terror,  EU  integra- 
tion and  wide-reaching  changes  in  the  social  welfare 
system  provided  the  impetus  for  another  round  of  one 
of  Germany's  favorite  national  pastimes  in  the  20th 
century:  the  question  "Who  are  we?"  i.e.,  "Who  are  the 
Germans?"  This  seminar  will  briefly  examine  past  ef- 
forts at  building  a  German  national  and  ethnic  identity, 
as  a  basis  for  comparison  with  the  vagaries  of  German 
national  identity  in  today's  world.  Special  emphasis 
will  be  placed  on  issues  of  the  integration  of  minorities, 
the  parameters  of  citizenship,  youth  culture,  the  media, 
the  function  of  the  military  and  other  factors,  which 
are  in  play  in  the  current  round  of  identity  formation. 
Readings  by  Martin  Walser,  Giinter  Grass,  W.  G.  Sebald, 
Baha  Giincor,  Fatma  Blaser  and  others.  {L/F}  4  credits 
Joseph  McVeigh 
Offered  Spring  2008 


Farbmlehre  (theory  of  color),  emphasize  the  color 
theories  of  the  European  modernists  in  the  early  20th 
century  (Kandinsky,  Itten,  Albers),  and  end  with  works 
of  contemporary  criticism  and  popular  culture  (for  in- 
stance: red  states  and  blue  states,  green  parties).  A  regu- 
lar emphasis  throughout  the  semester  will  be  on  the 
relevance  of  the  above  to  major  feature  films  by  such 
directors  as  Bergman,  Ford,  Kieslowski,  Luhrmann, 
Ottinger,  Sirk,  Straub/Huillet  and  Tarkovsky.  {L/A/H} 
4  credits 

Barton  Byg  (Five  College  40th  Anniversary 
Professor,  UMass) 
Offered  Spring  2008 

230  Topics  in  German  Cinema 

Topic:  Nazi  Cinema.  A  study  of  German  cinema  dur- 
ing the  Third  Reich:  the  legacy  of  Weimar  cinema; 
popular  and  high  culture  in  Nazi  ideology;  the  politi- 
cal function  of  entertainment;  the  question  of  fascist 
esthetics;  constructions  of  masculinity  and  femininity; 
imaginations  of  the  Other.  With  special  focus  on  the 
films  of  Leni  Riefenstahl.  For  comparison  we  will  draw 
on  some  American  examples  (E  Capra,  C.  Chaplin,  F. 
Zinnemann).  Films  to  be  studied:  Hitler  Youth  Quex; 
Triumph  of  the  Will:  Olympia:  Jew  Suess,  Muench- 
hausen  and  others.  Conducted  in  English.  {L/H/A} 
4  credits 
Joel  Westerdale 
Offered  Fall  2007 


Cross-Listed  Courses 


400  Special  Studies 

Arranged  in  consultation  with  the  department.  Admis- 
sion for  junior  and  senior  majors  by  permission  of  the 
department. 
1-4  credits 
Offered  both  semesters  each  year 

C.  Courses  in  English 

227  Topics  in  German  Studies 

What  color  is  the  earth?  An  interdisciplinary  study  of 
color  in  art,  prose,  film.  A  consideration  of  color  in 
landscape  painting,  film  and  popular  culture,  with  an 
examination  of  its  links  to  philosophy,  art,  technology 
and  politics.  We  will  begin  with  excerpts  from  Goethe's 


GOV  251  Foreign  Policy  of  Japan 

A  comparative  analysis  of  Japanese  and  German 
foreign  policies,  focusing  especially  on  the  apparent 
evolution  from  pacifism  and  anti-militarism  toward  a 
"civilian  power"  or  "normal  nation"  status  since  World 
War  II.  Special  focus  will  be  the  expansion  of  out-of- 
area,  nation-building/peace-building  civil-military 
operations  from  the  1990s  to  the  present.  Case  studies 
will  include  Japan  and  Germany  in  Afghanistan,  and 
Japan  in  Iraq.  Enrollment  limited  to  20.  {S}  4  credits 
Dennis  Yasutomo 
Offered  Fall  2007,  Spring  2009 

JUD  110j  Elementary  Yiddish 

An  introduction  to  Yiddish  language  in  its  cultural 
context.  Fundamentals  of  grammar  and  vocabulary 


German  Studies 


^-T 


designed  to  facilitate  reading  and  independent  work 
with  Yiddish  texts.  The  course1  is  divided  into  three 
pails:  Intensive  language  study  every  morning:  a  col- 
loquium on  aspects  of  Yiddish  cultural  history  ever) 
other  day;  and  an  afternoon  service  internship  with  the 
collection  of  the  National  Yiddish  Book  Center,  the  larg- 
est depository  of  Yiddish  books  in  the  world.  Admission 
by  permission  of  the  instructor:  contact  Justin  Cammy 
prior  to  the  November  registration  period.  Smith  enroll- 
ment limited  to e).  {H}  4  credits 
Taught  on  site  at  the  National  Yiddish  Book  Center. 
Offered  jointly  with  Hampshire  College  and  the  Na- 
tional Yiddish  Book  Center. 
Justin  Cammy  (Smith  College).  Rachel  Rubinstein 
<  Hampshire  College),  and  staff  of  the  National  Yid- 
dish Book  Center 
Offered  Interterm  2008.  Interterm  2009 


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  Mcolavsen  and  staff 
Offered  Fall  200"  for  five  weeks  on  the  Junior  Year 
in  Hamburg 

270  German  History  and  Culture  from  1871  to  1945 

This  course  covers  the  W'ilhelminian  Empire,  the  Wei- 
mar 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  ofjews;  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  Mcolavsen 
Offered  Fall  200"  on  the  Junior N  ear  m  Hamburg 

280  Theater  in  Hamburg:  Topics  and  Trends  in 

Contemporary  German  Theater 

This  course  offers  an  introduction  to  the  German  theater 

i;  through  concentration  on  ils  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.  Attendance 
at  four  or  five  performances  is  required.  Limited  to  stu- 
dents enrolled  in  the  JYA  program.  {L/A/F}  4  credits 
Jut  la  Gutzeit 
Offered  Fall  200"  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  (HausarbeU) 
in  the  German  fashion.  In  addition,  there  will  be  an 
optional  weekly  phonetics  tutorial.  {F}  4  credits 
futta  Gutzeit 

Offered  Fall  200"  and  Spring  2008  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  lie  taught  how  to  com]  i 
term  paper  (HausarbeU)  in  the  German  fashion.  In 
addition,  there  will  be  an  optional  weekly  phoi 
tutorial.  Preparation  for  the  qualifying  exam  "Deutsch 
als  Fremdsprache"  at  the  Universit)  of  Hamburg.  Pre- 
requisite: 290  or  by  placement.  {F}  4  credits 
lutta  Gutzeit 

Offered  Fall  2007,  Spring  2008  on  the  Junior  Year 
in  Hamburg 


German  Studies 


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  2008  on  the  Junior  Year  in  Ham- 
burg 


The  Major 


Advisers:  Judith  Keyler-Mayer  and  Joel  Westerdale 

Adviser  for  Study  Abroad:  Gertraud  Gutzmann  (Fall); 
Joseph  McVeigh  (Spring) 

Basis:  GER  200 

Requirements:  Nine  courses  above  the  basis,  of  which 
at  least  six  (6)  must  be  selected  from  the  following: 
220;  221  or  290;  222  (may  be  repeated  with  a  different 
topic);  270;  280;  310;  320;  340;  351  (maybe  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);  and  any  CLT  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 
approval  of  the  Department.  Of  the  courses  for  the  ma- 
jor, one  must  be  from  the  pre-nineteenth  century,  one 
from  the  nineteenth  and  one  from  the  twentieth.  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,  government,  philosophy  and  the  history 
of  science. 

Students  are  encouraged  to  take  courses  outside  the 
Department  of  German  Studies,  specifically  courses  in 
comparative  literature,  art  history,  music  history,  his- 
tory; government  and  philosophy. 


The  Minor 


Advisers:  Judith  Keyler-Mayer  and  Joel  Westerdale 

Basis:  GER  200 

Requirements:  Six  (6)  courses  above  the  basis. 

Up  to  two  English-language  courses  taught  by  the 
German  Studies  Department. 

Four  German-language  courses  above  the  basis  offered 
in  the  German  Studies  Department. 

Honors 

Director:  Gertraud  Gutzmann  (Fall);  Joseph  McVeigh 
(Spring) 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

Requirements:  The  same  as  for  the  major,  with  the 
addition  of  a  thesis,  to  be  written  over  the  course  of  two 
semesters,  and  an  oral  examination  in  the  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. 


Government 


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


Professors 

Susan  C.  Bourque,  Ph.D. 
Steven  Martin  Goldstein,  Ph.D. 
Donna  Robinson  Divine,  Ph.D. 
:  Martha  A.  Ackelsberg,  Ph.D.  (Government  and  Study 

of  Women  and  Gender) 
Donald  C.  Baunier,  Ph.D. 
Dennis  Yasutomo,  Ph.D. 
Patrick  Goby,  Ph.D.,  Chair 
Catharine  Newbury,  Ph.D. 
"■Howard Gold.  Ph.D. 
*' Gregory  White.  Ph.D. 

Associate  Professors 

"  !  Velma  H.  Garcia.  Ph.D. 
Alice  L.  Hearst,  J.D.,  Ph.D. 
Gary  Lehring,  Ph.D. 
Mlada  Bukovansky,  Ph.D. 
Marc  Lendler,  Ph.D. 


Adjunct  Associate  Professor 

Robert  Hauck.  Ph.D. 

Assistant  Professor 

Jacques  Hymans.  Ph.D. 

Lecturer 
Mikulus  Fabry 

Associated  Faculty 

Gwendolyn  Mink.  Ph.D.  (Study  of  Women  and  Gender) 

Alumna  Coordinator,  Picker  Semester  in  Washington 

Eleanor  McGormick 

Mellon  Post-Doctoral  Fellow 

Christina  Greer 

Mendenhall  Fellow 
Terza  Lima-Neves 

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 

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.  Two  lectures  and  one  discussion.  One  or 
more  discussion  sections  may  be  designated  as  Writing 
Intensive  (WI).  {8}  4  credits 
Patrick  Coby  ami  Members  of  the  department,  Fall 
2007,  Fall  2008 
Offered  Fall  200',  Fall  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 
analysis  using  computer  software.  {S/M}  -4  credits 
Howard  Gold 
Offered  Fall  2007,  Spring  2009 

290  Reenacting  the  Past 

A  departmental  version  of  the  historical  role-play- 
ing First-Year  Seminar  h\  the  same  name,  featuring 
games  high  in  political  content  and  a  little  more 
advanced — initially  "Rousseau,  Burke  and  Revolution 
in  France,  1791"  and  "Henry  \  III  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 


250 


Government 


all  classes  of  students,  with  an  enrollment  limit  of  21. 

{S/H}  4  credits 

Patrick  Coby 

Offered  Spring  2008,  Spring  2009 

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 
Donald  Baumer 
Offered  Spring  2008,  Spring  2009 

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 
Alice  Hearst 
Offered  Fall  2007,  Fall  2008 

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  2008,  Spring  2009 

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.  {8}  4  credits 
Martha  Ackelsberg 
Offered  Fall  2007 

205  Colloquium:  Law,  Family  and  State 

Explores  the  status  of  the  family  in  American  political 
life,  and  its  role  as  a  mediating  structure  between  the 
individual  and  the  state.  Emphasis  will  be  placed  on 
the  role  of  the  courts  in  articulating  the  rights  of  the 
family  and  its  members.  Limited  enrollment.  Suggested 
preparation  GOV  202  or  WST  225.  {S}  4  credits 
Alice  Hearst 
Offered  Spring  2008 

206  The  American  Presidency 

An  analysis  of  the  executive  power  in  its  constitutional 

setting  and  of  the  changing  character  of  the  executive 

branch.  {S}  4  credits 

MarcLendler 

Offered  Spring  2008,  Spring  2009 

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.  {S}  4  credits 
Howard  Gold,  Fall  2008 
MarcLendler,  Fall  2008 
Offered  Fall  2008 

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 


Government 


251 


the  tension  inherent  in  the  design  of  Congress  as  the 

maker  of  public  policy  tor  the  entire  country  while 
somehow  simultaneousl)  representing  the  diverse  and 
often  conflicting  interests  ot  citizens  from  SO  different 
states  ami  435  separate  Congressional  districts.  Enroll- 
ment limited  to  10.  {S}  4  credits 
Donald  Baumer 
Offered  Spring  2009 

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. 
{S}  4  credits 
Marc  le)  idler 
Offered  Fall  2008 


politics  in  the  I  .S.?  What  is  the  definition  of  an  "Afri- 
can American"  at  the  turn  of  the  century?  The  primary 
goal  of  this  seminar  is  to  provide  an  introduction  to 
the  major  theoretical  frameworks  on  black  racial  and 
ethnic  identity  to  better  understand  how  incorporation, 
concepts  of  identity,  and  participation  shape  the  mul- 
tifaceted  political  identities  of  blacks  currently  resid- 
ing in  the  I'.S.  This  course  builds  upon  the  literature 
that  explores  immigration,  changes  in  group  public 
opinion,  tensions  that  exist  between  diversifying  popu- 
lations, the  intersection  ot  race  and  ethnicity  for  black 
populations  in  America,  and  what  the  changing  African 
diaspora  in  America  means  for  the  future  of  black  in- 
corporation and  participation.  {S}  4  credits 
Christina  Greer 
Offered  Fall  2007,  Fall  2008 


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.  {S}  4  credits 
Marc  Lendler 
Offered  Spring  2008 

304  Seminar  in  American  Government 

Topic:  Communism  and  Anti-Communism  in 
America.  A  look  at  the  controversies  surrounding  the 
Communist  Part)'  of  the  I'nited  States  and  the  reaction 
to  it.  We  will  study  the  Party's  creation,  its  relationship 
to  the  Soviet  Union  and  Comintern,  its  various  phases, 
the  issue  of  espionage  and  its  response  to  Cold  War 
events.  We  will  also  look  at  the  intertwined  question  of 
anti-communism,  including  Congressional  investiga- 
tions, individual  Communist  defectors,  the  McCarthy 
era  and  presidential  responses.  Readings  will  include 
overviews  of  CPUSA  history,  including  newly  available 
material  from  Soviet  archives,  biographies  and  autobi- 
ographies of  figures  on  both  sides  and  primary  docu- 
ments. {S}  4  credits 
Marc  Lendler 
Offered  Spring  2009 

305  Seminar  in  American  Government 

Topic:  Topics  in  the  Black  Experience:  Black  Politics. 
Ethnicity  and  Identity.  What  is  the  future  of  black 


306  Seminar  in  American  Government 

Topic:  Politics  and  the  Environment.  An  examination 
of  environmental  policy  making  within  the  federal 
government,  with  special  emphasis  on  how  Congress 
deals  with  environmental  policy  issues.  A  variety  of 
substantive  policy  areas  from  clean  air  to  toxic  waste 
will  be  covered.  Students  will  complete  research  papers 
on  an  environmental  policy  topic  of  their  choice.  Pre- 
requisite: a  200-level  course  in  American  government. 
{S}  4  credits 
Donald  Baumer 
Offered  Spring  2008 

307  Seminar  in  American  Government 

Topic:  Latinos  and  Politics  in  the  I  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  2008 

310  Seminar  in  American  Government 
Topic:  Quantitative  and  Qualitative  Research 
Met  hods. 'Www  are  several  ways  to  develop,  interpret 
and  explain  one's  research.  This  seminar  course  will 
introduce  students  to  basic  concepts  of  statistics  and 
statistical  analysis  and  software.  It  will  also  introduce 
varying  research  methods  such  as  surve)  techniques. 
ethnographic  interviews,  and  ways  of  conducting  pri- 
mary and  secondary  research.  Students  will  be  expected 
to  develop  questions  and  research  topics  related  to 
American  politics  and  use  quantitative  and  qualitative 


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tools  to  expound  upon  that  research  during  the  course 

of  the  semester.  No  prior  statistics  courses  are  necessary 

for  this  course.  {S}  4  credits 

Christina  Greer 

Offered  Spring  2008,  Spring  2009 

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.  {8}  4  credits 
Martha  Ackelsberg 
Offered  Spring  2008 

312  Seminar  in  American  Government 

Topic:  Political  Beta rior  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  2008 

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  2007,  Fall  2008 

412  Semester-in-Washington  Research  Project 

Open  only  to  members  of  the  Semester-in-Washington 

Program.  8  credits 

Donald Baumer 

Offered  Fall  2007,  Fall  2008 

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  analytical  political  science  research 


paper.  Enrollment  limited  to  juniors  and  seniors  in  the 
Washington  Internship  Program.  {S}  2  credits 
Robert J.P.  Hauck 
Offered  Fall  2007,  Fall  2008 

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  2008 

221  European  Politics 

This  course  focuses  on  the  development  of  European 
democratic  institutions  in  the  context  of  military  and 
economic  conflict  and  cooperation.  Includes  an  intro- 
duction to  the  process  of  European  integration.  {S} 
4  credits 

Mlada  Bukovansky 
Offered  Spring  2008,  Fall  2008 

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  2008,  Spring  2009 

224  Islam  and  Politics  in  the  Middle  East 

An  analysis  of  traditional  Muslim  political  societies  in 
the  Middle  East  and  of  the  many  ways  in  which  they 
were  transformed  into  nation  states.  Issues  addressed 
include  nationalism,  religious  political  activism,  co- 
lonialism and  globalization.  Readings  will  also  cover 
such  topics  as  regional  conflicts,  revolutions  as  well  as 
the  impact  of  these  disparate  developments  on  the  posi- 
tion of  women.  {S}  4  credits 
Donna  Robinson  Divine 
Offered  Fall  2007 


Government 


253 


226  Latin  American  Political  Systems 

A  comparative  analysis  of  Latin  American  political 
systems.  Emphasis  on  the  politics  oi  development,  the 
problems  of  leadership,  legitimacy  and  regime  conti- 
nuity. A  wide  range  of  countries  and  political  issues  will 
be  covered  {S}  4  credits 
1  clnia  Garcia 
Offered  Fall  2007,  Spring  2009 

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.  {8}  4  credits 
Catharine  Newbury 
Offered  Spring  2009 

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.  {8}  4  credits 
Dennis  Yasutomo 
Offered  Spring  2008,  Fall  2008 

229  Government  and  Politics  of  Israel 

A  historical  analysis  of  the  establishment  of  the  State 
of  Israel  and  the  formation  of  its  economy,  societv  and 
culture.  Discussions  will  focus  on  the  Zionist  move- 
ment in  Europe  and  the  United  States,  the  growth  and 
development  of  Jewish  economic  and  political  institu- 
tions in  the  land  of  Israel,  and  the  revival  of  the  Hebrew 
language.  {S}  4  credits 
Donna  Robinson  Divine 
Offered  Fall  2008 

230  Government  and  Politics  of  China 

Treatment  of  traditional  and  transitional  China,  fol- 
lowed by  analysis  of  the  political  system  of  the  People's 
Republic  of  China.  Discussion  centers  on  such  topics 


as  problems  of  economic  and  social  change,  policy 
formulation,  and  patterns  of  party  and  state  powi  1  {S} 

dits 
Steven  Goldstein 
Offered  Fall  2007,  Fall  2008 

232  Women  and  Politics  in  Africa 

This  course  will  explore  the  genesis  and  effects  of  politi- 
cal activism  by  women  in  Africa,  which  some  believe 
represents  a  new  African  feminism,  and  its  implications 
for  state/civil  society  relations  in  contemporary  Africa. 
Topics  will  include  the  historical  effects  of  colonialism 
on  the  economic,  social  and  political  roles  of  African 
women,  the  nature  of  urban/rural  distinctions,  and  the 
diverse  responses  by  women  to  the  economic  and  politi- 
cal crises  of  postcolonial  African  polities.  Case  studies 
of  specific  African  countries,  with  readings  of  novels 
and  women's  life  histories  as  well  as  analyses  by  social 
scientists.  {8}  4  credits 
Catharine  Newbury 
Offered  Fall  2008 ' 

237  Colloquium:  Politics  and  the  U.S.  Mexico  Border 
This  course  examines  the  most  important  issues  facing 
the  U.S./Mexico  border:  NAFTA,  industrialization,  and 
the  emergence  of  the  maquiladoras  (twin  plants);  labor 
migration  and  immigration;  the  environment;  drug 
trafficking;  the  militarization  of  the  border;  and  border 
culture  and  identity.  The  course  begins  with  a  compari- 
son of  contending  perspectives  on  globalization  before 
proceeding  to  a  short  overview  of  the  historical  litera- 
ture on  the  creation  of  the  l.S.Alexico  border.  Though 
at  the  present  time  the  border  has  become  increasingly 
militarized,  the  boundary  dividing  the  United  States 
and  Mexico  has  traditionally  been  relatively  porous, 
allowing  people,  capital,  goods  and  ideas  to  How  back 
and  forth.  The  course  will  focus  on  the  border  as  a 
region  historically  marked  both  by  conflict  and  interde- 
pendence. Open  to  majors  in  government  and/or  Latin 
American  studies;  others  by  permission  of  the  instruc- 
tor. Enrollment  limited  to  20.  {8}  4  credits 
l  ebna  (,araa 
Offered  Spring  2009 

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.  I  sing  a  comparative 


254 


Government 


perspective,  this  seminar  explores  parallels  and  con- 
trasts between  Rwanda  and  other  cases  of  genocide  and 
mass  murder  in  the  20th  century.  Topics  include  the 
nature,  causes  and  consequences  of  genocide  in  Rwan- 
da, 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  the  Democratic  Republic  of  theCongo.  {S} 
4  credits 

Catharine  Newbury 
Offered  Spring  2008 

322  Seminar  in  Comparative  Government 

Topic:  Mexican  Politics  from  1910  to  the  Present.  An 
in-depth  examination  of  contemporary  political  and 
social  issues  in  Mexico.  The  country,  once  described  as 
the  "perfect  dictatorship,"  is  in  the  process  of  undergo- 
ing a  series  of  deep  political  and  economic  changes. 
This  seminar  provides  an  examination  of  the  historical 
foundations  of  modern  Mexican  politics,  beginning 
with  the  Revolution.  In  addition,  it  examines  a  series  of 
current  challenges,  including  the  transition  from  one- 
party  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  spe- 
cial 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,  Spring  2009 


International  Relations 

241  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  70.  {S}  4  credits 
Mikulas  Fabry,  Fall  2007 
Jacques  Hymans,  Spring  2008 
Jacques  Hymans,  Fall  2008 
Gregory  White,  Spring  2009 
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  in- 
stitutions (World  Bank  group  and  IMF),  international 
trade  and  development,  the  debt  question,  poverty  and 
global  inequality,  and  the  broad  question  of  "globaliza- 
tion." Prerequisite:  241  or  pemiission  of  the  instructor. 
{S}  4  credits 

Mikulus  Fabry,  Spring  2008 
Gregory  White,  Fall  2008 
Offered  Spring  2008,  Fall  2008 

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  U.S.  define  its  interests  in  the 
global  arena?  What  instruments  does  the  U.S.  possess 
to  further  those  interests?  Finally,  what  specific  foreign 
policy  questions  are  generating  debate  today?  Prerequi- 
site: 241  or  permission  of  the  instructor.  {S}  4  credits 
Jacques  Hymans 
Offered  Fall  2007,  Spring  2009 

246  Perspectives  on  War 

In  this  course  we  analyze  war  by  asking  the  following 
questions:  What  is  war?  What  causes  it  to  break  out, 
escalate  and  terminate?  How  is  war  experienced  by 


Government 


_!SS 


kings  and  presidents,  military  officers,  foot  soldiers  and 
civilians?  What  are  its  longer-range  political  and  social 
consequences?  And  when,  [fever,  is  it  justified?  Prereq- 
uisite: 24 1  or  permission  of  the  instructor  {S}  4  credits 
Jacques Hymans 
Offered  Fall  2007 

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  Mb- Israeli  wars  and  the  ten- 
sions, terrorism  and  violence  unleashed  by  the  dispute. 
No  prerequisites.  {S}  4  credits 
Donna  Robinson  Divine 
Offered  Spring  2008,  Spring  2009 

251  Colloquium:  Foreign  Policy  of  Japan 

A  comparative  analysis  of  Japanese  and  German 
foreign  policies,  focusing  especially  on  the  apparent 
evolution  from  pacifism  and  anti-militarism  toward  a 
"civilian  power"  or  'normal  nation"  status  since  World 
War  II.  Special  focus  will  be  the  expansion  of  out-of- 
area,  nation-building/peace-building  civil-military 
operations  from  the  1990s  to  the  present.  Case  studies 
will  include  Japan  and  Germany  in  Afghanistan,  and 
Japan  in  Iraq.  Enrollment  limited  to  20.  {S}  4  credits 
Dennis  Yasutomo 
Offered  Fall  2007,  Spring  2009 

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 
aspi rations,  or  are  they  simply  tools  of  the  wealthy 
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  I'nion. 

Prerequisite:  241  or  pennission  of  the  instructor.  {8} 
4  credits 

Mlada  Bukovansky 
Offered  Fall  2007,'  Spring  2009 


254  Colloquium:  Politics  of  the  Global  Environment 
An  introductory  survey  ol  the  environmental  implica- 
tions of  the  international  political  economy.  The  locus 
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  or  pennission  of  the  instruc- 
tor. Enrollment  limited  to  20.  {8}  4  credits 
Gregory  White 
Offered  Spring  2009 

256  Colloquium:  International  Labor  Migration 

This  course  examines  the  politics  of  labor  migration 
within  the  context  of  globalization.  It  also  treats  the 
recent  injection  of  security  imperatives  into  migration 
policy,  especially  after  9-11-01.  Although  we  discuss  a 
wide  array  of  cases  and  examples,  the  seminar  focuses 
on  case  studies  from  three  geographic  areas:  the  Medi- 
terranean basin,  the  Persian  Gulf  and  North  America. 
Materials  used  include  social  science  analyses,  ethnog- 
raphies, documentary  and  feature-length  films  and 
diaries.  Enrollment  limited  to  20.  {S}  4  credits 
Gregory  White 
Offered  Spring  2008 

259  Colloquium:  Theories  of  International  Relations 

An  in-depth  exploration  of  diverse  theoretical  ap- 
proaches to  world  politics.  The  course  critically  reviews 
the  major  schools  of  thought  in  international  relations, 
such  as  realism,  liberalism  and  Marxism,  paying  close 
attention  to  their  philosophical  roots,  the  historical 
context  in  which  they  emerged,  the  problems  the  theo- 
ries address,  and  the  manner  in  which  they  were  modi- 
fied and  updated  in  response  to  world  events.  We  also 
explore  more  contemporary  and  critical  approaches  to 
world  politics  and  evaluate  the  competing  explanatory 
claims  put  forth.  Government  majors  and  Internation- 
al Relations  minors  with  strong  interest  in  theory  may 
substitute  this  course  for  GOV  24 1 .  Enrollment  limited 
to  20.  {S}  4  credits 
Mlada  Bukovansky 
Offered  Fall  2008 


256 


Government 


341  Seminar  in  International  Politics 

Topic:  Weapons  of  Mass  Destruction.  This  seminar 
explores  the  politics  of  weapons  of  mass  destruction 
(WMD).  Topics  covered  include  the  motives  for  WMD 
proliferation  and  use,  strategies  for  deterrence  and  de- 
fense and  prospects  for  a  WMD-free  world.  Prerequisite: 
GOV  241  or  permission  of  the  instructor.  {S}  4  credits 
Jacques  Hymans 
Offered  Spring  2008,  Spring  2009 

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  2008 

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  2008,  Spring  2009 

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,  Tunisia  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  Fall  2008 


348  Seminar  in  International  Politics 

Topic:  Conflict  and  Cooperation  in  Asia.  The  seminar 
will  identify  and  analyze  the  sources  and  patterns  of 
conflict  and  cooperation  among  Asian  states  and  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  2007,  Fall  2008 

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?  How  has  European  integration  influenced 
national  identities  and  domestic  politics  within  the 
states  of  the  European  Union,  and  relations  between 
the  EU  and  other  states?  Are  the  institutions  of  the  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  2009 

353  Seminar  in  International  Politics 

Topic:  The  Politics  of  International  Law.  The  purpose 
of  this  seminar  is  to  explore  the  place  of  international 
law  within  the  larger  context  of  world  politics.  It  asks 
questions  such  as:  What  needs  does  international  law 
fulfill?  Where  do  particular  legal  rules  come  from? 
What  role  does  international  law  play,  and  how  does 
the  interplay  between  law  and  politics  operate,  in  actual 
decision  making  of  foreign  policymakers  and  inter- 
national organizations?  Can  international  law  ever  be 
justifiably  defied?  Can  the  world  be  changed  through 
it?  The  seminar  is  divided  into  two  parts.  The  first  part 
looks  at  different  conceptualizations  of  international 
law.  The  second  part  focuses  on  a  number  of  contem- 
porary issues  in  world  politics  with  important  legal 
dimensions.  {S}  4  credits 
Mikulus  Fabry 
Offered  Spring  2008 

EAS  375  Seminar:  Japan-United  States  Relations 

{S}  4  credits 

Dennis  Yasutomo 

Offered  Spring  2008,  Spring  2009 


Government 


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.  {8}  4  credits 
Patrick  Goby 
Offered  Fall  2008 

262  Early  Modern  Political  Theory,  1500-1800 

A  study  of  Machiavellian  power-politics  and  of  efforts 
by  social  contract  and  utilitarian  liberals  to  render  that 
politics  safe  and  humane.  Topics  considered  include: 
political  behavior,  republican  liberty,  empire  and  war; 
the  state  of  nature,  natural  law/natural  right,  sover- 
eignty and  peace;  limitations  on  power,  the  general 
will,  and  liberalism's  relation  to  moral  theory,  religion 
and  economics.  Readings  from  Machiavelli,  Hobbes, 
Locke,  Rousseau,  Hume.  Smith  and  others;  also  novels 
and  plays.  {S}  4  credits 
Patrick  Coby 
Offered  Spring  2008,  Spring  2009 

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.  {8}  4  credits 
Gary  Lehring 
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  Goby 
Offered  Fall  2007 

266  Political  Theory  of  the  20th  Century 

A  study  of  major  ideas  and  thinkers  of  the  20th  century 
Possible  thinkers  include  Weber,  Freud,  Althusser.  Ar- 
endt,  Foucault.  Irigaray  Gramsci,  Habermas,  Adorno. 


Horkheimer.  Rawls  and  Wells.  Topics  addressed  ma\ 
include  neo-Marxism.  feminism,  ideology  postmodern- 
ism and  multiculturalism.  Successful  completion  of 
Gov  100  and/or  other  political  theory  course  is  strongly 
suggested.  {S}  4  credits 
Gary  Letting 
Offered  Fall  2008 

267  Problems  in  Democratic  Thought 

What  is  democracy?  W'e  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.  {S}  4  credits 
Martha  Ackelsberg 
Offered  Spring  2008 

269  Politics  of  Gender  and  Sexuality 

An  examination  of  gender  and  sexuality  as  subjects  of 
theoretical  investigation,  historically  constructed  in 
ways  that  have  made  possible  various  forms  of  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  modern  world,  helping  to  shape 
legislation  and  public  opinion,  creating  substantial 
barriers  to  cultural  and  political  change.  {S}  4  credits 
Gary  Lehring 
Offered  Spring  2008,  Spring  2009 

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,  who  is  generally  acknowledged  as  one 
of  the  most  influential  of  the  thinkers  whose  work  is 
categorized  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  sub- 
ject in  post-modernity.  W'e  will  explore  the  theoretically 
rich  and  dense  approaches  undertaken  by  Foucault.  as 
well  as  illuminate  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,  anil 
Discipline  and  Punish  to  his  later  works  including  The 
History  of  Sexuality.  The  I  se  of  Measure  and  The  (.are 
of  the  Self  attention  will  l\-  given  to  how  his  works  si- 


258 


Government 


multaneously  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 

367  Seminar  in  Political  Theory 

Topic:  Queer  Theory.  This  course  introduces  students 
to  the  emerging  interdisciplinary  field  of  queer  theory. 
This  is  often  a  perplexing  task  as  there  is  no  real  con- 
sensus on  the  definitional  limits  of  queer.  Indeed,  many 
scholars  believe  the  inability  to  define  these  limits  is 
one  of  queer  theory's  greatest  strengths.  "Queer"  can 
function  as  a  noun,  an  adjective  or  a  verb,  but  in  each 
case  it  is  defined  against  the  "normal"  or  normalizing. 
Queer  theory7  is  not  a  singular  or  systematic  conceptual 
or  methodological  framework.  Rather  it  is  a  collection 
of  intellectual  engagements  with  the  relations  between 
sex,  gender  and  sexual  desire.  As  such,  it  is  hard  to  call 
queer  theory  a  school  of  thought,  as  it  has  a  very  un- 
orthodox and  often  disrespectful  view  of  "discipline." 
Queer  theory,  then,  describes  a  diverse  range  of  critical 
practices  and  priorities:  analyses  of  same-sex  sexual 
desire  in  literary  texts,  film  or  music;  exploration  of  the 
social  and  political  power  relations  of  sexuality;  cri- 
tiques of  the  sex-gender  system;  studies  of  transgender 
identification,  or  sadomasochism  and  of  transgressive 
desire.  {S} 
GaryLehring 
Offered  Fall  2008 

Cross-listed  Courses 

SWG  222  Gender,  Law  and  Society 

{8}  4  credits 
Carrie  Baker 
Offered  Fall  2007 

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  permission  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, 
Catharine  Newbury  Gregory  White,  Dennis  Yasutomo 

Study  Abroad  Adviser:  Howard  Gold 

Graduate  School  Adviser:  Steven  Goldstein 

Director  of  the  Jean  Picker  Semester-in-Washington 
Program:  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 
of  the  courses  taken  under  (2);  they  may  be  in  the 
same  sub-field  of  the  department,  or  they  may  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  en- 
couraged 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. 


Government 


Honors 

Director:  Gary  Lehring 

Students  are  eligible  for  the  Honors  Program  who  have 
at  least  a  33  GPA  in  courses  in  their  major.  Eligible 
students  are  encouraged  to  appl)  in  the  spring  of  their 
junior  yean  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  com- 
plete draft  of  which  is  due  on  the  first  day  of  the 
second  semester.  Students  will  spend  the  spring 
semester  revising  their  papers  and  will  submit  the 
final  version  by  April  1. 

3.  Following  submission  of  the  final  paper,  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  identify  three  courses  which  she  be- 
lieves bear  upon  the  topic  of  her  thesis.  The  choice 
of  these  courses  should  be  made  with  a  view  to  the 
wider  concerns  of  political  science. 

431  Thesis 

8  credits 

Offered  Fall  2007,  Fall  2008 

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  45 1 
in  the  preceding  spring  semester. 


Jean  Picker  Semester-in- 
Washington  Program 

The  Jean  Picker  Semester-in-Washington  Program  is  a 
first-semester  program  open  to  Smith  junior  and  senior 
government  majors  and  to  other  Smith  juniors  and 
seniors  with  appropriate  background  in  the  social  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.  Enrollment  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  21 1.  In  addition,  a 
successful  applicant  must  show  promise  of  capacity  for 
independent  work.  An  applicant  must  have  an  excess 
of  two  credits  on  her  record  preceding  the  semester  in 
Washington. 

For  satisfactory  completion  of  the  Semester-in- 
Washington  Program,  14  credits  are  granted:  four 
credits  for  a  seminar  in  policymaking  (41 1);  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. 

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. 


260 


History 


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


Professors 

Neal  Salisbury,  Ph.D, 

**1*2  Daniel  K.  Gardner,  Ph.D. 

David  Newbury,  Ph.D.  (History  and  African  Studies) 

**1  *2  Ann  Zulawski,  Ph.D.  (History  and  Latin  American 

Studies) 
n  Richard  Lim,  Ph.D. 

Associate  Professor 

n  Ernest  Benz,  Ph.D.,  Chair 

Assistant  Professors 

**2DarcyBuerkle,Ph.D. 
Jennifer  Guglielmo,  Ph.D. 
Marnie  Anderson,  Ph.D. 

Five  College  Assistant  Professor  of  Russian  History 

Sergey  Glebov,  Ph.D. 


Associated  Faculty 

' 2  Daniel  Horowitz,  Ph.D.  (American  Studies  and 

History) 
*1,t2  Helen  Lefkowitz  Horowitz,  Ph.D.  (American 

Studies  and  History) 

Instructor 

Nadya  Sbaiti,  M.A. 

Lecturers 

Peter  Gunn,  M.Ed. 
Jennifer  Hall-Witt,  Ph.D. 
Ann  Ramsey,  Ph.D. 
Robert  Weir,  Ph.D. 

Research  Associates 

Daniel  Brown,  Ph.D. 
Sean  Gilsdorf,  M.A. 
Erika  Laquer,  Ph.D. 
Samuel  Roberts,  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  retain  their  home  department 
or  program  designations.  For  the  full  description  of 
such  a  course  please  see  the  home  department  or  pro- 
gram 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.  Em- 
phasis on  the  sources  and  methods  of  historical  analy- 
sis. Recommended  for  all  students  with  an  interest  in 
history  and  those  considering  a  History  major  or  minor. 


Topic:  Geisha,  Wise  Mothers,  and  Working  Women 
Images  of  Japanese  women  that  are  prevalent  in  the 
West,  and  to  some  extent  Japan.  Focus  on  three  key  fig- 
ures considered  to  be  definitive  representations  of  Japa- 
nese 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  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,  as- 
sessing the  lives  represented  as  reflections  of  history  in 


Historv 


261 


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  relationship 
of  biography  and  history.  Enrollment  of  15  limited  to 
first-years  and  sophomores.  WI  {H}  4  credits 
David  Newbury 
Offered  Fall  2007,  Fall  2008 

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  than  to  forget  it?  Enrollment  limited 
to  first-years  and  sophomores.  {H}  4  credits 
Darcy  Buerkle 
Offered  Fall  2007 

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,  patriar- 
chy, war  and  capitalism.  Women's  writing — speeches, 
journalism,  essays,  journal  entries,  etc. — in  compari- 
son 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  historv. 
{H/L}  4  credits 
Jennifer  Guglielmo 
Offered  Fall  2008 

EAS 100  Introduction  to  Modern  East  Asia 

Mamie  Anderson  andjina  Kim 
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  2008 

202  (L)  Ancient  Greece 

The  emergence  of  the  Greek  world  from  the  Dark  Age 
to  Philip  II  of  Macedon,  c.  800-336  B.C.E.,  focusing 
on  the  politics,  society;  and  culture  of  late  archaic  and 
classical  Greece.  Main  topics  include:  colonization,  tyr- 
anny 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  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  andjudea;  new  developments  in  science 
and  religion.  {H}  4  credits 
Richard  Lim 
Offered  Spring  2008 

206  (C)  Aspects  of  Ancient  History 

'Jopic:  Greek  and  Roman  Slavery.  The  historical 

roles  of  slaves  within  the  social  and  economic  fabric 
of  classical  Greece  and  Rome.  The  scope  and  limits  of 
ancient  evidence  in  literary  and  artistic  representations, 
as  well  as  modern  interpretive  comparisons  with  other 


262 


History 


slave  societies.  Critical  examination  of  concepts  such 
as  class,  social  mobility,  social  order,  and  status,  along 
with  gender  and  ethnicity.  {H/S}  4  credits 
Richard  Lim 
Offered  Fall  2007 

Islamic  Middle  East 

208  (L)  The  Making  of  the  Modern  Middle  East 

Survey  of  the  principal  factors  shaping  political,  eco- 
nomic, and  social  life  in  the  Middle  East  and  North 
Africa  from  the  18th  through  the  20th  centuries.  Exam- 
ines multiplicity  of  societies,  customs  and  traditions; 
British,  French  and  United  States  imperialism;  the 
creation  of  modem  states;  development  of  nationalist, 
socialist  and  Islamist  ideologies;  the  emergence  and 
impact  of  Zionism;  the  Islamic  revolution  in  Iran;  the 
Gulf  wars  and  the  geopolitics  of  oil.  Special  attention  to 
social  changes  affecting  individuals  and  groups  such  as 
women,  workers,  and  peasants.  {H}  4  credits 
Nadya  Sbaiti 
Offered  Spring  2008 

209  (G)  Aspects  of  Middle  Eastern  History 

Topic:  Urban  Spaces/Contested  Places:  Social  and 
Cultural  Histories  of  Non-Western  Cities 
Explores  how  identity  and  urban  space  functioned  sym- 
biotically  during  the  19th  and  20th  centuries,  a  period 
of  rapidly  increasing  global  contact,  colonial  expansion 
and  cultural  exchange.  How  cities  have  been  planned 
and  lived,  stratified  and  resisted,  and  mourned  and 
mythologized.  How  urban  environments  are  defined 
by  populations  that  inhabit  them  move  through  them, 
and  depart  from  them.  How  space  influences  identity 
politics,  nation-  and  state-building,  social  functioning, 
and  cultural  production.  This  course  is  comparative, 
with  a  heavy  Middle  East  component.  {H/S}  4  credits 
Nadya  Sbaili 
Offered  Fall  2007 

Topic:  Women  and  (lender  in  the  Middle  East 
Development  of  discourses  on  gender  as  well  as  lived 
experiences  of  women  from  the  rise  of  Islam  to  the 
present.  Topics  include  the  politics  of  marriage,  divorce 
and  reproduction;  women's  political  and  economic 
participation;  masculinity;  sexuality;  impact  of  Islamist 
movements.  Provides  introduction  to  main  themes, 
and  nuanced  historical  understanding  of  approaches  to 


the  study  of  gender  in  the  region.  {H/S}  4  credits 
Nadya  Sbaiti 
Offered  Spring  2009 

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.  {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  2009 

213  (L)  Modernity  With  Chinese  Characteristics 

A  survey  of  China's  twentieth  century,  from  Confucian 
empire  to  Communist  state.  Achievements  and  decline 
of  the  last  dynasty;  the  interaction  between  China  and 
the  West;  refomiist  and  revolutionary  movements;  cre- 
ation of  the  People's  Republic;  and  transformation  of 
social  relations  over  time.  {H}  4  credits 
Jonathan  Lipman 
Offered  Spring  2008 

217  (C)  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  legaq  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 
of  the  Japanese  empire,  the  comfort  women,  biological 
warfare,  the  dropping  of  the  atomic  bombs,  and  the 
complicated  relationship  between  history  and  memory. 
{H}  4  credits 
Mamie  Anderson 
Offered  Spring  2008 


Historv 


218  (C)  Thought  and  Art  in  China 
Tbpic:  Tb  be  announced. 

Daniel  Gardner.  Marylin  Rhie  (Art  and  Hast  Asian 

Studies) 

Offered  Spring  2009 

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 
Mamie  Anderson 
Offered  Spring  2008,  Spring  2009 

222  (C)  Aspects  of  Japanese  History 

Topic:  The  Place  of  Protest  in  Modern  Japan.  Histo- 
ries of  social  conflict,  protest  and  revolution  in  early 
modem  and  modem  Japan.  In  the  early  modem  period 
(1 600- 1867),  peasant  resistance  and  protest,  urban 
uprisings,  popular  culture,  "world-renewal"  move- 
ments, and  the  restorationist  activism  of  the  Tokugawa 
period.  In  the  modem  period,  the  incipient  democratic 
movements  and  the  new  millenarian  religions  of  the 
Meiji  era  (1868-1912),  radical  leftist  activism,  mass 
protest,  and  an  emerging  labor  movement  in  the 
Taisho  era  (1912-1926),  anti-imperialist  movements 
in  China  during  the  prewar  years,  and  finally,  a  range 
of  citizens'  movements  in  the  postwar  decades.  {H/S} 
4  credits 

Mamie  Anderson 
Offered  Spring  2009 

EAS  216  Urban  Modernity  in  Colonized  Korea 

Jina  Kim 

Offered  Spring  2008 

EAS  219  Modern  Korean  History 

Una  Kim 
Offered  Fall  2007 

Europe 

224  (L)  The  Early  Medieval  World,  300-1050 

From  the  rise  of  Christianity  and  the  fall  of  Rome  to  the 
age  of  conversion.  The  monastic  ideal  and  the  cult  of 
saints,  the  emergence  of  the  papacy,  the  changing  roles 
of  ritual  and  authority,  kinship  and  kingship,  Char- 
lemagne, the  Carolingian  renaissance,  literacy  and 


learning,  and  the  decline  of  the  Carolingian  empire 
and  the  Viking  invasions.  {H}  4  credits 
Ann  Rams\ 
Offered  Spring  2008 

227  (C)  Aspects  of  Medieval  European  History 
Topic:  Pans  from  Its  Origins  through  the  I6tb  Cen- 
tury. From  pre-Roman  evidence  onward  through 
tin'  Merovingian,  Carolingian,  Capetian;  and  valois 

periods.  Topics  include  Christianization,  interactions 
of  bishops,  abbots,  and  kings;  commercial  culture; 
development  of  the  I  fniversity;  growth  of  the  French 
monarchy  and  the  traditions  of  communal  culture;  the 
100  Years  War;  medieval  and  Renaissance  urbanism; 
printing;  humanism;  and  popular  culture.  (E)  {H} 
4  credits 
Ann  Ramsey 
Offered  Fall  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  2007 

238  (C)  Gender  and  the  British  Empire 
Traditionally,  historians  haw  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  experiei 
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-Tth  to  the  earl]  20th  centu- 
ries. \\  ith  a  focus  on  the  19th  century.  ( E )  {H}  4  credits 
Jennifer  Hall-Witt 
Offered  Spring  2008 


264 


History 


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,  18th  Century  to  the 
Present 

Historical  transformation  of  Central  Asia,  including 
the  Muslim  and  Turkic  peoples  of  the  former  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  Fall  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  recapture  the  thoughts  and  deeds  of  subjects  as 
well  as  rulers?  Critical  examination  of  attempts  at  total 
history7  from  below  for  selected  English  and  French 
locales.  The  class  re-creates  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  Union  mobilized  national  identities  to 


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/S}  4  credits 
Sergey  Glebov 
Offered  Spring  2008 

250  (L)  Europe  in  the  Nineteenth  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  2007 

252  (L)  Women  and  Gender  in  Modern  Europe, 
1789-1918 

A  survey  of  European  women's  experiences  and 
constructions  of  gender  from  the  French  Revolution 
through  World  War  I,  focusing  on  Western  Europe. 
Gendered  relationships  to  work,  family,  politics,  society, 
religion,  and  the  body,  as  well  as  shifting  conceptions 
of  femininity  and  masculinity,  as  revealed  in  novels, 
films,  treatises,  letters,  paintings,  plays,  and  various 
secondary  sources.  {H}  4  credits 
Darcy  Buerkle 
Offered  Fall  2007,  Fall  2008 

253  (L)  Women  and  Gender  in  Contemporary  Europe 

Women's  experience  and  constructions  of  gender  in  the 
commonly  recognized  major  events  of  the  20th  century. 
Introduction  to  major  thinkers  of  the  period  through 
primary  sources,  documents  and  novels,  as  well  as  to 
the  most  significant  categories  in  the  growing  second- 
ary literature  in  twentieth-century  European  history  of 
women  and  gender.  {H}  4  credits 
Darcy  Buerkle 
Offered  Spring  2008 

284/JUD  284  (C)  The  Jews  of  Eastern  Europe, 
1750-1945 

The  modern  history  of  the  largest  Jewish  community 
in  the  world,  from  life  under  the  Russian  tsars  until 
its  extermination  in  World  War  II,  with  a  special  focus 


History 


on  internal  transformations  in  Jewish  social,  cultural 
and  political  history.  Topics  include  the  effects  of  bans! 
legislation,  pogroms.  Polish  nationalism,  the  Rus- 
sian Revolutions,  and  Sovietization  on  Jewish  life;  the 
competition  between  new  forms  of  ecstatic  religious 
expression  (Hasidism)  and  the  intellectuals  of  the  Jew- 
ish Enlightenment;  proto-feminist  critiques  of  tradition 
and  society;  varieties  of  political  self-assertion  such  as 
Zionism.  Jewish  Socialism.  Diasporism,  and  Commu- 
nism; folklore  and  the  birth  of  modem  Jewish  litera- 
ture; Yiddish  culture  in  both  shtetl  and  city;  the  cultural 
effervescence  and  political  challenges  of  the  interwar 
period  in  the  Soviet  Union  and  Poland;  and  the  tension 
between  memory  and  nostalgia  in  the  aftermath  of  the 
Holocaust.  Enrollment  limited  to  18.  {H}  4  credits 
Justin  Cammy  (Jewish  studies) 
Offered  Fall  2007 

Africa 

256  (L)  Introduction  to  West  African  History 

The  political,  economic,  cultural,  religious  and  colo- 
nial histories  of  Africa  west  of  Lake  Chad  and  south 
of  the  Sahara  desert,  a  region  nearly  as  large  as  the 
continental  U.S.  Draws  on  articles,  films,  biographies, 
novels,  and  plays,  and  explores  broad  cultural  conti- 
nuities, regional  diversity,  and  historical  change,  from 
AD  1000  to  the  present.  Topics  include  the  Sudanic 
Empires;  Slavery  and  the  Atlantic  Slave  Trade;  Islam; 
African  Initiatives  under  Colonial  Rule;  and  Post-Colo- 
nial Problems  in  West  Africa.  {H/S}  4  credits 
David  Newbury 
Offered  Fall  2008 

257  (L)  East  Africa  in  the  19th  and  20th  Centuries 

A  comparative  introduction  to  the  peoples  of  Tanzania, 
Uganda,  and  Kenya,  and  surrounding  areas.  Topics 
include:  the  dynamics  of  precolonial  cultures,  ecolo- 
gies and  polities;  the  effects  of  the  Indian  Ocean  slave 
trade;  changing  forms  of  Imperialism;  local  forms 
of  resistance  and  accommodation  to  imperial  power; 
nationalist  struggles  and  decolonization;  postcolonial 
crises  and  present  challenges.  Enrollment  limited  to  40. 
{H/S}  4  credits 
David  Newbury 
Offered  Fall  2007 

258  (L)  History  of  Central  Africa 

Focusing  on  the  former  Belgian  colonies  of  Congo, 
Rwanda,  and  Burundi  from  the  late  1800s,  this  course 
seeks  to  explore,  and  then  transcend,  the  powerful 


myths  that  adhere  to  this  area  of  the  world,  the  set- 
ting  for  Joseph  Conrad's  "Heart  of  Darkness."  Topics 
include:  precolonial  cultural  diversities;  economic 
extraction  in  the  Congo  Free  State;  the  colonial  en- 
counter and  colonial  experiences;  decolonization  and 
the  struggles  over  defining  the  state;  and  postcolonial 
catastrophes.  {H/S}  4  credits 
David  Newbury 
Offered  Spring  2009 

AAS  370  Modern  Southern  Africa 
Louis  Wilson 
Offered  Fall  2007 

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  2007 

261/  LAS  261  (L)  National  Latin  America,  1821  to  the 
Present 

A  thematic  survey  of  Latin  American  history7  focusing 
on  the  development  of  export  economies  and  the  con- 
solidation of  the  state  in  the  19th  century;  the  growth  of 
political  participation  by  the  masses  after  1900,  and  the 
efforts  of  Latin  Americans  to  bring  social  justice  and 
democracy  to  the  region.  {H}  4  credits 
Lowell  Gudmundson,  Spring  2008 
Ann  Zulawski,  Spring  2009 
Offered  Spring  2008,  Spring  2009 

United  States 

265  (L)  North  America,  1500-1800 

An  introduction  to  the  social,  political,  and  cultural  his- 
tory of  the  peoples  of  North  America  during  the  eras  of 
colonization  and  the  American  Revolution.  {H}  4  credits 
Neal  Salisbury 
Offered  Spring  2008 


_ 


Historv 


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  Spring  2008 

267  (L)  The  United  States,  1877-1945 

Survey  of  the  major  economic,  political  and  social 
changes  of  this  period,  primarily  through  the  lens 
of  race,  class  and  gender,  to  understand  the  role  of 
ordinary  people  in  shaping  defining  events,  including 
emancipation  from  slavery;  racial  formation,  industrial 
capitalism,  colonialism  and  imperialism,  mass  irn/mi- 
gration,  urbanization,  the  rise  of  mass  culture,  nation- 
alism, world  wars,  and  liberator}"  movements  for  social 
justice.  Emphasis  on  class  discussion  and  analysis  of 
original  documents,  with  short  lectures.  {H}  4  credits 
Jennifer  Guglielmo 
Offered  Fall  200".  Spring  2009 

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  200" 

270  (C)  Aspects  of  American  History 

Topic:  Cross-Cultural  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 
examines  several  cases  of  such  captivity  in  historical  and 
cross-cultural  context  as  well  as  some  of  the  many  more 
instances  in  which  Native  .Americans  and  other  non-Eu- 
ropeans were  captives.  Topics  include  captivity7  in  preco- 
lonial  indigenous  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-Ameri- 
can-African .American  relations  and  the  colonial-era 
slave  trade  in  Native  Americans.  {H}  4  credits 
Neal  Salisbury 
Offered  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  Spring  2008 

278  (L)  Women  in  the  United  States,  1865  to  Present 

Survey  of  women's  and  gender  history  with  focus  on 
race,  class  and  sexuality.  Draws  on  feminist  methodolo- 
gies to  consider  how  study  of  women's  lives  changes 
our  understanding  of  history,  knowledge,  culture,  and 
the  politics  of  resistance.  Topics  include  labor,  racial 
formation,  empire,  im/migration,  popular  culture, 
citizenship,  education,  religion,  science,  war,  consum- 
erism, feminism,  queer  cultures  and  globalizing  capi- 
talism. How  have  women  contested  and  contributed 
to  systems  of  inequality?  Emphasis  on  class  discussion 
and  analysis  of  original  documents,  with  short  lectures. 
Students  who  have  taken  HST  178  cannot  take  this 
class  for  credit.  {H}  4  credits 
fennifer  Guglielmo 
Offered  Spring  2008,  Fall  2008 

280  (C)  Inquiries  into  United  States  Social  History 

Topic:  Globalization.  Immigration,  and  the  Trans- 
national Imaginary.  Historicizes  globalization  by 
investigating  the  significance  of  im/migration  and 
transnational  social  movements  to  the  20th-century 
United  States.  How  have  people  responded  to  experi- 
ences of  displacement  and  labor  migration  by  creating 
alternative  meanings  of  home  and  citizenship?  What 
are  the  histories  of  such  cross-border  social  movements 
as  labor  radicalism,  Black  Liberation,  feminism  and 
anticolonialism?  How  do  contemporary'  diasporic  and 
postcolonial  movements  in  music,  art,  and  literature, 
emerge  out  of  a  long  history  of  transnational  activism? 
{H}  4  credits 
Jennifer  Guglielmo 
Offered  Fall  2007 

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

Paula  Giddings 
Offered  Fall  2007 


Historv 


AA8  278  The  '60s:  A  History  of  Afro-Americans  in  the 
United  States  from  1954  to  1970 
Louis  Wilson 
Offered  Spring  2008 

AAS  335  Free  Blacks  in  the  United  States  Before  1865 
Louis  Wilson 
Offered  Spring  2008 

AMS  302  The  Material  Culture  of  New  England, 

1630-1860 

Nan  Wolverton 

Offered  Spring  2008 


Seminars 


335  Topics  in  British  History 
Topic:  Art,  Culture,  and  Leisure  in  British  Society. 
1660-1901.  Interpretations  of  high  culture  and  popu- 
lar culture.  Potential  research  topics  include  the  arts 
(painting,  architecture,  theater,  music,  opera,  dance); 
cultural  institutions  (coffee  houses,  museums,  clubs, 
music  halls,  masquerades,  pubs,  fairs,  the  circus);  daily 
practices  (tea-drinking,  vegetarianism,  dress);  com- 
munity rituals  (rough  music,  observing  executions, 
formal  calls  at  home,  weddings,  funerals);  and  leisure 
activities  (cock-fighting,  hunting,  mountain-climbing, 
ballroom  dancing,  shopping,  traveling).  Particular 
attention  to  theorizing  how  to  situate  these  institutions, 
activities,  and  artistic  productions  within  their  histori- 
cal contexts.  {H/A}  4  credits 
Jennifer  Hull-Witt 
Offered  Fall  2007 

350  Modern  Europe 

Topic:  The  History  of  Psychoanalysis.  Psychoanalysis 

as  an  important  moment  in  the  social,  intellectual  and 
cultural  historv-  in  Europe  from  the  late  18th  to  early 
20th  centuries.  The  emerging  traditions  of  psychiatry 
that  predate  Freud's  work.  Topics  include  the  origins 
of  psychiatric  professionalism,  mental  medicine  and 
degenerationist  theory,  psychiatry  and  the  beginnings 
of  medical  sexology,  the  rise  of  legal  psychiatry;  the  role 
of  gender  in  early  psychiatry.  Wide  readings  in  primary 
texts  and  selected  historical  monographs. 
{H/S}  4  credits 
Darcy  Buerkle 
Offered  Fall  2008 


355  Topics  in  Social  History 

'Topic:  Debutes  in  the  History  of  Gender  and 

Sexuality. 

Darcy  Buerkle 

Offered  Spring  2008 

LAS  301  Topics  in  Latin  American  Studies 
Topic:  Cuban  Society  1898  to  the  Present. 
{H/S}  4  credits 
Ann  Zulawski 
Offered  Fall  2007 

361  Problems  in  the  History  of  Spanish  America  and 
Brazil 

Topic:  Public  Health  at  id  Social  Change  in  Latin 
America.  1 H '5 '(/-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  Spring  2009 

370  The  Age  of  the  American  Revolution 
Topic:  Social  Change  and  the  Birth  of  the  I  'nited 
States,  1760-1800  While  the  American  Revolution 
was  primarily  a  war  of  colonial  independence  from 
Great  Britain,  it  also  entailed  intense  social  and  politi- 
cal conflict  within  American  society.  This  seminar 
focuses  on  such  conflict,  with  particular  attention  to 
questions  of  class,  race,  gender  and  the  motives  of 
Americans  who  supported  each  side  during  the  war.  {H} 
4  credits 
Neat  Salisbury 
Offered  Fall  200" 

372  Problems  in  American  History 

Topic:  Puce,  (.luss  and  Social  Protest  in  the  20th- 
century  I  nited  States.  The  significance  of  race  and 
class  to  a  wide  range  of  social  protest,  from  daily  tonus 
of  resistance  to  mass-based  organized  movements. 
Particular  attention  to  protest  concerning  global  capi- 
talism, militarism  and  war.  racism,  colonialism,  impe- 
rialism, sexuality,  feminism,  labor,  immigration,  tribal 
sovereignty,  and  civil  rights.  In  addition  to  reading 
some  of  the  more  celebrated  and  influential  writing  on 
this  topic,  we  examine  primarj  sources,  such  as  music. 


History 


testimony,  oral  history,  photography,  newspapers,  and 
visual  art,  in  order  to  understand  how  everyday  people 
have  historically  confronted  power  relations  in  the 
United  States.  {H}  4  credits 
Jennifer  Gnglielmo 
Offered  Spring  2009 

383  Research  in  United  States  Women's  History:  The 
Sophia  Smith  Collection 

A  research  and  writing  workshop  in  19th-  and  20th- 
century  U.S.  women's  history.  Provides  the  opportunity 
to  work  with  archival  materials  from  the  Sophia  Smith 
Collection  (letters,  diaries,  oral  histories,  newspaper 
articles,  government  documents,  etc.)  and  historical 
scholarship,  to  research,  analyze  and  write  a  paper  on  a 
topic  of  the  student's  own  choosing.  {H}  4  credits 
Jennifer  Guglielmo 
Offered  Spring  2008 

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  the  pedagogy  used 
to  teach  it.  Open  to  upper-level  undergraduates  and 
graduate  students.  Does  not  count  for  seminar  credit  in 
the  History  major.  {H}  4  credits 
Peter  Gunn 
Offered  Fall  2007 

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,  Jennifer  Gug 
lielmo,  Richard  Lim,  David  Newbury,  Neal  Salisbury, 
Ann  Zulawski 

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. 

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  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. 

Courses  cross-listed  in  this  history  department  sec- 
tion of  the  catalogue  count  as  history  courses  toward 
all  requirements. 

A  student  may  count  one  (but  only  one)  AP  exami- 
nation in  United  States,  European  or  world  history  with 
a  grade  of  4  or  5  as  the  equivalent  of  a  course  for 
4  credits  toward  the  major. 

The  S/U  grading  option  is  not  allowed  for  courses 
counting  toward  the  major. 


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 


Histon 


away  both  before  and  after  their  participation  in  study 

abroad  programs. 

Adviser  for  Study  Away:  Mamie  Anderson 


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  he  taken  at 
Smith.  Students  should  consult  their  advisers. 

The  S/U  grading  option  is  not  allowed  for  courses 
counting  toward  the  minor. 


Honors 

Director:  Darcy  Buerkle 

430d  Thesis 

8  credits 

Full-vear  course;  Offered  each  vear 


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,  during  the  spring  semester  of  their  junior  year. 
Students  must  apply  no  later  than  the  second  week  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  nonnally  be  taken  at 
Smith,  distributed  as  follows: 


1   Field  of  concentration:  four  semester  courses,  at 
least  one  of  which  is  a  Smith  Histor)  department 

seminar.  Two  of  these  may  he  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  (8  credits). 

3.  Five  history  courses  or  seminars,  of  which  four  are 

outside  the  field  of  concentration. 

4.  No  more  than  two  courses  taken  at  the  100-level 
may  count  toward  the  major. 

5.  Geographic  breadth:  among  the  1 1  semester  courses 
counting  towards  the  major  there  must  be  at  least 
one  course  each  in  three  of  the  following  geograph- 
ic regions. 

Africa 

East  Asia  and  Central  Asia 

Europe 

Latin  America 

Middle  East  and  South  Asia 

North  America 

Courses  in  the  field  of  concentration  and  outside 
the  field  of  concentration  may  be  used  to  satisfy  this 
requirement.  AP  credits  may  not  be  used  to  satisfy'  this 
requirement. 

Courses  cross-listed  in  this  History  Department 
section  of  the  catalogue  count  as  History  courses  toward 
all  requirements. 

A  student  may  count  one  (but  only  one)  AP  ex- 
amination in  United  States,  European  or  world  histon 
with  a  grade  of  4  or  5  as  the  equivalent  of  a  course  for  4 
credits  toward  the  major. 

The  S/U  grading  option  is  not  allowed  for  courses 
counting  toward  the  major. 


Graduate 


580  Special  Problems  in  Historical  Study 

Arranged  individual ly  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 
IH}  8  credits 

Full-year  course;  offered  each  year 


270 


Program  in  the  History  of  Science 
and  Technology 

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


Advisers 

*2  Lale  Aka  Burk,  Senior  Lecturer  in  Chemistry 

David  Dempsey,  Museum  of  Art 

Robert  Dorit,  Associate  Professor  of  Biological  Sciences 

*l  Craig  Felton,  Professor  of  Art 

Nathanael  Fortune,  Associate  Professor  of  Physics 

Laura  Katz,  Associate  Professor  of  Biological  Sciences 

*'  Albert  Mosley,  Professor  of  Philosophy 


*n  J  Douglas  Lane  Patey,  Professor  of  English  Language 

and  Literature 
"'Jeffry  Ramsey,  Associate  Professor  of  Philosophy, 

Director,  Fall  2007 
Nicolas  Russell,  Assistant  Professor  of  French  Studies, 

^/r^c/or  Spring  2008 
Gregory  Young,  Instructor,  Science  Center  Machine 

Shop 


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  histo- 
ry  of  science  and  technology.  Emphasis  on  the  intellec- 
tual, social  and  cultural  contexts  of  scientific  theories 
and  instruments,  with  the  intent  of  showing  that  what 
counts  as  "good  science"  changes  over  time  and  also 
that  the  scientific  "objectivity"  is  assembled,  sometimes 
legitimately  and  sometimes  not.  These  themes  are 
examined  through  a  study  of  a  history'  of  theories  and 
technologies  of  sight  and  vision,  e.g.,  mirrors,  perspec- 
tive drawing,  naked-eye  observation,  microscopes  and 
telescopes.  {H/N}  4  credits 
Jeffry Ramsey 
Offered  Fall  2007,  Fall  2008 

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  literacy7  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  2008-09 

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,  Fall  2008 


Program  in  the  History  of  Science  and  Technology 


271 


ARC  211  Introduction  to  Archaeology 
An  introduction  to  interdisciplinarj  archaeological 
inquiry.  The  goals  of  archaeologj ;  concepts  of  time 
and  space;  excavation  techniques;  ways  of  ordering 
and  studying  pottery,  skeletal  remains,  stone  and  metal 
objects  and  organic  materials.  Archaeological  theorj 
and  method  and  how  each  affects  the  reconstruction 
of  the  past.  Illustrative  material,  both  prehistorical  and 
historical,  will  be  drawn  primarily  but  not  exclusivel) 
from  the  culture  of  the  Mediterranean  Bronze  Age  and 
the  time  of  Homer.  Enrollment  limited  to  30.  {H/S} 
4  credits 
Susan  Allen 
Offered  Spring  2008 

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 
25  per  section.  {N}  3  credits 
Suzan  Edwards,  Meg  Thacher 
Offered  Fall  2007 

FYS  153  Excavating  Women 

The  interdisciplinary  seminar  will  explore  a  little- 
known  area  in  the  history  of  archaeology:  the  partici- 
pation and  legaq-  of  women  from  the  time  of  Thomas 
Jefferson  to  today.  Students  will  learn  by  analyzing 
the  lives,  achievements  and  experiences  of  women 
who  devoted  themselves  to  this  pursuit  or  advanced  it 
through  their  support  of  those  who  did.  The  class  in- 
volves students  in  the  professor's  innovative  methodol- 
ogy, archival  archaeology  and  current  area  of  research. 
Enrollment  limited  to  15.  (E)  WI  {H/S}  4  credits 
Susan  Heuck  Allen 
Offered  Spring  2008 


PHI  209/PSY  209  Philosophy  and  History  of  Psychology 
The  course  will  examine  1km  the  child  learns  herfiisl 

language  What  are  the  central  problems  in  the  learn- 
ing of  word  meanings  and  grammars?  Evidence  and 
arguments  will  be  drawn  from  linguistics,  psycho 
and  philosophy,  and  cross-linguistic  data  as  well  as 
English.  Prerequisite:  either PS\  til,  PS^  233,  PHI  100, 
or  PHI  236,  or  permission  of  the  instructor.  {N}  4  credits 
Peter  de  VUliers 
Offered  Fall  2008 


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  adviser,  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. 


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.  {N}  4  credits 
Jeffry  Ramsey 
Offered  Spring  2009 


Tl 


International  Relations 


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


Advisers 

Steven  Martin  Goldstein,  Professor  of  Government 
Elliot  Fratkin,  Professor  of  Anthropology 
*'  Gregory  White,  Associate  Professor  of  Government 
Mahnaz  Mahdavi,  Professor  of  Economics 


**'  Nola  Reinhardt,  Professor  of  Economics 

Mlada  Bukovansky,  Associate  Professor  of  Government, 

Director 
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. 

Requirements:  six  semester  courses  including  GOV  241, 
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: 


GOV  233 
GOV  246 
GOV  252 
GOV  254 
GOV  341 


HST238 


Problems  in  Political  Development 
Perspectives  on  War 
International  Organizations 
Politics  of  the  Global  Environment 
Seminar  in  International  Politics: 
International  Perspectives  on 
Contemporary  Security  Issues 
Gender  and  Empire 


ANT  230 

Africa:  Population,  Health,  and 
Environmental  Issues 

ment 

ANT  241 

Anthropology  of  Development 

ECO  226 

ANT  348 

Seminar:  Topics  in  Development 

GOV  221 

Health  in  Africa 

GOV  352 

ECO  211 

Economic  Development 

ECO  213 

The  World  Food  System 

ECO  214 

The  EU,  the  Mediterranean  and  the 

HST239 

Middle  East:  Hellenism  or  Bonapartism 

HST247 

EGR330 

Engineering  and  Global  Development 

HST250 

GEO  105 

Natural  Disasters:  Confronting  and  Coping 

HST251 

GEO  109 

The  Environment 

HST253 

2 .  One  course  in  international  economics  or  finance: 

ECO  209    Comparative  Economic  Systems 

ECO  296    International  Finance 

GOV  242    International  Political  Economy 

3.  One  course  in  contemporary  American  foreign 
policy: 

GOV  244    Foreign  Policy  of  the  United  States 
HST  273    Contemporary  America 

4.  One  course  in  modem  European  history  or  govern- 
ment with  an  international  emphasis: 


Economics  of  European  Integration 

European  Politics 

Seminar  in  Comparative  Government  and 

International  Relations:  European 

Integration 

Russia  and  Its  Cultural  Frontiers 

Aspects  of  Russian  History 

Europe  in  the  19th  Century 

Europe  in  the  20th  Century 

Women  in  Contemporary  Europe 


International  Relations 


5.  One  course  on  theeconomy,  politics  or  society  of 

HST222 

\spects  of  Japanese  History 

a  region  other  than  the  United  States  and  Europe: 

HST223 

Women  in  Japanese  History 

HST242 

Modem  Central  Asia 

Africa 

REL260 

Buddhist  Thought 

KM  275 

Religious  History  of  India  (Ancient  and 

MS  370 

Modern  Southern  Africa 

Classical) 

ANT  232 

Third  World  Politics: 

REL276 

Religious  History  of  India  <  Medieval 

Anthropological  Perspectives 

and  Modem) 

go\  227 

Contemporary  African  Politics 

GOV  232 

Women  and  Politics  in  Africa 

Middle  P^«t 

GOV  345 

Seminar  in  International  Politics: 

j.Tim.viiv. 

South  Africa  in  the  Globalized  Context 

GOV  224 

Islam  and  Politics  in  the  Middle  East 

GOV  346 

Seminar  in  International  Relations: 

GOV  229 

Government  and  Politics  of  Israel 

Regionalism  and  the  International  System 

GOV  248 

The  Arab-Israeli  Dispute 

GOV  347 

Seminar  in  International  Politics  and 

HST208 

The  Shaping  of  the  Modem 

Comparative  Politics:  Algeria  in  the 

Middle  East 

International  System 

HST209 

Aspects  of  Middle  Eastern  History 

HST257 

East  Africa  in  the  19th  and  20th  Centuries 

REL  245 

The  Islamic  Tradition 

Asia 

Latin  America 

ANT  252 

City  and  Countryside  in  China 

ANT  237 

Native  South  Americans:  Conquest 

ANT  253 

Introduction  to  East  Asian  Societies 

and  Resistance 

and  Cultures 

ECO  318 

Seminar:  Latin  American 

EAS219 

Modern  Korea 

Economics 

EAS230 

Women  of  Korea  from  the  Three 

GOV  226 

Latin  American  Political  Systems 

Kingdoms  to  the  Present 

GOV  322 

Seminar  in  Comparative  Government: 

ECO  311 

Seminar:  Topics  in  Economic  Development: 

Mexican  Politics  From  1910— Present 

Topic:  Economic  Development  in 

HST261 

National  Latin  America.  1821  to  the 

EastAsia 

Present 

GOV  224 

Islam  and  Politics  in  the  Middle  East 

HST263 

Continuity  and  Change  in  Spanish 

GOV  228 

Government  and  Politics  of  Japan 

America  and  Brazil 

GOV  230 

Government  and  Politics  of  China 

GOV  344 

Seminar  on  Foreign  Policy  of 

At  the  discretion  of  the  adviser,  equivalent  courses  may 

the  Chinese  People's  Republic: 

be  substituted. 

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 

HST212 

China  in  Transformation  A.D.  700-1900 

HST213 

Modernity  with  Chinese  Characteristics 

HST217 

World  War  Two  in  East  Asia 

HST218 

Thought  and  Art  in  China:  Confucian  and 
Taoist  Thought  and  Art 

HST221 

The  Rise  of  Modem  Japan 

274 


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  240        £a  parle  drolement:  French  Theatre 

Workshop  (2  credits) 
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) 

GRK  101         Readings  in  the  Greek  New  Testament 
(1  credit) 

IDP    100        Critical  Reading  and  Discussion: 
'Booktitle'  (1  credit) 


SPN  218]        Speaking  Spanish  in  Context 
(4  credits) 

THE  140        CommediadelP  Arte  Workshop 
(2  credits) 

Note:  Courses  may  not  be  offered  every  Interterm 

A  schedule  of  important  dates  and  information  ap- 
plicable to  January  Interterm  courses  is  issued  by  the 
Registrar's  Office  before  registration  in  the  fall. 


Sectioned  course 

Margaret  Bruzelius,  Course  Director 

IDP    108        Intellectual  Inquiry  (1  credit) 

JUD    110        Elementary  Yiddish  ( 4  credits) 

MTH/QSK103  Math  Skills  Studio  (2  credits) 
MTH  289         The  Mathematics  of  Knitted  Objects 
(2  credits);  pending  CAP  approval 

MUS  905        Five  College  Opera  Production 
(1  credit) 

PHI    253        Indo-Tibetan  Buddhist  Philosophy 
and  Hermeneutics  (3  credits) 


275 


Italian  Language  and  Literature 


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


Professors  Lecturers 

^Alfonso Procaccini,  Ph.D.  Serena Grattarola,  MA 

Giovanna  Bellesia,  Ph.D.,  Chair  Maria  Succi-Hempstead,  MA 

Anna  Botta,  Ph.D.  (Italian  and  Comparative  Literature)      Bruno  Grazioli 

Laura  DiPofi 
Assistant  Professor 
: '  Federica  Anichini,  Ph.D.  Assistant 

Fabiana  Viglione,  Laurea 


Students  planning  to  major  in  Italian  and/or  intending 
to  spend  their  Junior  Year  in  Italy  should  start  study- 
ing Italian  in  their  first  semester  in  order  to  meet  all 
requirements.  ITL  1  lOy,  the  Elementary  Italian  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  ITL  233  in  the  spring 
of  their  sophomore  year.  Those  students  who  decide 
belatedly  to  begin  their  study  of  Italian  in  the  second 
semester,  must  take  mill  in  the  spring  of  their  first 
year. 

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  HOy.  No  satisfac- 
tory/unsatisfactory grades  allowed  in  Italian  language 


courses. 


110y  Elementary  Italian 

i    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  23  1  ( in  exceptional  cases)  the 


following  year.  Preference  given  to  first-year  students. 
Three  class  meetings  per  week  plus  required  weekly 
multimedia  work  and  a  discussion  session.  Enroll- 
ment limited  to  18  per  section.  Students  entering  in  the 
spring  need  permission  of  the  department  and  must 
take  a  placement  exam.  Students  must  stay  in  the  same 
section  all  year.  {F}  10  credits 
Giovanna  Bellesia,  Bruno  Grazioli,  Mam/  Succi- 
Hempstead,  Laura  Di  Pofi  (Spring) 
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 10)'  course.  It  will  cover  the  ma- 
terial of  ITL  1 10\'  in  one  semester.  Three  class  meetings 
per  week  plus  required  weekly  multimedia  work  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 

220  Intermediate  Italian 

Comprehensive  review  through  practice  in  writing  and 
conversation.  Discussion,  compositions  and  oral  reports 
based  on  Italian  literal)  texts  and  cultural  material. 
Weekly  conversation  meetings  and  multimedia  work 


276 


Italian  Language  and  Literature 


required.  Prerequisite:  ITL  HOyorlTL  111  or  permis- 
sion of  the  department.  {F}  4  credits 
Giovanna  Bellesia,  Bruno  Grazioli 
Offered  Fall  2007 

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 

220  or  ITL  1  lOy  with  permission  of  the  department.  {F} 

4  credits 

Maria  Succi-Hempstead 

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  1  lOy 
with  peiTnission  of  the  department.  {F}  4  credits 
Bruno  Grazioli 
Offered  Fall  2007 

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  2008 

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.  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.  Not  open  to  seniors  returning  from  JYA  in 
Florence.  {F}  2  credits 
Members  of  the  department 
Offered  Spring  2008 


B.  Literature 

The  prerequisite  for  ITL  250  is  ITL  220  or  ITL  230  or 
ITL  231.  There  is  no  prerequisite  for  ITL  252  because  it 
is  conducted  in  English. 

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 
Alfonso  Procaccini,  Anna  Botta 
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 
Modem  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  Fall 


Italian  Language  and  Literature 


277 


332  Dante:  Divina  Commedia— Inferno 

Detailed  study  of  Dante's  Inferno  in  the  context  of  his 

other  works.  Conducted  in  Italian.  {L/F}  4  credits 
Alfonso  Prococcini,  Fall  2007 
Offered  each  year 

333  Dante:  Divina  Commedia— Purgatorio  and  Paradiso 
Detailed  study  of  Dante's  Purgatorio  and  Paradiso  in 
the  context  of  his  other  works.  Conducted  in  Italian. 
{L/F}  4  credits 

Alfonso  Prococcini,  Spring  2008 
Offered  each\  ear 

343  Modern  Italian  Literature 

Topic:  The  Romance  of  Dust  (Lapolvere  racconta). 

Ever  since  God's  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  Duchamp's  work  "Elevage  de 
poussiere,"  dust  has  gone  beyond  the  temporal  symbol- 
ism and  assumed  spatial  meaning.  Xo  longer  simply 
the  wearing  out  of  matter,  dust  has  come  to  connote 
indeterminacy,  chaos,  entropy  and  the  trace  of  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 
20th  and  the  2 1st  centuries,  the  fall  of  the  Berlin  Wall 
and  the  fall  of  the  Twin  Towers.  How  do  modern  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  200^ 


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  Au- 
thors studied  include  Elsa  Morante.  Natalia  Ginzburg, 
Dacia  Maraini  and  Elena  Ferrante.  A  portion  of  the 
course  is  dedicated  to  the  new  multicultural  and  mul- 
tiethnic Italian  reality  with  a  selection  of  texLs  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  BeUesia 
Offered  Spring  2008 

Cross-listed  Courses 

CLT  204  Writings  and  Rewritings: 
Topic:  The  Mediterranean 
Anna  Botta 
Offered  Fall  2007 

CLT  299  Europe  on  the  Move:  Recent  Narratives  of 
Immigration 
Anna  Botta 
Offered  Spring  2008 

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  depart  me?  it 

Offered  both  semesters  each  year 

408d  Special  Studies 

By  permission  of  the  chair,  for  senior  majors. 

8  credits 

Full-vear  course;  offered  each  vear 


278 


Italian  Language  and  Literature 


The  Major  in  Italian 
Language  and  Literature 

Advisers:  Giovanna  Bellesia,  Anna  Botta,  Serena 
Grattarola,  Alfonso  Procaccini 

Advisers  for  Study  Abroad:  Giovanna  Bellesia,  Anna 
Botta,  Serena  Grattarola  and  Alfonso  Procaccini 


ITL110yorITLlll,ITL220orITL230(or 

permission  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,  ITL  233 
JYA — Survey  2,  Stylistics 

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  fol- 
lowing: 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:  Giovanna  Bellesia,  Anna  Botta,  Serena  Grat- 
tarola and  Alfonso  Procaccini 


ITL  1  lOv  or  ITL  1 1 1,  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  Stylistics  (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. 

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  adviser. 

Relevant  departments  include  but  are  not  limited  to: 
American  studies,  archeology,  art  history,  comparative 
literature,  classics,  education,  film  studies,  government, 
history  history  of  science,  international  relations,  lin- 
guistics, music,  philosophy,  religion,  sociology. 

One  senior  literature  seminar  (all  work  done  in 
Italian). 

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. 


Italian  Language  and  Literature 


279 


The  Minor 


Graduate 


Advisers:  Giovanna  Bellesia,  \mia  Botta,  Serena 

(irattarola  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  studj 
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,  in  Italian,  must  be 
taken  during  senior  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. 


Advisers:  Giovanna  Bellesia,  Anna  Botta,  \ U 
Procaccini 

\n  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 


Honors 


Director:  /Alfonso  Procaccini 

430d  Thesis 
1    8  credits 

lull-year  course;  Offered  each  year 


280 


Jewish  Studies 


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


Justin  Cammy,  Ph.D.,  Assistant  Professor  of  Jewish 

Studies 
Ilona  Ben-Moshe,  M.S.S.C,  Lecturer  in  Jewish  Studies 

Jewish  Studies  Advisory  Committee 

t2  Ernest  Benz,  Associate  Professor  of  History 
Silvia  Berger,  Lecturer  in  Spanish  and  Portuguese 


Justin  Cammy,  Assistant  Professor  of  Jewish  Studies, 

Co-Director 
***  Lois  Dubin,  Professor  of  Religion 
Joel  Kaminsky  Associate  Professor  of  Religion, 

Co-Director 
']  Ellen  W.  Kaplan,  Professor  of  Theatre 
§1Jocelyne  Kolb,  Professor  of  German  Studies 


The  Program  in  Jewish  Studies  fosters  the  interdisci- 
plinary 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  learning  Hebrew  as  soon 
as  possible.  JUD  lOOy  or  equivalent  is  required  before 
beginning  a  semester  of  study  in  Israel. 

Basis 

225  REL  225  Jewish  Civilization:  Text  and  Tradition) 

A  grand  sweep  of  core  narratives  and  beliefs  that  have 
animated  Jews  and  Judaism  from  antiquity  to  the 
present.  Readings  from  the  classical  library  of  Jewish 
culture  (such  as  Bible,  Talmud,  midrash,  Passover 
Haggadah,  mystical  and  philosophical  works,  Hasidic 
tales)  and  from  modern  Jewish  literature,  thought, 
and  popular  culture.  Focuses  on  dynamics  of  religious, 
cultural  and  national  reinvention  at  specific  moments 
and  places  in  Jewish  history.  How  do  more  recent  ex- 
pressions of  Jewishness  seek  inspiration  and  authority 
from  their  engagement  with  text  and  tradition?  {L/H} 
4  credits 
Justin  Cammy 
Offered  Spring  2008,  Spring  2009 


Language 

100y  Elementary  Modern  Hebrew 

A  yearlong  introduction  to  modem  Hebrew  in  the  con- 
text of  Israeli  and  Jewish  culture.  Equal  development 
of  the  four  language  skills:  reading,  writing,  speaking 
and  listening.  By  the  end  of  the  year,  the  students  will 
be  able  to  comprehend  short  and  adapted  literary 
and  journalistic  texts,  describe  themselves  and  their 
environment,  express  their  thoughts  and  opinions  and 
participate  in  classroom  discussions.  They  will  write 
short  essays  and  will  listen  to  short  stories  and  recorded 
dialogues.  No  previous  knowledge  of  the  language  is 
necessary.  Enrollment  limited  to  18.  {F}  8  credits 
Ilona  Ben-Moshe 
Full-year  course;  Offered  2007-08,  2008-09 

110]  Elementary  Yiddish 

An  introduction  to  Yiddish  language  in  its  cultural 
context.  Fundamentals  of  grammar  and  vocabulary 
designed  to  facilitate  reading  and  independent  work 
with  Yiddish  texts.  The  course  is  divided  into  three 
parts:  intensive  language  study  even7  morning;  a  col- 
loquium on  aspects  of  Yiddish  cultural  history  every 
other  day;  and  an  afternoon  service  internship  with 
the  collection  of  the  National  Yiddish  Book  Center,  the 
largest  depositor}'  of  Yiddish  books  in  the  world.  Smith 
enrollment  limited  to  9;  admission  by  permission  of  the 


Jewish  Studies 


instructor.  Taught  on  site  at  the  National  Yiddish  Book 

Center.  (N)  4  credits 

Justin  Cammy  (Smith  College),  Rachel  Rubinstein 

(Hampshire  College),  and  staff  of  the  National 

Yiddish  Book  Center 

Offered  Interterm  2008,  Interterm  2009 

200  Intermediate  Modern  Hebrew 

Continuation  of  JUD  lOOv  Emphasizes  skills  necessarj 
for  prol'icienc\  in  reading,  writing  and  conversationa] 
Hebrew.  Elaborates  and  presents  new  grammatical 
concepts  and  vocabulary;  through  texts  about  Jewish 
and  Israeli  culture  and  tradition,  as  well  as  popular 
culture  and  day-to-day  life  in  modem  Israel.  News- 
papers, films,  music  and  readings  from  Hebrew  short 
stories  and  poetry.  Starts  a  transition  from  simple/sim- 
plified Hebrew  to  a  more  literate  one,  and  sharpens  the 
distinction  between  different  registers  of  the  language. 
Prerequisite:  at  least  one  year  of  college  Hebrew  or 
equivalent,  or  permission  of  the  instructor.  Offered  in 
alternate  years.  Enrollment  limited  to  18.  {F}  4  credits 
Bona  Ben-Moshe 
Offered  Fall  2007 

Additional  opportunities  for  the  study  of  modern 
Hebrew,  Biblical  Hebrew  or  Yiddish  may  be  available 
through  special  studies  at  Smith,  within  the  5-College 
consortium,  or  through  summer  study.  Please  consult 
an  adviser. 

Classical  Texts 

REL  210  Introduction  to  the  Bible  1 
Joel  Kaminsky 
Offered  Fall  2007 

REL  213  Prophecy  in  Ancient  Israel 
Joel  Kaminsky 

Offered  Spring  2008 

REL  215  Introduction  to  the  Bible  II 
Tb  be  announced 
Offered  Fall  2007 


REL  310  Seminar:  Hebrew  Bible 

Topic:  Sibling  Rivalries:  Israel  and  the  Other 

Joel  Kaminsky 

Offered  Fall  2007 

History  and  Religious  Thought 

REL  110  Colloquium:  Thematic  Studies  in  Religion 
Topic:  Ancient  Jewish  and  Christian  Martyrs 
To  be  announced 
Offered  Fall  2007 

REL  220  Jews  and  Judaism  in  the  Ancient  World 

To  he  announced 
Offered  Spring  2008 

284/HST  284  (C)The  Jews  of  Eastern  Europe, 
1750-1945 

The  modem  history  of  the  largest  Jewish  community 
in  the  world,  from  life  under  the  Russian  tsars  until 
its  extermination  in  World  War  II,  with  a  special  focus 
on  internal  transformations  in  Jewish  social,  cultural 
and  political  history.  Topics  include  the  effects  of  tsarisl 
legislation,  pogroms,  Polish  nationalism,  the  Rus- 
sian Revolutions,  and  Sovietization  on  Jewish  life;  the 
competition  between  new  forms  of  ecstatic  religious 
expression  (Hasidism)  and  the  intellectuals  of  the  Jew- 
ish Enlightenment;  proto-feminist  critiques  of  tradition 
and  society;  varieties  of  political  self-assertion  such  as 
Zionism,  Jewish  Socialism.  Diasporism,  and  Commu- 
nism; folklore  and  the  birth  of  modem  Jewish  litera- 
ture; Yiddish  culture  in  both  shtetl  and  city;  the  cultural 
effervescence  and  political  challenges  of  the  interwar 
period  in  the  Soviet  Union  and  Poland;  and  the  tension 
between  memory  and  nostalgia  in  the  aftermath  of  the 
Holocaust.  Enrollment  limited  to  18.  {L}  4  credits 
Justin  Cammy 
Offered  Spring  2009 

REL  224  Insiders/Outsiders  II:  Jews  and  Judaism  in 
Europe  and  America,  19th— 20th  Centuries 
Lois  Dubiu 
Offered  Spring  2008 


REL  222  Sages,  Strangers  and  Women:  An  Introduction 
to  Rabbinic  Literature 

To  be  announced 
Offered  Spring  2008 


GOV  248  The  Arab-Israeli  Dispute 
Donna  Robinson  Divine 
Offered  spring  2008 


282 


Jewish  Studies 


GOV  323  Warring  for  Heaven  and  Earth:  Jewish  and 
Muslim  Political  Activism  in  the  Middle  East 

Donna  Robinson  Divine 
Offered  Spring  2008 

Literature  and  the  Arts 

258/ENG  230  American  Jewish  Literature 

Jewish  literary  engagement  with  America,  from  im- 
migrant writing  on  the  margins  in  Yiddish  to  the 
influence  of  native-born  authors  and  critics  in  shaping 
the  post-war  literary  scene.  Topics  include  narratives  of 
immigration  and  acculturation;  the  myth  of  America 
and  its  discontents;  the  Yiddish  literary  world  on  the 
Lower  East  Side;  the  New  York  Intellectuals;  ethnic 
satire;  crises  of  the  left  involving  Communism,  Black- 
Jewish  relations,  and  '60s  radicalism;  the  Holocaust 
in  American  culture;  the  tension  between  Israel  and 
America  as  "promised  lands";  and  contemporary  voices 
in  search  of  new  hybrid  identities.  Must  Jewish  writing 
in  America  remain  on  the  margins,  "too  Jewish"  for  the 
mainstream  yet  "too  white"  for  the  new  multicultural 
curriculum?  Novels,  short  stories,  poetry  and  essays  by 
recipients  of  the  Nobel  and  Pulitzer  prizes,  the  National 
Book  Award  and  many  others.  Intended  for  students 
seeking  a  course  on  ethnic/multicultural  literature  of 
the  United  States  and/or  American  Jewish  culture.  {L} 
4  credits 

Justin  D.  Cammy 
Offered  Spring  2008 

260  (C)  Yiddish  Literature  and  Culture 

Topic:  Tl)e  Yiddish  Novel  (in  translation).  Why  did 
Yiddish,  the  language  of  Eastern  European  Jewry  and 
millions  of  Jewish  immigrants  to  America,  so  often 
find  itself  at  the  bloody  crossroads  of  art  and  politics? 
Traces  the  emergence  of  the  Yiddish  novel  as  a  forum 
for  political  engagement  and  national  self-expression, 
from  pioneers  of  the  genre  in  the  late  Russian  Empire 
to  interwar  competition  between  the  three  major  liter- 
ary centers  in  the  United  States,  Poland  and  the  Soviet 
Union.  Explores  different  forms  of  the  genre  (epistolary, 
historical,  family,  fabulist,  socialist  realist,  modern- 
ist, Holocaust  novels)  that  take  up  the  most  pressing 
concerns  of  the  day:  loss  of  tradition;  political  anti- 
Semitism,  pogroms,  and  the  massacres  of  World  War  I; 
battles  between  Communist  revolutionaries,  Zionists, 
cultural  nationalists,  and  assimilationists;  messianism 
and  false-messianism;  America  as  the  "golden  land" 
and  nostalgia  for  the  "Old  World";  art  under  Stalin;  the 


role  of  Yiddish  writers  in  chronicling  the  destruction  of 
European  Jewry.  What  is  the  future  for  Yiddish  litera- 
ture at  a  time  with  so  few  remaining  readers?  Open  to 
students  at  all  levels;  no  previous  knowledge  of  Jewish 
culture  or  Yiddish  required.  {L}  4  credits 
Justin  Cammy 
Offered  Spring  2009 

CLT  218  Holocaust  Literature 

Creative  responses  to  the  destruction  of  European  Jewry, 
differentiating  between  literature  of  the  Holocaust  (texts 
written  in  extremis  in  ghettos,  camps,  or  in  hiding) 
and  the  vast  post-war  literature  about  the  Holocaust. 
In  what  ways  do  dynamics  of  artistic  representation 
respond  to  the  cultural,  linguistic,  and  ideological  con- 
text, intended  audience,  and  the  passage  of  time?  Who 
is  authorized  to  tell  the  story  of  the  Holocaust?  How  to 
balance  competing  claims  of  individual  and  collective 
experience,  the  rights  of  the  imagination  and  the  pres- 
sures for  historical  accuracy?  Selections  from  a  variety 
of  artistic  genres  (diary,  memoir,  reportage,  poetry, 
novel,  oral  testimony,  comic  book,  film,  monuments, 
museums,  literary  theory),  balancing  works  addressed 
to  European  and  American  audiences  by  virtue  of  their 
composition  in  non-Jewish  languages,  and  the  recovery 
of  Yiddish  and  Hebrew  voices,  all  in  translation.  Open 
to  students  at  all  levels.  {L/H}  4  credits 
Justin  Cammy 
Offered  Fall  2008 

GLT  275  Israeli  Literature 

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  refashion- 
ing Zionist  dreams  and  Israeli  realities,  and  how  does 
literature  reflect  the  country's  historical,  ideological, 
and  ethnic  complexities?  Topics  include  tensions  be- 
tween the  universalizing  seductions  of  Exile  and  the 
romantic  appeal  of  homeland;  Utopian  fictions;  the 
invention  of  the  New  Jew  vis-a-vis  the  exotic  (Arab  or 
Eastern)  Other;  the  function  of  landscape  in  the  con- 
solidation of  a  new  national  literature  (the  desert,  the 
socialist  kibbutz,  cosmopolitan  Tel  Aviv,  Jerusalem  of 
heaven  and  earth);  portrayals  of  the  ongoing  conflict 
between  Arab  and  Jew;  contemporary  postmodern  (and 
post-Zionist)  texts  reflecting  Israeli  society  and  its  geo- 
political condition.  Hebrew  novels,  short  stories,  mem- 
oir, and  poetry  (all  in  translation),  from  the  early  20th 
century  until  today,  with  precursor  and  counter-texts 
from  European,  American,  and  Palestinian  authors. 


Jewish  Studies 


Open  to  students  at  all  levels  interested  in  understand- 
ing the  ways  literature  interprets  Israel's  place  m  the 

modern  Middle  East  {L}  4  credits 
Justin  Cammy 
Offered  Fall  2007 

CLT  277  At  Home  with  Kafka:  Modern  Jewish  Fiction 
What  is  modern  Jewish  literature?  Explores  relation- 
ships between  language  and  identity,  diaspora  and 
exile,  political  poweriessness  ami  artistic  vitality, 
homeless  imaginations  and  imagined  homecomings, 
folklore  and  avant-garde  culture,  the  particularity  of 
national  experience  and  the  universality  of  the  Jew. 
Readings  by  masters  of  20th-century  European  fiction: 
Sholem  Aleichem's  uproarious  Yiddish  tales  of  Eastern 
Europe;  Kafka's  haunting  modernist  parables;  Isaac 
Babels  passionate  narratives  of  the  Russian  revolu- 
tion; S.Y.  Agnon's  Hebrew  stories  of  spiritual  loss  and 
redemption;  and  I.B.  Singer's  post-Holocaust  demons, 
shlemiels,  sinners  and  refugees.  Also  includes  several 
literary  memoirs.  In  what  way  do  these  figures  (and 
their  critics)  invent  the  narrative  for  what  one  historian 
recently  called  "The  Jewish  Century"?  Open  to  students 
at  all  levels.  Open  to  students  at  all  levels.  {L}  4  credits 
Justin  Cammy 
Offered  Spring  2008 

GER  230  Topics  in  German  Cinema 

Topic:  Nazi  Cinema. 
Joel  Westerdale 
Offered  Spring  2008 

SPN  246  Life  Stories  by  Latin-American  Jewish  Writers 

Silvia  Berger 
Offered  Spring  2008 


Special  Studies 

400  Special  Studies 

1  to  4  credits 

Offered  both  semesters  each  year 


The  Major 


Advisers:  Ernest  Benz,  Silvia  Berger,  Justin  Cammy, 
Lois  Dubin,  Joel  Kaminsky 


The  major  in  Jewish  studies  comprises  12  semester 
courses 

A.  Requirements 

1.  Basis: JI  D  225 Jewish  Civilization:  Text  and  Tradi- 
tion, normally  taken  in  a  student's  first  or  second 

year. 

2.  Language:  JUD  lOOy  Elementary  Modem  Hebrew. 

counting  as  two  semester  courses.  Students  who 
arrive  at  Smith  with  the  equivalent  of  a  year  of  col- 
lege-level Hebrew  may  petition  for  exemption  from 
this  requirement;  in  such  cases,  the)  are  strongly 
encouraged  to  continue  their  study  of  Hebrew  lan- 
guage at  the  intermediate  level  or  beyond. 

B.  Breadth 

One  course  in  each  of  the  following: 

1.  Classical  Texts 

2.  History  and  Thought 

3.  Literature  and  the  Arts 

Students  can  expect  advisers  to  work  closely  with  them 
to  select  electives  that  cover  the  chronological  sweep  of 
Jewish  civilization. 

C.  Concentration 

Three  courses  on  a  unifying  theme,  period,  geo- 
graphic area,  or  body  of  literature.  A  student  defines 
her  concentration  in  consultation  with  her  adviser, 
and  submits  it  for  approval  to  the  program  by  the  end 
of  the  junior  year.  No  more  than  one  100-level  course 
may  count  toward  the  concentration.  One  course  taken 
in  fulfillment  of  the  breadth  requirement  may  count 
toward  the  concentration. 

D.  Seminar  and/or  Advanced  Special 
Studies 

One  seminar  from  the  program's  approved  list  of  cours- 
es (for  example,  REL  310,  REL  320,  JUD  362,  ( \i  )\  32  5 1 
or  a  research-intensive  JUD  400  Special  Studies. 

E.  Electives 

In  choosing  elective  courses  within  the  major,  students 
should  keep  in  mind  the  following. 

Jewish  Studies  highly  values  the  study  of  language. 
Although  JUD  L00)  is  the  minimum  requirement  for 


284 


Jewish  Studies 


the  major,  the  program  strongly  encourages  students  to 
continue  study  of  Hebrew,  and  to  do  so  at  Smith,  when 
appropriate  courses  are  available:  J  I'D  200  (Intermedi- 
ate Modern  Hebrew);  REL  295/296  (classical  Hebrew); 
special  studies  in  language.  A  student  may  continue 
her  study  of  Hebrew,  or  of  another  Jewish  language 
(such  as  Yiddish  or  Ladino),  within  the  Five-College 
consortium  or  at  a  approved  program  elsewhere. 

With  the  approval  of  her  adviser,  a  student  may 
count  toward  the  major  up  to  two  Smith  College  cours- 
es outside  the  approved  list  of  Jewish  studies  courses, 
when  such  courses  offer  a  comparative  or  additional 
methodological  perspective  to  the  student's  chosen  con- 
centration. In  such  cases,  a  student  normally  writes  at 
least  one  of  her  assignments  for  the  course  on  a  Jewish 
Studies  topic. 

F.  Courses  elsewhere 

Courses  taken  elsewhere  in  the  Five-College  consor- 
tium, on  Junior  Year  Abroad  Programs  or  on  other 
approved  programs  for  study  away  may  count  toward 
the  major.  A  student's  petition  to  count  such  a  course 
must  be  approved  by  the  major  adviser  and  the  Jewish 
Studies  Program  after  the  course  has  been  completed. 

G.  Additional  Guidelines 

1 .  No  course  counting  toward  the  major  may  be  taken 
for  an  S/U  grade. 

2.  Normally,  at  least  seven  of  the  courses  toward  the 
major  shall  be  taken  at  Smith  College. 

3.  No  more  than  two  courses  at  the  100-level,  other 
than  JUD  lOOy  may  count  toward  the  major. 

4.  In  order  to  support  the  interdisciplinary  nature  of 
a  major  in  Jewish  studies,  normally  no  more  than 
seven  of  a  student's  courses  shall  be  from  the  same 
academic  department. 


The  Minor 


Advisers:  Same  as  those  listed  for  the  major 

Students  contemplating  a  minor  in  Jewish  studies 
should  see  an  adviser  as  early  as  possible  to  develop  a 
minor  course  program. 

Requirements: 

A  total  of  five  courses: 

1.  JUD  225  the  basis  of  the  minor; 

2.  Four  additional  courses  distributed  over  at  least 
three  of  the  areas  of  Jewish  studies  (Language,  Clas- 
sical Texts,  History  and  Thought,  Literature  and  the 
Arts).  Normally,  a  student  electing  to  minor  in  Jew- 
ish studies  will  take  at  least  three  courses  toward  the 
minor  at  Smith.  The  yearlong  JUD  100}'  counts  as 
one  course  toward  the  minor. 


Study  Away 


The  program  encourages  international  study  as  a  way 
to  enhance  knowledge  of  Jewish  history,  experience, 
and  languages.  JUD  lOOy  or  equivalent  is  required  of 
all  students  before  beginning  a  semester  of  study  in 
Israel.  Students  interested  in  Jewish  studies  abroad, 
including  summer  study  of  Hebrew  or  Yiddish,  should 
consult  the  adviser  for  stud}"  away,  Justin  Cammy.  A  list 
of  approved  international  programs  is  available  on  the 
program  Web  site  atwww.smith.edu/jud. 

Courses  counting  toward 
the  Jewish  Studies  major 
and  minor 


Honors 


430d  Thesis 

lull-year  course;  offered  each  year 

Requirements  for  the  Honors  major:  Twelve  semester- 
courses,  with  JUD  430d  counting  for  two  of  them.  The 
thesis  is  written  during  the  two  semesters  of  a  student's 
senior  year,  and  is  followed  by  an  oral  examination. 


I.  Basis 

JUD  225/REL  225  Jewish  Civilization:  Text  and  Tradi- 
tion (formerly  JUD  187) 

II.  Language 

JUD  100}'   Elementary  Modern  Hebrew 
JUDllOj    Elementary  Yiddish 

JUD  200     Intermediate  Modern  Hebrew 


Jewish  Studies 


REL295    Hebrew  Religious  Texts] 
REL  296    Hebrew  Religious  Texts  II 

III.  Classical  Texts 


REL  1 

KM  2 
REL2 

REL  2 
REL2 
REL2 


REL  22; 


REL310 


ArchaeologJ  of  Israel  and  Palestine 

Introduction  to  the  Bible  I 

\\  isdom  Literature  and  Other  Books  from 

the  Writings 

Prophecy  in  Ancient  Israel 

Introduction  to  the  Bible  II 

The  Dead  Sea  Scrolls,  Judaism  and 

Christianity 

Sages,  Strangers  and  Women:  An 

Introduction  to  Rabbinic  Literature 

Sibling  Rivalries:  Israel  and  the  Other 


IV.  History  and  Thought 


Government  and  Politics  of  Israel 
The  Arab-Israel  Dispute 
Warring  for  Heaven  and  Earth:  Jewish  and 
Muslim  Political  Activism  in  the  Middle 
East 
HST  284/J1  ID  284  The  Jews  of  Eastern  Europe,  1750— 
1945 

The  Spanish  Inquisition 
Jews  and  Islamic  Civilization 
Ancient  Jewish  and  Christian  Martyrs 
The  Holy  Land 

Jews  and  Judaism  in  the  Ancient  World 
Jewish  Spirituality:  Philosophers  and 
Mystics 

Insiders/Outsiders  I:  Jews  and  Judaism  in 
Modem  Europe 

Insiders/Outsiders  II:  Jews  and  Judaism  in 
Europe  and  America,  19th— 20th  Centuries 
Judaism/Feminism/Women's  Spirituality 
lying  and  Untying  the  Knot:  Women, 
Marriage 
and  Divorce  in  Judaism 


CO\  11^ 
GOV  248 
GOV  323 


II  D283 
JUD  285 

REL  110 
REL  110 
REL  220 
REL 221 

KM  225 

REL  224 

REL  :r 
REL  320 


V.  Literature  and  the  Arts 

OT  214     literary  Anti-Semitism 

CIT  218     Holocaust  Literature 

CLT275     Israeli  Literature 

(IT  r~     At  Home  With  Kafka:  Modem  Jewish  Fiction 

ENG  230/p  D  258  American  Jewish  Literature 

GER  250    Nazi  Cinema 


GER  250 

Jews  in  German  Culture 

GER  351 

Isn't  It  Ironic?  Hany/Heinrich/Henri  Heine 

1797-  1856  (in  German) 

II  D260 

Yiddish  literature  and  Culture 

II  D26l 

The  Same  or  other,  [mages  of  Jews  in 

Russian  Cinema 

Jl  D362 

Seminar  in  Modem  Jewish  Literature 

SPN  246 

Life  Stories  by  Latin  American  Jewish 

Writers  (in  Spanish) 

Lite  Stories  by  Latin  American  Jewish 

Writers 

THE  24 1 

Staging  the  Jew 

Landscape  Studies 


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


*J  Ann  Leone,  Professor  of  French  Studies,  Director 
Nina  Antonetti,  Assistant  Professor  in  Landscape  Studies 
Jeffrey  Blankenship,  Lecturer  in  Landscape  Studies 

Associated  Faculty 

*l  Dean  Flower,  Professor  of  English  Language  and 

Literature 
Andrew  Guswa,  Associate  Professor  of  Engineering 


*in  Helen  Lefkowitz  Horowitz,  Professor  of  American 

Studies  and  of  History 
Barbara  Kellum,  Professor  of  Art 
Michael  Marcotrigiano,  Professor  of  Biological  Science 

and  Director  of  the  Botanic  Garden 
Kirin  Makker,  Lecturer  in  Art  (Architecture) 
"]  Douglas  Patey,  Professor  of  English  Language  and 

Literature 


LSS 100  Issues  in  Landscape  Studies 

Topic  for  Spring  2008:  Practicing  Sustainability: 
Design,  Development  and  the  Environment. 
Through  readings  and  a  series  of  lectures  by  Smith 
faculty  and  guests,  we  will  examine  the  history  and 
influences  out  of  which  landscape  studies  is  emerging. 
We  will  look  at  the  relationship  of  this  new  field  with 
literary  and  cultural  studies,  art,  art  history,  landscape 
architecture,  history,  biology  and  environmental  sci- 
ences. What  is  landscape  studies?  Where  does  it  come 
from?  Why  is  it  important?  How  does  it  relate  to,  for 
instance,  landscape  painting  and  city  planning?  How 
does  it  link  political  and  aesthetic  agendas?  What  is 
its  role  in  current  sustainability  debates  and  initiatives 
among  architects,  landscape  architects,  planners  and 
engineers?  Students  may  take  this  course  twice  for 
credit.  S/U  only.  (E)  {H/S/A}  2  credits 
Ann  Leone,  Director;  Nina  Antonetti,  Co-Director 
Offered  Spring  2008 

LSS  105  Introduction  to  Landscape  Studies 

Landscape  studies  is  a  burgeoning  new  field  at  Smith 
College  and  is  the  first  program  of  its  kind  at  a  liberal 
aits  college  in  this  country.  This  introductory  course 
will  be  a  chronological  and  thematic  exploration  of  the 
issues  that  define  the  evolving  field  of  landscape  stud- 
ies. Topics  will  range  from  ancient  to  contemporary, 
scientific  to  artistic,  cultural  to  political,  theoretical  to 
practical.  We  will  consider  corporate,  domestic,  indus- 


trial, post-industrial,  tourist,  landfill  and  agricultural 
landscapes  from  around  the  globe.  Much  of  this  course 
is  new  terrain,  so  be  prepared  for  impromptu  readings, 
discussions  and  guest  lectures  as  topics  become  topical, 
issues  develop  into  debates,  and  events  get  announced. 
Priority  given  to  LSS  minors  and  first  and  second  years. 
Enrollment  limited  to  30.  {H/S/A}  4  credits 
Nina  Antonetti 
Offered  Fall  2007 

LSS  200  Socialized  Landscapes:  Private  Squalor  and 
Public  Affluence 

Certain  landscapes  dissolve  economic,  political,  social, 
cultural  constructs  to  foster  diversity  on  common 
ground.  This  course  will  trace  the  development  of  these 
socialized  landscapes,  specifically  in  Europe  and  North 
America  in  the  last  two  centuries,  as  places  of  reform, 
respite  and  refuge.  Focusing  on  a  series  of  case  studies 
we  will  characterize  what  makes  a  place  a  socialized 
landscape,  identity7  how  it  improves  its  community, 
and  consider  how  a  dysfunctional  space  might  be 
transformed  into  a  socialized  landscape.  This  discus- 
sion-based course  will  have  a  practical  component 
insofar  as  we  will  propose  ways  of  socializing  a  real  site 
for  a  client.  Prerequisite:  LSS  105  or  permission  of  the 
instructor.  Enrollment  limited  to  20.  {H/S/A}  4  credits 
Nina  Antonetti 
Offered  Spring  2008 


Landscape  Studies 


W 


LSS  250  ARS  281  Studio:  Landscape  and  Narrative 
This  studio  asks  students  to  consider  the  landscape  as 

a  location  of  evolving  cultural  and  ecological  patterns, 
processes  and  histories.  Beginning  with  readings  and 
discussions,  students  work  through  a  series  of  projects 
that  engage  with  the  narrative  potential  of  landscape 
and  critically  consider  the  environment  as  sociall)  and 
culturally  constructed.  A  variety  of  media  are  used  in 
the  design  process  including  drawing,  model-making. 
collage  and  photography.  Prerequisites:  two  l.SS  courses 
or  an  equivalent  accepted  by  the  program  or  permis- 
sion of  the  instructor.  Enrollment  limited  to  12.  {A/S} 
4  credits 

To  be  announced 
Offered  Fall  2007 

LSS  255  Studio:  Art  and  Ecology 

Environmental  designers  are  in  the  unique  and  chal- 
lenging position  of  bridging  the  science  of  ecologv 
and  the  art  of  place-making.  This  studio  emphasizes 
the  dual  necessity  for  solutions  to  ecological  problems 
that  are  artfully  designed  and  artistic  expressions  that 
re\eal  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.  Prerequisite:  two  LSS 
courses  or  an  equivalent  accepted  by  the  program  or 
pennission  of  the  instructor.  Enrollment  limited  to  12. 
{A/S}  4  credits 
To  be  announced 
Offered  Spring  2008 

LSS  300  Rethinking  Landscape 

This  capstone  colloquium  for  the  study  of  the  built 
environment  will  explore  myriad  issues  in  design — in- 
cluding territory,  expansion,  sexuality,  disjunction,  fan- 
tasy, dwelling,  memory,  nationalism — in  the  context 
of  critical  approaches  such  as  modernism,  deconstruc- 
tion.  structuralism,  poststructuralism,  phenomenology 
and  gender.  A  full  range  of  landscapes  will  be  studied, 
from  rural  to  urban,  ancient  to  contemporary,  east  to 
west.  A  group  project  will  culminate  in  independent 
research.  By  pennission  of  the  instructor.  Prioritv  given 
to  LSS  minors,  and  seniors  and  juniors.  Enrollment 
limited  to  12.  {H/S/A}  4  credits 
NinaAntonetti 
Offered  Spring  2008 


LSS  404  Special  Studies 

Admission  h\  pennission  of  the  instructor  and  director, 
for  junior  and  senior  minors.  To  he  taken  in  conjunc- 
tion with  LSS  300.  a  credits 
NinaAntonetti 
Offered  Spring  2008 

Cross  Listed  Courses 

ARS  283  Introduction  to  Architecture:  Site  and  Space 
The  primarj  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  discovery  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  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 
KmnMakker 
Offered  Fall  2007 

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.  Prerequi- 
site: one  art  history  course  at  the  100  level.  Enrollment 
limited  to  12.  {A}  4  credits 
Kirin  Makker 
Offered  Spring  2008 


288 


Landscape  Studies 


American  Studies 

AMS  220  Colloquium 

Topic:  "In  the  'burbs:  Culture,  Politics,  Identity. " 
Steve  Waksman 
Offered  Fall  2007 

History 

HST  209  (C)  Aspects  of  Middle  Eastern  History 

Topic:  Urban  Spaces/Contested  Places:  Social  and 
Cultural  Histories  of  Non-Western  Cities. 
Nadya  Sbaiti 
Offered  Fall  2007 

HST  227  (G)  Aspects  of  Medieval  European  History 

Topic:  Paris  From  Its  Origins  through  the  Sixteenth 
Century. 
Ann  Ramsey 
Offered  Fall  2007 


Students  will  select  three  other  courses  from  the  list  of 
related  courses  (see  our  Web  site),  in  consultation  with 
the  minor  adviser.  We  encourage  you  to  concentrate 
these  three  courses  in  one  of  the  following  areas: 

—  Landscape  design,  history  and  theory  (examples: 
LSS  250, 255  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 


The  Minor  in  Landscape 
Studies 

Advisers:  Fall  2007:  Nina  Antonetti;  Spring  2008:  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  120  and  121  (Landscape  Plants  and  Issues, 
plus  lab)  or  BIO  122  and  123  (Horticulture  +  lab). 

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. 


«9 


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, 

Director 
"'  Velma  Garcia,  Associate  Professor  of  Government 
Maria  Estela  Harretche,  Associate  Professor  of  Spanish 

and  Portuguese 
Marguerite  Itamar  Harrison,  Assistant  Professor  of 

Spanish  and  Portuguese 
Michelle  Joffroy,  Associate  Professor  of  Spanish  and 

Portuguese 


Manna  Kaplan,  \ssociate  Professor  of  Spanish  and 

Portuguese  and  of  Latin  American  anil  Latino/a 

Studies 
Dana  Leibsohn,  Associate  Professor  of  Art 
Maria  Helena  Rueda,  Assistant  Professor  of  Spanish 

and  Portuguese 
**'  Nola  Reinhardt,  Professor  of  Economics 
*'  Nancy  Saporta  Sternbach,  Professor  of  Spanish  and 

Portuguese 
**'  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.  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.  Basis 
for  LALS  major.  {H}  4  credits 
Ann  Zulawski 
Offered  Fall  2007 

LAS  261/HST  261  (L)  National  Latin  America,  1821  to 
the  Present 

A  thematic  survey  of  Latin  American  history  focusing 
on  the  development  of  export  economies  and  the  con- 
solidation of  the  state  in  the  19th  century,  the  growth  of 
political  participation  by  the  masses  after  1900,  and  the 
efforts  of  Latin  Americans  in  the  second  half  of  the  20th 
century  to  bring  social  justice  and  democracy  to  the 
region.  Basis  for  the  LALS  major.  {H}  4  credits 


Lowell  Gudmundson,  Spring  2008 
Ann  Zulawski,  Spring  2009 
Offered  Spring  2008,  Spring  2009 

LAS  301  Seminar:  Topics  in  Latin  America  and  Latino/a 
Studies 

Topic:  Cuban  Society  1898  to  the  Present.  This 
seminar  examines  social  change  in  Cuba,  particularly 
focusing  on  the  period  since  the  revolution  of  1959 
It  will  emphasize  the  economic  and  political  history 
of  modern  Cuba  as  a  basis  for  the  discussion  of  vari- 
ous aspects  of  national  life.  Topics  to  be  explored  may 
include:  Cuba's  relationship  with  the  U.S.,  central 
planning  and  economic  restructuring,  race  and  ethnic- 
ity; social  change  and  political  pluralism;  gender  and 
sexuality-;  education;  religion;  art  and  architecture; 
healthcare  and  scientific  development;  music,  dance, 
and  film.  {H/S}  4  credits 
Ann  Zulawski 
Offered  Fall  2007 

404  Special  Studies 

4  credits 

Offered  both  semesters  each  year 


290 


Latin  American  and  Latino/a  Studies 


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; 
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 
appropriate  advisers: 

Adviser  for  Study  Abroad  in  Spanish  America:  Majors 

should  see  their  academic  advisers. 

Adviser  for  Study  Abroad  in  Brazil:  Marguerite  Har- 
rison. Department  of  Spanish  and  Portuguese 

Five-Year  option  with  Georgetown  University:  Students 
interested  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. 

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 
2007-08: 


Anthropology 

237   Native  South  Americans 
Offered  Spring  2008 

Art 

205   Inka  and  the  Aztec:  Visual  Culture  and 

Imperial  Desire 

Offered  Spring  2008 
352   Studies  in  Art  History^ 

Topic:  Trading  Partners:  Visual  Culture  and 

Economies  of  Exchange 

Offered  Fall  2007 

Comparative  Literature 

268  Latin  a  and  Latin  American  Women  Writers 
Offered  Spring  2008 

Economics 

2 1 1    Fxonomic  Development 

Offered  Fall  2007 
213   The  World  Food  Systems 

Offered  Spring  2008 

Government 

220    Introduction  to  Comparative  Politics 

Offered  Fall  2008 
226   Latin  American  Political  Systems 

Offered  Fall  2007,  Spring  2009 
237   Colloquium:  Politics  and  the  U.S./Mexico  Border 

Offered  Spring  2009 
307   Seminar  in  American  Government 

Topic:  Latinos  a) id  Politics  in  the  United  States 

Offered  Fall  2008 
322   Seminar  in  Comparative  Government 

Tbpic:  Mexican  Politics  from  1910-Present 

Offered  Fall  2007 


Latin  American  and  Latino  a  Studies 


291 


History 

260  Colonial  Latin  America,  1492  1825 
Offered  Fall  2007 

261  National  Latin  America,  1821  to  the  Presenl 
Offered  Spring  2008,  Spring  2009 

36l    Problems  in  the  lliston  of  Spanish  tarica  and 
Brazil 

Topic:  Public  Health  and  Social  Change  in 
Latin  America,  1850  Present 
Offered  Spring  2009 

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  2008 

Spanish  and  Portuguese: 

LOR  220    Topics  in  Portuguese  and  Brazilian 

Literature  and  Culture 

topic:  Bra  ill  id)  1  Poetry  a  ad 

Performance  Art 

Offered  Fall  2007 
L(  )R  11 1    Topics  in  Portuguese  and  Brazilian 

Literature  and  Culture 

Topic:  Cultural  Crosscurrents  in  Today's 

Portuguese-Speaking  World 

Offered  Spring  2008 
LOR  2S0    Portuguese  and  Brazilian  Voices  in 

Translation 

Topic:  Beyond  the  third  Bank  of  the  River: 

The  Brazilian  Short  story 

Offered  Spring  2008 
POR  381    Seminar  in  Portuguese  and  Brazilian 

Studies 

Topic:  Multiple  Leases  of  Marginality: 

New  Brazilian  Filmmaking  by  Women 

Offered  Fall  2007 
SPN  230    Topics  in  Latin  American  and  Peninsular 

Literature 

Topic:  From  Euphoria  to  Disenchantment: 

The  Return  to  Democracy  on  Stage 

Offered  Spring  200S 
SPN  230    Topics  in  Latin  American  and  Peninsular 

Literature 


Topic:  tales  and  Images  of  Travel  from 
Latin .  Imerica 
Offered  Fall  2007 

SPN  2 15    Topics  m  Latin  American  and  Peninsular 

Studies 

Topic:  Latin .  imerican  Film  as  l  tsual 

Narrative 

Offered  Fall  2007 
SPN  246    Topics  in  Latin  American  Literature 

Topic:  Reinterpreting  Magical  Realism  in 

Literature  and  Film 

Offered  Fall  2007 
SPN  246    Topics  in  Latin  American  Literature 

Topic:  Life  Stories  by  Latin  American 

Jewish  Writers 

Offered  Spring  2008 
SPN  246    Topics  in  Latin  American  Literature 

Topic:  Negotiating  the  Borderlands:  Text, 

Film.  Music 

Offered  Spring  2008 
SPN  260    Survey  of  Latin  American  Literature  I 

Offered  Fall  2007 
SPN  26l     Surve)  of  Latin  American  Literature  II 

Offered  Spring  2008 
SPN  370    Literary  Genres  in  Latin  America 

Topic  I  faience  and  Ethics  in  Latin 

American  Narratives 

Offered  Spring  2008 
SPN  371     Latin  American  Literature  in  a  Regional 

Context 

Topic:  the  Southern  Cone 

Not  offered  2007-08 
SPN  373    Literary  Movements  in  Spanish  America 

Topic:  City  Life/City  Lives:  I  rban  Spaces 

and  Migrant  Identities  in  Latin  America 

Offered  Fall  2007 
SPN  380    Advanced  Literary  Studies 

Topic:  Translating  Poetry 

Offered  Spring  200S 

The  Minor  in  Latin 
American  Studies 

Requirements:  Six  courses  dealing  with  Latm  America 
to  be  selected  from  anthropology,  art,  economics 
eminent,  history,  and  literature.  The\  must  include  L\S 
260/HST  260,  LAS  261  HST  261,  and  SPN  260  or  SPN 
26l,  and  at  least  one  course  at  the  MHeu'l. 


292 


Latin  American  and  Latino/a  Studies 


Minor  in  Latino/a  Studies 

Requirements:  Six  courses  which  must  include  the 
following:  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 
College  institution  towards  the  minor;  students  may 
also  substitute  a  Spanish-language  class  at  the  200 
level  for  SPN  260/SPN  261. 


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 
semester  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  418. 


Linguistics 


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


"2Jill  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 


Peter  de  Villiers,  Professor  of  Psychology 
Jay  Garfield,  Professor  of  Philosoph) 
Maki  Hubbard,  \ssociate  Professor oi  Easl  \sian 

Languages  and  Literatures 
**  Lucy  Mule,  Assistant  Professor  ol  Education  and 

Child  Study 
Ji  iseph  O'Rourke,  Professor  of  Computer  Science 
Thalia  Pandiri,  Professor  of  Classical  Languages  and 

Literatures  and  Comparative  Literature 
"2Douglas  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,  psychology, 
computer  science  or  anthropology.  An  alternative  mi- 
nor 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  UMass.) 

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  your  adviser. 


Courses 

Related  courses  at  Smith  (Note:  Some  may  have  pre- 
requisites). 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  Last  Asian  Languages 
and  Literatures 


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 

EXG  1 18  Colloquium:  The  Politics  of  Language 

ENG  170  The  English  Language 

EXG  20^  The  Technology  of  Reading  and  Writing 

EXG  210  Old  English 

ENG  211  Beowulf 

ENG  214  Medieval  Welsh 

ENG  217  Old  Norse 

EXG  2 18  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  2bl  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  3 1 3     Seminar  in  Psycholinguistics 

Spanish  and  Portuguese 

SPX  48 1     The  Teaching  of  Spanish 


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 

'■  Albert  Mosley.  Professor  of  Philosophy 


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,  psy- 
chology, computer  science,  off-topic  debating  and  the 
popular  press.  Deduction  and  induction,  logical  sym- 
bolism and  operations,  paradoxes,  and  puzzles.  May 
not  be  taken  for  credit  with  PHI  202.  {11}  Ul  4  credits 
James  Henle  (Mathematics).  Jay  Garfield 
(Philosophy 
Offered  Fall  _     1 

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 
calculate  truth  values  and  determine  the  validity  of 
arguments  in  finite  universes:  quantification  in  infinite 
universes:  direct  indirect  and  conditional  proof  tech- 
niques in  propositional  and  predicate  logic.  The  course 


will  also  sl-  :ng 

probabilistic  and  statistical  reasoning  and  elements  of 
decision  theory.  Enrollment  limited  to  24  {M}  -*.  credits 
Albert  G.  Mi 
Offered  Spring  2008 

404  Special  Studies 

4  credits 

Offered  both  semesters  each  vear 


The  Minor 

Minors  in  logic,  to  be  designed  in  consultation  with  a 
co-director  will  consist  of  at  least  20  credits  including: 

LOG  100  or  PHI  202.  but  not  both 
MTH  153  or  CSC  250 
NTffl  217  or  PHI  220 


.Additional 
list 
CSC  111 

25 

27 
CSC  290 

LOG  404 
MTH  153 
MTH  21" 
PHI  203 
22 
PHI  236 
PHI  322 


courses  may  be  chosen  from  the  foil 

Computer  Science  I 
Foundations  of  Computer  Science 
Digital  Circuits  and  Compute 
Introduction  to  .Artificial  Intelligence 
Introduction  to  Computational  Lir: 
Special  Studies  in  Logic 
Discrete  Mathematics 
Mathematical  Structures 
Topics  in  Symbolic  Logic 
Logic  and  the  Indecidable 
Linguistic  Structures 
Topics  in  Advanced  Logic 


296 Logic 

Depending  on  the  topic,  the  courses  listed  below  may 
also  be  taken  for  logic  minor  credit: 
CSC  390     Seminar  in  Artificial  Intelligence 
MTH224    Topics  in  Geometry 
MTH238   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. 


Marine  Science  and  Policy 


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


297 


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,  \ssociate  Professor  of  Biological 
Sciences,  Co-Director 


The  marine  sciences  and  policy  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  study 
principally  on  the  scientific  investigation  of  the  oceans 
or  on  the  policy  aspects  of  ocean  exploitation  and 
management.  Students  should  consult  with  one  of  the 
co-directors  as  early  as  possible  in  the  course  selection 
process. 

Requirements:  Six  courses,  no  more  than  three  of 
which  can  be  taken  at  other  institutions,  including 
three  required  courses  as  follows: 
GEO  108  Oceanography;  BIO  268  Marine  Ecology  (BIO 
269  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: 


Biological  Sciences 


110 

Conservation  Biology  Colloquium 

260/261 

Invertebrate  Diversity  and  required 

Concurrent  Laboratory  26 1 

[338 

Algae  and  Fungi]  (2007-08  onh ) 

364/365 

Plant  Ecology  and  required  Concurrent 

Laboratory 

(replaces  338  in  2008-09) 

366 

Biogeographv 

390 

Topics  in  Environmental  Biology 

Coral  Reefs:  Past,  Present  and  Future 

400 

Special  Studies 

Geology 

23 1  Invertebrate  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  UMass): 

Biology  524s:  Coastal  Plant  Ecology 
Geology  59 If:  Marine  Micropaleontology 
Geography  392As:  Coastal  Resource  Policy 
WF  Conser.  26l:  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: 


298 Marine  Science  and  Policy 

Marine  Biological  Laboratory  (Boston  University 
Marine  Program,  fall  semester)  and  Woods  Hole 
Oceanographic  Institution  (summer) — Smith  is  an 
affiliate  through  the  Five  College  Coastal  and  Marine 
Sciences  Program;  Williams/Mystic  Seaport  Program 
(Smith  is  an  affiliate);  SEA  Semester;  Duke  University 
Marine  Laboratory,  Semester  and  Summer  Program; 
marine  programs  of  School  for  Field  Studies,  and 
Shoals  Marine  Laboratory. 


Mathematics  and  Statistics 


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


Professors 

James  Joseph  Callahan,  Ph.D. 

Michael  0.  AlherLson.  Ph.D. 

"'  "-'David  Warren  Cohen,  Ph.D. 

James  M.  Henle.  Ph.D. 

Joseph  O'Rourke,  Ph.D.  (Computer  Science) 

"-  Katherine  Taylor  Halvorsen,  D.Sc. 

-  Ruth  Haas.  Ph.D..  Chair 
lleana  Streinu.  Ph.D.  (Computer  Science) 
''PauAtela.Ph.D. 

Associate  Professors 

Patricia  L  Sipe.  Ph.D. 
Christophe  Gole,  Ph.D. 
Nicholas  Horton.  D.Sc. 


Assistant  Professor 
Elizabeth  Denn,Ph.D. 

Visiting  Assistant  Professors 

Christopher  Hardin.  Ph.D. 
sarah-marie  helcastro,  Ph.D. 
Susanna  Core  Bianchi,  Ph.D. 
Michael  Bush,  Ph.D. 

Senior  Lecturer 
Man-  Murphy,  M.A.T. 

Lecturer  and  Professor  Emerita 

Marjorie  Lee  Senechal,  Ph.D. 

Research  Associate 

Danielle  Ramdath,  Ph.D. 


A  student  with  three  or  four  years  of  high  school 
mathematics  (the  final  year  may  be  called  precalculus, 
trigonometry,  functions,  or  analysis),  but  no  calculus. 
will  normally  enroll  in  Calculus  I  (1 1 1).  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  1 105),  and  Statistical 
Thinking  (107)  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  114.  A  student  who  has  a  score  of  4  or  S  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  10",  190.  or  2-tS. 

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  A  Guide  to  Mathemat- 
ics and  Statistics  at  Smith  ( available  from  department 
members  and  at  our  Web  site,  www.rnam.sniitn.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,  as  well  as  applying, 
pre-calculus  mathematical  skills.  Students  develop 
their  numerical,  statistical  and  algebraic  skills  by 
working  with  numbers  drawn  from  a  variety  of  current 
media  sources.  Enrollment  limited  to  20.  Permission 


300 


Mathematics  and  Statistics 


of  the  instructor  required.  This  course  does  not  carry  a 

Latin  Honors  {M}  designation.  4  credits 

Thomas  Schicker 

Offered  Fall  2007,  Spring  2008 

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 
Mary  Murphy 
Offered  each  Fall 


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  each  Fall 


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  does  not 
carry  a  Latin  Honors  {M}  designation.  (E)  2  credits 
Thomas  Schicker 
Offered  Interterm  2007-08 

105  Discovering  Mathematics 

Topic:  Dimensionality.  Students  will  explore  the  dif- 
ferences and  samenesses  between  worlds  of  different 
dimensions  with  a  focus  on  two-dimensional,  three 
dimensional,  and  four-dimensional  worlds.  Our  prin- 
cipal texts  will  be  fictional  accounts  of  life  in  such 
worlds  which  raise  interesting  mathematical  questions 
about  their  structure.  Students  will  learn  to  think  like 
mathematicians  by  reasoning  by  analogy  and  asking 
new  questions  as  well  as  generalizing  some  questions  to 
more  (and  more)  dimensions.  {M}  4  credits 
To  be  announced 
Offered  Spring  2008,  Spring  2009 


111  Calculus  I 

Rates  of  change,  differential  equations  and  their  nu- 
merical solution,  integration,  differentiation,  and  the 
fundamental  theorem  of  the  calculus.  Situations  in 
science  and  social  science  in  which  calculus  naturally 
arises  are  emphasized.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

112  Calculus  II 

Applications  of  the  integral,  dynamical  systems,  infinite 
series,  and  approximation  of  functions.  Situations  in 
science  and  social  sciences  in  which  calculus  naturally 
arises  are  emphasized.  Students  may  not  receive  credit 
for  both  114  and  112.  Prerequisite:  MTH  111  or  the 
equivalent.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

114  Calculus:  Differential  Equations  and  Power  Series 

Differential  equations,  difference  equations,  dynamical 
systems:  numerical  methods  and  qualitative  analysis. 
Power  series,  sequences,  and  convergence.  Situations  in 
science  and  social  science  in  which  calculus  naturally 
arises  are  emphasized.  Intended  for  students  who  have 
had  a  year  of  calculus  elsewhere.  Students  may  not 
receive  credit  for  both  1 14  and  112.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

153  Introduction  to  Discrete  Mathematics 

An  introduction  to  discrete  (finite)  mathematics  with 
emphasis  on  the  study  of  algorithms  and  on  applica- 


Mathematics  and  Statistics 


301 


tions  to  mathematical  modeling  and  computer  science. 
Topics  include  sets,  logic,  graph  theory,  induction, 
recursion,  counting,  and  combinatorics.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

MTH  190/P8Y 190  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  for  un- 
dergraduate research  emphasizing  methods  for  data 
collection,  data  description,  and  statistical  inference 
including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 
analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  are 
emphasized,  and  students  use  SPSS  statistical  software 
for  data  analysis.  This  course  satisfies  the  Basis  require- 
ment for  the  psychology  major.  Students  who  have 
taken  MTH  1 1 1  or  the  equivalent  should  take  MTH  245, 
which  also  satisfies  the  Basis  requirement.  Students  will 
not  be  given  credit  for  both  MTH  190/PSY 190  and  any 
of  the  following  courses:  ECO  190,  GOV  190,  MTH  245 
or  SOC  201.  {M}  4  credits 
Nicholas  Horton.  Katherine  Halvorsen,  David 
Palme)'.  Philip  Peake 
Offered  both  semesters  each  year 

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, ordinan7  and  partial  differential  equations. 
Prerequisites:  CSC1 1 1  and  MTH  1 12  or  MTH  1 14  or 
permission  of  the  instructor.  {M}  4  credits 
PauAtela,  Christoph  Gole 
Offered  each  Spring 

211  Linear  Algebra 

Vector  spaces,  matrices,  linear  transformations,  systems 
of  linear  equations.  Applications  to  be  selected  from  dif- 
ferential equations,  foundations  of  physics,  geometry, 
and  other  topics.  Students  may  not  receive  credit  for 
both  MTH  21 1  and  MTH  221.  Prerequisite:  MTH  1 12  or 
the  equivalent,  or  MTH  111  and  MTH  153;  MTH  153  is 
suggested.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 


212  Calculus  III 

Theor)  and  applications  of  limits,  derivatives,  and 
integrals  of  functions  of  one,  two  and  three  variables. 
Curves  in  two  and  three  dimensional  space,  vector 
functions,  double  and  triple  integrals,  polar,  cylindri- 
cal, spherical  coordinates.  Path  integration  and  Greens 
Theorem.  Prerequisites:  MTH  1 12  or  MTH  H4.1t  is 
suggested  that  MTH  21 1  be  taken  before  or  concur- 
rently with  MTH  212.  {M}  4  credits 
James  Callahan,  Fall  2007 
Christopher  Hardin.  Spring  2008 
Offered  both  semesters  each  year 

217  Mathematical  Structures 

The  logic,  language,  and  methods  of  proof.  Topics 
include  sets,  relations  and  functions,  and  proofs  in  the 
contexts  of  introductory  analysis  and  algebra.  Prereq- 
uisites: LOG  100,  PHI  121,  or  a  200-level  mathematics 
course,  or  permission  of  the  instructor.  (MTH  153  is 
recommended).  {M}  4  credits 
Offered  during  2008-09 

221  Infinite  Dimensional  Linear  Algebra 

Cardinality;  finite  and  infinite  dimensional  vector 
spaces,  transformations,  eigenspaces.  Selected  topics  in 
discrete  dynamical  systems  may  also  be  included.  This 
course  is  an  advanced  version  of  MTH  21 1  and  is  open 
to  selected  students  by  permission  of  the  instructor. 
Additional  Prerequisite:  Normally,  one  year  of  college 
calculus  or  the  equivalent  will  be  required,  but  other 
mathematical  preparation  may  be  considered  accept- 
able by  the  instructor.  Students  may  not  receive  credit 
for  both  MTH  211  and  MTH  221.  Enrollment  limited  to 
20  students.  (E){M}WI  4  credits 
David  Cohen 
Offered  Fall  2007 

222  Differential  Equations 

Theory  and  applications  of  ordinary  differential  equa- 
tions. Prerequisites:  MTH  211  and  MTH  212:  MTH  212 
may  be  taken  concurrently.  {M}  4  credits 
Patricia  Sipe 
Offered  Spring  2008 

224  Topics  in  Geometry 

Topic:  Discrete  Geometry.  Convex  sets,  convex  poly- 
topes,  Helly's  Theorem,  center  points,  arrangements  of 
points  and  lines  and  crossing  numbers.  A  look  at  sym- 
metry, especially  automorphisms  of  various  geometric 


302 


Mathematics  and  Statistics 


objects.  Prerequisite:  MTH  211  and  MTH  212  or  permis- 
sion of  the  instructor.  {M}  4  credits 
Michael  Albertson 
Offered  Fall  2007 

225  Advanced  Calculus 

Functions  of  several  variables,  vector  fields,  divergence 
and  curl,  critical  point  theory,  implicit  functions, 
transformations  and  their  Jacobians,  theory  and  ap- 
plications of  multiple  integration,  and  the  theorems  of 
Green,  Gauss  and  Stokes.  Prerequisites:  MTH  211  and 
MTH  212,  or  permission  of  the  instructor.  {M}  4  credits 
James  Callahan 
Offered  each  Spring 


241  Probability  and  Statistics  for  Engineers 

This  course  gives  students  a  working  knowledge  of 
basic  probability  and  statistics  and  their  application 
to  engineering.  Analysis  of  data  and  simulation  using 
computer  software,  are  emphasized.  Topics  include 
random  variables,  probability  distributions,  expecta- 
tion, estimation,  testing,  experimental  design,  quality 
control  and  multiple  regression.  Limited  to  25  students. 
Prerequisites:  PHY  210  or  MTH  212  as  well  as  CSC  1 1 1 
(may  be  taken  concurrently)  Students  will  not  be  given 
credit  for  both  MTH  241  and  MTH  245  or  MTH  190.  {M} 
4  credits 

Nicholas  Horton,  Katherine  Halvorsen 
Offered  Spring  2008  and  each  Fall  thereafter 


227  Topics  in  Modern  Mathematics 

Topic:  Mathematical  Sculptures.  The  goal  of  the 
course  is  to  create  mathematical  sculptures  made  of 
metal  strips  or  other  appropriate  materials  which  rep- 
resent mathematically  significant  three-dimensional 
geometrical  objects.  We  will  study  their  mathematical 
context  and  properties,  initially  visualizing  them  on 
the  computer.  Using  the  computer  for  reference,  we  will 
then  work  in  groups  to  physically  construct  them.  The 
course  has  three  main  components:  1)  Elements  of 
computer  3D  Visualization,  2)  Mathematical  study  of 
the  objects,  3)  Construction.  {M}  4  credits 
PauAtela 
Offered  Spring  2008 

233  An  Introduction  to  Modern  Algebra 

An  introduction  to  the  concepts  of  abstract  algebra, 
including  groups,  quotient  groups,  rings  and  fields. 
Prerequisites:  MTH  153  and  and  MTH  21 1,  or  permis- 
sion of  the  instructor.  {M}  4  credits 
To  be  announced 
Offered  Spring  2008,  Spring  2009 

238  Topics  in  Number  Theory 

Topic:  Ttje  integers,  prime  numbers,  congruences, 
Diophantine  problems,  arithmetical  functions.  Ap- 
plications will  be  drawn  from  computing,  cryptography 
and  coding  theory.  Prerequisite:  MTH  153,  MTH  211,  or 
permission  of  the  instructor.  {M}  4  credits 
To  be  announced 
Offered  each  Fall 


243  Introduction  to  Analysis 

The  topological  structure  of  the  real  line,  compact- 
ness, connectedness,  functions,  continuity,  uniform 
continuity,  sequences  and  series  of  functions,  uniform 
convergence,  introduction  to  Lebesgue  measure  and 
integration. 

Prerequisites:  MTH  211  and  MTH  212,  or  permission  of 
the  instructor.  {M}  4  credits 
Christophe  Gole 
Offered  each  Fall 

245  Introduction  to  Probability  and  Statistics 

An  application-oriented  introduction  to  statistical 
inference:  descriptive  statistics;  random  variables;  bi- 
nomial and  normal  probability  distributions;  sampling 
distributions;  point  and  interval  estimates;  standard 
parametric  and  nonparametric  hypothesis  tests;  type 
I  and  type  II  test  errors;  correlation;  and  regression. 
A  wide  variety  of  applications  from  the  sciences  and 
social  sciences  will  be  used.  Classes  meet  for  lecture/ 
discussion  and  for  a  required  laboratory.  Laboratories 
emphasize  computer  analysis  of  real  data.  Students  will 
not  be  given  credit  for  both  MTH  241  and  MTH  245  or 
MTH  190.  MTH  245  also  satisfies  the  basis  requirement 
for  psychology.  Prerequisite:  MTH  111,  or  MTH  153,  or 
one  year  of  high  school  calculus,  or  permission  of  the 
instructor.  Lab  sections  limited  to  24.  {M}  4  credits 
Katherine  Halvorsen.  Virginia  Hayssen  (Biological 
Sciences),  David  Palmer*  (Psychology) 
Offered  both  semesters  each  year 

246  Probability 

An  introduction  to  probability  including  combinatorial 
probability  random  variables,  discrete  and  continu- 


Mathematics  and  Statistics 


ous  distributions.  Prerequisites:  MTH  153  and  MTU 
212  (may  be  taken  concurrently),  or  permission  of  the 
instructor.  {M}  4  credits 
James  I  lode 
Offered  each  Fall 

247  Statistics:  Introduction  to  Regression  Analysis 

Theory  and  applications  of  regression  techniques; 
linear  and  nonlinear  multiple  regression  models,  re- 
sidual and  influence  analysis,  correlation,  covariance 
analysis,  indicator  variables  and  time  series  analysis. 
This  course  includes  methods  for  choosing,  fitting, 
evaluating,  and  comparing  statistical  models  and 
analyzes  data  sets  taken  from  the  natural,  physical,  and 
social  sciences.  Prerequisite:  one  of  the  following:  MTH 
190,  MTH  241,  MTH  245,  ECO  190,  GOV  190,  PSY 190 
or  a  score  of  4  or  5  on  the  AP  Statistics  examination^} 
4  credits 

Katherme  Halvorsen,  Nicholas  Horton 
Offered  Fall  2008 

254  Combinatorics 

Enumeration,  including  recurrence  relations  and  gen- 
erating functions.  Special  attention  paid  to  binomial 
coefficients,  Fibonacci  numbers,  Catalan  numbers 
and  Stirling  numbers.  Combinatorial  designs,  includ- 
ing Latin  squares,  finite  projective  planes  Hadamard 
matrices  and  block  designs.  Necessary'  conditions  and 
constructions.  Error  correcting  codes.  Applications. 
Prerequisites:  MTH  153  and  MTH  21 1  or  permission  of 
the  instructor.  {M}  4  credits 
Michael  Albertson 
Offered  Spring  2009 

255  Graph  Theory 

The  course  will  begin  with  the  basic  structure  of  graphs 
including  connectivity,  paths,  cycles  and  planarity.  We 
will  proceed  to  study  independence,  stability,  matchings 
and  colorings.  Directed  graphs  and  networks  will  be 
considered.  In  particular,  some  optimization  problems 
including  maximum  flow  will  be  covered.  The  material 
will  include  theory  and  mathematical  proofs  as  well 
as  algorithms  and  applications.  Prerequisites:  MTH 
153  and  MTH  21 1  or  permission  of  the  instructor.  {M} 
4  credits 

Michael  Albertson 
Offered  Spring  2008 


289  The  Mathematics  of  Knitted  Objects 
Pending  CAP  approval. 

We  will  explore  the  man}  kinds  ol  higher-level  math- 
ematics applicable  to  knitted  mathematical  objects, 
including  the  classification  of  surfaces,  embeddings  of 
two-dimentional  manifolds,  Whitney's  Theorem,  basic 
homotopy,  knot  theory,  and  the  structure  of  knitting 
itself.  No  knitting  experience  is  needed,  but  knitters 
will  have  the  opportunity  to  experiment  with  approxi- 
mating mathematical  objects  with  yam.  Students  are 
expected  to  have  taken  multivariable  calculus  I MT1 1 
212).  (E)  {M}  2  credits 
sarah-marie  belcastro 
Offered  Interterm  2008 

MTH  290/PSY  290  Research  Design  and  Analysis 

A  survey  of  statistical  methods  needed  for  scientific 
research,  including  planning  data  collection  and  data 
analyses  that  will  provide  evidence  about  a  research 
hypothesis.  The  course  can  include  coverage  of  analy- 
ses of  variance,  interactions,  contrasts,  multiple  com- 
parisons, multiple  regression,  factor  analysis,  causal 
inference  for  observational  and  randomized  studies  and 
graphical  methods  for  displaying  data.  Special  atten- 
tion is  given  to  analysis  of  data  from  student  projects 
such  as  theses  and  special  studies.  Statistical  software 
will  be  used  for  data  analysis.  Prerequisites:  One  of  the 
following:  PSY190/MTH  190,  PSY  192.  MTH  245  or  a 
score  of  4  or  5  on  the  AP  Statistics  examination  or  the 
equivalent.  Students  may  not  receive  credit  for  both 
MTH  248  and  MTH  290/PSY  290.  Enrollment  limited  to 
20.  {M}  4  credits 
Katherme  Halvorsen 
Offered  Fall  2007 

300  Dialogues  in  Mathematics 

This  course  gives  students  the  opportunity  to  listen  to, 
understand,  discuss  and  write  about  various  math- 
ematical topics.  The  class  will  include  lectures  by 
students,  faculty  and  visitors  on  a  wide  variety  of  topics. 
These  lectures  will  be  open  to  all  students  and  faculty; 
other  meetings  are  open  only  to  students  registered 
in  the  course.  Required  course  work  includes  an  oral 
presentation.  Prerequisites:  MTH  211,  MTH  212,  and 
two  additional  mathematics  courses  at  the  200  level,  or 
permission  of  the  instructor.  Ma\  Iv  repeated  once  for 
credit.  This  course  is  graded  satisfactorv/unsatisfacton 
only.  {M}  1  credits 
Ruth  Haas 
Offered  Fall  200"7,  Spring  2008 


304 


Mathematics  and  Statistics 


301  Topics  in  Advanced  Mathematics 

Topic:  Combinatorics  ofCoxeter  Systems.  An  in- 
troduction to  Coxeter  systems  from  a  combinatorial 
point  of  view.  Topics  will  include:  The  basics  of  Coxeter 
groups;  reduced  words;  Bruhat  order;  Weak  order;  Root 
Systems;  and  Enumeration.  This  class  will  give  a  rigor- 
ous introduction  to  an  advanced  topic.  It  will  stress 
independent  and  group  work,  proof  writing  and  oral 
presentation  of  mathematics.  The  course  is  specifically 
designed  for  students  in  the  Center  for  Women  in  Math- 
ematics, but  open  to  all  serious  mathematics  students. 
Prerequisite:  At  least  one  of  MTH  233, 238,  or  243  or 
permission  of  the  instructor.  {M}  2  credits 
Ruth  Haas 
Offered  Fall  2007 

325  Complex  Analysis 

Complex  numbers,  functions  of  a  complex  variable, 
algebra  and  geometry  of  the  complex  plane.  Differen- 
tiation, integration,  Cauchy  integral  formula,  calculus 
of  residues,  applications.  Prerequisite:  MTH  225  or  MTH 
243,  or  permission  of  the  instructor.  {M}  4  credits 
Christophe  Gole 
Offered  Spring  2008 

333  Topics  in  Abstract  Algebra 

Topic:  Galois  Theory.  In  high  school  algebra  you 
learned  a  formula  for  finding  the  roots  of  a  quadratic 
equation.  The  advanced  algebra  courses  you  have  had 
in  college  probably  seemed  to  have  very  little  in  com- 
mon with  that  early  goal.  In  this  course  we  return  to 
the  problem  of  how  to  factor  a  polynomial.  Our  work 
will  require  learning  about  the  algebraic  structures 
rings  and  fields.  This  course  will  begin  with  the  funda- 
mentals of  rings  and  fields  and  then  cover  extension 
fields  and  Galois  theory.  Finally,  using  all  this  structure 
we  will  be  able  to  understand  fully  how  to  factor  poly- 
nomials and  find  their  roots .  {M}  4  credits 
Ruth  Haas 
Offered  Fall  2007 

342  Topics  in  Topology  and  Geometry 

Topic:  Topology.  Topology  is  a  kind  of  geometry  in 
which  important  properties  of  a  figure  are  preserved 
under  continuous  motions  (homeomorphisms).  This 
course  gives  students  an  introduction  to  some  of  the 
classical  topics  in  the  area:  the  basic  notions  of  point 
set  topology  (including  connectedness  and  compact- 
ness) and  the  definition  and  use  of  the  fundamental 
group.  Prerequisites:  MTH  21 1  (Linear  algebra),  MTH 


212  (multivariable  calculus).  (Knowing some  group 
theory  and/or  analysis  will  be  helpful  but  not  essential. 
The  course  could  be  taken  concurrently  with  either  real 
or  complex  analysis.)  Prerequisites:  MTH  233  or  238 
and  MTH  225  and  243  or  permission  of  the  instructor. 
{M}  4  credits 
Elizabeth  Denne 
Offered  Fall  2007 

343  Topics  in  Mathematical  Analysis 

Topic:  Measure  Theory  and  the  Banach-Tarski  Para- 
dox. Prerequisite:  Either  MTH  225  Advanced  Calc  or 
MTH  243  Analysis  or  permission  of  instructor.  {M} 
4  credits 
James  Henle 
Offered  Spring  2008 

346  Seminar:  Mathematical  Statistics 

An  introduction  to  the  mathematical  theory  of  statistics 
and  to  the  application  of  that  theory  to  the  real  world. 
Topics  include  random  variables,  special  distributions, 
introduction  to  the  estimation  of  parameters  and  hy- 
pothesis testing.  Prerequisites:  MTH  212  and  MTH  246. 
{M}  4  credits 
To  be  announced 

Offered  Spring  2008  at  Mount  Holyoke  College 
Offered  Spring  2009  at  Smith  College 

364  Advanced  Topics  in  Continuous  Applied 
Mathematics 

Topic:  Phyllotaxis.  Pine  cones,  artichokes,  cauliflowers, 
pineapples,  asparagus,  sunflowers,  etc.  A  great  number 
of  plants  exhibit  spirals.  Most  often,  when  counting  the 
number  of  spirals,  we  get  the  Fibonacci  numbers  1, 2, 
3, 5, 8, 13, 21  34...  (each  one  is  the  sum  of  the  previous 
two).  This  course  will  be  an  introduction  to  the  theory 
of  discrete  dynamical  systems  and  its  application  to 
phyllotoxis,  the  study  of  plant  spirals  in  plants  (see 
www.math.smith.edu/phyllo).  Prerequisites:  MTH  211 
and  MTH  212  or  permission  of  the  instructor.  {M} 
4  credits 
Pan  Atela 
Offered  Fall  2008 

399  Mathematical  Intelligencer  Workshop 

Topic:  The  Mathematical  Tourist.  The  students  will 
read  and  discuss  articles  that  have  appeared  in  The 
Mathematical  Intelligencers  "Mathematical Tourist" 
column  over  the  years  and  will  research  and  write  an 
article  for  the  column  about  an  appropriate  site  in  the 


Mathematics  and  Statistics 


305 


IS.  The  course  will  also  include  a  public  speaking 
experience.  Prerequisite:  at  least  one  300-level  course 
in  Mathematics  or  permission  of  the  instructor.  ( E I  {M} 
2  credits 

Marjorie  Senecbal 
Offered  Spring  2008 

400  Special  Studies 

By  permission  of  the  department,  for  majors  who  have 
had  at  least  four  semester  courses  at  the  intermediate 
level.  1-4  credits 
Offered  both  semesters  each  year 

Cross-Listed  Courses 

GSG  250  Foundations  of  Computer  Science 

PHI  202  Symbolic  Logic  (2  credits) 

PHI  203  Topics  in  Symbolic  Logic  (2  credits) 

PHI  220  Logic  and  the  Undecidable 

PHY  211  Mathematical  Methods  of  Physical  Sciences 
and  Engineering  II 


The  Major 


Advisers:  Michael  Albertson,  Pau  Atela,  James  Callahan, 
David  Cohen,  Christophe  Gole,  Ruth  Haas,  Katherine 
Halvorsen,  James  Henle,  Nicholas  Horton,  Patricia  Sipe 

Adviser  for  Study  Abroad:  Christophe  Gole 

Requirements:  The  mathematics  major  has  an  entry- 
way  requirement,  a  core  requirement,  a  depth  require- 
ment, and  a  total  credit  requirement.  The  entryway 
requirement  consists  of  MTH  1 53.  MTH  2 1 1  and  Mil  1 
212.  An  exceptionally  well  prepared  student  might 
place  out  of  some  of  these.  The  core  requirement  is 
one  course  in  algebra  (MTH  233  or  MTH  238)  and  one 
course  in  analysis  (MTH  225  or  MTH  243).  Alterna- 
tively, a  student  may  concentrate  in  statistics;  students 
concentrating  in  statistics  are  not  required  to  take  a 
course  in  algebra  but  instead  must  complete  MTH  245, 
MTH  246,  MTH  346  and  either  MTH  247  or  MTH  290. 


Majors  are  required  to  take  at  least  one  advanced 
course.  This  is  the  depth  requirement.  An  advanced 
course  is  a  mathematics  course  at  Smith  numbered 
between  310  and  390.  With  the  approval  of  the  depart- 
ment, the  requirements  may  be  satisfied  by  a  course 
outside  the  department. 

Majors  are  required  to  take  a  total  of  40  credits  in 
courses  numbered  Mil  1111  and  above,  with  the  fol- 
lowing exceptions.  At  most  8  credits  may  be  awarded 
for  Mill  111.  Mill  lv).  Mill  190  and  either  MTH  112 
or  Mill  1  l4.With  the  approval  of  the  department,  up 
to  8  of  the  40  credits  may  be  satisfied  by  courses  taken 
outside  the  mathematics  and  statistics  department. 
Courses  taken  outside  the  department  must  contain 
either  substantial  mathematical  content  at  a  level  more 
advanced  than  MTH  21 1  and  212  or  statistical  content 
at  a  level  more  advanced  than  MTH245.  Generally, 
such  a  4-credit  course  will  be  given  2  credits  toward  the 
mathematics  major.  Note  that  courses  that  are  cross- 
listed  with  mathematics  and  another  department  (CSC 
250,  PHI  202,  PHI  203,  PHI  220  and  PHY  21 1)  are 
counted  as  mathematics  courses  and  given  full  credit 
toward  the  mathematics  major.  The  following  courses 
meet  the  criteria  for  2  credits  toward  mathematics 
major:  AST  337,  AST  351,  AST  352,  CHM  331,  CHM 
332,  CSC  240,  CSC  252,  CSC  274,  ECO  240,  ECO  255, 
LOG  100,  PHY  214,  PHY  220,  PHY  222,  PHY  322  and 
PHY  340.  A  student  may  petition  the  department  if  she 
wishes  credit  for  any  course  not  on  this  list. 

Normally,  all  courses  that  are  counted  towards 
either  the  major  or  minor  must  be  taken  for  a  letter 
grade. 


The  Minor 

The  minor  in  mathematics  consists  of  21 1  plus  16 
other  credits  selected  from  any  one  of  the  groups  below. 
In  the  applied  mathematics  minor,  four  of  the  credits 
may  be  replaced  by  eight  credits  from  the  list  in  the 
description  of  major  requirements  found  above  or  by 
other  courses  approved  by  the  department. 

Applied  Mathematics  Minor 

153, 204, 212, 222, 225, 233, 243, 245, 246, 24^.  254, 
255, 264, 270, 325, 346, 353, 364,  PH\  211. 


306 


Mathematics  and  Statistics 


Discrete  Mathematics  Minor 

153, 270, 233, 238, 254, 255, 333, 353,  CSC  250,  PHI 
220. 


153, 212, 217, 224, 233, 238, 243, 325, 333, 342, 343, 
PHI  220. 

Mathematical  Statistics  Minor 

212,246,247,290,346. 

The  Minor  in  Applied  Statistics 

Information  on  the  Interdepartmental  Minor  in  Ap- 
plied Statistics  can  be  found  on  the  statistics  page  of 
this  catalogue. 


Examination:  in  addition  to  the  requirements  for  the 
major,  each  honors  student  must  take  an  oral  exami- 
nation in  the  area  of  her  honors  thesis. 


Algebra-Analysis-Geometry  Minor         Graduate 


580  Graduate  Special  Studies 

4  credits 

Offered  both  semesters  each  vear 


Honors 


Directors:  Michael  Albertson  (Fall  2007)  and  Patricia 
Sipe  (Spring  2008) 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 

432d  Thesis 

12  credits 

Full-vear  course;  Offered  each  year 


Requirements:  In  addition  to  the  credits  required  for 
the  major,  students  must  take  431  or  432d  (for  either 
eight  or  twelve  credits)  in  the  senior  year. 

Directed  reading,  exposition  and  a  thesis.  The  topic  of 
specialization  should  be  chosen  in  consultation  with 
the  director  during  the  junior  year  or  at  the  beginning 
of  the  senior  year. 


s(f 


Medieval  Studies 


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


Advisers  and  Members  of  the  Medieval  Studies  Council 

*'  Nana'  Mason  Bradbury.  Professor  of  English 

Language  and  Literature 
**-Brigitte  Buettner,  Professor  of  Art 

John  Connolly,  Professor  of  Philosophy 

Craig  K.  Davis.  Professor  of  English  Language  and 

Literature.  Director 
Eglal  Doss-Quinby,  Professor  of  French  Studies 


vj  Alfonso  Procaccini,  Professor  of  Italian  Language 
and  Literature 
Vera  Shevzov,  Associate  Professor  of  Religion 
1  Federica  Anichini.  Assistant  Professor  of  Italian 

Language  and  Literature 
"Mbtissam  Bouachrine,  Assistant  Professor  of  Spanish 

and  Portuguese 
' '  Suleiman  Ali  Mourad,  Assistant  Professor  of  Religion 
Ann  Ramsey,  Lecturer  in  Histon 


The  interdepartmental  major  and  minor  in  medieval 
studies  provide  students  with  an  opportunity  to  study 
the  civilization  of  medieval  Europe  from  a  multidis- 
ciplinary  perspective.  Subjects  that  belong  today  to 
separate  academic  disciplines  were  rarely  so  separated 
in  the  Middle  Ages,  and  it  is  therefore  appropriate  that 
students  be  given  an  opportunity  to  bring  these  subjects 
together  again.  The  great  diversity  of  regional  cultures 
in  medieval  Europe  was  balanced  by  a  conscious  at- 
tempt to  hold  to  a  unified  view  of  the  world  that  em- 
braced religious  and  social  ideals,  Latin  and  vernacular 
literature,  and  music  and  the  visual  arts. 

The  medieval  studies  major  and  minor  provide  stu- 
dents with  an  opportunity  to  recreate  for  themselves, 
through  courses  in  a  variety  of  related  disciplines, 
an  understanding  of  the  unit}-  and  of  the  diversity  of 
European  civilization  in  the  Middle  Ages.  The  medieval 
studies  major  and  minor  are  designed  so  that  they  can 
form  valuable  complements  to  a  major  or  minor  in 
one  of  the  participating  departments. 


The  Major 


Latin  Requirement: 

All  medieval  studies  majors  are  expected  to  achieve 
a  working  knowledge  of  the  Latin  language.  This  re- 
quirement may  be  satisfied  by  taking  at  least  one  Latin 
course  (4  credits)  at  the  200  level  or  above.  If  a  student 


has  no  prior  Latin  or  is  insufficiently  prepared  for  a 
200-level  course,  she  will  take  Latin  lOOd  (8  credits)  in 
order  to  fulfill  this  requirement.  However,  all  students 
are  urged  to  continue  Latin  at  the  200  level. 

Required  Courses: 

A  total  of  10  semester  courses  from  the  list  of  ap- 
proved courses  below,  excluding  the  Latin  requirement, 
distributed  in  four  areas  as  follows: 
1.  Two  courses  in  medieval  history:  normally  these  are 

HST224andHST225; 
1.   One  course  in  medieval  religion  or  philosophy: 

3.  One  course  in  medieval  art; 

4.  Two  courses  in  medieval  language  and/or 
literature,  not  necessarily  taken  in  the  same 
department;  one  course  in  classical  Latin  literature 
may  be  taken  in  fulfillment  of  this  requirement; 

5.  Two  additional  courses  from  the  list  of  approved 
courses  below; 

6.  Concentration  requirement:  two  additional  courses, 
at  least  one  at  the  advanced  level,  in  one  of  the  four 
areas  listed  above  (history,  religion  or  philosophy, 
art.  language  and/or  literature. 

In  addition  to  courses  listed  below,  courses  that  devote 
at  least  eight  weeks  of  the  semester  to  medieval  mate- 
rial may  be  taken  for  credit  in  the  major,  upon  petition 
to  the  Medieval  Studies  Council,  provided  that  the 
student's  principal  written  work  deals  with  a  medieval 
subject. 


Medieval  Studies 


Students  are  encouraged  to  consult  the  current  Five 
College  catalogue  of  courses  for  offerings  at  the  other 
four  institutions.  We  also  encourage  medieval  studies 
majors  to  consider  proposing  a  special  studies  project 
or  an  honors  thesis. 

The  Minor 

Required  Courses: 

Students  who  wish  to  qualify  for  a  minor  in  medieval 
studies  have  the  option  of  demonstrating  a  working 
knowledge  of  Latin  as  per  the  major  requirement  or 
demonstrating  a  working  knowledge  of  one  of  the  me- 
dieval vernaculars  (these  currently  include  ENG  216, 
ENG  217,  ENG  218,  ITL  332  and  SPN  250).  Beyond  the 
language  requirement,  students  must  take  four  courses 
from  the  list  of  approved  medieval  studies  courses  at  the 
200  level  or  above:  these  courses  must  include  at  least 
one  course  in  history  and  one  course  in  art  or  music. 
Students  are  encouraged  to  select  courses  that  deal  with 
different  aspects  of  the  same  time  period  and  comprise 
together  a  meaningful  examination  of  a  segment  of 
medieval  civilization. 

Approved  courses  for  2007-08  are  as  follows: 

Art 

220  Relics  and  Reliquaries 

English 

120  Celtic  Worlds 

120  Scandinavian  Mythology 

211  Beowulf 

214  Medieval  Welsh 

250  Chaucer 

French 

253  Medieval  and  Renaissance  France 

History 

224   Early  Medieval  World  300-1050 
227  Aspects  of  Medieval  European  History 

Topic:  Paris  From  Its  Origins  through  the 

Sixteenth  Century 


Italian 

332  Dante's  Diuina  Commedia- 

333  Dante's  Divina  Commedia- 
Paradiso 


-Inferno 
-Purgatorio  and 


Latin 

213  VugiVs  Aeneid 

330  Advanced  Readings  in  Latin  American 

Literature  I  &  II 

Topic:  Medieval  Latin 

Topic:  Virgil's  Aeneid:  Advanced  Course 


Philosophy 


124  History  of  Ancient  and  Medieval  Philosophy 
1 26  History  of  Medieval  Philosophy 

Spanish  and  Portuguese 

250  Survey  of  Iberian  Literatures  and  Society  I 
Topic:  Sex  and  the  Medieval  City 

332  The  Middle  Ages  Today 
Topic:  Queer  Iberia 

404  Special  Studies 

Admission  by  permission  of  the  instructor  and  the 

Medieval  Studies  Council. 

4  credits 

Offered  both  semesters  each  year 

408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  year 


Honors 


430d  Thesis 

Admission  by  permission  of  the  Medieval  Studies 

Council.  8  credits 

Full-year  course;  Offered  each  year 

Requirements:  The  same  as  those  for  the  major,  except 
that  the  thesis  (eight  credits)  shall  count  as  one  course 
(four  credits)  in  the  area  of  concentration.  The  subject 
of  the  thesis  should,  preferably,  be  determined  during 
the  second  semester  of  the  junior  year.  There  shall  be 
an  oral  examination  on  the  thesis. 


309 


Middle  East  Studies 


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


Members  of  Middle  East  Studies  Committee 

:  Ibtissam  Bouachrine,  Assistant  Professor,  Spanish 

and  Portuguese 
Justin  Cammv.  Assistant  Professor,  Jewish  Studies 
Donna  Robinson  Divine.  Professor,  Government, 

Director 


n  Suleiman  Mourad.  Assistant  Professor,  Religion 
Karen  Pfeifer,  Professor,  Economics 
Nadya  Sbaiti,  Assistant  Professor,  History 
*'  Gregory  White,  Professor,  Government 


The  Middle  East  studies  minor  at  Smith  provides  stu- 
dents with  the  opportunity  to  complement  their  major 
with  a  concentration  of  courses  that  treat  the  region  in 
all  its  historical,  political,  social,  and  cultural  complex- 
ity The  geographical  region  broadly  conceived  stretches 
from  north  .Africa  to  southwest  and  central  Asia.  The 
minor  provides  the  opportunity  to  study  the  region  in 
an  interdisciplinary  fashion,  with  attention  to  key  fields 
of  knowledge. 

Requirements:  Six  semester  courses  are  required. 

Language  (1  course) 

Completion  of  at  least  one  year  of  college-level  Arabic 
or  modern  Hebrew.  Only  the  second  semester  of  the 
beginner's  language  sequence  counts  as  one  of  the  six 
courses  required  for  the  minor,  though  students  earn 
course  credit  towards  overall  Smith  degree  require- 
ments for  the  full  year.  Additional  language  study  of 
Arabic  and  Hebrew  at  the  intennediate  and  advanced 
levels  at  Smith  or  within  the  Five  College  consortium 
is  strongly  encouraged.  Students  may  apply  to  the  MES 
Committee  for  funding  of  summer  language  study — 
eg.  Arabic.  Farsi.  Hebrew.  Turkish.  Urdu, 

Breadth  Requirements  (2  courses) 

1 .  A  course  on  classical  Islam  or  pre-modern  (prior  to 
1800)  Middle  Eastern  history. 

2.  A  course  on  modern  history,  contemporary  politics/ 
economics/sociology/anthropology  or  modern/ 
contemporary  Islamic  thought. 


Electives  (3  courses) 

In  consultation  with  their  adviser,  students  may  choose 
additional  electives  in  religion,  literature,  arts,  and/or 
history7  and  the  social  sciences. 

Students  who  wish  to  conduct  independent  research 
may  approach  an  adviser  for  permission  to  enroll  in 
MES  400  (Special  Studies).  MES  400  is  a  research 
intensive  course,  available  only  to  qualified  juniors  and 
seniors,  and  would  serve  as  one  of  the  electives. 

Apart  from  language  classes,  no  more  than  two  courses 
may  be  taken  from  the  same  department  or  program. 
And  normally  no  more  than  three  courses  can  be  taken 
away  from  Smith. 

Study  Abroad 

The  Middle  East  Committee  encourages  students  to 
explore  study  abroad  opportunities  which  allow  them 
to  deepen  their  understanding  of  Middle  Eastern  lan- 
guages, history7,  and  cultures.  A  list  of  Smith  approved 
programs  is  available  from  the  Office  of  Study  Abroad. 

Courses 

Students  should  consult  the  catalogue  for  an  up-to- 
date  list  of  courses.  In  consultation  with  an  adviser 
equivalent  courses  may  be  substituted.  Courses  related 
to  Middle  Hast  studies  offered  at  Smith  within  the  past 
three  years  include: 


310  Middle  East  Studies  Minor 


Language 

JUD  100\7  Elementary  Modern  Hebrew 

JUD  200  Intermediate  Modern  Hebrew 

ARAlOOy  Elementary  Arabic 

ARA  298/299  Intermediate  Arabic 


Social  Sciences 

ECO  214 

Economics  of  the  Middle  East  and  North 

Africa 

GOV  224 

Islam  and  Politics  in  the  Middle  East 

GOV  229 

Government  and  Politics  of  Israel 

GOV  248 

The  Arab-Israeli  Dispute 

GOV  323 

Warring  for  Heaven  and  Earth:  Muslim 

and  Jewish  Fundamentalism 

GOV  347 

North  Africa  in  the  International  System 

History 

and  Religious  Thought 

JUD  285 

Jews  and  Islamic  Civilization 

HST208 

The  Making  of  the  Modern  Middle  East 

HST209 

Aspects  of  Middle  Eastern  History 

REL110 

The  Holy  Land 

REL  245 

The  Islamic  Tradition 

REL246 

Islamic  Thought  and  the  Challenge  of 

Modernity 

REL  345 

Islamic  Thought 

Literature  and  the  Arts 

CLT275 

Israeli  Literature 

ARH228 

Islamic  Art  and  Architecture 

SPN332 

The  Middle  Ages  Today 

311 


Music 


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


Professors 

r-  Peter  Anthony  Bloom,  Ph.D. 
Donald  Franklin  Wheelock,  M.Mus. 
Richard  Jonathan  Sherr,  Ph.D. 
'*' Monica  Jakuc,  M.S. 
Ruth  Ames  Solie,  Ph.D. 
Karen  Smith  Emerson,  M.M. 
Jane  Bryden,  M.M.,  Chair 
"'Raphael  Atlas,  Ph.D. 

Associate  Professors 

'"Margaret  Sarkissian,  Ph.D. 
*2Joel  Pitchon,  M.M. 
*2  Steve  Waksman,  Ph.D. 

Assistant  Professor 

Judith  Gordon,  B.Mus. 


Senior  Lecturers 

"'Grant  Russell  Moss,  DMA 
Jonathan  Hirsh,  D.MA,  Director  of  Orchestral  and 
Choral  Activities 

Lecturer  and  Assistant  Director  of  Choral  Activities 

Ryan  Brandau.  MM. A. 

Lecturers 

Daniel  Warner,  Ph.D. 
Akiva  Cahn-Lipman,  M.M. 
Ronald  Gorevic,  A.G.S.M. 

Staff  Pianist 

Clifton  J.  Noble,  Jr.,  M.A. 


Exemption  from  introductory  courses  required  for  the 
major  may  be  obtained  on  the  basis  of  Advanced  Place- 
ment or  departmental  examinations. 

Prospective  majors  are  advised  to  take  1 10  and  1 1 1 
in  the  first  year  and  200  or  201  in  the  sophomore  year. 

Introductory  Courses 

100  Golloquia 

Colloquia  are  especially  designed  for  those  with  no 
previous  background  in  music.  Limited  to  20  students, 
they  will  emphasize  class  discussion  and  written  work, 
which  will  be  either  music  or  critical  prose  as  appropri- 
ate to  the  topic.  Open  to  all  students,  but  particularly 
recommended  for  first-year  students  and  sophomores. 
4  credits 

Fundamentals  of  Music 

An  introduction  to  music  notation  and  to  principles  of 
musical  organization,  including  scales,  keys,  rhyth- 
mand  meter.  Limited  to  beginners  and  those  who  did 


notplace  into  110.  {A} 

Raphael  Atlas,  Fall  2007 
Donald  Wheelock,  Spring  2008 
Offered  both  semesters  each  year 

The  Art  of  Listening 

An  introduction  to  music  for  audience  members,  deal- 
ing primarily  with  the  standard  classical  repertory.  How 
basic  knowledge  of  composers,  genres  and  style  peri- 
ods— and  the  information  conveyed  on  concert  pro- 
grams— can  focus  musical  expectations  and  heighten 
understanding  and  enjoyment.  Attendance  at  concerts 
will  be  stressed.  {A} 
Ruth  Solie 
Offered  Spring  2008 

Music  and  Gender  in  the  World 
This  course  explores  the  ways  in  which  music  func- 
tions in  society  to  reflect  or  construct  gender  relations 
and  the  degrees  to  which  a  society's  gender  ideology 
and  resulting  behaviors  affect  its  musical  thought  and 
practice.  Using  non-Western  case  studies  as  points  of 


312 


Music 


departure,  particular  emphasis  will  be  placed  upon  the 
ways  scholars  write  about  gendered  musical  lives.  {A/S} 
Margaret  Sarkissian 
Offered  Spring  2008 

101  Introduction  to  World  Music 

A  survey  of  the  world's  musical  traditions,  usually  in- 
cluding areas  of  Africa,  Latin  America,  the  Middle  East, 
India.  Indonesia  and  East  Asia.  Each  unit  will  contain 
a  general  overview  of  the  region,  detailed  study  of  one 
or  more  genres,  and  a  discussion  of  contemporary 
popular  musics.  Ability  to  read  music  is  not  necessary. 
{A/S}  4  credits 
Margaret  Sarkissian 
Offered  Fall  2007 

103  Sight-Singing 

Instruction  and  practice  in  singing  intervals,  rhythms, 
and  melodies,  in  interpreting  time  and  key  signatures, 
and  in  acquiring  other  aural  skills  essential  to  basic 
musicianship.  Recommended  background:  a  basic 
knowledge  of  pitch  and  rhythmic  notation.  Enrollment 
limited  to  12.  {A}  1  credit 
Ryan  Brandau 
Offered  Fall  2007,  Spring  2008 

105  Roll  Over  Beethoven:  A  History  of  Rock 

This  course  will  provide  a  critical  survey  of  rock  music, 
tracing  the  musics  development  from  blues  and  black- 
face minstrelsy  to  heavy  metal,  grunge  and  techno. 
Emphasis  throughout  will  be  placed  upon  understand- 
ing musical  developments  in  the  context  of  American 
race  and  gender  relations  and  the  politics  of  youth 
cultures  in  the  U.S.  Topics  to  be  covered  include  Elvis 
Presley  as  minstrel;  Jimi  Hendrix  and  the  blues;  women 
performers  in  rock;  heavy  metal  and  masculinity;  and 
the  (supposed)  death  of  rock  'n'  roll.  Enrollment  lim- 
ited to  45.  {H/A}  4  credits 
Steve  Waksman 
Offered  Spring  2009 

106  American  Sounds 

This  course  surveys  developments  in  the  history  of 
American  music,  with  a  primary  focus  on  the  20th 
century.  We  will  pay  particular  attention  to  blues  and 
country  music,  two  styles  that  arose  early  in  the  century 
and  provided  the  foundation  for  much  of  what  fol- 
lowed. The  course  may  cover  other  styles  such  as  folk, 
jazz,  klezmer  and  classical  music.  Throughout,  we 
will  attend  to  musical  aspects  of  these  styles,  and  will 


connect  them  to  larger  historical  themes  and  social 
issues  concerning  race,  class,  gender  and  the  making  of 
"American"  identity  through  music.  Formal  knowledge 
of  music  is  not  required.  {H/A}  4  credits 
Steve  Waksman 
Offered  Spring  2008 

PHY  107  Musical  Sound 

110  Analysis  and  Repertory 

An  introduction  to  formal  analysis  and  tonal  harmony, 
and  a  study  of  familiar  pieces  in  the  standard  musi- 
cal repertory.  Regular  written  exercises  in  harmony 
and  critical  prose.  One  hour  of  ear  training  per  week 
outside  of  class.  Prerequisite:  satisfactory  performance 
on  a  placement  test  or  completion  of  Fundamentals  of 
Music.  {A}  4  credits 
Ruth  Solie,  Donald  Wheelock 
Offered  Fall  2007 

111  Analysis  and  Repertory 

A  continuation  of  1 10.  Prerequisite:  1 10  or  permission 

of  the  instructor.  {A}  4  credits 

Ruth  Solie 

Offered  Spring  2008 

Intermediate  and  Advanced 
Courses 

200  Topics  in  the  History  of  Music 

Detailed  consideration  of  important  periods,  genres, 
and  composers  in  the  history  of  Western  Music. 

Topic:  The  Baroque  Revolution,  ca.  1580-1680 
At  the  turn  of  the  17th  century,  musical  style  changed 
radically  and  forever,  and  by  the  middle  of  that  century, 
most  of  the  things  that  we  now  take  for  granted  as 
aspects  of  "classical"  music  (vocal  genres  such  as  solo 
song,  opera  and  oratorio;  instrumental  genres  such  as 
the  sonata  and  the  concerto;  our  modern  system  of  no- 
tation and  tonality)  were  firmly  established.  The  period 
also  saw  issues  of  gender  and  eroticism  appear  in  musi- 
cal discourse,  as  well  as  the  first  substantial  body  of 
works  by  women  composers.  This  course  shall  consider 
these  topics  with  special  attention  to  the  way  they  are 
addressed  in  the  works  of  figures  such  as  Claudio  Mon- 
teverdi, Francesca  Caccini,  Barbara  Strozzi,  Girolamo 
Frescobaldi,  Heinrich  Schiitz  and  others.  Open  to  all 


Music 


313 


students  (including  first-year  students)  who  have  some 
piv\  ious  musical  experience  or  who  haw  obtained  the 
permission  of  the  instructor.  {H/A}  4  credits 
Richard  Sherr 
Offered  Fall  2007 

201  Music  from  the  Pre-Classic  to  the  Post-Modern 

An  historical  survey  of  the  principal  shies  and  monu- 
ments of  Western  music  from  the  time  of  Haydn  and 
Mozart  to  the  time  of  Stra\  insky  and  beyond  Open  to 
all  students  (including  first-years)  who  have  had  previ- 
ous musical  experience  or  who  have  obtained  permis- 
sion of  the  instructor.  {H/A}  4  credits 
Peter  Bloom 
Offered  Spring  2008 

205  Topics  in  Popular  Music 

Topic:  Metal  and  Punk:  Rock  History  Out  Loud.  In- 
depth  examination  of  the  historical,  musical  and  social 
development  of  heavy  metal  and  punk  rock,  two  key 
genres  in  the  recent  history  of  rock.  The  course  will  ex- 
plore metal  and  punk  as  interrelated  musical  responses 
to  the  "crisis"  that  beset  post-1960's  rock  and  use  the 
two  genres  as  a  lens  for  examining  the  nature  and  defi- 
nition of  popular  music  genres,  the  status  of  rock  music 
as  commodity,  the  politics  of  "noise,"  and  the  shifting 
qualities  of  the  rock  audience  from  the  1970s  to  the 
present.  Enrollment  limited  to  15.  Prerequisites:  MUS 
105  or  pemiission  of  the  instructor.  {H/S/A}  4  credits 
Steve  Waksman 
Offered  Fall  2007 

210  Advanced  Tonal  Analysis 

Advanced  study  of  tonal  music  through  analysis  and 
composition.  Prerequisite:  111  or  permission  of  the 
instructor.  Offered  in  alternate  years.  {A}  4  credits 
Offered  Spring  2009 

212  Analysis  and  Repertory:  20th  Century 
Study  of  major  developments  in  20th-century  music. 
Writing  and  analytic  work  including  non-tonal  har- 
monic practice,  serial  composition  and  other  musical 
techniques.  Prerequisite:  1 1 1  or  pemiission  of  the 
instructor.  {A}  4  credits 
Raphael  Atlas 
Offered  Fall  2007 


220  Topics  in  World  Music 

Topic:  Popular  Music  in  the  Islamic  World 
Music  is  a  thorny  issue  in  most  Islamic  societies.  There 
is  often  tension  between  hardliners  who  believe  that 
music  has  no  place  in  Islam  and  thus  try  to  prohibit 
it  and  those  who  tolerate  it,  albeit  within  well-defined 
parameters.  The  debate  intensifies  in  the  c;ise  of  popular 
music.  Despite  this,  there  is  an  incredible  varietj  of 
vibrant  popular  music  traditions  throughout  the  Is- 
lamic world.  In  this  course,  we  will  engage  with  Islamic 
debates  on  popular  music,  explore  a  broad  range  of  case 
studies,  and  examine  the  ways  each  illuminates  differ- 
ent themes  (tonus  of  Islam,  issues  of  diaspora,  gender 
considerations,  musical  diversity,  etc.).  No  prerequisites, 
though  MIS  101  will  be  helpful.  {A}  4  credits 
Margaret  Sarkissian 
Offered  Fall  2007 

Topic:  Women  in  Sub-Saharan  African  Music 
This  course  will  focus  on  the  role  of  women  within 
Sub-Saharan  African  musical  traditions.  Relying  on 
gender-specific  ensembles  as  well  as  those  involving 
male  and  female  participants,  we  will  examine  how  the 
musical  activities  of  women  as  well  as  the  organiza- 
tion and  structure  of  perfomiances  reflect,  reinforce,  or 
challenge  African  perspectives  of  gender  and  structures 
of  power  as  defined  in  selected  African  societies.  The 
course  will  cover  both  indigenous  and  modem  musi- 
cal idioms  from  different  parts  of  Africa,  including 
the  Baganda  of  Uganda,  the  Akan  of  Ghana  and  the 
Yoruba  of  Nigeria.  In  addition,  the  emergence  of  strong 
female  voices  like  those  of  Miriam  Makeba  (South 
Africa),  Stella  Chiweshe  (Zimbabwe)  and  Oumou  San- 
gare  (Mali)  in  the  20th  century  will  provide  the  basis 
for  examining  how  female  musicians  have  addressed 
gender-related  issues  in  their  music  and  attempted  to 
break  gender  boundaries  within  their  respective  societ- 
ies. No  previous  musical  experience  is  necessary;  there 
are  no  prerequisites  for  this  course.  {A}  4  credits 
Olobode  Omqjola 
Offered  Spring  2008 

233  Composition 

Basic  techniques  of  composition,  including  melody, 
simple  two-part  writing  and  instrumentation.  Analysis 
of  representative  literature.  No  previous  composition 
experience  required.  Prerequisite:  110  or  pemiission  of 
the  instructor.  {A}  4  credits 
Donald  Wheelock 
Offered  Fall  2007 


314 


Music 


251  The  History  of  the  Opera 

History  of  the  form  from  its  inception  to  the  present, 
with  emphasis  on  selected  masterworks.  {H/A}  4  credits 
Richard  Sherr 
Not  offered  2007-08 

ANT  258  Performing  Culture 

305  Music  of  the  High  Baroque 

The  music  of  Bach  and  Handel,  concentrating  on  their 

vocal  works.  Prerequisite:  1 10  or  permission  of  the 

instructor.  {A}  4  credits 

Richard  Sherr 

Nor  offered  2007-08 

303  Seminar  in  Music  of  the  Renaissance 

Sacred  and  secular  music  in  Western  Europe  during 
the  15th  and  16th  centuries.  Topic  for  2008:  The  Music 
ofjosquin  des  Prez.  Prerequisite:  permission  of  the 
instructor.  {H/A}  4  credits 
Richard  Sherr 
Offered  Spring  2008 

307  Beethoven  and  His  World 

A  look  at  Beethoven's  inheritance  from  Haydn  and 
Mozart;  a  survey  of  Beethoven's  music  concentrating  on 
the  piano  sonatas,  concertos,  string  quartets  and  sym- 
phonies; and  a  consideration  of  some  recent  Beethoven 
literature  that  takes  us  into  the  composer's  workshop 
and  on  to  his  wider  world.  Prerequisite:  201  or  permis- 
sion of  the  instructor.  {A}  4  credits 
Peter  Bloom 
Offered  Fall  2007 

308  Seminar  in  the  Music  of  the  Nineteenth  Century 

The  Worlds  of  Hector  Berlioz  and  Richard  Wagner. 
A  comparative  study  of  two  controversial  composers 
whose  lives  intersected  with  momentous  events  in  po- 
litical history  and  whose  works — of  unrivaled  novelty, 
unprecedented  monumentality,  and  unquestionable 
profundity — marked  their  own  generations  and  gen- 
erations to  come.  Areas  of  investigation,  in  accordance 
with  students'  interests,  may  include  Berlioz  and 
Wagner  as  authors  of  operas  about  artists  and  lovers  in 
conflict  with  society,  of  musical  reactions  to  Goethe's 
Faust,  and  of  theoretical  treatises  and  autobiographies. 
Prerequisite:  201  or  permission  of  the  instructor.  {H/A} 
4  credits 
Peter  Bloom 
Offered  Spring  2008 


325  Writing  About  Music 

An  opportunity  for  intensive  work  on  disciplinary  writ- 
ing, including  prose  style,  tone  and  mechanics,  in  a 
workshop  format.  At  the  same  time  the  class  will  study 
many  genres  of  published  writing  on  music — from 
daily  journalism  to  academic  essays — covering  a  va- 
riety of  musical  repertories  and  performance  contexts. 
Prerequisite:  any  300-level  course  in  music,  or  permis- 
sion of  the  instructor.  {A}  4  credits 
Ruth  Solie 
Offered  Fall  2007 

341  Seminar  in  Composition 

Prerequisite:  a  course  in  composition.  Admission  by 
permission  of  the  instructor.  May  be  repeated  for  credit. 
{A}  4  credits 
Donald  Wheelock 
Offered  Spring  2008 

345  Electro-Acoustic  Music 

Introduction  to  musique  concrete,  analog  synthesis, 
digital  synthesis  and  sampling  through  practical  work, 
assigned  reading  and  listening.  Enrollment  limited  to 
eight.  Prerequisites:  a  semester  course  in  music  theory 
or  composition  and  permission  of  the  instructor.  {A} 
4  credits 
Daniel  Warner 
Offered  Spring  2008 

CSC  354  Seminar  in  Digital  Sound  and  Music 
Processing 

400  Special  Studies 

In  the  history  of  music,  world  music,  composition,  or 

in  the  theory  or  analysis  of  music.  By  permission  of  the 

department,  for  juniors  and  seniors. 

1  to  4  credits 

Offered  both  semesters  each  year 

Graduate  Courses 

The  department  offers  no  graduate  program  but  will 
in  exceptional  circumstances  consider  admitting  an 
advanced  student  whose  independent  studies  leading  to 
the  M.A.  degree  would  be  overseen  by  the  appropriate 
members  of  the  faculty. 


Music 


315 


Performance 


Admission  to  performance  courses  is  determined  by  au- 
dition. To  the  extent  that  places  in  performance  courses 
are  available,  students  are  accepted  on  the  basis  of 
musicianship,  competence  and  potential  ability.  There 
are  fees  for  all  courses  involving  individual  instruction. 

When  no  instructor  for  a  particular  instrument  is 
available  at  Smith  College,  or  when  no  place  is  avail- 
able on  the  roster  of  a  Smith  College  performance 
instructor,  even  effort  will  be  made  to  provide  qualified 
students  with  qualified  instructors  from  the  Five  College 
community.  Such  arrangements  may  require  Smith 
students  to  travel  to  other  valley  colleges. 

Courses  in  performance  normally  require  one  hour 
of  individual  instruction  per  week.  Students  taking 
four-credit  courses  for  the  year  in  performance  are  ex- 
pected to  practice  a  minimum  of  one  hour  a  day;  those 
taking  eight-credit  courses  for  the  year  in  performance, 
two  hours  a  day.  Two  performance  courses  may  not  be 
taken  concurrently  without  pennission  of  the  depart- 
ment. This  restriction  does  not  apply  to  chamber  music 
or  conducting. 

First-  and  second-year  courses  in  perfonnance  must 
be  taken  above  a  regular  program — that  is,  eight  four- 
credit  courses  per  year — and  are  counted  as  four-credit 
courses  for  the  year.  Exception:  a  sophomore  who  plans 
a  music  major  may,  with  the  permission  of  the  depart- 
ment, elect  the  second-year  course  in  performance 
within  a  32-credit  program  for  eight  credits  for  the  year. 

Third-  and  fourth-year  courses  in  performance 
may  be  taken  within  a  regular  program  as  an  eight- 
credit  course  for  the  yean  with  the  permission  of  the 
instructor,  or  above  a  regular  program  as  either  an 
eight-credit  or  a  four-credit  course  for  the  year.  While 
all  performance  students  are  urged  concomitantly 
to  study  music  in  the  classroom,  those  who  wish  to 
continue  individual  instruction  beyond  the  first-  and 
second-year  courses  must  take  either  Fundamentals  of 
Music  (Music  100),  or  1 10  and  either  Music  200  or  201 
during  their  years  at  Smith  College.  It  is  recommended 
that  these  courses  be  taken  prior  to  the  junior  year. 

A  minimum  grade  of  B  or  permission  of  the  in- 
structor is  required  for  admission  to  courses  in  perfor- 
mance beyond  the  first  year  of  study 

No  more  than  24  credits  earned  in  courses  in  per- 
fonnance may  be  counted  toward  graduation. 


Auditions  must  be  scheduled  with  the  secretary  of  the 
department  upon  arrival  on  campus.  Singers,  pianists. 
and  other  instrumental ists  will  be  expected  to  perform 
one  or  more  works  of  their  own  choice.  Courses  in  organ 
are  not  normally  open  to  first-year  students,  but  those 
who  demonstrate  proficiency  in  piano  may  receive  per- 
mission to  register  for  organ  in  the  first  year. 

Registration  for  performance  courses  takes  place  at  the 
department  office  (as  well  as  with  the  Registrar),  and  is 
tentative  until  audition  results  are  posted. 

Undergraduate  performance  courses  carry  the  following 
numbering  sequence,  credits  and  section  letters: 

914y  {A}  4  credits,  first  year  of  performance  study 
924y  {A}  4  credits,  second  year  of  performance  study 
928y  {A}  8  credits,  music  majors  in  second  year  of 
perfonnance  study  who,  with  their  teacher's  permission, 
wish  to  study  for  full  credit.  Prerequisite:  MI'S  9l4y. 
930y  {A}  Advanced  level  for  variable  credit  (4  or  8 
credits).  Can  be  repeated  once.  Prerequisite:  MUS  924y 
or928y. 

940y  {A}  Intensive  preparation  for  a  senior  recital  for 
those  admitted  to  the  Concentration  in  Performance. 
Two  hour  lessons  per  week.  May  be  substituted  for  one 
or  two  elective  classroom  courses  above  the  one  hun- 
dred level  in  the  major.  Prerequisites:  four  semesters  of 
performance  for  credit  or  the  equivalent;  audition  and 
permission  of  the  department.  8  credits. 


A 

Piano 

N 

Bassoon 

B 

Organ 

0 

French  Horn 

C 

Harpsichord 

P 

Trumpet 

D 

Voice 

0 

Trombone 

E 

Violin 

R 

Tuba 

F 

Viola 

S 

Percussion 

G 

Violoncello 

T 

Guitar 

H 

Double  Bass 

U 

Lute 

I 

Viola  da  Gamba 

V 

Harp 

J 

Flute 

w 

Other  Instruments 

K 

Recorder 

X 

Jazz  Piano 

L 

Oboe 

Y 

Jazz  Voice 

M 

Clarinet 

z 

Other  Jazz  Instrun 

Piano.  Monica Jakuc  l.emvtt.  Judith  Gordon 

Organ.  Prerequisite:  piano  9l4y  or  the  equivalent  Grant 

Moss 


316 


Music 


Harpsichord.  Prerequisite:  piano  9l4y  or  permission  of 
the  instructor.  Grant  Moss 

Voice.  Karen  Smith  Emerson,  Jane  Bryden,  Judith 
Gray 

Violin.  Joel  Pitchon 

Viola.  Ronald  Gorevic 

Violoncello.  Akiva  Cahn-Lipman,  Volcy  Pelletier 

Double  bass.  (UMass) 

Viola  da  Gamba.  Alice  Robbins 

Wind  Instruments.  Ellen  Redman,  flute;  Kirsten 
Hadden  Lipkins,  oboe;  Lynn  Sussman,  clarinet; 
Emily  Samuels,  recorder 

Trumpet.  Donna  Gouger 

French  Horn.  Frederick  Aldrich 

Trombone,  Tuba.  (UMass) 

Percussion.  (UMass) 

Harp.  Felice  Swados 

Guitar.  Phillip  de  Fremery 

Other  Instruments 

Jazz  Piano.  Michele  Feldheim 
Jazz  Voice.  To  be  announced 
Saxophone.  Thomas  Tisdell 
Drum  Set.  Claire  Arenius 

Other  Jazz  Instruments 


901  Music  Ensembles 

Chamber  Music  Ensemble 
Open  on  a  limited  basis  to  qualified  students  who  are 
studying  their  instruments.  This  course  requires  a  one- 
hour  lesson  and  three  hours  of  practice  per  week.  May  be 
repeated.  Permission  of  the  instructor  required.  {A}  1  credit 
Joel  Pitchon,  Members  of  the  department 
Offered  both  semesters  each  year 

903  Conducting 

Baton  technique,  score  reading,  problems  of  conduct- 
ing choral  and  instrumental  ensembles.  Ability  to  read 


bass  and  treble  clef  required.  May  be  repeated  for  credit. 
Admission  by  permission  of  the  instructor.  {A}  2  credits 
To  be  announced 
Offered  Spring  2008 

Smith  College  Orchestra 

A  symphony  orchestra  open  to  Smith  students,  Five- 
College  students  and  community  members.  The 
orchestra  gives  one  concert  each  semester  and  performs 
at  annual  events  such  as  Family  Weekend  and  Christ- 
mas Vespers.  Rehearsals  on  Tbesday  evenings. 
Jonathan  Hirsh,  Conductor 

Smith  College  Gamelan  Ensemble 

One  concert  each  semester.  Open  (subject  to  space) 
to  Smith  students,  other  Five  College  students,  faculty 
and  staff.  No  prior  experience  necessary.  Rehearsals  on 
Wednesday  evenings. 
Darsono  and  Margaret  Sarkissian,  Directors 

Smith  College  Jazz  Ensemble 

One  rehearsal  per  week;  at  least  two  concerts  per  se- 
mester. Open  to  Smith  and  Five  College  students  and 
members  of  the  community,  with  all  levels  of  prior  jazz 
training. 
Geneiieve  Rose,  Director 

Smith  College  Wind  Ensemble 

One  rehearsal  per  week;  at  least  one  concert  per  se- 
mester. Open  by  audition  to  Smith  and  Five  College 
students  and  members  of  the  community. 
Ellen  Redman,  Director 


Choral  Ensembles 

The  Choral  Program  at  Smith  includes  three  en- 
sembles. Each  ensemble  perfomis  annually  at  Family 
Weekend,  Autumn  Serenade,  Christmas  Vespers  and 
at  college  events  such  as  Convocation,  Rally  Day  and 
some  chapel  services.  All  the  ensembles  perform  a  var- 
ied repertoire  including  classical,  world  music,  popular 
songs  and  Smith  songs.  At  least  once  each  year,  the  Glee 
Club,  and  occasionally  the  College  Chorus,  performs  a 
major  work  with  a  visiting  Men's  Glee  Club,  orchestra 
and  soloists.  In  alternate  years,  the  Chamber  Singers 
perform  on  tour  in  the  United  States  and  abroad. 

Glee  Club:  open  by  audition  to  sophomores,  juniors, 
seniors  and  Ada  Comstock  Scholars.  Rehearsals  on 


Music 


Monday  and  Wednesday  afternoons. 
Jonathan  Hirsh.  Conductor 

Chamber  Singers:  open  to  selected  members  of  the 
Choral  ensembles  by  audition.  Normally  offered  in 
alternate  years. 
Jonathan  Hirsh.  Conductor 

College  Chorus:  open  by  audition  to  all  first-year 
students.  Rehearsals  on  Monday  and  Wednesday  after- 
noons. 
Ryan  Brandau,  Conductor 

The  Five  College  Collegium 
and  Early  Music  at  the  Five 
Colleges 

The  Five  College  Early  Music  Program  seeks  to  provide 
educational  and  musical  experience  for  those  interested 
in  the  instrumental  and  vocal  music  of  the  Middle 
Ages,  the  Renaissance  and  the  baroque  period.  An  ex- 
tensive collection  of  medieval,  Renaissance,  and  ba- 
roque instruments  is  available  to  students  for  study  and 
performance,  and  there  are  large  holdings  in  the  music 
libraries  of  the  Five  Colleges.  Students  may  participate 
in  the  Five  College  Collegium  (open  by  audition),  may 
join  ensembles  organized  on  the  various  campuses, 
and  may  take,  for  a  fee,  individual  and  noncredit  group 
Instruction.  Smith  students  should  contact  Jane  Bryden, 
Emily  Samuels,  or  Alice  Robbins  for  further  details. 

The  Major 

4 

Advisers:  Members  of  the  department 

Adviser  for  Study  Abroad:  To  be  announced 

Basis  for  the  major:  1 10, 1 1 1, 200  or  201  and  101  or  220. 

Requirements:  1 1  semester  courses:  110,  111,  200  or 
201, 101  or  220;  two  further  courses  in  music  theory, 
analysis,  or  composition;  three  further  courses  in  music 
history;  and  two  further  classroom  courses  above  the 
100-level  (under  certain  circumstances  a  colloquium 
mav  be  substituted  for  one  of  these). 


Foreign  languages:  students  are  urged  to  acquire  some 
knowledge  of  German.  French  and  Italian. 

Students  who  are  contemplating  graduate  work  in 
music  should  consider  taking  210  and  any  seminar. 

Music  Major  with  Concentration  in 
Performance 

Majors  who  have  demonstrated  an  extraordinary  level 
of  achievement  in  performance  may,  before  March  of 
the  junior  year,  seek  via  audition  before  a  representative 
committee  of  the  department,  to  substitute  940y  (for  8 
credits)  in  their  senior  year  for  one  or  two  of  the  courses 
designated  as  "'two  further  classroom  courses  above  the 
one  hundred  level"  in  the  requirements  of  the  major. 

The  Minor 

Advisers:  Members  of  the  department 

Basis:  110,  111,  200 or 201. 

Requirements:  six  semester  courses:  110,  111,  200  or 
201,  and  three  further  classroom  courses  of  which  at 
least  one  should  be  above  the  100-level  and  of  which 
at  least  one  should  be  a  course  or  colloquium  dealing 
with  non-Western  music. 


Honors 


Director:  To  be  announced 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 

Requirements:  Students  will  fulfill  the  requirements 
of  the  major.  Students  will  also  present  a  thesis  1 430d 
or  431)  or  a  composition  normal h  equivalent  to  eight 
credits.  Examination:  students  will  take  an  oral  exami- 
nation on  the  subject  of  the  thesis. 


318 


Neuroscience 


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


Neuroscience  Committee 

Margaret  E.  Anderson,  Professor  of  Biological  Sciences, 

Director 
Mary  Harrington,  Professor  of  Psychology 
Virginia  Hayssen,  Professor  of  Biological  Sciences 
Richard  Olivo,  Professor  of  Biological  Sciences 
Stylianos  Scordilis,  Professor  of  Biological  Sciences 
David  Bickar,  Associate  Professor  of  Chemistry 


' l  Adam  C.  Hall,  Associate  Professor  of  Biological 

Sciences 
Susan  Voss,  Associate  Professor  of  Engineering 
Maryjane  Wraga,  Associate  Professor  of  Psychology 
**'  Michael  Barresi,  Assistant  Professor  of  Biological 

Sciences 
Beth  Powell,  Lecturer  in  Psychology 


230  Experimental  Methods  in  Neuroscience 

A  laboratory  course  exploring  anatomical  research 

methods,  neurochemical  techniques,  behavioral 

testing,  design  of  experiments  and  data  analysis. 

Prerequisites:  PSY210or221  andCHM  111  or  118 or 

permission  of  the  instructor.  Enrollment  limited  to  14. 

{N}  4  credits 

Beth  Powell,  Fall  2007 

Mary  Harrington.  Spring  2008 

Offered  both  semesters  each  year 


General  Anesthesia 

This  seminar  will  explore  the  history  of  general  anes- 
thesia, current  anesthetic  practices  and  the  molecular 
mechanisms  of  anesthetic  actions  in  the  brain.  Pre- 
requisite: either  BIO  202, 200, 300  or  310.  Enrollment 
limited  to  12.  {N}  4  credits 
Adam  Hall 
Offered  Fall  2008 


311  Neuroanatomy 

A  survey  of  the  structural  organization  of  the  mamma- 
lian brain  and  the  behavioral  changes  associated  with 
brain  damage.  Laboratory  covers  research  techniques 
in  neuroanatomy.  Prerequisites:  210  or  221,  an  intro- 
ductory BIO  course,  or  permission  of  the  instructor. 
Enrollment  limited  to  20.  Laboratory  sections  limited  to       l[\Q  M&l Of 
10.  {N}  5  credits  } 

Madeline  Rhodes 
Offered  Fall  2007 


400  Special  Studies 

A  scholarly  project  completed  under  the  supervision  of 
any  member  of  the  program.  Permission  of  the  instruc- 
tor required. 
1-5  credits 
Offered  both  semesters  each  year 


312  Seminar  in  Neuroscience 

Biological  Rhythms 

Molecular,  physiological  and  behavioral  studies  of 

circadian  and  circa-annual  rhythms.  Prerequisites: 

NSC  230  and  a  course  in  statistics,  and  pennission  of 

the  instructor.  Enrollment  limited  to  12.  {N}  4  credits 

Mary  Harrington 

Offered  Fall  2007 


Core  courses:  BIO  150/151;  CHM  HI  or  118, 222, 223; 
either  PSY  210  or  221;  either  BIO  200/201  or  202/203 
or  206/207;  MTH  190  or  245;  NSC  230;  two  courses  with 
laboratories  from  the  following:  BIO  300/301, 302/303, 
310/311,  NSC  311. 

Two  electives: 

Select  one  from  BIO  200, 202, 206, 230, 300/301, 302, 
310, 362, 363,  NSC  311,  EGR  380,  PSY  210, 218, 219, 
221, 222. 


Neuroscience 


319 


Select  one  from  NSC  312, 400  (special  studies,  4  or  5 
credits),  430d/432d  (Thesis),  BCH  380,  PS1  526. 

A  total  of  54  credits  is  required  in  the  major.  The  S/U 
option  may  not  be  used  for  courses  in  the  major  A  stu- 
dent who  places  out  of  required  courses  with  AP  or  IB 
credits  is  expected  to  replace  those  courses  with  others 
offered  in  the  major.  Credits  should  be  earned  by  taking 
an  additional  elective.  NSC  230  is  not  open  to  seniors. 

BIO  200.  202,  206,  300,  302,  510  or  NSC  31 1  and  PSY 

210  or  11 1  may  be  taken  as  either  core  or  elective,  but 
one  course  cannot  be  counted  as  both  core  and  elective. 
A  student  may  take  either  BIO  202  or  206,  but  not  both. 

BI0 150  Cells,  Physiology  and  Development 

Students  in  this  course  will  investigate  the  structure, 

function  and  physiology  of  cells,  the  properties  of  bio- 
logical molecules,  information  transfer  from  the  level 
of  DNA  to  cell-cell  communication,  and  cellular  energy 
generation  and  transfer.  The  development  of  multicel- 
lular organisms  and  the  physiology  of  selected  organ 
systems  will  also  be  explored.  Laboratory  (BIO  151)  is 
recommended  but  not  required.  Enrollment  limited  to 
80.  {N}  4  credits 

Michael  Barresi,  Richard  Briggs,  Carolyn  Wetzel 
Offered  Fall  2007,  Spring  2008 

BI0 151  Cells,  Physiology  and  Development  Laboratory 

Laboratory  sessions  in  this  course  will  combine  ob- 
servational and  experimental  protocols.  Students  will 
examine  cellular  molecules,  monitor  enzymatic  reac- 
tions, photosynthesis  and  respiration  to  study  cellular 
function.  Students  will  also  examine  embryology  and 
the  process  of  differentiation,  the  structure  and  func- 
tion of  plant  systems,  and  the  physiology  of  certain 
animal  systems.  Prerequisite:  BIO  150,  (normally  taken 
concurrently).  {N}  1  credit 
Michael  Barresi,  Richard  Briggs,  Carolyn  Wetzel 
Offered  Fall  2007,  Spring  2008 

BIO  200  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  In 
specific  environments.  Prerequisites:  BIO  150/151  and 
CHMlllorCHM  118.  Laboratory  (BIO  201 1  is  optional 
but  strongly  recommended.  {N}  4  credits 
Margaret  Anderson 
Offered  Fall  2007 


BIO  201  Animal  Physiology  Laboratory 
Experiments  will  demonstrate  concepts  presented  in 

BIO  200  and  illustrate  techniques  and  data  analysis 
used  in  thestudj  of  physiology  BIO  200  must  betaken 
concurrently.  {N}  l  credit 
Margaret  Anderson 
Offered  Fall  2007 

BIO  202  Cell  Biology 

I'lie  structure  and  function  of  eukarvotic  cells.  This 
course  will  examine  contemporary  topics  in  cellular 
biolog) :  cellular  structures,  organelle  function,  mem- 
brane and  endomembrane  systems,  cellular  regulation, 
signaling  mechanisms,  motility;  bioelectricitv,  commu- 
nication and  cellular  energetics.  This  course  is  a  pre- 
requisite for  Biochemistry  I.  Prerequisites:  BIO  150/151 
and  CUM  111.  Laborator\  (BIO  203)  is  recommended 
but  not  required.  {N}  4  credits 
Stylianos  Scordilis 
Offered  Fall  2007 

BIO  203  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  202,  (should  be  taken 
concurrently).  {N}  1  credit 
Graham  Kent 
Offered  Fall  2007 

BIO  206  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  energj 
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  150  and  CUM  1 1 1  or 
OHM  1  IS.  This  course  does  not  serve  as  a  prerequisite 
forBCH  252.  Laboratory  (BIO  207)  is  recommended 
but  not  required.  {N}  4  credits 
Michael  Barresi 
Offered  Spring  2000 

BIO  207  Cell  Physiology  Laboratory 

Instructed  and  self-designed  experimentation  of  single 


320 


Neuroscience 


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  such  as  bright  field,  darkfield,  phase  con- 
trast, epifluorescence,  confocal  and  scanning  electron 
microscopy  and  time-lapse  video  microscopy.  A  main 
focus  of  the  lab  is  to  visualize  molecular  components  of 
single  cells  using  direct  immunofluorescence  and  test 
how  those  components  regulate  cell  function  using  the 
cell  culture  model  system. 

Prerequisite:  BIO  206  (normally  taken  concurrently). 
{N}  1  credit 

Michael  Barresi  Graham  Kent 
Offered  Spring  2009 

BIO  230  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  biology7  of  infectious 
diseases,  the  comparative  analysis  of  whole  genomes 
and  the  origin  and  evolution  of  genome  structure  and 
content.  Prerequisites:  BIO  110  or  152.  Laboratory  (BIO 
231)  is  recommended  but  not  required.  {N}  4  credits 
Robert  Dorit 
Offered  Spring  2008 

BIO  300  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  200, 202  or  206. 
Laboratory  (BIO  301)  must  be  taken  concurrently.  {N} 
4  credits 
Richard  Otivo 
Offered  Spring  2008 

BIO  301  Neurophysiology  Laboratory 

Electrophysiological  recording  of  signals  from  neurons, 
including  an  independent  project  in  the  second  half  of 
the  semester.  BIO  300  must  be  taken  concurrently.  {N} 
1  credit 

Richard  Olivo 
Offered  Spring  2008 


BIO  302  Developmental  Biology 

Developmental  biology  is  the  study  of  the  amazing  pro- 
cesses by  which  a  fertilized  egg  becomes  a  multicellular 
organism  with  thousands  of  different  cell  types.  Obser- 
vations of  these  remarkable  phenomena  are  presented 
in  concert  with  the  experiments  underlying  our  current 
understanding  of  the  control  of  these  events.  Emphasis 
is  placed  on  learning  to  design  experiments  to  answer 
questions  about  cause  and  effect  in  biological  systems, 
developing  or  otherwise.  In  addition  to  textbook  read- 
ing assignments,  students  will  learn  to  read  and  present 
primary  literature,  design  visual  representation  of 
developmental  processes,  and  compose  an  abbreviated 
grant  proposal.  In  order  to  fully  engage  students  with 
the  research  being  conducted  in  developmental  biol- 
ogy, selected  investigators  will  Web  conference  with 
our  class.  Prerequisite:  BIO  230  and  BIO  202  or  BIO 
206.  Laboratory  (BIO  303)  is  recommended  but  not 
required.  {N}  4  credits 
Michael  Barresi 
Offered  Fall  2007 

BIO  303  Developmental  Biology  Laboratory 

Students  will  design  and  carry  out  their  own  experi- 
ments focused  on  neural  and  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-transgenics,  an  array  of  microscopy  techniques. 
This  laboratory  is  designed  as  a  true  research  experi- 
ence 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  uni- 
versities. Prerequisite:  BIO  302  (must  be  taken  concur- 
rently). Enrollment  limited  to  12.  {N}  1  credit 
Michael  Barresi 
Offered  Fall  2007 

BIO  310  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  biology7  of  neurological  disorders 
and  molecular  neuropharmacology.  Prerequisites:  BIO 
202,  BIO  230,  or  BIO  206,  or  permission  of  the  instruc- 


Neuroscience 


321 


tor.  Laboratory  (BIO  311)  must  be  taken  concurrently 
Enrollment  limited  to  20.  {N}  4  credits 
Adam  C.  Hall 
Offered  Spring  2009 

BIO  311  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  by  an  introduction  to  DNA  microarray  tech- 
nology for  studying  gene  expression  in  the  brain.  The 
rest  of  the  laboratory  uses  \heXenopus  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  310  must  be  taken  concurrently.  Enrollment  lim- 
ited to  20  {N}  1  credit 
Adam  C  Hall 
Offered  Spring  2009 

BIO  362  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  ecology 
and  evolution.  Prerequisite:  one  of  the  following:  BIO 
260, 272, 363,  a  statistics  course  or  permission  of  the 
instructor.  {N}  3  credits 
Virginia  Hayssen 
Offered  Fall  2008 

BIO  363  Animal  Behavior:  Methods 

Research  design  and  methodology  for  field  and  labora- 
tory studies  of  animal  behavior.  Prerequisite,  one  of 
the-following:  BIO  262, 272, 362,  a  statistics  course,  or 
permission  of  the  instructor.  Enrollment  limited  to  15 
1    students.  {N}  3  credits 
Virginia  Hayssen 
Offered  Fall  2007 

BCH  380  Seminar:  Topics  in  Biochemistry 

Molecular  Pathogenesis  of  Emerging  Infectious 
Diseases 

This  course  will  examine  the  impact  of  infectious  dis- 
eases on  our  society.  New  pathogens  have  recently  been 
identified,  while  existing  pathogens  have  warranted 


increased  investigation  for  multiple  reasons,  including 
as  causative  agents  of  chrome  disease  and  cancer  and 
:ls  agents  of  bioterrorism.  Specific  emphasis  on  the 
molecular  basis  of  virulence  in  a  varietj  of  organisms 
will  be  addressed  along  with  the  diseases  they  cause 
and  the  public  health  measures  taken  to  address  these 
pathogens.  Prerequisites:  BIO  202  or  BIO  204.  Recom- 
mended: BIO  306.  {N}  3  credits 
Christine  Wbite-Ziegler 
Offered  Spring  2009 

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 
.  Vlam  Hull 
Offered  Fall  2009 

EGR  380  Neuroengineering 

See  course  description  in  Engineering  section  of  this 
bulletin.  Prerequisite:  MTH  111  and  112  and  EGR  220 
or  PHY  1 16  and  BIO  150  or  permission  of  the  instructor. 
{N/M}  4  credits 
Not  offered  in  2007-2008 

P8Y  210  Introduction  to  Neuroscience 

An  introduction  to  the  organization  and  function  of  the 
mammalian  nervous  system.  An  in  depth  exploration 
of  the  brain  using  multiple  levels  of  analysis  rang- 
ing from  molecular  to  cognitive  and  behavioral  ap- 
proaches. An  appreciation  of  how  brain  cells  interact  to 
orchestrate  adaptive  responses  and  experiences  will  be 
gained.  The  material  is  presented  at  a  level  accessible 
for  science  as  well  as  nonscience  majors.  This  course 
has  no  prerequisites.  {N}  -4  credits 
Madeline  Rhodes 
Offered  Spring  2008 

PSY  221  Physiology  of  Behavior 
Introduction  to  brain-behavior  relations  in  humans 
and  other  species.  An  overview  of  anatomical,  neural. 
hormonal,  and  neurochemical  bases  of  behavior  in 
both  normal  and  clinical  cases.  Major  topics  include 
the  biological  basis  of  sexual  behavior,  sleep,  emo- 


322 


Neuroscience 


tions,  depression,  schizophrenia,  autism,  ADHD  and 
neurological  disorders.  Open  to  entering  students.  {N} 
4  credits 
Beth  Powell 
Offered  Fall  2007 

PSY  218  Cognitive  Psychology 

Theory  and  research  on  current  topics  in  cognition, 
including  attention,  perception,  concept  formation, 
imagery,  memory,  decision  making  and  intelligence. 
Prerequisite:  111  or  permission  of  the  instructor.  {N} 
4  credits 

Maryjane  Wraga 
Offered  Spring  2009 

PSY  219  Cognitive  Neuroscience 

Cognitive  neuroscience  uses  neuroimaging  techniques 
such  as  PET  and  fMRI  to  examine  issues  related  to  the 
mind/brain.  This  course  covers  such  topics  as  percep- 
tion and  encoding,  cerebral  lateralization  and  special- 
ization, the  control  of  action,  executive  function,  and 
the  problem  of  consciousness.  Prerequisite:  PSY  111  or 
PSY  210  or  permission  of  the  instructor.  {N}  4  credits 
Maryjane  Wraga 
Offered  Spring  2008 

PSY  222  Psychopharmacology 

This  course  will  examine  the  effects  of  drugs  on  the 
nervous  system  and  associated  changes  in  mood, 
cognition  and  behavior.  Legal  and  illegal  recreational 
drugs  will  be  considered,  as  well  as  therapeutic  agents 
used  to  treat  psychological  illnesses  such  as  depression 
and  schizophrenia.  Focus  will  be  on  understanding 
the  effects  of  drugs  on  synaptic  transmission,  as  well 
as  how  neural  models  might  account  for  tolerance 
and  addiction.  The  course  will  also  cover  issues  with 
social  impact  such  as  the  effects  of  drugs  on  fetal  de- 
velopment, the  pharmaceutical  industry,  and  effective 
treatments  for  drug  abuse.  Prerequisite:  210  or  221  or 
permission  of  the  instructor.  {N}  4  credits 
Beth  Powell 
Offered  Spring  2008 

PSY  326  Seminar  in  Biopsychology 

Topic:  Parkinson 's  Disease.  We  will  discuss  the  history 
of  Parkinson's  disease,  the  underlying  cellular  and 
molecular  changes  associated  with  this  disease,  and  the 
range  of  symptoms.  Both  motor,  cognitive,  and  emo- 
tional disturbances  will  be  studied.  Current  treatments 


and  potential  future  therapies  will  be  covered.  Prereq- 
uisites: a  course  in  experimental  methods,  a  course  in 
statistics,  a  course  in  neuroscience  and  permission  of 
the  instructor.  Enrollment  limited  to  12.  {N}  4  credits 
Mary  Harrington 
Offered  Spring  2008 

Adviser  for  Study  Abroad:  Mary  Harrington 

Adviser  for  Transfer  Students:  Margaret  Anderson 


The  Minor 


Required  core  courses:  PSY  210  or  221,  and  a  300- 
level  course  selected  in  consultation  with  the  adviser. 

Choose  four  electives  from:  PSY  210, 218, 221, 222, 
312, 326;  NSC  311, 312;  BIO  200, 202, 206, 300, 302, 
310;  BCH  380. 

The  S/U  option  may  not  be  used  for  courses  in  the 
minor. 


Honors 

Director:  Virginia  Hayssen 

430d  Thesis 

8  credits 

Full-year  course;  offered  each  year 

432d  Thesis 

12  credits 

Full-year  course;  offered  each  year 

Requirements:  The  same  as  for  the  major,  with  8  or  12 
thesis  credits  in  the  senior  year  involving  an  individual 
investigation  culminating  in  a  written  thesis  and  an 
oral  presentation. 


Philosophy 


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


Professors 

Jill  G.  de  Villiers,  Ph.D.  (Psychology  and  Philosophy) 

John  M.  Connolly,  Ph.D.,  Chair 

Elizabeth  V  Spelman.  Ph.D. 

Jaj  L  Garfield,  Ph.D. 

M  Albert  Mosley,Ph.D. 

Nalini  Bhushan,  Ph.D. 


Associate  Professors 
Susan  Levin,  Ph.D. 
"'Jeffry  Ramsey,  Ph.D. 

Lecturers 

Ernest  Alleva,  Ph.D. 
Gareth  Matthews.  Ph.D. 

Research  Associates 

Janice  Moulton,  Ph.D. 
Meredith  W.  Michaels.  Ph.D. 


Introductory  and  intermediate  courses  are  open  to  all 
students,  unless  otherwise  noted.  Upper-level  courses 
assume  some  previous  work  in  the  department  or  in 
fields  related  to  the  particular  course  concerned.  The 
300-level  courses  are  primarily  for  juniors  and  seniors. 
Where  special  preparation  is  required,  the  prerequisite 
is  indicated  in  the  description. 

LOG  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}  WI  4  credits 
James  Henle  (Mathematics).  Jay  Garfield 
(Philosophy) 
Offered  Fall  2007 

LOG  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 
calculate  truth  values  and  determine  the  validity  of 
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  C.  Moslev 
Offered  Spring  2008 

108  REL 108  The  Meaning  of  Life 

This  course  asks  the  big  question,  "What  is  the  Mean- 
ing of  Life?"  and  explores  a  range  of  answers  offered 
by  philosophers  and  religious  thinkers  from  a  host  of 
different  traditions  in  different  eras  of  human  history. 
We  will  explore  a  variety  of  forms  of  philosophical  and 
religious  thinking  and  consider  the  ways  in  which 
philosophical  and  religious  ideas  can  be  directly  rel- 
evant to  our  own  lives.  {H/L}  4  credits 
Andrew  Rotman  (Religion),  Salmi  Bhushan 
I Philosophy ) 
Offered  Fall  2007 

124  History  of  Ancient  and  Medieval  Philosophy 
A  study  of  Western  philosophy  from  the  early  Greeks  to 

the  end  of  the  Middle  Ages,  with  emphasis  on  the  pre- 
Socratics,  Plato,  Aristotle,  the  Stoics  and  Epicureans, 


324 


Philosophy 


and  some  of  the  scholastic  philosophers.  {H/M} 
4  credits 
Susan  Levin 
Offered  Fall  2007 

125  History  of  Modern  Philosophy 

A  study  of  Western  philosophy  from  Bacon  through  the 
18th  century;  with  emphasis  on  Descartes,  Spinoza, 
Leibniz,  Locke,  Berkeley,  Hume  and  especially  Kant. 
Maximum  number  of  students  per  section  15.  {H/M} 
4  credits 
Ernest All  era 
Offered  Spring  2008 

126  History  of  Medieval  Philosophy 

A  survey  of  Western  philosophy  from  Plotinus  to  Cath- 
erine of  Siena,  including  principal  thinkers  in  the 
Christian,  and  also  Muslim  and  Jewish  traditions.  {H} 
4  credits 
John  Connolly 
Offered  Spring  2008 

200  Philosophy  Colloquium 

Intensive  practice  in  writing  and  discussing  philosophy, 
and  in  applying  philosophical  methods  to  key  problems 
raised  in  essays  written  by  members  of  the  philosophy 
department.  Required  for  majors,  optional  for  minors. 
Normally  taken  in  the  sophomore  year.  Prerequisite: 
Two  college  courses  in  philosophy,  one  of  which  may 
be  taken  concurrently,  or  permission  of  the  instructor. 
WI  4  credits 

John  Connolly  and  members  of  the  department 
Offered  Spring  2008 

210  Issues  in  Recent  and  Contemporary  Philosophy 

Pending  CAP  Approval 

Topic:  Philosophy  and  Children.  Influenced  by  devel- 
opmental psychology,  we  tend  to  think  of  children  as 
progressing  toward  adulthood  in  distinct  stages  that 
make  no  room  for  philosophy.  Yet  children  can  be 
creative  philosophers.  Engaging  with  them  philosophi- 
cally can  help  us  get  beyond  the  "deficit  conception"  of 
childhood.  {8}  4  credits 
Gareth  Matthews 
Offered  Spring  2008 

211  The  Philosophy  of  Ludwig  Wittgenstein 

Ludwig  Wittgenstein  is  arguably  the  most  influential 
philosopher  of  the  20th  century.  It  is  impossible  to 
understand  many  of  the  philosophical  movements  of 


either  the  last  century  or  this  one  without  an  apprecia- 
tion of  his  ideas.  In  this  course  we  will  closely  read  his 
most  important  philosophical  texts  (Tractatus  Logico- 
Philosophicus,  and  Philosophical  Investigations), 
as  well  as  his  last  work,  On  Certainty.  In  addition, 
students  will  be  asked  to  research  a  topic  of  their  own 
choosing  (e.g.,  philosophy  of  mind,  skepticism,  aesthet- 
ics, feminism)  by  exploring  literature  on  Wittgenstein 
and  that  topic.  Prerequisites:  Previous  work  in  philoso- 
phy is  highly  recommended.  In  other  cases,  permission 
of  the  instructor  will  be  required.  Enrollment  limited  to 
20.  {H/M}  4  credits 
John  Connolly 
Offered  Fall  2007  at  Hampshire  College 

213/PSY  213  Language  Acquisition 

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,  psychology7 
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 
Jill  de  Villi ers 
Offered  Fall  2007 

222  Ethics 

An  examination  of  the  works  of  some  major  moral 
theorists  of  the  Western  philosophical  tradition,  and 
their  implications  for  our  understanding  of  the  nature 
of  the  good  life  and  the  sources  and  scope  of  our  moral 
responsibilities.  Enrollment  limited  to  25  students. 
{H/S}  4  credits 
ErnestAllwa 
Offered  Fall  2007 

233  Aesthetics 

How  are  works  of  art  like  and  unlike  other  objects  in 
the  worlds  that  humans  inhabit  and  make,  like  and 
unlike  other  human  projects?  What  capacities  are 
called  upon  in  the  creation  and  understanding  of  such 
works?  Assignments  will  involve  extensive  use  of  the 
resources  of  the  Smith  College  Museum  of  Art.  {S/A} 
4  credits 

Nalini  Bhushan 
Offered  Spring  2008 

234  Philosophy  and  Human  Nature:  Theories  of  the  Self 

Topic:  Desire.  For  many  philosophical  and  religious 
thinkers,  desire  has  been  a  source  of  some  anxiety: 


Philosophy 


325 


depicted  as  being  by  their  very  nature  powerful  and 
insatiable,  desires  appear  to  weaken  people's  capacities 
to  control  themselves  and  at  the  same  time  to  open  up 
opportunities  for  other  people  to  control  them.  Focus- 
ing especially  on  the  importance  of  desire  to  a  oonsum 
er  society;  we  shall  be  examining  questions  such  as: 
Is  it  possible  to  make  a  clear  distinction  between  need 
and  desire?  To  what  extent  are  desires  plastic,  pliable. 
amenable  to  reshaping?  Are  we  in  any  sense  responsible 
for  our  desires?  {$}  4  credits 
Elizabeth  V.Spdman 
Offered  Spring  2008 

241  Business  Ethics:  Moral  Issues  in  the  Boardroom 
and  the  Classroom 

An  investigation  of  ethical  questions  that  arise  in  the 
world  of  business,  including  the  business  of  the  acad- 
emv;  and  scrutiny  of  the  moral  principles  that  may 
enable  us  to  cope  successfully  with  these  questions. 
Issues  to  be  discussed  include  the  responsibilities  of 
businesses  and  the  academy  toward  their  various  stake- 
holders, including  society"  at  large  and  the  environ- 
ment: the  ethics  of  investment,  including  endowments; 
product  liability:  advertisement  and  the  principle  of 
caveat  emptor;  sexual  harassment;  employee  rights; 
spirituality  and  the  workplace,  and  special  privileges 
of  the  academy  (academic  freedom,  tenure,  etc.).  The 
case-study  method  will  be  used.  Not  open  to  first-year 
students.  Enrollment  limited  to  40.  {S}  4  credits 
John  Connolly 
Offered  Fall  2007 

242  Topics  in  Medical  Ethics 

An  exploration  of  key  issues  in  the  area  of  medical  eth- 
ics. Following  the  consideration  of  relevant  philosophi- 
cal background,  topics  to  be  addressed  include  patient 
autonomy  and  medical  paternalism;  informed  consent; 
resource  allocation  and  social  justice;  reproductive 
technologies  and  genetic  screening;  euthanasia  and 
the  withdrawal  of  life-sustaining  treatment;  and  the 
experimental  use  of  human  subjects.  Recommended 
background:  one  course  in  philosophy  or  health  stud- 
ies. {S}  4  credits 
Susan  Levi)  i 
Offered  Spring  2008 

250  Epistemology 

Topic:  Ignorance.  What  is  ignorance?  Is  it  simply  lack 
of  knowledge?  What  is  its  relation  to  illusion,  deception, 
self-deception ?  What  is  the  difference  between  being 


ignorant  of  something  and  ignoring  it?  Is  ignorance 
something  for  which  one  can  be  held  responsible? 
Something  tor  which  one  can  be  punished?  Something 
for  which  one  can  be  rewarded?  To  what  social  and 
political  ends  has  ignorance  been  put,  and  how?  {S} 
4  credits 

Elizabeth  l.  Spelman 
Offered  Spring  200S 

252  Buddhist  Philosophy:  Madhyamaka  and  Yogacara 

This  course  examines  the  two  principal  schools  of  Indi- 
an Mahavana  Buddhist  philosophy.  The  Madhyamaka 
school  is  highly  skeptical  and  critical  in  its  dialectic. 
The  Yogacara  or  Cittamatra  school  is  highly  idealist. 
The  two  present  contrasting  interpretations  of  the  thesis 
that  phenomena  are  empty  and  contrasting  interpreta- 
tions of  the  relationship  between  conventional  and 
ultimate  reality.  The  debate  between  their  respective 
proponents  is  among  the  most  fertile  in  the  history 
of  Buddhist  philosophy.  We  will  read  each  school's 
principal  sutras  and  early  philosophical  texts,  medieval 
Tibetan  and  Chinese  commentarial  literature  and 
recent  scholarly  discussions  of  the  texts  and  doctrines  of 
these  schools.  Prerequisites:  one  course  in  philosophy 
or  Buddhist  studies.  {H}  4  credits 
Jay  Garfield 
Offered  Fall  2007 

253j  Indo-Tibetan  Buddhist  Philosophy  and 
Hermeneutics 

This  intensive  course  is  taught  at  the  Central  Institute 
of  Higher  Tibetan  Studies  in  Sarnath,  India,  as  part  of 
the  Hampshire/Five  Colleges  in  India  program.  Stu- 
dents take  daily  classes  in  Buddhist  philosophy,  Indo- 
Tibetan  hermeneutics  and  Tibetan  history  and  culture, 
taught  by  eminent  Tibetan  scholars,  and  attend  regular 
discussion  sessions  as  well  as  incidental  lectures  on 
topics  including  Tibetan  art  history  and  iconography, 
Tibetan  astrology  and  medicine  and  Tibetan  politics. 
Students  explore  Varanasi  and  we  visit  important  Bud- 
dhist historical  and  pilgrimage  sites.  Each  student  is 
paired  with  a  Tibetan  student  "buddy"  so  as  to  get  an 
inside  view  of  Tibetan  culture.  Enrollment  limited  to 
15,  and  requires  application  and  acceptance  by  the 
H/5CIP.  Pay  attention  to  calls  for  earl)  application. 
Headlines  fall  mid-October.  No  prerequisites  {H/S/M} 
3  credits 
Jay  Garfield 
Offered  January  2008 


326 


Philosophy 


255  Philosophy  and  Literature 

Of  late  there  has  been  talk  of  philosophy's  being  at  an 
end  or  at  least  in  need  of  transformation.  In  order  to 
provide  a  measure  of  renewal,  people  are  considering 
whether  approaches  taken  and  insights  expressed  in 
literature  might  enrich  the  study  of  philosophy.  We 
will  explore  this  issue  through  an  examination  of 
philosophical  and  literary  treatments  of  friendship 
from  different  periods  in  the  Western  tradition,  and  of 
literary  and  philosophical  reflections  on  human  flour- 
ishing in  the  20th  century.  We  will  also  consider  work 
by  contemporary  philosophers  on  the  topic  of  what 
literature  might  have  to  contribute  to  the  philosophical 
enterprise.  Prerequisite:  one  course  in  philosophy  or 
permission  of  the  instructor.  {H}  4  credits 
Susan  Levin 
Offered  Fall  2007 

260  Hermeneutics:  Meaning  and  Interpretation 

This  course  will  examine  the  way  that  texts  and  works 
of  art  are  read  and  interpreted  with  particular  attention 
to  the  role  of  such  things  as  authorial  intent,  com- 
municative conventions,  commentaries  and  traditions 
in  our  understanding  of  texts.  We  will  ask  whether 
texts  have  determinate  or  indeterminate,  single  or 
multiple  meanings,  and  what  it  is  to  take  something  as 
meaningful.  We  will  compare  interpretative  practices 
from  different  cultures  and  may  consider  the  activity  of 
translation  as  a  hermeneutic  practice.  Prerequisite:  at 
least  one  prior  course  in  philosophy  or  literary  theory. 
Enrollment  limited  to  20.  {H}  4  credits 
Jay  Garfield 
Offered  Spring  2008 

304  Colloquium  in  Applied  Ethics 

Topic:  Sustainability.  An  examination  of  the  concep- 
tual and  moral  underpinnings  of  sustainability.  Ques- 
tions to  be  discussed  include:  What  exactly  is  sustain- 
ability? What  conceptions  of  the  world  (as  storehouse, 
as  machine,  etc.)  does  sustainability  rely  on,  and  are 
these  conceptions  justifiable?  How  is  sustainability 
related  to  conceptions  of  human  progress  into  the  dis- 
tant future?  What  values  are  affirmed  by  sustainability, 
and  how  can  we  argue  those  are  values  that  should  be 
endorsed?  and  how  does  sustainability  compare  with 
environmental  objectives  of  longer  standing  such  as 
conservation  and  integrity? 
Jeffry  Ramsey 
Offered  Fall  2007 


Topic:  Affirmative  Action 

The  objective  of  this  course  is  to  examine  the  moral 
and  legal  underpinnings  of  the  policy  and  practice  of 
affirmative  action.  The  moral  basis  of  restitution  and 
compensation  will  be  discussed  in  examining  backward 
and  forward  looking  justifications  of  affirmative  ac- 
tion. Comparisons  and  contrasts  will  be  drawn  between 
different  groups  affected  (women,  African-Americans, 
Hispanic-Americans,  Asian-Americans  and  European 
Americans)  and  between  affirmative  action  policies  in 
the  U.S.,  India,  Malaysia  and  South  Africa. 
Albert  Mosley 
Offered  Spring  2008 

310  Seminar:  Recent  and  Contemporary  Philosophy 

Topic:  Cosmopolitanism.  What  does  it  mean  to  be  a 
cosmopolitan  person — a  global  citizen?  Can  one  si- 
multaneously construct  one's  identity  in  terms  of  one's 
nationality,  gender,  ethnicity  and/or  other  more  local 
forms  of  community  and  be  truly  cosmopolitan?  If  so, 
how?  If  not,  which  is  the  better  approach?  Is  there  one 
distinctive  way  of  being  cosmopolitan,  or  might  there 
be  varieties  of  cosmopolitanism  arising  in  different 
cultural  contexts,  for  instance,  under  colonial  rule  or 
conditions  of  exile?  Is  it  self-evidently  true  that  being  a 
cosmopolitan  person  is  a  good  thing,  for  an  individual 
or  a  society?  What  are  some  of  its  challenges?  We  will 
read  essays  by  Kant,  Mill,  Nussbaum,  Rawls,  Rorty, 
Naipaul,  Said,  Tagore,  Gandhi,  Appiah  and  others  with 
a  view  to  examining  and  assessing  different  answers 
that  have  been  proposed  to  these  and  related  questions. 
4  credits 

Nalini  Bhushan 
Offered  Spring  2008 

324  Seminar  in  Ancient  Philosophy 

Topic:  Conceptions  of  the  Best  Life.  This  seminar  will 
explore  the  reflections  of  ancient  philosophers  on  the 
topic  of  human  flourishing.  Questions  to  be  addressed 
include:  What  role  should  reason  and  thought  play  in 
the  best  life  for  human  beings?  What  value  should  be 
assigned  to  emotions  and  desires  and  to  interpersonal 
relationships?  Can  individuals  flourish  in  isolation, 
or  does  the  best  life  necessarily  involve  engagement  in 
human  communities?  We  will  focus  on  the  views  ex- 
pressed by  Plato,  Aristotle,  Epicurus,  Greek  and  Roman 
Stoics  and  the  ancient  Skeptics.  Recommended  back- 
ground: PHI  124  or  the  equivalent.  {H}  4  credits 
Susan  Levin 
Offered  Spring  2008 


Philosophy 


327 


330  Seminar  in  the  History  of  Philosophy 

Tbjnc:  The  Philosophy  of  Hume.  David  Hume  is  the 

most  important  philosophical  figure  in  the  Scottish 
enlightenment,  and  one  of  the  most  influential  phi- 
losophers to  write  in  English  during  the  modem  period. 
He  is  an  important  figure  in  the  revival  of  interest  in 
classical  scepticism  and  in  the  development  of  modem 
empiricism.  The  last  few  decades  have  seen  a  renewed 
interest  in  Hume's  insights  into  causality,  induction,  the 
philosophy  of  religion,  moral  psychology  and  more  gen- 
erally the  social  nature  of  human  cognition.  This  semi- 
nar will  read  Hume's  Dialogues  on  Natural  Religion 
and  his  Treatise  of  Human  Nature,  along  with  the 
Enquiry.  We  will  consider  a  range  of  recent  Interpreta- 
tions of  Hume's  work,  including  recent  books  by  Annette 
Baier,  John  Wright  and  Galen  Strawson  and  a  number  of 
essays  by  other  commentators.  Prerequisite:  A  course  in 
modem  philosophy,  or  a  course  in  epistemology.  {M/H} 
Jay  Garfield 
Offered  Spring  2008 

334  Seminar:  Mind 

Topic:  Theory  of  the  Mind.  Theory  of  Mind  is  a  term 
for  the  capacity  to  read  others'  minds:  their  emotions, 
intentions,  desires  and  beliefs.  How  does  this  develop 
in  children?  Is  there  a  special  module  of  the  human 
mind  devoted  to  it?  How  do  other  animals  succeed,  or 
do  they?  What  are  the  ramifications  of  our  need  to  see 
"intentionalift "  in  events?  What  cultural  variation  ex- 
ists:' Most  readings  will  be  from  contemporary  cognitive 
science.  4  credits 
////  de  I  illiers 
Offered  Fall  2007 

362  Seminar:  Philosophy  of  Language 

Topic:  Ambiguity.  What  is  ambiguity?  In  what  contexts 
is  it-treated  as  an  insidious  liability  of  language,  a 
nuisance  to  be  eliminated?  In  what  contexts  is  it  wel- 
comed as  part  of  the  abundant  richness  of  language,  a 
resource  to  be  exploited?  Which  of  the  many  functions 
of  language  are  served  by  ambiguity,  and  how?  Which 
such  functions  are  thwarted  by  ambiguity,  and  why? 
How  is  ambiguity  related  to  vagueness,  to  metaphor,  to 
irony?  Is  there  any  connection  between  the  ambiguity 
to  be  found  in  language  and  that  occurring  elsewhere, 
for  example  in  symbols,  expressions,  or  gestures?  Rec- 
ommended prior  study:  at  least  one  course  in  Philoso- 
phy or  related  fields.  {S}  4  credits 
Elizabeth  V.Spelman 
Offered  Fall  2007 


Cross-Listed  Courses 


HSC 112  Images  and  Understanding 

I  tesigned  to  be  an  introduction  to  the  study  of  the 

history  of  science  and  technology.  Emphasis  on  the 

intellectual,  social  and  cultural  contexts  of  scientific 
theories  and  instruments,  with  the  intent  of  showing 
that  what  counts  as  "good  science"  changes  over  time 
and  also  that  the  scientific  "objecth  mbled, 

sometimes  legitimately  and  sometimes  not.  These 
themes  are  examined  through  a  study  of  a  history  of 
theories  and  technologies  of  sight  and  vision,  e.g., 
mirrors,  perspective  drawing,  naked-eye  observation, 
microscopes,  telescopes.  {H/N}  4  credits 
Jeff  Ramsey 
Offered  Fall  2007 

EGR  390  Topics  in  Engineering:  Science,  Technology 
and  Ethics 

MTH  217  Mathematical  Structures 

400  Special  Studies 

For  senior  majors,  by  arrangement  with  the  depart- 
ment. 

1  to  4  credits 
Offered  both  semesters  each  year 

408d  Special  Studies 

For  senior  majors,  by  arrangement  with  the  depart- 
ment. 
8  credits 
Full-year  course;  Offered  each  year 


The  Major 


Advisers:  Members  of  the  department 

Adviser  for  Study  Abroad:  Ja)  Garfield 

Requirements:  Ten  semester  courses  in  philosophy 
including  two  courses  in  the  history  of  philosophy,  at 
least  one  of  which  must  he  Pill  124  or  PHI  125;  either 
LOG  100  or  PHI  202;  three  200-level  courses,  one  from 
three  of  the  following  areas:  Value  Theory  and  Social 
Philosophy  (210,222,233,234,235,240,241,242, 
245, 246, 255);  Continental  Philosophy  and  Cultural 
Critique  (1\  1 -Wittgenstein.  225,  237-NietZSChe,  260); 


Philosophy 


Metaphysics  and  Epistemology  (210, 226, 230, 234, 
246,  250,  252);  Language.  Logic  and  Science  (202, 203, 
220.  PHI/PSY  209.  PHI/PSY  215.  224.  236,  IbD:  PHI 
200b,  normally  to  be  taken  in  the  sophomore  year;  two 
300-level  courses.  (Note:  Topics  courses,  such  as  210, 
may  fall  under  different  rubrics  in  different  years.) 

Courses  in  related  departments  may  be  included  in 
the  major  program  of  ten  semester  courses  only  with 
approval  of  the  department.  Petitions  for  approval  must 
be  filed  with  the  department  at  least  one  week  before  the 
beginning  of  the  semester  in  which  the  course  is  offered. 


The  Minor 


Advisers  for  the  Minor:  Members  of  the  department 

Students  may  minor  in  philosophy  by  (a)  fulfilling  the 
requirements  of  one  of  the  following  sequences,  or  (b) 
designing,  with  departmental  approval,  their  own  se- 
quence of  courses.  In  both  cases,  the  minor  consists  of  a 
two-course  ■■basis1'  and  a  three-course  "concentration." 

Concentration  1:  Linguistics  and  the 
Philosophy  of  Language 

Basis:  LOG  100  or  PHI  202;  and  236. 

In  addition  to  the  basis,  262  and  PHI/PSY  213  are  re- 
quired. Any  of  the  following  may  be  counted  toward  the 
minor  with  pennission  of  the  instructor  and  the  minor 
adviser:  220. 260, 262, 310, 334, 362. 

Concentration  2:  Philosophy  and  the 
Humanities 

Basis:  any  two  from  among  the  following:  LOG  100  or 
PHI  202, 100.  200. 124, 125, 126, 127. 

In  addition  to  the  basis,  three  courses  from  among  the 
following:  210, 222, 224, 225, 226, 233, 234, 235, 237, 
241, 242. 246, 2^,  260. 304. 310, 324  and  334. 

Concentration  3:  Philosophy, 
Feminism  and  Society 

Basis:  any  two  from  among  the  following:  LOG  100  or 
PHI  202, 100, 200, 124, 125. 

In  addition  to  the  basis,  three  courses  from  among  the 
following:  224, 235, 240, 304, 305.  Courses  from  related 
departments  and  Five  College  offerings  may  be  substi- 


tuted for  the  above-listed  courses  with  the  approval  of 
the  department. 

Honors 

Director:  Jeffry  Ramsey  (Fall),  Elizabeth  V.  Spelman 
(Spring) 

430d  Thesis 

8  credits 

Yearlong  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 

432d  Thesis 

12  credits 

Yearlong  course;  Offered  each  year 

Requirements:  A  minimum  of  10  semester  courses  in 
philosophy  and  a  thesis:  an  oral  examination  on  the 
material  discussed  in  the  thesis.  Honors  students  are 
expected  to  satisfy  the  requirements  for  the  major. 


Graduate 

Advisers:  Members  of  the  department 

580  Advanced  Studies 

By  permission  of  the  department,  for  graduates  and 
qualified  undergraduates:  Theory  of  Probable  Infer- 
ence, Topics  in  Logical  Theory,  Philosophy  of  Lan- 
guage, Contemporary  Ethics. 
4  or  8  credits 
Offered  both  semesters  each  year 

580d  Advanced  Studies 

By  permission  of  the  department,  for  graduates  and 
qualified  undergraduates:  Theory  of  Probable  Infer- 
ence, Topics  in  Logical  Theory,  Philosophy  of  Lan- 
guage, Contemporary  Ethics.  8  credits 
Yearlong  course;  Offered  each  year 

590  Research  and  Thesis 

4  or  8  credits 

Offered  both  semesters  each  year 

590d  Research  and  Thesis 

8  credits 

Yearlong  course;  Offered  each  year 


Physics 


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


Professors 

Malgoizata  Zielinska-Pfabe,  Ph.D. 

Piotr  Decowski,  Ph.D. 
":  Nalini  Kaswar,  Ph.D. 

Associate  Professors 

Doreen  A.  Weinberger;  Ph.D..  Chair 
Nathanael  A.  Fortune,  Ph.D. 

Assistant  Professor 
Gan  Felder,  Ph.D. 


Lecturer 

Janet  \ an  Blerkom.  Ph.D. 

Laboratory  Instructors 

Joyce  Palmer-Fortune.  Ph.D. 
MegThacher,  M.S. 

Laboratory  Supervisor 

JerzyW.  Pfabe.  M.Sc. 


Students  planning  to  major  in  physics  are  advised  to 
elect  both  1 1 5/1  17  and  1 18  and  courses  in  mathemat- 
ics in  the  first  year. 

Students  entering  with  a  strong  background  in 
physics  are  urged  to  confer  with  a  member  of  the 
department  at  the  beginning  of  their  first  year  about 
taking  a  more  advanced  course  in  place  of  115/1 17  and 
118. 

Students  who  receive  scores  of  4  and  5  on  the 
Advanced  Placement  tests  in  physics  B  and  C  may  ap- 
ply that  credit  toward  the  degree  unless  they  complete 
115/1 17  and  118  for  credit. 

100  Solar  Energy  and  Sustainability 
The  United  States'  reliance  on  non-renewable  resources 
to  satisfy-  its  exponentially  growing  energy  demands 
comes  at  a  severe  environmental,  economic  and  politi- 
cal cost.  Are  there  alternatives?  Are  they  affordable? 
What  are  the  scientific  tradeoffs  and  constraints?  This 
course  offers  a  hands-on  exploration  of  renewable 
energy  technologies,  with  an  emphasis  on  the  underly- 
ing physical  principles.  Students  will  study  and  use 
systems  that  generate  electrical  power  from  the  sun. 
wind,  and  the  flow  of  water;  they  will  investigate  how  to 
store  and  distribute  this  energy  (both  off-grid  and  on): 
they  will  experiment  with  the  use  of  passive  and  active 
solar  thermal  collector  technology  to  provide  domestic 
hot  water  and  space  heating;  and  the  will  consider  how 


to  make  use  of  these  technologies  and  their  under- 
standing of  the  underlying  physics  to  design,  model, 
and  construct  a  solar-powered  building.  The  course  will 
consist  of  a  mix  of  experiments,  field  trips  and  weekly 
seminars.  Enrollment  limited  to  16.  ( E)  {N}  4  credits 
Nathanael  Fortune 
Offered  Fall  2(><r 

106  The  Cosmic  Onion:  From  Quantum  World  to  the 
Universe 

Basic  concepts  of  quantum  mechanics  governing  the 
atomic  and  subatomic  worlds.  Stmcture  of  atoms. 
atomic  nuclei  and  matter.  The  evolution  of  the  Uni- 
verse and  its  relation  to  the  subatomic  physics.  The 
course  is  designed  for  non-science  majors.  It  does  not 
involve  mathematical  tools.  {N}  4  credits 
Piotr  Decowski 
Offered  Spring  20os 

107  Musical  Sound 

This  course  for  non-science  majors  explores  through 
lectures  and  laboratory  demonstrations  the  physical  ba- 
sis of  musical  sound.  Sample  topics  include  string  and 
air  vibrations,  perception  of  tone,  auditorium  acoustics, 
musical  scales  and  intervals  and  the  construction  of 
musical  instruments.  {N}  4  credits 
Not  offered  2007-08 


330 


Physics 


108  Optics  is  Light  Work 

This  course  for  nonscience  majors  reveals  the  intrigu- 
ing nature  of  light  in  its  myriad  interactions  with 
matter.  From  Newton's  corpuscular  theory,  through  the 
triumph  of  wave  optics,  to  the  revolutionary  insights 
of  quantum  theory,  our  understanding  of  the  nature  of 
light  has  come  full  circle.  Yet  questions  still  remain.  In 
this  class  each  student  will  explore  in  depth  an  optical 
phenomenon  of  her  own  choosing.  Enrollment  limited 
to  16.  {N}  4  Credits 
Doreen  Weinberger 
Not  offered  2007-08 

PHY  109/AST 109  The  Big  Bang  and  Beyond 

According  to  modem  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 
Gary  Felder 
Not  offered  in  2007-08 

115  General  Physics  I 

The  concepts  and  relations  describing  motion  of  objects 
(Newtonian  and  relativistic).  Prerequisite:  one  semes- 
ter of  introductory  calculus,  (MTH  1 1 1  Calculus  I  or 
equivalent).  Permission  of  the  instructor  required  if 
taken  concurrently.  {N}  5  credits 
Joyce  Palmer-Fortune 
Offered  both  semesters  each  year 

117  Advanced  General  Physics  I 

A  more  mathematically  advanced  version  of  PHY  115. 
Prerequisites:  MTH  114  (Calculus:  Effective  Compu- 
tation and  Power  Series)  OR  corequisite  MTH  112 
(Calculus  II)  or  permission  of  the  instructor.  Students 
cannot  receive  credit  for  both  PHY  1 15  and  1 17.  {N} 
5  credits 

Doreen  Weinberger 
Offered  both  semesters  each  year 

118  General  Physics  II 

A  continuation  of  115/117.  Electromagnetism,  optics, 
waves  and  elements  of  quantum  physics.  Prerequisite: 


115/117  or  permission  of  the  instructor.  {N}  5  credits 
Nalini  Easwar,  Fall  2007 
Nathanael  Fortune,  Spring  2008 
Offered  both  semesters  each  year 

210/EGR  201  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  and  integral 
transforms.  Prerequisites:  MTH  111  and  112  or  the 
equivalent.  {N/M}  4  credits 
Malgorzata  Zielinska-Pfabe 
Offered  every  Fall 

211/EGR  202  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 

214  Electricity  and  Magnetism 

Electrostatic  fields,  polarization,  magnetostatic  fields, 
magnetization,  electrodynamics  and  electromagnetic 
waves.  Prerequisite:  115/117  and  118, 210  or  permis- 
sion of  the  instructor.  {N}  4  credits 
Malgorzata  Zielinska-Pfabe 
Offered  every  Fall 

220/EGR  274  Classical  Mechanics 

Newtonian  dynamics  of  particles  and  rigid  bodies, 
oscillations.  Prerequisite:  115/117, 118, 210  or  permis- 
sion of  the  instructor.  {N}  4  credits 
Malgorzata  Zielinska-Pfabe 
Offered  every  Spring 

222  Modern  Physics  I 

The  special  theory  of  relativity,  particle  and  wave 
models  of  matter  and  radiation,  atomic  structure,  and 
an  introduction  to  quantum  mechanics.  Prerequisite: 
1 15/1 17  and  1 18  or  permission  of  the  instructor.  {N} 
4  credits 
Piotr  Decowski 
Offered  every  Fall 


Physics 


531 


223  Modern  Physics  II 

More  detailed,  rigorous,  and  extended  discussion  of 
topics  covered  in  PHY  222  Modern  Physics  I  Distribu- 
tion functions.  Wave  description  of  the  microworld 
atoms,  molecules  and  nuclei.  Quantum  statistics. 
Solids.  High  energy  physics.  Prerequisite:  PHY210  and 
PHY  222.  {M}  4  credits 
Piotr  Decowski 
Offered  Spring  2008 

224  Electronics 

A  semester  of  experiments  in  electronics,  with  emphasis 
on  designing,  building  and  trouble  shooting  circuits. 
Discrete  electronic  components:  diodes,  transistors  and 
their  applications.  Analog  and  digital  IC  circuits:  logic 
gates,  operational  amplifiers,  timers,  counters  and 
displays.  Final  individual  design  project.  Prerequisite: 
1 15/1 17  and  1 18  or  permission  of  the  instructor.  {N} 
4  credits 
Nalini  Easwar 
Offered  every  Spring 

250  Intermediate  Physics  Laboratory 

This  is  a  laboratory  course  in  which  students  perform 
advanced  experiments  covering  topics  of  modern  phys- 
ics: properties  of  subatomic  particles,  atomic  structure, 
measurements  of  fundamental  constants  (speed  of 
light,  Planck's  constant),  and  other  topics  from  con- 
densed matter  physics  and  modern  optics.  Students 
select  4  modules  from  the  pool  of  experiments,  prepare 
equipment  for  the  chosen  experiment,  perform  mea- 
surements, analyze  data  and  write  the  final  report. 
Each  module  lasts  three  weeks.  Enrollment  limited  to 
10.  Prerequisites:  PHY  115/117,  PHY  118,  PHY  222,  or 
equivalent.  May  be  repeated  once 
for  credit.  (E)  {N}  4  credits 
Piotr  Decowski.  Fall  2007 
Nathanael  Fortune.  Spring  2008 
Offered  Fall  2007,  Spring  2008 

300  Current  Topics  In  Physics 

For  this  course  we  will  read  articles  and  attend  talks 
on  diverse  topics  in  physics.  The  emphasis  will  be  put 
on  oral  presentation  and  discussion  of  the  new  phe- 
nomena using  knowledge  from  other  physics  courses. 
Prerequisite:  PHY  222.  Restricted  to  juniors  and  seniors. 
{N}  2  credits 
Doreen  Weinberger 
Offered  every  Fall 


314/EGR  324  Advanced  Electrodynamics 
^  continuation  ol  Plh  214.  Electromagnetic  waves  in 
matter;  the  potential  formulation  and  gauge  transfor- 
mations; dipole  radiation;  relanvistic  electrodynamics. 
Prerequisite:  Plh  214  or  permission  of  the  instructor. 
(M)  2  or  4  credits 
Piotr  Decowski 
Not  offered  2007-08 

340  Quantum  Mechanics 

The  formal  structure  of  nonrelativistic  quantum  me- 
chanics, including  operator  methods.  Solutions  for  a 
number  of  potentials  in  one  dimension,  and  for  central 
potentials  in  three  dimensions,  including  spin.  Prereq- 
uisites: 210, 220  and  222.  {N}  4  credits 
Doreen  Weinberger 
Offered  every  Spring 

341  Advanced  Quantum  Mechanics 

A  continuation  of  PHY  3^0.  Applications  of  non-relati\  - 
istic  quantum  mechanics  to  systems  of  identical  par- 
ticles; perturbation  theory  analysis.  Prerequisite:  PHY 
340.  {N}  2  or  4  credits 
Not  offered  2007-08 

348  Thermal  Physics 

Statistical  mechanics  and  introduction  to  thermody- 
namics. Prerequisites:  210, 220, 222  or  permission  of 
the  instructor.  {N}  4  credits 
Nalini  Easwar 
Offered  every  Fall 

350  Advanced  Physics  Laboratory 

The  Five  Colleges  have  cooperated  to  develop  an  ad- 
vanced undergraduate  laboratory  course  that  provides 
practical  experience  with  modern  instrumentation 
and  advanced  laboratory  techniques.  A  student  may 
perform  experiments  in  the  fields  of  atomic,  molecular, 
cosmic  ray,  low  temperature,  nuclear  and  microwave 
radiometrj  physics.  Research  facilities  are  supported  on 
different  campuses,  and  a  student  selects  an  approved 
number  of  experiments.  At  Least  3  credits  are  required 
to  count  as  a  course  toward  the  major  requirement. 
Prerequisites:  214, 220  and  222.  {HI  1  to3credits 
Nathanael  Fortune 
Not  offered  2007-2008 

360  Advanced  Topics  in  Physics 

Selected  special  topics  which  will  varj  from  year  to 

year;  typically  some  subset  of  the  following:  cosmology, 


332 


Physics 


general  relativity,  nuclear  and  particle  physics,  optics, 
solid  state  physics.  Prerequisites:  210,  214, 222;  strongly 
recommended:  340.  {N}  4  credits 
Not  offered  2007-08 

400  Special  Studies 

By  permission  of  the  department. 

1  to  4  credits 

Offered  both  semesters  each  year 


The  Major 


Advisers:  Piotr  Decowski,  Nalini  Easwar,  Nathanael 
A.  Fortune,  Gary  Felder,  Malgorzata  Zielinska-Pfabe, 
Doreen  Weinberger 

The  following  courses  are  required:  115/117, 118, 
210, 211, 214, 220, 222, 223, 224, 250  (at  least  one 
semester),  300, 340, 348  and  one  additional  300  level 
physics  course  PHY  314, 341,  or  360.  Some  courses 
in  AST,  CHM,  or  EGR  may  possibly  be  used  to  replace 
the  300-level  physics  elective,  including  AST  330, 335, 
337;  CHM  335, 337, 338;  EGR  302, 312, 320, 340, 373, 
378.  Students  are  advised  to  check  with  members  of  the 
department. 

Students  planning  graduate  study  in  physics  are 
advised  to  take  additional  advanced  physics  and  math- 
ematics courses. 


The  Minor 

Advisers:  Members  of  the  department 

The  minor  in  physics  consists  of:  115/1 17, 1 18, 222  and 
at  least  two  additional  200  or  300  level  physics  courses. 


Honors 

Director:  Malgorzata  Zielinska-Pfabe 

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,  plus  an  honors 
project  and  thesis  (430d  or  432d)  normally  pursued 
throughout  the  senior  year.  An  oral  defense  of  the  hon- 
ors thesis. 


Students  are  advised  to  acquire  a  facility  in  computer 
programming  and  finish  a  machine  shop  project. 


Political  Economy 


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


Advisers 
Martha  Ackelsberg,  Professor  of  Government 
-  Richard  Fantasia,  Professor  of  Sociology 

Karen  Pfeifen  Professor  of  Economics 


Thomas  Riddell,  Associate  Professor  of  Economics 
*'  Gregory  White.  Professor  of  Government,  Director 
Andrew  Zimbalist,  Professor  of  Economics 


404  Special  Studies 

4  credits 

Offered  both  semesters  each  year 

The  purpose  of  the  political  economy  minor  is  to 
foster  an  interdepartmental  approach  to  the  study  of 
advanced  industrial  societies.  This  approach  incorpo- 
rates both  mainstream  and  critical  theoretical  visions. 
It  provides  a  focus  on  European  and  American  society 
from  a  politicaleconomic  perspective;  i.e..  a  perspective 
that  emphasizes  the  roots  of  political  development  in 
the  material  basis  of  a  society. 

The  political  economy  minor  consists  of  six  courses, 
drawn  from  among  the  courses  listed  under  the  three 
fields  described  below.  At  least  one  course  must  be  taken 
from  each  field;  two  courses  in  theory  are  strongly  rec- 
ommended. Majors  in  a  participating  department  may 
take  no  more  than  four  courses  toward  the  political 
economy  minor  in  that  department. 

At  the  discretion  of  the  adviser,  equivalent  courses  may 
be  substituted. 


1.  Theory 


GOV  242    International  Political  Econoim 
GOV  263    Political  Theory  of  the  19th  Century 
SOC250    Theories  of  Society 


2.  History 

ECO  204    American  Economic  History:  1870-1990 

( X  )\  244    Foreign  Policy  of  the  United  States 

SOC  318    Seminar:  The  Sociology  of  Popular  Culture 

3.  Contemporary  Applications 


ECO  209 

Comparative  Economic  Systems 

ECO  224 

Environmental  Economics 

ECO  230 

Unban  Economics 

GO\  204 

Urban  Politics 

(i()\  207 

Politics  of  Public  Policy 

GOV  217 

The  Politics  of  Wealth  and  Poverty  in  the 

United  States 

GO\  254 

Politics  of  the  Global  Environment 

GOV3U 

Seminar  in  Urban  Politics 

GOV  347 

Seminar  in  International  Politics  and 

Comparative  Politics 

SOC  212 

Class  and  Society 

SOC  213 

Ethnic  Minorities  in  America 

SOC  216 

Social  Movements 

SOC  218 

Urban  Sociology 

4.  Special  Studies  (PEC  404) 

To  be  taken  in  any  of  the  above  fields,  with  any  of  the 
faculty  participants  in  the  minor,  as  approved  by  the 
Advisorv  Board. 


334 


Psychology 


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


Professors 

"'Jill  G.  de  Villiers,  Ph.D.  (Psychology  and  Philosophy) 

*M  Peter  A.  de  Villiers,  Ph.D. 

Randy  O.Frost,  Ph.D. 

Fletcher  A.  Blanchard,  Ph.D.,  Chair 

Maty  Harrington,  Ph.D. 

Philip  K.  Peake,  Ph.D. 

Adjunct  Professors 

Maureen  A.  Mahoney,  Ph.D. 
Marsha  Kline  Pruett,  Ph.D.,  M.S.L. 

Associate  Professors 

Patricia  M.  DiBartolo,  Ph.D. 
4  :'  Bill  E.  Peterson,  Ph.D. 
"2  Lauren  E.  Duncan,  Ph.D. 
MaryjaneWraga,  Ph.D. 
Nnamdi  Pole,  Ph.D. 

Adjunct  Associate  Professor 

Barbara  B.  Reinhold,  Ed.D. 

Assistant  Professors 

Byron  L.  Zamboanga,  Ph.D. 
*'  Benita  Jackson,  Ph.D. 


Visiting  Assistant  Professor 

Madeline  Rhodes,  Ph.D. 

Lecturers 

Beth  Powell,  Ph.D. 
David  Palmer,  Ph.D. 
Michele  T.Wick,  Ph.D. 
Paul  Butler 
Christopher  Overtree 
Michael  Stroud 
Elizabeth  Pufall 

Assistant  in  Statistics 

David  Palmer,  Ph.D. 

Research  Associates 

Robert  Teghtsoonian,  Ph.D. 
Martha  Teghtsoonian,  Ph.D. 
George  Robinson,  Ph.D. 
Peter  Pufall,  Ph.D. 
Michele  T.Wick,  Ph.D. 


Bases  for  the  Major 

111  Introduction  to  Psychology 

An  introductory  course  surveying  fundamental  princi- 
ples and  findings  in  contemporary  psychology.  Students 
must  section  for  discussion.  Discussion  sections  are 
limited  to  22.  {N}  4  credits 
Maryjane  Wraga,  Director 
Byron  L  Zamboanga,  Michele  T.  Wick,  Madeline 
Rhodes,  Peter  de  Villiers 
Offered  Fall  2007 

PSY 190/MTH  190  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  for  un- 
dergraduate research  emphasizing  methods  for  data 


collection,  data  description,  and  statistical  inference 
including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 
analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  are 
emphasized,  and  students  use  SPSS  statistical  software 
for  data  analysis.  This  course  satisfies  the  Basis  require- 
ment for  the  psychology  major.  Students  who  have 
taken  MTH  1 1 1  or  the  equivalent  should  take  MTH  245, 
which  also  satisfies  the  Basis  requirement.  Students  will 
not  be  given  credit  for  both  MTH  190/PSY 190  and  any 
of  the  following  courses:  ECO  190,  GOV  190,  MTH  245, 
or  SOC  201.  {M}  4  credits 
Nicholas  Horton,  Katherine  Halvorsen,  David 
Palmer,  Philip  Peake 
Philip  Peake,  Fall  2007,  Fall  2008 


Psychology 


David  Palmer,  Spring  2008 
Nicholas  Horton,  Spring  2009 
Offered  both  semesters  each  year 

192  Introduction  to  Research  Methods 
Introduces  students  to  a  variety  of  methods  used  in 
psychological  research.  All  sections  of  this  course  will 
cover  the  basic  methodological  techniques  of  contem- 
porary psychologj  such  as  observational,  experimental 
and  survey  methods.  Sections  will  differ  in  the  particu- 
lar content  theme  used  to  illustrate  these  methods.  PSY 
1 1 1  or  equivalent  is  required  for  PSY  192  and  it  is  rec- 
ommended that  students  take  PSY  190/MTH  190  prior 
to  enrolling  in  this  course.  {N}  4  credits 
Fall  2007 

Lauren  Duncan;  Content  theme:  Gender  and 
Personality 
Michael  Stroud;  Content  theme:  Cognition 

Spring  2008 

Michael  Stroud:  Content  theme:  Cognition 

Paul  Butler;  Content  Theme:  Clinical  and  Principles 

of  Learning 

Madeline  Rhodes:  Content  Theme:  Behavioral 

Neuroscience 

Elizabeth  Pitfall:  Content  Theme:  Cultural  &  Ethnic 

Identity  Development 

A.  Brain  and  Cognition 

209/PHI  209  Philosophy  and  History  of  Psychology 

An  examination  of  the  philosophical  issues  which  have 
troubled  psychology  as  a  science,  such  as  determinism 
and  free  will,  conscious  and  unconscious  processes,  the 
possibility  and  efficacy  of  self-knowledge,  behaviorism 
vs.  mentalism,  and  the  relation  of  mind  and  brain. 
Prerequisite:  at  least  one  100-level  course  in  philosophy 
or  psychology.  {N}  4  credits 
Peter  de  Villiers 
Offered  Fall  2008 

210  Introduction  to  Neuroscience 

An  introduction  to  the  organization  and  function  of  the 
mammalian  nervous  system.  An  in-depth  exploration 
of  the  brain  using  multiple  levels  of  analysis  rang- 
ing from  molecular  to  cognitive  and  behavioral  ap- 
proaches. An  appreciation  of  how  brain  cells  interact  to 
orchestrate  adaptive  responses  and  experiences  will  be 
gained.  The  material  is  presented  at  a  level  accessible 


for  science  ;ls  well  as  nonscience  majors.  This  course 

has  no  prerequisites  {N}  4  credits 

Jo  be  announced 

Offered  Spring  2008,  Spring  2009 

213/PHI  213  Language  Acquisition 
The  course  will  examine  how  the  child  learns  her  tirst 
language.  What  are  the  central  problems  in  the  learn- 
ing of  word  meanings  and  grammars?  Evidence  and 
arguments  will  be  drawn  from  linguistics,  psychologj 
and  philosophy,  and  cross-linguistic  data  ;is  well  as 
English.  Prerequisite:  either  PSY  111.  I'M  233,  PHI  100, 
or  PHI  236,  or  permission  of  the  instructor.  {N}  4  credits 
Jill  de  \  illiers 
Offered  Fall  2007 

215  Brain  States 

An  exploration  of  how  states  of  consciousness  arise 
from  differential  brain  activity.  Analysis  of  neurological 
case  studies,  emotions,  stress,  genes  and  behavior.  As- 
sociated writing  assignments.  Colloquium  intended  for 
sophomore  and  junior  students.  Enrollment  limited  to 
20.  {N}  4  credits 
Mary  Harrington 
Offered  Fall  2007,  Fall  2008 

218  Cognitive  Psychology 

Theory  and  research  on  current  topics  in  cognition, 
including  attention,  perception,  concept  formation, 
imagery,  memory,  decision  making  and  intelligence. 
Prerequisite:  1 1 1  or  permission  of  the  instructor.  {N} 
4  credits 

Maryjane  Wraga 
Offered  Spring  2009 

219  Cognitive  Neuroscience 

Cognitive  neuroscience  uses  neuroimaging  techniques 
such  as  PET  and  fMKI  to  examine  issues  related  to  the 
mind/brain.  This  course  covers  such  topics  as  percep- 
tion and  encoding,  cerebral  lateralization  and  special 
ization,  the  control  of  action,  executive  function  and 
the  problem  of  consciousness.  Prerequisite:  PSY  111  or 
PSY  210  or  permission  of  the  instructor.  {N}  4  credits 
Maryjane  Wraga 
Offered  Spring  2008 

NSC  311  Neuroanatomy 

A  survey  of  the  structural  organization  of  the  mamma- 
lian brain  and  the  behavioral  changes  associated  with 


336 


Psychology7 


brain  damage.  Laboratory  covers  research  techniques 
in  neuroanatomy.  Prerequisites:  210  or  221,  an  intro- 
ductory BIO  course,  or  permission  of  the  instructor. 
Enrollment  limited  to  20.  Laboratory  sections  limited  to 
10.  {N}  5  credits 
Madeline  Rhodes 
Offered  Fall  2007 

NSG  312  Seminar  in  Neuroscience 

Biological  Rhythms 

Molecular,  physiological  and  behavioral  studies  of 

circadian  and  circa- annual  rhythms.  Prerequisites: 

NSC  230  and  a  course  in  statistics  and  permission  of 

the  instructor.  Enrollment  limited  to  12.  {N}  4  credits 

Mary  Harrington 

Offered  Fall  2007 

General  Anesthesia 

This  seminar  will  explore  the  history  of  general  anes- 
thesia, current  anesthetic  practices  and  the  molecular 
mechanisms  of  anesthetic  actions  in  the  brain.  Pre- 
requisite: either  BIO  202, 200, 300  or  310.  Enrollment 
limited  to  12.  {N}  4  credits 
Adam  Hall 
Offered  Fall  2008 

313  Research  Seminar  in  Psycholinguistics 

Topic:  Language  Diversity  and  Child  Language 
Assessment.  The  seminar  will  focus  on  assessment  of 
language  development,  considering  issues  of  dialect 
and  cultural  differences,  and  the  nature  of  language 
disorders  in  3-7-year-old  children.  The  background 
research,  design  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.  Prerequi- 
sites: One  of:  PSY/PHI 213,  PHI  236,  PSY  233,  EDC  235, 
or  permission  of  instructor.  {N}  4  credits 
////  de  Villiers 
Offered  Spring  2009 

314  Seminar  in  Foundations  of  Behavior 

Topic:  Cognition  in  Film.  This  seminar  explores  the 
cognitive  processes  underlying  human  perception  and 
comprehension  of  film,  the  techniques  filmmakers  use 
to  capitalize  on  these  processes,  as  well  as  the  general 
portrayal  of  cognition  by  filmmakers.  We  will  read  and 
discuss  empirical  articles  and  view  relevant  examples  of 
film.  Topics  range  from  change  blindness  and  apparent 


motion  to  various  depictions  of  amnesia  in  20th  centu- 
ry film.  Prerequisite:  PSY  218  or  PSY  219  or  permission 
of  the  instructor.  {N}  4  credits 
Maryjane  Wraga 
Offered  Spring  2009 

319  Research  Seminar  in  Biological  Rhythms 

Design  and  execution  of  original  research  on  topics 
related  to  the  physiology  of  biological  rhythms.  Health 
consequences  of  disruption  in  biological  rhythms  will 
be  explored,  with  particular  emphasis  on  fatigue  and 
cancer.  Prerequisites:  PSY  190/MTH  190,  PSY  192,  one 
of  PSY  221  or  PSY  225  and  permission  of  the  instructor. 
Enrollment  limited  to  12.  {N}  4  credits 
Mary  Harrington 
Offered  Spring  2009 

B.  Health  and  Physiology  of  Behavior 

ESS  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  111  {S}  4  credits 
Tim  Bacon 
Offered  Spring  2008 

221  Physiology  of  Behavior 

Introduction  to  brain-behavior  relations  in  humans 
and  other  species.  An  overview  of  anatomical,  neural, 
hormonal,  and  neurochemical  bases  of  behavior  in 
both  normal  and  clinical  cases.  Major  topics  include 
the  biological  basis  of  sexual  behavior,  sleep,  emo- 
tions, depression,  schizophrenia,  autism,  ADHD  and 
neurological  disorders.  Open  to  entering  students.  {N} 
4  credits 
Beth  Powell 
Offered  Fall  2007,  Fall  2008 

222  Psychopharmacology 

This  course  will  examine  the  effects  of  drugs  on  the 
nervous  system  and  associated  changes  in  mood, 
cognition  and  behavior.  Legal  and  illegal  recreational 
drugs  will  be  considered,  as  well  as  therapeutic  agents 
used  to  treat  psychological  illnesses  such  as  depression 
and  schizophrenia.  Focus  will  be  on  understanding 
the  effects  of  drugs  on  synaptic  transmission,  as  well 
as  how  neural  models  might  account  for  tolerance 


Psychology 


and  addiction.  Thecouisewill  also  cover  issues  with 
social  impact  such  a>  the  effects  of  drugs  on  fetal  de- 
velopment, the  pharmaceutical  industry  and  effective 
treatments  for  drug  abuse.  Prerequisite:  210  or  221  or 
permission  of  the  instructor.  {N}  4  credits 
Betb  Powell 
Offered  Spring  2008,  Spring  2009 

224  Learning  and  Behavior  Change:  Methods,  Theory 
and  Practice 

Complex  behavior  interpreted  from  a  behavioral  per- 
spective, supplemented,  when  possible,  with  evolution- 
ary and  neurophysiologicai  accounts.  In  the  laboratory 
component  of  the  course,  students  will  shape  a  chain  of 
responses  in  a  pigeon  and  will  experiment  with  instruc- 
tional technology  with  humans.  Enrollment  limited  to 
16.  {N}  4  credits' 
David  Palmer 
Offered  Fall  2007,  Fall  2008 

225  Health  Psychology 

Health  psychology  is  a  burgeoning  field  that  examines 
the  relationship  between  psychosocial  factors  and 
health.  This  course  will  provide  a  broad  overview  using 
the  basic  concepts,  theories,  methods  and  applica- 
tions of  health  psychology  We  will  critically  examine 
state-of-the-art  research  and  as  well  as  current  gaps 
in  knowledge  to  explore  topics  including:  definitions 
of  health  and  illness;  stress  and  coping;  health  behav- 
iors; how  the  mind  influences  specific  physical  health 
conditions  and  vice  versa;  patient-practitioner  relations 
and  health  promotion.  Emphasis  will  be  placed  on  the 
ways  psychological  factors  interact  with  the  social,  cul- 
tural, economic  and  environmental  contexts  of  health. 
Prerequisite:  192.  {N}  4  credits 
Benitajackson 
Offered  Spring  2008,  Spring  2009 

226  Society,  Psychology  and  Health 

In  the  United  States  and  worldwide,  there  are  growing 
disparities  in  major  chronic  physical  health  outcomes 
as  a  function  of  race/ethnicity,  socioeconomic  status, 
gender,  and  other  social  categories.  The  field  of  health 
psychology  contributes  to  how  we  understand  and  ad- 
dress these  issues.  In  this  course,  we  will  focus  on  how 
environments — social,  cultural  and  physical — shape 
psychological  factors  which  in  turn  influence  physical 
health.  Emphasis  will  be  placed  on  critically  evaluat- 
ing primary  sources,  drawing  from  empirical  studies 
in  behavioral  medicine,  public  health  and  nursing,  as 


well  as  psychology.  Prerequisite:  a  previous  200-kvel 
course  in  the  health  and  physiologj  of  behavior  track 

120,221, 224  or  226).  {M/S}  4  credits 
Benitajackson 
Offered  Fall  2008 

325  Seminar  in  Health  Psychology 

Topic:  Issues  in  Mind/Body  Medicine.  Focusing  on 
the  role  of  psychological  processes,  we  will  examine 
the  state  of  empirical  support  for  various  modalities 
of  healing  physical  health  problems  across  allopathic 
and  complementary/alternative  medicine  perspectives. 
Emphasis  will  be  placed  on  critically  evaluating  current 
research  and  designing  appropriate  future  studies.  Re- 
current psychological  process  themes  across  modalities 
will  be  highlighted,  e.g..  the  placebo  effect,  emotion, 
and  the  social  context  of  healing.  A  previous  course  in 
health  psychology  is  recommended.  Prerequisite:  lc)2 
or  permission  of  the  instructor.  {N}  4  credits 
Benitajackson 
Offered  Spring  20(H) 

326  Seminar  in  Biopsychology 

Topic:  Parkinson 's  disease.  We  will  discuss  the  history 
of  Parkinson's  disease,  the  underlying  cellular  and 
molecular  changes  associated  with  this  disease  and  the 
range  of  symptoms.  Both  motor,  cognitive,  and  emo- 
tional disturbances  will  be  studied.  Current  treatments 
and  potential  future  therapies  will  be  covered.  Prereq- 
uisites: a  course  in  experimental  methods,  a  course  in 
statistics,  a  course  in  neuroscience  and  permission  of 
the  instructor.  Enrollment  limited  to  12.  {N}  4  credits 
Mary  E.  Harrington 
Offered  Spring  2008 

AAS  366  Seminar:  Contemporary  Topics  in  Afro- 
Americana  Studies 

Topic:  Stress  and  Coping  of  Black  Women  in  the 
I  nited States.  This  interdisciplinary  course  will  exam- 
ine the  stress  and  coping  of  black  women  in  the  I  S 
We  will  re\  iew  definitions  of  stress  and  briefly  examine 
research  on  the  psychosocial  and  physiological  path- 
ways through  which  it  acts.  We  will  explore  the  vari- 
ous tonus  and  sources  of  stress  experienced  by  black 
women  of  the  African  diaspora  in  the  I  S..  the  mul- 
titude 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  environmental  contexts  o\  stress  and  coping.  Tins 


338 


Psychology 


course  will  examine  multidisciplinary  literature  (e.g., 
psychology,  Afro-American  ptudies,  pociology,  women 
and  gender  studies)  as  well  as  current  knowledge  gaps 
in  this  area.  Prerequisite:  AAS  1 1 1,  PSY 1 1 1  or  permis- 
sion of  the  instructor. 
Not  offered  in  2007-08 

C.  Culture  and  Development 

233  Child  Development 

A  review  of  theory  and  research  on  specific  developmen- 
tal topics:  children's  understanding  of  their  physical 
and  social  world,  pretense  and  theoiy  of  mind,  lan- 
guage and  reasoning.  Viewed  from  biological,  cognitive 
and  cultural  perspectives.  One  observation  period  to  be 
arranged.  {8/N}  4  credits 
Elizabeth  Pufall 
Offered  Fall  2007,  Spring  2009 

EDG  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 
classroom  structure,  teacher  belief  systems,  peer  rela- 
tionships and  educational  policy.  Consideration  of  the 
teaching-learning  process  will  highlight  subject  matter 
instruction  and  assessment.  Prerequisite:  a  genuine 
interest  in  better  understanding  teaching  and  learning. 
Enrollment  limited  to  55.  {S/N}  4  credits 
Alan  Rudnitsky 
Offered  Fall  2007,  Spring  2007 

241  Psychology  of  Adolescence  and  Emerging 
Adulthood 

Exploring  adolescents'  developing  identity,  psychosocial 
and  cultural  adjustment  and  their  needs  for  accep- 
tance, autonomy,  and  intimacy  in  light  of  the  major 
physical,  cognitive,  and  cultural  changes  of  this  phase. 
Emphasis  will  be  given  to  cultural  diversity  issues  and 
multicultural  concepts  in  adolescent  psychology  and 
development.  {8/N}  4  credits 
Byron  L  Zamboanga 
Offered  Spring  2008,  Spring  2009 

243  Adult  Development 

The  study  of  adult  lives  from  a  life-span  perspective.  In 
addition  to  the  psychology  of  aging  we  will  investigate 
societal  influences  on  aging.  Topics  include  theories 
of  the  life-cycle,  identity  formation,  the  experience  of 


growing  older,  personality  stability,  and  psychological 

adjustment  to  the  myths  and  realities  of  age.  {S/N} 

4  credits 

Bill  Peterson 

Offered  Fall  2007,  Fall  2008 

246  Colloquium:  Psychology  of  Asian  American 
Experiences 

This  course  involves  an  intensive  exploration  of  Asian 
American  personal  and  cultural  identities  through 
psychological  and  literary  analyses.  What  roles  do  fac- 
tors like  generation,  migration,  racism,  gender,  and 
ethnicity  play  in  the  formation  of  identity?  Psychologi- 
cal readings  will  be  paired  with  literature  to  examine 
how  insights  from  psychologists  and  creative  writers 
contradict,  illuminate,  and  otherwise  enliven  our  un- 
derstanding of  Asian  American  experiences.  Enrollment 
limited  to  18.  {8}  4  credits 
Bill  Peterson 
Offered  Spring  2009 

247  Psychology  of  the  Black  Experience 

Designed  to  facilitate  an  understanding  of  Afro-Ameri- 
can psychological  experience.  The  course  critically 
reviews  historical  and  traditional  approaches  to  the 
psychological  study  of  black  people  and  focuses  on  the 
themes,  models,  and  research  currently  being  gener- 
ated by  psychologists  attempting  to  redefine  the  study  of 
the  black  experience.  {S/N}  4  credits 
Peter  de  Villiers  and  Erica  Dinkins 
Offered  Fall  2007 

333  Seminar  in  Developmental  Psychology 

Topic:  Identity  in  Psychology,  Fiction  and  Autobiog- 
raphy. How  do  humans  develop  a  sense  of  unity  and 
purpose  in  their  lives?  This  is  a  fundamental  question 
for  theorists  of  identity,  and  we  will  consider  it  by  using 
psychological  theory  to  interpret  fictional  and  autobio- 
graphical accounts  of  self.  Possible  texts  include  works 
by  Erikson,  McAdams,  Angelou  and  Ishiguro.  {N} 
4  credits 
Bill  Peterson 
Offered  Fall  2007,  Fall  2008 

335  Research  Seminar  in  the  Study  of  Youth  and 
Emerging  Adults 

An  introduction  to  research  techniques  through  the 
discussion  of  current  research,  design  and  execution  of 
original  research  in  selected  areas  such  as  accultura- 
tion and  ethnocultural  identity,  health  and  well-being, 


Psychology 


and  alcohol-related  cognitions  and  behaviors  in  youth 
and  emerging  adults.  Prerequisites  lWor.MTH  190, 
\()1  and  permission  of  the  instructor.  {N}  4  credits 
Byron  L  Zamboanga 
Offered  Spring  2008,  Spring  Km 

D.  Clinical  and  Abnormal 

EDC  239  Counseling  Theory  and  Education 

Stud\  of  various  theories  of  counseling  and  their  ap- 
plication to  children  and  adolescents  in  educational 
settings.  {S}  4  credits 
Sue  Freeman 
Not  offered  2007-08 

252  Abnormal  Psychology 

A  study  of  psvchopathology  and  related  issues.  Course 
will  cover  a  broad  range  of  mental  and  personality 
disorders.  Recent  clinical  and  experimental  findings 
stressed,  particularly  as  they  relate  to  major  concep- 
tions of  mental  illness.  Prerequisite:  1 1 1.  {N}  4  credits 
Christopher  Orertree.  Spring  2008 
Randy  Frost,  Fall  2008,  Fall  2009 
Offered  both  semesters 

253  Child  Clinical  Psychology 

Survey  of  child  psvchopathology  from  a  developmental 

perspective.  Course  will  cover  theories  of  etiology  as  well 
»    as  clinical  treatment  interventions  for  a  range  of  child- 
\    hood  disorders  and  difficulties.  Prerequisite:  1 1 1  and 
i    252  or  233  or  permission  of  the  instructor.  {N}  4  credits 

Patricia  DiBartolo 

Offered  Spring  2008,  Spring  2009 

254  Clinical  Psychology 

An  overview  of  clinical  psychology  focusing  on  the  set- 
tings, clients,  and  activities  of  the  clinical  psychologist. 
Attention  given  to  the  conceptual  and  methodological 
issues  facing  the  clinical  psychologist,  methods  of  as- 
sessment, forms  of  psychotherapy,  and  evaluation  of  the 
success  of  psychological  interventions.  Prerequisite:  1 1 1 
and  252,  or  permission  of  the  instructor.  {N}  4  credits 
Patricia  DiBartolo 
Offered  Fall  200".  Fall  2008 

352  Seminar  in  Advanced  Clinical  Psychology 
Topic:  CbM  and  Adolescent  Anxiety  Disorders.  Ex- 
amination of  the  empirical  and  theoretical  research 
relevant  to  anxiety  disorders  and  their  associated  fea- 
tures in  youth.  Using  a  developmental  perspective,  we 


will  focus  on  risk  factors,  theoretical  models,  and  meth- 
ods of  assessment  and  intervention.  Prerequisite:  1 1 1 
and  2SJ  or  254.  Permission  of  the  instructor  required. 
{N}  4  credits 
Patricia  DiBartolo 
Offered  Spring  2008,  Spring  2009 

354  Seminar  in  Advanced  Abnormal  Psychology 
Topic:  The  Meaning  of  Possessions.  A  seminar  on  the 

role  of  possessions  in  people's  lives,  especially  as  related 
to  compulsive  hoarding,  a  form  of  obsessive  compulsive 
disorder.  We  will  study  the  empirical  research,  theories 
of  OCD  and  hoarding  behavior,  and  efforts  to  develop 
treatments  for  this  condition.  Related  constructs  such 
as  compulsive  buying  and  acquisition,  materialism, 
kleptomania,  and  psychopathologies  of  acquisition  will 
also  be  addressed.  Prerequisites;  J;^   r  254.  Permission 
of  the  instructor  required.  {N}  4  credits 
Randy  Frost 
Offered  Spring  2009 

358  Research  Seminar  in  Clinical  Psychology 

An  introduction  to  research  methods  in  clinical  psy- 
chology and  psvchopathology.  Includes  discussion 
of  current  research  as  well  as  design  and  execution 
of  original  research  in  selected  areas  such  as  anxietv 
disorders,  eating  disorders  and  depression.  Prerequisite: 
192  and  252  and  permission  of  the  instructor.  {N} 
4  credits 

Patricia  DiBartolo 
Offered  Fall  2007,  Fall  2008 

E.  Social,  Personality  and  Gender 

266  Psychology  of  Women  and  Gender 

An  exploration  of  the  psychological  effects  of  gender 
on  females  and  males.  We  will  examine  the  develop- 
ment of  gender  roles  and  stereotypes,  and  the  impact 
of  differences  in  power  within  the  family  workplace, 
and  politics  on  women's  lives  and  mental  health. 
This  course  will  emphasize  how  psychologists  have 
conceptualized  and  studied  women  and  gender,  pay- 
ing attention  to  empirical  examinations  of  current 
controversies  (e.g..  biological  versus  cultural  bases  of 
gender  differences).  Prerequisite:  PSY  1 1 1  or  SW I 
{S/N}  4  credits 
Lauren  Duncan 
Offered  Spring  2008 


340 


Psychology 


269  Colloquium:  Categorization  and  Intergroup 
Behavior 

A  broad  consideration  of  the  nature  of  prejudice,  ste- 
reotypes and  intergroup  relations  from  the  perspective 
of  social  cognition  with  emphasis  on  issues  of  race 
and  ethnicity.  We  will  encounter  theories  and  research 
concerning  the  processes  of  self-and-other  categoriza- 
tion, self-identity,  stereotyping,  prejudice,  and  strategies 
from  the  reduction  of  intergroup  hostility  that  these 
approaches  infonn.  {S/N}  4  credits 
Fletcher  Blanchard 
Offered  Spring  2008,  Spring  2009 

270  Social  Psychology 

The  study  of  social  behavior  considered  from  a  psy- 
chological point  of  view.  Topics  include  interpersonal 
behavior,  intergroup  behavior  and  social  cognition. 
{N}  4  credits 
Fletcher  Blanchard 
Offered  Fall  2007,  Fall  2008 

271  Psychology  of  Personality 

The  study  of  the  origin,  development,  structure,  and 

dynamics  of  personality  from  a  variety  of  theoretical 

perspectives.  {N}  4  credits 

Philip  Peake 

Offered  Fall  2007,  Fall  2008 

275/PHI 275  Topics  in  Moral  Psychology 

This  course  explores  alternative  approaches  to  central 
questions  of  moral  psychology.  How  do  people  make 
moral  judgments  and  decisions?  What  psychological 
processes  are  involved  in  morally  evaluating  people, 
actions,  or  social  practices  and  institutions,  and  in 
morally  motivating  action?  What  roles  do  knowledge 
or  reasoning  play?  What  roles  do  emotions  or  feelings, 
such  as  compassion,  love,  guilt,  or  resentment,  play? 
How  does  morality  develop  in  individuals?  Is  moral 
virtue  a  product  of  education?  How  does  morality  vary 
across  individuals  and  cultures?  Are  there  gender  differ- 
ences in  moral  development?  Do  non-human  animals 
have  moral  capacities?  Readings  will  include  work  by 
classical  and  contemporary  philosophers,  as  well  as 
recent  work  by  psychologists,  social  scientists  and  biolo- 
gists. (E)  4  credits 
ErnestAlleva 
Not  offered  2007-08 


369  Research  Seminar  on  Categorization  and 
Intergroup  Behavior 

An  exploration  of  methods  of  inquiry  in  social  psychol- 
ogy with  emphasis  on  experimental  approaches  to  cur- 
rent questions  in  respect  to  processes  of  categorization 
and  social  identity  and  their  implications  for  behavior 
among  groups.  Prerequisites:  192  and  either  266, 269, 
270, 271.  Enrollment  limited  to  16.  {N}  4  credits 
Fletcher  Blanchard 
Offered  Spring  2009 

370  Seminar  in  Social  Psychology 

Topic:  Social  Psychology  of  Leadership.  A  survey  of 
contemporary  theory  and  research  regarding  leadership 
and  the  exercise  of  power  in  social  settings  with  special 
attention  to  approaches  that  emphasize  the  interaction 
of  situational  and  dispositional  concerns.  Field  observa- 
tions. Prerequisite:  266, 270, 271  or  278.  {S/N}  4  credits 
Fletcher  Blanchard 
Offered  Spring  2008 

371  Seminar  in  Personality 

Topic:  Well  Being.  A  survey  of  current  psychological  re- 
search on  the  factors  that  contribute  to  a  person's  sense 
of  well-being.  What  are  the  components  of  happiness? 
What  are  the  biological,  personality,  and  contextual 
factors  that  contribute  to  that  happiness?  How  does  a 
person's  sense  of  well-being  influence  health,  relation- 
ships and  other  important  life  outcomes?  Prerequisites: 
270  or  271.  {S/N}  4  credits 
Philip  Peake 
Offered  Spring  2008,  Spring  2009 

374  Psychology  of  Political  Activism 

Political  psychology  is  concerned  with  the  psychologi- 
cal processes  underlaying  political  phenomena.  This 
seminar  focuses  on  people's  motivations  to  participate 
in  political  activism,  especially  activism  around  social 
issues.  Readings  include  theoretical  and  empirical 
work  from  psychology,  sociology  and  political  science. 
We  will  consider  accounts  of  some  large-scale  social 
movements  in  the  U.S.  (e.g.,  Civil  Rights  Movement, 
Women's  Movement,  White  Supremacy  Movements.) 
Prerequisite:  266,  270  or  271  and  permission  of  the 
instructor.  {S/N}  4  credits 
Lauren  Duncan 
Offered  Spring  2008 


Psychologj 


341 


375  Research  Seminar  on  Political  Psychology 

An  introduction  to  research  methods  in  political  psj 
chology.  Includes  discussion  of  current  research  as  well 
as  design  and  execution  of  original  research  in  selected 
areas  such  as  right-wing  authoritarianism,  group 

consciousness  and  political  activism.  Prerequisites:  I'M 
192  and  PSY  266,  270  or  271  and  permission  of  the 
instructor.  Enrollment  limited  to  l(>.  {N}  4  credits 
Lauren  Duncan 
Offered  Fall  2007 

E  Advanced  Courses 

PSY  290/MTH  290  Research  Design  and  Analysis 

A  survey  of  statistical  methods  needed  for  scientific 
research,  including  planning  data  collection  and  data 
analyses  that  will  provide  evidence  about  a  research 
hypothesis.  The  course  can  include  coverage  of  analy- 
ses of  variance,  interactions,  contrasts,  multiple  com- 
parisons, multiple  regression,  factor  analysis,  causal 
inference  for  observational  and  randomized  studies  and 
graphical  methods  for  displaying  data.  Special  atten- 
tion is  given  to  analysis  of  data  from  student  projects 
such  as  theses  and  special  studies.  Statistical  software 
will  be  used  for  data  analysis.  Prerequisites:  One  of  the 
following:  PSY190/MTH  190,  PSY  192,  MTH  245  or  a 
score  of  4  or  5  on  the  AP  Statistics  examination  or  the 
equivalent.  Students  may  not  receive  credit  for  both 
MTH  248  and  PSY  290/MTH  290.  Enrollment  limited  to 
20.  {M}  4  credits 

Catherine  Halvorsen  (Mathematics),  Fall  2007 
David  Palmer.  Fall  2008 
Offered  Fall  2007,  Fall  2008 

400  Special  Studies 

By  permission  of  the  instructor,  for  qualified  juniors 
and  seniors.  A  scholarly  project  conducted  under  the 
supervision  of  any  member  of  the  department. 
1  to  4  credits 
Offered  both  semesters  each  year 


Each  student,  with  the  approval  of  her  major  adviser, 
elects  a  carefully  planned  program  ofcou 
tions  designed  to  meet  the  following  requirements:  10 
semester  courses  including  the  Basis.  The  Basis  must  be 
completed  before  entering  the  senior  year.  Competence 
in  the  major  is  demonstrated  by  sufficient  breadth  of 
course  selections  from  the  various  substantive  areas,  as 
well  ;is  adequate  depth  in  at  least  one  track.  Normally, 
breadth  is  achieved  In  selecting  at  least  one  course 
from  four  of  the  five  curricular  tracks,  \  I'..  Depth  is 
achieved  by  selecting  at  least  three  courses  in  a  sub- 
stantive track  (A-E)  or  by  a  constellation  ofcou 
from  more  than  one  track  that  represents  a  focus 
important  to  the  student  and  recognized  by  the  depart- 
ment. Students  are  strongly  advised  to  work  with  then- 
major  adviser  to  define  their  program  1  if  study  for  the 
major.  One  course  in  the  track  of  depth  must  be  a  semi- 
nar. Although  we  discourage  the  use  of  the  S/U  option 
for  courses  in  the  major,  students  are  allowed  to  take 
one  non-basis  course  S/U.  Basis  courses  must  be  taken 
using  the  regular  grading  option. 

Students  are  encouraged  to  attend  departmental 
colloquia. 

Students  planning  careers  in  academic  or  profes- 
sional psychology,  social  work,  personnel  work  involv- 
ing guidance  or  counseling,  psychological  research, 
or  paraprofessional  occupations  in  mental  health 
settings  or  special  education  programs  should  consult 
their  major  advisers  regarding  desirable  sequencing  of 
courses. 

Information  about  graduate  programs  in  psychol- 
ogy and  allied  fields  may  be  obtained  from  members  of 
the  department. 


The  Minor 


The  Major 


Advisers:  Members  of  the  department 


Advisers:  Members  of  the  department 

Requirements:  Six  semester  courses  including  two  of 
the  three  courses  that  comprise  the  basis  for  the  major. 
and  four  additional  courses  selected  from  at  least  two 
of  the  five  tracks  A-E.  In  addition,  one  of  these  four 
courses  must  be  a  seminar. 


Adviser  for  Study  Abroad:  Fletcher  Blanchard 
Ul,PSY190/MTH190andl92. 


Honors 

Director:  Patricia  DiBartolo 


342 Psychology 

431  Thesis 

8  credits 
Offered  each  Fall 

432d  Thesis 

12  credits 

Full-year  course;  Offered  each  year 

Requirements:  These  are  the  same  as  for  the  major, 
with  the  following  qualifications.  The  honors  stu- 
dent must  complete  a  thesis.  Normally  this  will  be  a 
yearlong  project  (432d)  for  12  credits,  the  equivalent 
of  three  semester  courses.  Under  the  condition  of  ac- 
celerated graduation,  a  student  may  elect  431  for  eight 
credits.  Honors  students  undertake  an  oral  presentation 
of  the  thesis  to  the  faculty  and  an  examination  on  that 
work.  The  thesis  credits  may  be  used  to  fulfill  one  of  the 
three  semester  courses  required  for  depth  but  cannot 
be  used  to  fulfill  the  breadth  requirement.  In  addition, 
they  may  be  used  for  another  semester  course  count- 
ing toward  the  total  of  ten  required  for  the  major.  It  is 
recommended  that  students  elect  a  laboratory,  seminar, 
or  special  studies  in  the  area  of  the  thesis  prior  to  the 
senior  year.  In  addition,  it  is  recommended  that  honors 
students  take  PSY  190/MTH  290. 


Public  Policy 


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


Director 

Donald  Baumer,  Professor  of  Government 

Lecturer 

Paul  Newlin,  MA 


Advisers 
-Randall  Bartlett,  Professor  of  Economics 

John  Burk,  Professor  of  Biological  Sciences 
H.  Allen  Curran.  Professor  of  Geology 
Deborah  Haas-Wilson,  Professor  of  Economics 


The  program  in  public  policy  provides  students  with 
an  opportunity  to  explore,  from  a  multidisciplinary 
perspective,  both  the  processes  of  making  social  choices 
and  the  content  of  contemporary  policy  issues.  Most 
courses  in  the  program  are  intended  to  serve  as  inter- 
disciplinary complements  to  departmental  offerings. 
Likewise,  the  minor  in  public  policy  is  designed  to  be  a 
valuable  complement  to  majors  in  both  the  social  and 
the  natural  sciences. 

GOV  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.  {8}  4  credits 
Donald  Baumer 
Offered  Fall  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  cardiovas- 
cular disease.  Social,  ethical  and  political  issues  will  be 
considered  including  violence,  the  media's  representa- 
tion of  women,  and  gender  bias  in  health  care.  An 
international  perspective  on  women's  health  will  also 
be  considered.  {N}  4  credits 
Leslie Jaffe  (Health  Services) 
Offered  Spring  2008 


220  Public  Policy  Analysis 

Analysis  of  the  institutions  and  processes  of  public 

policy  formation  and  implementation.  Explores  models 

designed  to  explain  policy  and  also  those  whose  pur- 
pose is  to  "improve"  policy.  Develops  and  uses  analyti- 
cal tools  of  formal  policy  analysis.  Examines  the  debate 
over  the  possible  and  proper  uses  of  these  analytic  tools. 
{S}  4  credits 

Randall  Bartlett  (Economics) 
Offered  Fall  2008 

222  Colloquium:  U.S.  Environmental  History  and  Policy 

Students  will  explore  the  human-environment  rela- 
tionship and  its  role  in  shaping  U.S.  history  as  well 
as  informing  current  environmental  regulation  and 
policy.  There  are  no  prerequisites.  There  will  be  a  mid- 
term report  on  history  as  well  as  an  end  of  the  semester 
project  in  which  the  students  will  work  in  teams  to 
develop  and  present  an  environmental  policy.  There 
will  be  some  quizzes,  but  no  final  exam. 
Extensive  reading  and  class  participation  will  be  re- 
quired. Enrollment  limited  to  20  students.  {H/S} 
4  credits 
Paul  Newlin 
Offered  Spring  2008 

ECO  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}  \  credits 
Mark  Aid  rich 
Offered  Spring  2008 


344 


Public  Policv 


SOG  232  World  Population 

This  course  will  introduce  students  to  environmental, 
economic,  feminist,  and  nationalist  perspectives  on 
population  growth  and  decline.  We  will  examine  cur- 
rent populations  trends  and  processes  (fertility,  mortal- 
ity and  migration)  and  consider  the  social,  political, 
economic,  and  environmental  implications  of  those 
trends.  The  course  will  also  provide  an  overview  of 
various  sources  of  demographic  data  as  well  as  basic 
demographic  methods.  Cross-listed  with  Environmen- 
tal Science  and  Policy.  {8}  4  credits 
Leslie  King 
Offered  Spring  2008 

250  Race  and  Public  Policy  in  the  United  States 

Explanation  of  current  policy  issues  regarding  race. 
Topics  include  voting  rights,  compensation,  public  and 
private  education,  bilingual  education,  and  affirmative 
action  in  employment.  Recommended  background: 
PPL  220a  or  a  course  in  American  government.  {S} 
4  credits 

Randall  Bartlett 
Offered  Fall  2007 

GOV  306  Seminar:  Politics  and  the  Environment 

Topic:  Politics  and  the  Environment.  An  examination 
of  environmental  policy  making  within  the  federal 
government,  with  special  emphasis  on  how  Congress 
deals  with  environmental  policy  issues.  A  variety  of 
substantive  policy  areas  from  clean  air  to  toxic  waste 
will  be  covered.  Students  will  complete  research  papers 
on  an  environmental  policy  topic  of  their  choice.  Pre- 
requisite: a  200-level  course  in  American  government. 
{S}  4  credits 
Donald  Baumer 
Offered  Spring  2008 

EGR  330  Engineering  and  Global  Development 

This  course  examines  the  engineering  and  policy  issues 
around  global  development,  with  a  focus  on  appropri- 
ate and  intemiediate  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  intemiediate  technology.  Restricted  to  students 
with  junior  standing  in  engineering  or  those  who  have 
obtained  the  instructor's  permission.  Enrollment  limited 
to  12.  Offered  in  alternating  years.  (E)  {N}  4  credits 
Donna  Riley 
Offered  Spring  2008 


EGO  343  Seminar:  The  Economics  of  Global  Climate 
Change 

Because  global  climate  change  has  the  potential  to  af- 
fect every  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 inefficient7  causing  climate  change  and  study 
the  tradeoffs  associated  with  slowing  the  process.  How 
do  poliq  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){S}  4  credits 
Not  offered  2007-08 

EGO  351  Seminar:  The  Economics  of  Education 

Why  does  college  cost  so  much?  What  is  the  state  of 
America's  public  schools,  and  what  can  be  done  to  im- 
prove them?  In  this  course  we  will  study  these  questions 
and  others  related  to  the  economics  of  primary,  second- 
ary and  higher  education.  We  will  develop  models  of 
educational  choice  (is  schooling  an  investment  or  a 
signal?),  analyze  the  role  for  government  in  the  market 
for  education  (should  it  provide  financial  support  for 
schools?),  and  study  the  implications  of  institutional 
policies,  including  preferential  admissions,  tenure  and 
governance  procedures,  and  endowment  spending  rules 
as  they  are  practiced  in  America's  universities.  Prereq- 
uisites: ECO  190  and  250.  {S}  4  credits 
Not  offered  2007-08 

390  Senior  Public  Policy  Workshop 

An  assessment  of  current  policy  controversies  under- 
taken as  group  projects.  Policy  recommendations  made 
by  groups  should  be  based  on  both  technical  advis- 
ability and  political  feasibility.  Limited  to  seniors  who 
are  completing  the  program  in  public  policy,  or  other 
seniors  with  permission  of  the  instructor.  {S}  4  credits 
PaulNewlin 
Offered  Spring  2008 

404  Special  Studies 

By  permission  of  the  director. 

4  credits 

Offered  both  semesters  each  year 


Public  Polio 345 

The  Minor 

Director:  Donald  Baiimer,  Professor  of  Government 

Advisers:  Randall  Bartlett  (Economics);  Donald  Bau- 
mer  (Government); John  Burk,  (Biological  Sciences); 
H.  /Mien  Curran  (Geology);  Deborah  Haas-Wilson 
(Economics) 

The  minor  consists  of  six  courses: 
GO\  207orPPL220 

Any  two  public  policy  electives; 
Any  two  courses  from  departmental  offerings  that  have 
substantial  policy  content  (to  be  selected  in  consulta- 
tion with  a  minor  adviser); 
PPL  390. 


346 


Quantitative  Courses  for 
Beginning  Students 

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


The  following  courses  engage  students  in  quantitative 
analysis.  These  courses  do  not  have  prerequisites. 

AST  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  2007 

AST  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-science  majors.  Enrollment  limited  to  25  per  sec- 
tion. {N}  3  credits 
Suzan  Edwards,  Meg  Thacher 
Offered  Fall  2007 

AST  103  Sky  II:  Telescopes 

View  the  sky  with  the  telescopes  of  the  McConnell 
Rooftop  Observatory,  including  the  moon,  the  sun,  the 
planets,  nebulae  and  galaxies.  Learn  to  use  a  telescope 
on  your  own,  and  find  out  about  celestial  coordinates 
and  time-keeping  systems.  Designed  for  non-science 
majors.  Enrollment  limited  to  20  students  per  section. 
{N}  2  credits 

James  Lowenthal,  Meg 
Offered  Fall  2007 


BI0 110  Introductory  Colloquia:  Life  Sciences  for  the 
21st  Century: 

Women  and  Exercise — What  Is  Really  Going  On  in 
Our  Muscles  (Q,  R,  L) 

Muscle  is  a  very7  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  2007 

CHM 111  Chemistry  I:  General  Chemistry 

An  introductory  course  dealing  with  atomic  and  molec- 
ular structure  and  properties,  and  with  chemical  reac- 
tions. The  laboratory  includes  techniques  of  chemical 
synthesis  and  analysis.  Enrollment  limited  to  60  per 
lecture  section,  16  per  lab  section.  {N}  5  credits 
Kate  Queeney,  Lata  Aka  Burk 
Offered  Fall  2007 

CHM  118  Advanced  General  Chemistry 

This  course  is  designed  for  students  with  a  very  strong 
background  in  chemistry.  The  elementary  theories  of 
stoichiometry,  atomic  structure,  bonding,  structure, 
energetics  and  reactions  will  be  quickly  reviewed.  The 
major  portions  of  the  course  will  involve  a  detailed 
analysis  of  atomic  theory  and  bonding  from  an  orbital 


Quantitative  Courses  for  Beginning  Students 


347 


concept,  an  examination  ol  the  concepts  behind  ther- 
modynamic arguments  in  chemical  systems,  and  an 
investigation  of  chemical  reactions  and  kinetics.  The 
laboratorj  deals  with  synthesis,  physical  properties  ami 
kinetics.  The  course  is  designed  to  prepare  students  for 
CUM  222/223  as  well  as  replace  both  CUM  1 1 1  and 
CHM  224.  A  student  who  passes  1  is  cannot  take  either 
1 1 1  or  224.  Enrollment  limited  to  32.  {N}  5  credits 
Robert Lmck, Heather Shafer,  FaU2007 
Offered  Fall  200',  Fall  2008 

CSC  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  and  file 
transfer  protocols,  encoding  and  compression,  http  and 
HTML,  the  design  of  Web  pages,  and  the  operation  of 
search  engines,  beginning  JavaScript;  the  DOM.  Both 
history  and  societal  implications  are  explored.  Prereq- 
uisite: basic  familiarity  with  word  processing.  Enroll- 
ment limited  to  30.  The  course  will  meet  for  half  of  the 
semester  only.  {M}  2  credits 
Nicholas  Home 
Offered  half  of  both  semesters  each  year 

CSC  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} 
1  credits 
Judith  CardeU 
Offered  first  half  of  the  semester,  Fall  2007 

EC0 125  Economic  Game  Theory 

An  examination  of  how  rational  people  cooperate  and 
compete.  Game  theory  explores  situations  in  which 
everyone's  actions  affect  everyone  else,  and  everyone 
knows  this  and  takes  it  into  account  when  detennining 
their  own  actions.  Business,  military  and  dating  strate- 
gies will  be  examined.  No  economics  prerequisite.  Pre- 


requisite: at  leas!  one  semester  ol  high  school  or  college 

calculus.  [S} 4 credits 

James  Miller 

Not  offered  2007-08 

EC0 150  Introductory  Microeconomics 

How  and  how  well  do  markets  work?  \\  hat  should 
government  do  in  a  market  economy?  How  do  mar- 
kets set  prices,  determine  what  will  he  produced,  and 
decide  who  will  get  the  goods?  We  consider  important 
economic  issues  including  preserving  the  environment, 
tree  trade,  taxation,  (de) regulation  and  poverty.  {8} 
4  credits 

Members  of  the  department 
Offered  both  semesters  each  year 

EC0 153  Introductory  Macroeconomics 

An  examination  of  current  macroeconomic  polio 
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  {S} 
4  credits 

Members  of  the  department 
Offered  both  semesters  each  year 

EC0 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.  Assignments  include  use  of 
statistical  software  and  micro  computers  to  analyze 
labor  market  and  other  economic  data.  Prerequisite: 
150  and  153  recommended.  {S/M}  4  credits 
Robert  B/ahele.  Elizabeth  Savoca 
Offered  both  semesters  each  year 

EGR 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  strongK  encouraged  to 
take  EGR  100  in  the  tall  semester  Introduction  to  en 
gineering  practice  through  participation  m  a  semester- 


348 


Quantitative  Courses  for  Beginning  Students 


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.  Working 
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  2007 
Linda  E.  Jones,  Spring  2008 
Offered  Fall  2007,  Spring  2008 

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 
Andrew  Guswa 
Not  offered  2007-08 


of  science  fiction  and  different  kinds  of  mammals,  ex- 
ploring the  science  of  fiction  and  the  fiction  of  science. 
Readings  will  be  by  OS  Card,  CJ  Cherryh,  J  Crowley,  G 
Schallar  and  others.  Enrollment  limited  to  16  first-year 
students.  {N}  WI,  Quantitative  Skills  4  credits 
Virginia  Hayssen  (Biological  Sciences) 
Offered  Fall  2007 

FYS  133  What  Can  We  Know? 

An  exploration  of  the  development  of  physical  ideas 
from  the  deterministic  nature  of  Newtonian  physics  to 
the  random  nature  of  modern  quantum  theory  from 
a  scientific  and  philosophical  point  of  view.  Topics 
include  the  necessity  of  using  chance  and  probability 
to  achieve  answers  to  questions  in  chemical,  atomic, 
and  nuclear  systems,  the  occurrence  of  unpredictability 
because  of  slightly  different  initial  conditions — chaos 
theory — and  the  requirements  that  chance  and  prob- 
ability play  in  quantum  theory,  including  the  quantum 
mechanical  paradoxes.  The  course  is  designed  to  give 
first-year  students  a  general  understanding  of  the  mys- 
teries of  modern  scientific  thought.  Enrollment  limited 
to  20  first-year  students.  {H/N}  WI,  Quantitative  Skills 
4  credits 

Robert  Linck  (Chemistry),  Piotr  Decowski  (Physics) 
Not  offered  2007-08 


EGR  102/HSC  211  Ancient  Inventions 

The  dramatic  pace  of  technological  change  in  the  20th 
century  obscures  the  surprising  fact  that  most  of  the 
discoveries  and  inventions  on  which  modern  societies 
have  been  constructed  were  made  in  prehistoric  times. 
Ancient  inventions  tell  detailed  stories  of  complex 
knowledge  for  which  no  written  records  exist.  In  the 
first  part  of  the  course,  we  will  survey  what  is  known 
about  the  technology  of  daily  life  in  several  very  ancient 
societies.  In  the  second  part,  we  will  study  one  impor- 
tant technology,  the  production  of  textiles,  in  detail. 
During  the  third  part  of  the  course  students  will  work 
on  group  projects  in  the  Science  Center  machine  shop, 
reconstructing  an  ancient  invention  of  their  choice. 
{H/N}  4  credits 
Not  offered  2007-08 


FYS  135  Women  of  Discovery 

The  story  of  women's  exploration  is  largely  unknown. 
But  women  have  set  forth  on  journeys  of  exploration 
across  the  centuries,  stepping  into  the  unknown,  chal- 
lenging tradition,  expanding  the  world.  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.  Students  will  work  with  historical  docu- 
ments, study  navigation  (including  celestial),  and 
develop  their  ability  to  make  oral  and  written  presenta- 
tions. Enrollment  limited  to  16  first-year  students.  WI 
Quantitative  Skills.  4  credits 
James  Johnson  (Exercise  and  Sport  Studies) 
Not  offered  2007-08 


FYS  130  Lions:  Science  and  Science  Fiction 

This  seminar  will  explore  lions  from  many  perspectives. 
We  will  look  at  how  lions  are  viewed  by  scientists,  sci- 
ence fiction  writers,  directors  of  documentary  films  and 
movie  producers.  We  will  also  compare  different  kinds 


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  H.  White's 


Quantitative  Courses  for  Beginning  Students 


549 


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  to 
16.  Quantitative  Skills  4  credits 
Fletcher  BUmcbard  (Psychology) 
Offered  Fall  20(H 

FYS  139  Renewable  Energy 

The  United  States'  reliance  on  non-renewable  resources 
to  satisfy  its  growing  energy  demands  comes  at  a  severe 
environmental,  economic  and  political  cost.  Are  there 
alternatives?  Are  they  affordable?  What  are  the  scientific 
tradeoffs  and  constraints?  This  seminar  offers  a  hands- 
on  exploration  of  renewable  energy  technologies,  with 
an  emphasis  on  the  underlying  scientific  principles. 
Students  will  investigate  the  exponential  growth  of 
worldwide  energy  demand,  estimate  how  quickly  the 
world's  resources  will  be  depleted,  study  the  limits  to 
improved  energy  efficiency,  perform  a  home  energy 
audit,  and  explore  the  science  and  technology  of  solar 
heating  and  solar  power,  wind  power  and  hydropower. 
The  course  consists  of  presentations  by  class  members 
in  weekly  seminars  and  a  series  of  hands-on  experi- 
ments. Enrollment  limited  to  16  first-vear  students.  (E) 
{N}  {Q}  4  credits 
Nathanael  Fortune  ( Physics  j 
Not  offered  2007-08 

GOV  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 
analysis  using  computer  software.  {S/M}  4  credits 
Howard  Cold 
Offered  Fall  2007 

LOG  100  Valid  and  Invalid  Reasoning 

Fomial  logic  and  its  application  to  the  evaluation  of 

everyday  arguments,  the  abstract  properties  of  logical 
i    systems,  the  implications  of  inconsistency.  Examples 

drawn  from  law,  philosophy,  economics,  literary  criti- 
1    cism,  political  theory,  commercials,  mathematics. 

psvchology.  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}  \\  I  4  credits 
James  Henle  (Mathematics),  jay  Garfield 

( Philosophy) 
Offered  Fall  2oo~ 

MTH/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,  as  well  as  applying, 
pre-calculus  mathematical  skills.  Students  develop 
their  numerical,  statistical  and  algebraic  skills  by 
working  with  numbers  drawn  from  a  variety  of  current 
media  sources.  Enrollment  limited  to  20.  Permission 
of  the  instructor  required.  This  course  does  not  count 
towards  the  major. 
Tom  Schicker 
Offered  Fall  200".  spring  2008 

MTH  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 
Mary  Murphy 
Offered  each  Fall 

MTH  105  Discovering  Mathematics 

Topic:  Dimensionality.  Students  will  explore  the 
differences  and  samenesses  between  worlds  of  differ- 
ent dimensions,  with  a  focus  on  two-dimensional, 
three  dimensional,  and  four-dimensional  worlds.  Our 
principal  texts  will  be  fictional  accounts  of  life  in  such 
worlds  which  raise  interesting  mathematical  questions 
about  their  structure.  Students  will  learn  to  think  like 
mathematicians  by  reasoning  by  analog}"  and  asking 
new  questions  as  well  as  generalizing  some  questions  to 
more  (and  more)  dimensions.  {M}  4  credits 
To  be  announced 
Offered  Spring  2008.  Spring  2009 

MTH  107  Statistical  Thinking 

An  introduction  to  statistics  that  teaches  broadly 
relevant  concepts.  Students  from  all  disciplines  are 
welcome.  Topics  include  graphical  and  numerical 


350 


Quantitative  Courses  for  Beginning  Students 


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  ex- 
perimental design.  The  class  meets  in  a  computer  lab 
and  emphasizes  using  the  computer  for  analysis  of 
data.  We  will  design  our  own  experiments,  collect  and 
analyze  the  data,  and  write  reports  on  our  findings. 
Prerequisite:  high  school  algebra.  {M}  4  credits 
To  be  announced 
Offered  each  Fall 

MTH 111  Calculus  I 

Rates  of  change,  differential  equations  and  their  nu- 
merical solution,  integration,  differentiation,  and  the 
fundamental  theorem  of  the  calculus.  The  scientific 
context  of  calculus  is  emphasized.  {M}  4  credits 
Members  of  the  department 
Offered  both  semesters  each  year 

MTH  190/PSY 140  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  for  under- 
graduate research.  The  course  emphasizes  methods  for 
data  collection,  data  description,  and  statistical  infer- 
ence including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 
analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  will 
be  emphasized,  and  students  will  learn  to  use  the  SPSS 
statistical  software  for  data  analysis.  Classes  meet  for 
lecture/discussion  and  for  a  required  weekly  laboratory. 
Lab  sections  limited  to  20.  This  course  satisfies  the  Basis 
requirement  for  the  psychology  department  major  and  is 
recommended  for  all  psychology  students.  Other  students 
who  have  taken  MTH  1 1 1,  AP  Calculus,  or  the  equivalent 
should  take  MTH  245.  Students  will  not  be  given  credit 
for  both  MTH  190  and  MTH  245.  {M}  4  credits 
Nicholas  Horton,  Katherine  Halvorsen,  David 
Palmer,  Philip  Peake 
Offered  both  semesters  each  year 

PHI  202  Symbolic  Logic 

Symbolic  logic  is  an  important  tool  of  contemporary 
philosophy,  mathematics,  computer  science  and 
linguistics.  This  course  provides  students  with  a  basic 
background  in  the  symbols,  concepts  and  techniques 
of  modern  logic.  It  will  meet  for  the  first  half  of  the 
semester  only.  Enrollment  limited  to  20.  {M}  2  credits 
Not  offered  2007-08 


PHY  105  Principles  of  Physics:  Seven  Ideas  that  Shook 
the  Universe 

This  conceptual  course  explores  the  laws  of  mechanics, 
electricity  and  magnetism,  sound  and  light,  relativity 
and  quantum  theory.  It  is  designed  for  nonscience  ma- 
jors and  does  not  rely  on  mathematical  tools.  Lecture 
demonstrations  and  some  hands-on  investigation  will 
be  included.  {N}  4  credits 
Not  offered  2007-08 

PHY  106  The  Cosmic  Onion:  From  Quantum  World  to 
the  Universe 

Basic  concepts  of  quantum  mechanics  governing  the 
atomic  and  subatomic  worlds.  Structure  of  atoms, 
atomic  nuclei  and  matter.  The  evolution  of  the  Uni- 
verse and  its  relation  to  the  subatomic  physics.  The 
course  is  designed  for  non-science  majors.  It  does  not 
involve  mathematical  tools.  {N}  4  credits 
Piotr  Decowski 
Offered  Spring  2008 

PHY  107  Musical  Sound 

This  course  for  non-science  majors  explores  through 
lectures  and  laboratory  demonstrations  the  physical  ba- 
sis of  musical  sound.  Sample  topics  include  string  and 
air  vibrations,  perception  of  tone,  auditorium  acoustics, 
musical  scales  and  intervals  and  the  construction  of 
musical  instruments.  {N}  4  credits 
Not  offered  2007-08 

PHY  108  Optics  is  Light  Work 

This  course  for  non-science  majors  reveals  the  intrigu- 
ing nature  of  light  in  its  myriad  interactions  with 
matter.  From  Newton's  corpuscular  theory,  through  the 
triumph  of  wave  optics,  to  the  revolutionary  insights 
of  quantum  theory,  our  understanding  of  the  nature  of 
light  has  come  full  circle.  Yet  questions  still  remain.  In 
this  class  each  student  will  explore  in  depth  an  optical 
phenomenon  of  her  own  choosing.  Enrollment  limited 
to  16.  Offered  in  alternate  years.  {N}  4  Credits 
Doreen  Weinberger 
Not  offered  2007-08 

PSY 190/MTH 140  Statistical  Methods  for 
Undergraduate  Research 

An  overview  of  the  statistical  methods  needed  for  un- 
dergraduate research  emphasizing  methods  for  data 
collection,  data  description,  and  statistical  inference 
including  an  introduction  to  confidence  intervals, 
testing  hypotheses,  analysis  of  variance  and  regression 


Quantitative  Courses  for  Beginning  Students  35 1 

analysis.  Techniques  for  analyzing  both  quantitative 
and  categorical  data  will  be  discussed.  Applications  are 
emphasized,  and  students  use  SPSS  statistical  software 
for  data  analysis.  This  course  satisfies  the  Basis  require- 
ment for  the  psychology  major.  Students  who  haw 
taken  MTU  1 1 1  or  the  equivalent  should  take  MTU  245, 
which  also  satisfies  the  Basis  requirement  Students  will 
not  be  given  credit  for  both  MTH  190/PSY  190  and  any 
of  the  following  courses:  ECO  190.  GO\  190,  MTH  245 
or  SOC  201.  {11}  4  credits 
Nicholas  Horfon,  Katharine  Halvorsen,  David 
Palmer.  Philip  Peake 
Offered  both  semesters  each  vear 


352 


Religion 


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


Professors 

**'  Carol  G.Zaleski,  Ph.D. 
Peter  N.  Gregory,  Ph.D.,  Chair,  Spring  Semester 
**2  Jamie  Hubbard,  Ph.D.  (Professor  of  Religion  and 
Yehan  Numata  Professor  of  Buddhist  Studies) 
"'  Lois  C.  Dubin,  Ph.D.,  Chair,  Fall  Semester 

Associate  Professors 

11  Vera  Shevzov,  M.Div,  Ph.D. 
Joel  S.  Kaminsky,  Ph.D. 


Lecturers 

Elizabeth  E.  Carr,  Ph.D. 
Maurice  Pomerantz 

Research  Associates 

Benjamin  Braude,  Ph.D. 
Philip  Zaleski,  B.A. 

Edward  Feld,  M.H.L 
Harvey  Hill,  Ph.D. 


Assistant  Professors 

Andy  Rotman,  Ph.D. 

''  Suleiman  Ali  Mourad,  Ph.D. 


100-level  courses  are  open  to  all  students.  They  are 
either  broad-based  introductory  courses  that  address 
multiple  traditions  or  colloquia  that  have  a  more  nar- 
row focus  and  limited  enrollments. 

200-level  courses  are  specific  to  a  tradition  or  meth- 
odology. These  courses  are  open  to  all  students  and  do 
not  have  prerequisites,  unless  otherwise  indicated. 

300-level  courses  have  prerequisites  as  specified. 

A  reading  knowledge  of  foreign  languages,  both 
modem  and  classical,  is  highly  desirable  and  is  es- 
pecially recommended  for  those  students  planning  a 
major  or  minor  in  the  area  of  religious  studies.  For 
more  information  on  language  study,  see  section  under 
"Language  Courses." 

100-Level  Courses 


Introduction  to  the  Study  of  Religion 

105  An  Introduction  to  World  Religions 

An  examination  of  the  ideas  and  practices  of  Hinduism, 
Buddhism,  Confucianism  or  Taoism,  Judaism,  Christi- 
anity and  Islam.  Religious  expression  and  experience 


from  several  different  cultures  will  be  explored  through 

texts,  rituals  and  visual  materials.  Attention  to  both 

classic  fonnulations  and  modem  adaptations.  {H} 

4  credits 

Lois  Dubin,  Carol  Zaleski 

Offered  Fall  2007 

108/PH1 108  The  Meaning  of  Life 

This  course  asks  the  big  question,  "What  is  the  Mean- 
ing of  Life?"  and  explores  a  range  of  answers  offered 
by  philosophers  and  religious  thinkers  from  a  host  of 
different  traditions  in  different  eras  of  human  history. 
We  will  explore  a  variety  of  forms  of  philosophical  and 
religious  thinking  and  consider  the  ways  in  which 
philosophical  and  religious  ideas  can  be  directly  rel- 
evant to  our  own  lives.  {H/L}  4  credits 
Andy  Rotman  (Religion),  Nalini  Bhushan 
(Philosophy) 
Offered  Fall  2007 

110  Colloquia:  Thematic  Studies  in  Religion 

Directed  discussion  of  themes  and  approaches  to  the 
study  of  religion.  Recommended  for  upper-level  as  well 
as  first-year  students.  4  credits 


Religion 


353 


Women  Mystics'  Theology  of  Love 

This  course  studies  the  mystical  writings  of  Hildegard 
of  Bingen,  Hadewijch,  Julian  of  Norwich,  and  Teresa  of 
Avila,  and  their  relevance  to  contemporary  spirituality. 
Focus  on  their  life  journeys  in  tenns  of  love,  creativity 
healing  and  spiritual  leadership.  Occasional  films  and 
music.  {H} 
Elizabeth  Can 
Offered  Spring  2008 

Politics  of  Enlightenment 

Doctrinal  and  thematic  survey  of  Buddhist  attitudes  to 
the  religious  person  in  a  social,  political  world;  over- 
view of  doctrinal  statements  and  focus  on  issues  such 
as  women  in  Buddhism,  Tibetan  Buddhism  in  exile, 
the  monks'  war  in  Vietnam  and  Western  Buddhism.  {H} 
Jamie  Hubbard 
Offered  Spring  2008 

200-Level  Courses 

No  prerequisites  unless  specified. 

Religious  Studies:  Critical  and 
Comparative 

200  Colloquium:  Approaches  to  the  Study  of  Religion 

An  introduction  to  various  approaches  that  have  char- 
acterized the  modern  and  postmodern  critical  study  of 
religion.  The  course  explores  the  development  of  the 
field  as  a  whole  and  its  interdisciplinary  nature.  The 
first  part  of  the  course  focuses  on  approaches  found  in 
disciplines  such  as  anthropology,  sociology,  psychology 
and  phenomenology.  The  second  part  examines  the  ap- 
plication of  these  approaches  to  the  study  of  particular 
religious  phenomena.  {H/S}  4  credits 
Joel  Kaminsky.  Peter  Gregory 
Offered  Spring  2008 

205  Philosophy  of  Religion 

Classic  and  contemporary  discussions  of  the  existence 
of  God,  the  problem  of  evil,  faith  and  reason,  life  after 
death,  mysticism  and  religious  experience,  myth  and 
symbol.  Readings  from  Plato,  Anselm,  Kant,  Kierkeg- 
aard, James  and  others.  {H}  4  credits 
Carol  Zaleski 
Offered  Fall  2007 


Biblical  Literature 

Students  interested  in  biblical  literature  are  best  served 
by  beginning  their  course  of  study  with  either  Introduc- 
tion to  the  Bible  I  (Rel  210)  or  Introduction  to  the  Bible 
II  (Rel  215)  before  proceeding  to  more  specialized  200- 
Level  courses  or  seminars  within  this  area.  Rel  210  and 
215  are  general  introductions  to  the  critical  study  of  the 
Bible  and  are  open  to  all  students  including  first-years 

210  Introduction  to  the  Bible  I 

The  Hebrew  Scriptures  (■'Tanakh/Old  Testament" ,). 
A  survey  of  the  Hebrew  Bible  and  its  historical  and 
cultural  context.  Critical  reading  and  discussion  of  its 
narrative  and  legal  components  as  well  as  an  introduc- 
tion to  the  prophetic  corpus  and  selections  from  the 
wisdom  literature.  {H/L}  4  credits 
Joel  Kaminsky 
Offered  Fall  2007 

213  Prophecy  in  Ancient  Israel 
A  survey  of  the  institution  of  prophecy  and  the  individu- 
als who  functioned  as  prophets  in  the  Hebrew  Bible. 
Emphasis  on  the  following  issues:  What  types  of  people 
became  prophets?  What  did  prophets  speak  about? 
What  role  did  prophets  play  in  society?  Did  prophets 
deliver  different  or  even  conflicting  messages?  Can  one 
tell  a  true  from  a  false  prophet?  {H/L}  4  credits 
Joel  Kaminsky 
Offered  Spring  2008 

Jewish  Traditions 

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  BCE)  to 
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.  (E)  {H}  4  credits 
Tobeannoitna-d 
Offered  Spring  2008 


354 


Religion 


222  Sages,  Strangers  and  Women:  An  Introduction  to 
Rabbinic  Literature 

An  exploration  of  rabbinic  culture  and  texts  that 
shaped  Judaism  for  centuries  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.  (E)  {H/L}  4  credits 
To  be  announced 
Offered  Spring  2008 

REL  225/  JUD  225  Jewish  Civilization:  Text  and 
Tradition 

A  grand  sweep  of  core  narratives  and  beliefs  that  have 
animated  Jews  and  Judaism  from  antiquity  to  the 
present.  Readings  from  the  classical  library  of  Jewish 
culture  (such  as  Bible,  Talmud,  midrash,  Passover 
Haggadah,  mystical  and  philosophical  works,  Hasidic 
tales)  and  from  modern  Jewish  literature,  thought  and 
popular  culture.  Focuses  on  dynamics  of  religious, 
cultural,  and  national  reinvention  at  specific  moments 
and  places  in  Jewish  history.  How  do  more  recent  ex- 
pressions of  Jewishness  seek  inspiration  and  authority 
from  their  engagement  with  text  and  tradition?  {L/H} 
4  credits 
Justin  Cammy 
Offered  Spring  2008,  Spring  2009 

Christian  Traditions 

234  Contemporary  Christianity:  Crisis  and  Reflection 

Readings  of  prominent  Protestant,  Roman  Catholic, 
and  Eastern  Orthodox  thinkers  of  the  20th  and  early 
21st  centuries.  Their  diverse  responses  to  influential 
modem  and  postmodern  social,  political,  and  philo- 
sophical trends  including  "modernism,"  Marxism. 
World  War  II  and  the  Holocaust,  feminism,  pluralism 
and  globalism.  Particular  attention  to  liberation  the- 
ologies. Occasional  films.  {H}  4  credits 
VeraShevzov 
Offered  Spring  2008 

236  Eastern  Christianity 

An  introduction  to  the  history,  theology,  and  spiritual- 
it)'  of  Eastern  Orthodoxy,  with  a  special  emphasis  on 
the  Byzantine,  Syriac  and  Russian  traditions.  Points 
of  tension  with  Catholicism  and  Protestantism;  rise 
of  national  churches;  icons  and  rituals;  desert  fathers 


and  mothers  and  the  development  of  the  culture  of  the 
spiritual  elder.  Readings  from  ancient  and  contem- 
porary theological,  mystical,  liturgical  and  polemical 
texts.  Occasional  films  and  slides.  {H}  4  credits 
VeraShevzov 
Offered  Spring  2008 

Islamic  Traditions 

245  The  Islamic  Tradition 

The  Islamic  religious  tradition  from  its  beginnings 
in  7th  century  Arabia  through  the  present  day,  with 
particular  emphasis  on  the  formative  period  (A.D. 
600-1000)  and  on  modem  efforts  at  reinterpretation. 
Topics  include  Muhammad  and  the  Qur'an,  prophetic 
tradition,  sacred  Law,  ritual,  sectarianism,  mysticism, 
dogmatic  theology  and  popular  practices.  Emphasis 
on  the  ways  Muslims  in  different  times  and  places  have 
constructed  and  reconstructed  the  tradition  for  them- 
selves. {H}  4  credits 
Maurice  Pomerantz 
Offered  Fall  2007 

251  Religion  and  Politics  in  Islam 

The  relationship  between  authority  and  power  in  the 
Islamic  world  from  the  7th  century  to  the  present  day. 
How  has  religious  authority  been  used  to  legitimize  and 
(in  some  cases)  delegitimize  political  power?  What  is 
the  historical  context  of  today's  Muslim  activism?  Does 
the  tradition  of  Muslim  political  thought  lend  itself 
more  easily  to  active  struggle  against  injustice  or  quiet 
acceptance?  In  what  ways  does  the  classical  tradition 
resonate  with  contemporary  Muslim  thinkers?  Atten- 
tion both  to  theoretical  writings  and  to  particular  cases 
(e.g.,  the  Islamic  revolution  in  Iran;  Muslim  activism 
in  modem  Egypt).  {H}  4  credits 
Maurice  Pomerantz 
Offered  Fall  2007 

Buddhist  Traditions 

260  Buddhist  Thought 

Enduring  patterns  of  Buddhist  thought  concerning  the 
interpretations  of  self,  world,  nature,  good  and  evil, 
love,  wisdom,  time,  and  enlightenment  as  revealed  in  a 
careful  reading  of  two  major  Mahayana  texts.  Enroll- 
ment limited  to  35.  {H}  4  credits 
Peter  N.  Gregory 
Offered  Fall  2007 


Religion 


263  Zen 

Beginning  with  asurvej  of  some  of  the  fundamental 
ideas  and  institutions  developed  in  China  and  Japan. 
the  course  will  focus  on  the  transmission  and  transfor- 
mation of  Zen  in  America.  It  will  take  a  broad  historical 
approach,  looking  at  the  forces  that  shaped  the  wa\  in 
which  Zen  was  presented  to  "the  West"  and  exploring 
the  ways  in  which  westerners  appropriated,  adapted, 
and  continue  to  engage  the  tradition.  {H}  4  credits 
Peter  N.  Gregory 
Offered  Fall  2()(r 

270  Japanese  Buddhism:  Ancient  Japan  Through  the 
19th  Century 

The  development  of  Buddhism  and  other  religious  tradi- 
tions in  Japan  from  prehistory  through  the  19th  century. 
Topics  include  doctrinal  development,  church/state  rela- 
tions, and  the  diffusion  of  religious  values  in  Japanese 
culture,  particular!}  in  the  aesthetic  realm  (literature, 
gardens,  tea.  the  martial  arts.  etc.).  {H}  4  credits 
Jamie  Hubbard 
Offered  Fall  2007 

South  Asian  Traditions 

275  Religious  History  of  South  Asia:  Ancient  to 
Medieval 

This  course  is  an  introduction  to  the  literature, 
thought,  and  practice  of  religious  traditions  in  India, 
from  ancient  times  to  the  classical  period.  Readings 
will  include  materials  from  the  Yedas.  Lpanishads  and 
epics,  from  plays  and  poetry,  as  well  as  Buddhist  and 
Jain  literature.  Particular  consideration  will  be  given 
to  the  themes  of  dharma,  karma,  love  and  liberation. 
{H}  4  credits 
Andy  Rotman 
Offered  Fall  2007 

276  Religious  History  of  India:  Medieval  and  Modern 
Periods 

An  introduction  to  the  ideas  and  practices  of  South 
Asian  Hindus,  Buddhists,  Jains,  Muslims.  Sikhs.  Parsis 
and  Jews,  with  emphasis  on  how  these  religious  identi- 
ties are  constructed  and  contested.  Materials  to  be 
considered  will  include  philosophical  writings,  ritual 
texts,  devotional  poetry,  comic  books,  legal  treatises, 
newspaper  clippings,  personal  memoirs,  as  well  as 
ethnographic  and  popular  films.  {H}  4  credits 
Andy  Rotman 
Offered  Spring  2008 


277  South  Asian  Masculinities 
This  course  considers  the  role  of  religion  in  the  con- 
struction of  male  identities  m  South  Vsia.  and  how 
these'  identities  function  in  the  South  Asian  public 
sphere.  Topics  to  be  considered  will  include:  the  post- 
colonial  feminization  of  Parsi  elites:  Krishna  devotion 
and  transgender  performance;  the  cinematic  phe- 
nomenon of  the  "angry  young  man";  bijras  and  the 
construction  of  gender;  wrestling  and  the  cultivation  of 
masculinity;  masculine  ideals  in  matrimonial  adver- 
tisements; and  the  Lord  Ram  and  the  rise  of  militant 
Hindu  nationalism.  (E)  {S}  4  credits 
Andy  Rotman 
Offered  Spring  2008 

300-Level  Courses 

Prerequisites  as  specified. 

310  Seminar:  Hebrew  Bible 
Itpic:  Sibling  Rivalries:  Israel  and  I  he  Other. 
Advanced  readings,  critical  discussion  and  directed 
research  into  specific  biblical  books  or  larger  themes 
within  the  Hebrew  Bible.  Prerequisite:  REL  210.  215, 
any  other  college-level  Bible  course,  or  permission  of 
the  instructor.  {H/L}  4  credits 
Joel  Kciminskx 
Offered  Fall  2007 

360  Seminar:  Problems  in  Buddhist  Thought 
Topic:  The  Flowering  of  Chinese  Buddhism.  The 

major  traditions  of  thought  and  practice  that  came 
to  characterize  Chinese  Buddhism  developed  during 
the  8th  through  12th  centuries:  Chan  (Zen).  Huayen, 
Tiantai  and  Pure  Land.  The  seminar  will  explore  how 
the  doctrinal  innovations  in  Huayen  and  Tiantai  were 
related  to  unique  forms  of  practice  that  emerged  in 
Chan  and  Pure  Land.  {H/L}  4  credits 
Peter  N.  Gregory 
Offered  Spring  2008 

400  Special  Studies 

Bj  permission  of  the  department,  normally  for  senior 
majors  who  have  had  four  semester  courses  above  the 
introductory  level. .!  to  4  credits 
Offered  both  semesters  each  year 


356 


Religion 


408d  Special  Studies 

By  permission  of  the  department,  normally  for  senior 
majors  who  have  had  four  semester  courses  above  the 
introductory  level.  8  credits 
Full-year  course;  Offered  each  year 

Language  Courses 

Students  who  take  an  introductory  course  in  an  ancient 
or  modern  language  and  who  complete  an  advanced 
course  in  religious  texts  of  that  language  (e.g.  REL 
295, 296, 297  and  Special  Studies)  will  receive  up  to 
two  course  credits  toward  the  religion  major  for  the 
introductory  course  in  addition  to  the  credit  received 
for  the  advanced  course  (counted  in  the  courses  7-10). 
Students  interested  in  pursuing  courses  at  an  advanced 
level  in  a  particular  language  should  contact  the  ap- 
propriate department  member  or  their  adviser  directly 
Students  may  receive  up  to  one  course  credit  toward  the 
major  for  the  study  of  a  language  related  to  their  area 
of  concentration,  with  that  course  counted  as  an  elec- 
tive outside  the  department  (courses  11-12). 

ARA  100y  Elementary  Arabic 

This  yearlong  course  introduces  the  basics  of  Modern 
Standard  Arabic,  concentrating  on  speaking,  listening, 
reading  and  writing.  Students  will  acquire  vocabulary 
and  usage  for  everyday  interactions  as  well  as  skills  that 
will  allow  them  to  read  and  analyze  a  range  of  texts.  In 
addition  to  the  traditional  textbook  exercises,  students 
will  write  short  essays  and  participate  in  role  plays, 
debates,  and  conversations  throughout  the  year.  Enroll- 
ment limited  to  18  students.  {F}  4  or  8  credits 
Offered  Fall  2007,  Spring  2008 

ARA  298  Intermediate  Arabic  I 

Students  in  this  course  will  continue  perfecting  their 
knowledge  of  Arabic,  focusing  on  the  skills  of  speaking, 
listening,  reading  and  writing.  Students  should  expect 
text  assignments  as  well  as  work  with  DVDs,  audio  and 
Web  sites.  Exercises  include  writing,  social  interactions, 
role  plays,  and  the  interplay  of  language  and  culture. 
Prerequisite  is  ARA  lOOy  or  the  equivalent.  {F} 
Offered  Fall  2007 

ARA  299  Intermediate  Arabic  II 

Continued  conversation  at  a  more  advanced  level. 
Further  development  of  reading  and  practical  writing 


skills.  Prerequisite:  ARA  298  or  the  equivalent,  or  per- 
mission of  the  instructor.  {F} 
Offered  Spring  2008 


The  Major 


Advisers:  Lois  Dubin,  Peter  N.  Gregory,  Jamie  Hubbard, 
Joel  Kaminsky,  Suleiman  Mourad,  Andy  Rotman,  Vera 
Shevzov,  Carol  Zaleski 

Adviser  for  Study  Abroad:  Joel  Kaminsky 

New  Requirements  for  Majors 

Students  who  declared  a  major  or  minor  in  religion 
prior  to  September  2005  may  follow  either  the  old  or 
the  new  requirements,  and  should  discuss  their  pro- 
grams with  their  advisers. 

12  semester  courses  are  required.  Courses  counting 
toward  the  major  may  not  be  taken  S/U. 

Breadth  (Courses  1-4) 

A  student  will  normally  take  four  200-level  courses  in 
the  religion  department  choosing  one  each  from  four 
of  the  following  six  categories:  (i)  Biblical  Literature; 
(ii)  Jewish  Traditions;  (iii)  Christian  Traditions;  (iv) 
Islamic  Traditions;  (v)  Buddhist  Traditions;  (vi)  South 
Asian  Traditions.  In  fulfilling  this  requirement,  a  stu- 
dent may  not  count  more  than  two  courses  in  Biblical 
Literature,  Jewish  Traditions  and  Christian  Traditions.  A 
student  may  also  count  one  of  the  broad-based  depart- 
mental introductory  courses  (e.g.,  REL  105,  REL  108) 
in  place  of  one  of  these  four  courses. 

Colloquium  (Course  5) 

A  student  will  take  Approaches  to  the  Study  of  Religion 
(REL  200). 

Seminar  (Course  6) 

A  student  will  take  a  seminar  in  the  religion  depart- 
ment. 

Depth  (Courses  7-8  or  7-9) 

A  student  will  take  three  related  courses,  defined  by 
religious  tradition,  geographical  area,  discipline,  or 
theme.  Examples  of  possible  concentrations  are  Bible 
and  its  subsequent  interpretations,  philosophy  of  reli- 


Religion 


gion,  women  and  gender,  religion  and  politics,  religion 
and  the  arts,  ritual  studies  and  religion  in  America.  In 
most  cases,  this  will  involve  adding  two  more  courses 
to  one  already  counted,  though  in  some  cases,  it  may 
involve  three  courses  independent  of  those  counted 
above.  In  short,  no  more  than  one  course  from  courses 
1-6  can  be  counted  toward  this  requirement.  A  student 
will  define  her  concentration  in  consultation  with  her 
adviser,  and  then  submit  it  to  the  departmental  curricu- 
lum committee.  A  student  may  count  any  departmental 
course  toward  this  requirement,  but  no  more  than  one 
100-level  course.  A  student  may  also  count  one  course 
taken  outside  the  department  toward  this  requirement. 

Electives  (Courses  9-12  or  10-12) 

A  student  will  take  three  or  four  additional  religion 
courses  to  complete  the  twelve  courses  for  the  major. 
If  no  course  outside  the  religion  department  has  been 
used  to  count  toward  the  depth  requirement,  a  student 
may  take  two  relevant  courses  outside  the  department 
as  electives.  If  one  outside  course  has  been  used  to 
count  toward  the  depth  requirement,  only  one  outside 
course  may  be  taken  as  an  elective.  These  courses  are 
to  be  determined  in  consultation  with  the  student's 
adviser. 

Students  should  check  current  offerings  by  other  pro- 
grams and  departments.  Examples  include: 

ARH101     Buddhist  Art 

ARH  220    Relics  and  Reliquaries 

(IS  ir     Classical  Mythology 

HST  224     Early  Medieval  World  300-1050 

GOV  224    Islam  and  Politics  in  the  Middle  East 

I II )  284     The  Jews  of  Eastern  Europe 

MI  S  220    Topics  in  World  Music — Popular  Music  in 

the  Islamic  World 
PHI  124     History  of  Ancient  and  Medieval  Philosophy 
PHI  1 26     History  of  Medieval  Philosophy 
PHI  252     Buddhist  Philosophy 
Language  course  related  to  concentration 


The  Minor 

Advisers  :  Same  as  tor  the  major 

New  Requirements  for  Minors 

Five  semester  courses  are  required.  Courses  counting 
toward  the  minor  may  not  be  taken  S/l '.  No  course 
may  be  counted  twice  toward  the  fulfillment  of  the 
requirements. 

Breadth  (Courses  1-3) 

A  student  will  normally  take  three  200-level  courses, 
choosing  one  each  from  three  of  the  following  six 
categories:  (i)  Biblical  Literature;  (ii)  Jewish  Traditions; 
(iii)  Christian  Traditions;  (iv)  Islamic  Traditions;  (v) 
Buddhist  Traditions;  (vi)  South  .Asian  Traditions.  In 
fulfilling  this  requirement,  a  student  may  not  count 
more  than  two  courses  in  Biblical  Literature,  Jewish 
Traditions  and  Christian  Traditions. 

Electives  (Courses  4-5) 

A  student  will  take  two  additional  courses  of  her  choice 
in  the  religion  department. 

Old  Requirements  for  Majors 

12  semester  courses,  two  of  which,  at  the  recommen- 
dation of  the  adviser,  may  be  related  courses  in  other 
departments.  Each  major's  course  program  must  meet 
the  following  requirements.  No  course  may  be  counted 
twice  toward  the  fulfillment  of  the  requirements. 

1.   Breadth 

Fulfilled  normally  by  taking  two  courses:  a  200- 
level  course  in  a  monotheistic  tradition  and  a  200- 
level  course  in  a  non-monotheistic  tradition.  105 
( Introduction  to  World  Religions)  may  be  taken  in 
place  of  one  of  these  two  courses. 

1    Depth 

At  least  one  course  from  each  of  the  following  four 
groups,  of  which  at  least  three  will  normally  be 
taken  in  the  department 
Note:  course  numbers  as  they  were  listed  prior  to 
2(K)4- OS  are  in  parentheses: 

a.  textual  interpretation:  210, 215  (220) 

b.  critical  and  systematic  reflection:  205  (263), 
206(260) 


358 


Religion 


c.  non-monotheistic  traditions:  260  (272),  263, 
275  (270),  276  (271) 

d.  monotheistic  traditions:  221  (235),  223, 224, 
231  (230),  233  (232),  234  (240),  238  (242), 
245  (275). 

3.  Every  major  must  take  200  (201)  (Approaches  to 
the  Study  of  Religion). 

4.  Ever)7  major  must  take  at  least  one  seminar  origi- 
nating in  the  department. 

5.  Courses  counting  toward  the  major  may  not  be 
taken  S/U. 

Two  courses  outside  the  department  may  be 
counted  toward  the  major,  upon  consultation  with  the 
adviser. 

Examples  include: 
ARH101 
ARH220 
CLS  227 
HST224 
GOV  224 
MUS  220 


PHI  124 
PHI  126 

PHI  252 


Buddhist  Art 

Relics  and  Reliquaries 

Classical  Mythology 

Early  Medieval  World  300-1050 

Islam  and  Politics  in  the  Middle  East 

Topics  in  World  Music — Popular  Music  in 

the  Islamic  World 

History  of  Ancient  and  Medieval  Philosophy 

History  of  Medieval  Philosophy 

Buddhist  Philosophy 


Language  course  related  to  area  of  concentration 

Old  Requirements  for  Minors 

1 .  Five  semester  courses.  At  least  one  course  must  be 
drawn  from  each  of  the  following  four  groups.  No 
course  may  be  counted  twice  toward  the  fulfillment 
of  the  requirements. 

Note:  course  numbers  as  they  were  listed  prior  to 
2004-05  are  in  parentheses. 

a.  textual  interpretation:  210, 215  (220) 

b.  critical  and  systematic  reflection:  205  (263) , 
206  (260) 

c.  non-monotheistic  traditions:  260  (272),  263, 
275  (270),  276  (271) 

d.  monotheistic  traditions:  22 1  (235) ,  223, 224, 
231  (230),  233  (232),  234  (240),  238  (242), 
245  (275). 

2.  Courses  counting  toward  the  minor  may  not  be 
taken  S/U. 


Honors 

Director:  Jamie  Hubbard 

430(1  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 

Requirements 

The  same  as  for  the  major,  with  the  addition  of  a  thesis 
and  an  oral  examination  on  the  thesis.  A  student  will 
normally  write  her  thesis  during  the  two  semesters  of 
her  senior  year,  though  in  special  cases  she  may  do  so 
in  the  first  semester  of  her  senior  vear. 


359 


Russian  Language  and  Literature 


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


Professors 

Maria  Nemcova  Banerjee,  Ph.D. 
Alexander  Woronzoff- Dash koff,  Ph.D.,  Chair 


Senior  Lecturer 

f-  Catherine  Woronzoff- Dashkoff,  A.B. 


A.  Language 


Credit  is  not  granted  for  the  first  semester  only  of  an 
introductory  language  course. 


100y  Elementary  Russian 

Four  class  hours  and  laboratory.  {F}  8 
Catherine  Woronzoff-Dashkoff 
Full-year  course;  Offered  each  year 


credits 


220y  Intermediate  Russian 

General  grammar  review.  Selections  from  Russian 
texts,  not  exclusively  literary.  Prerequisite:  lOOy  or  the 
equivalent.  {F}  8  credits 
Alexander  Woronzoff-Dashkoff 
Full-year  course;  Offered  each  year 

331  Advanced  Russian 

Readings  and  discussion  of  texts  taken  from  classical 
and  Soviet  literature,  as  well  as  current  journals.  Inten- 
sive practice  in  writing.  Prerequisite:  220  or  permission 
of  the  instructor.  {F}  4  credits 
Catherine  Woronzoff-Dashkoff 
Offered  Fall  2007 

332  Advanced  Russian 

A  continuation  of  331-  Extensive  translation  of  current 
material  from  Russian  to  English,  and  intensive  prac- 
tice in  writing.  Prerequisite:  331.  {F}  4  credits 
Catherine  Woronzoff-Dashkoff 
Offered  Spring  2008 

338  Seminar  in  Language  and  Literature 

Advanced  study  of  a  major  Russian  literary  text.  {L/F} 
4  credits 


Topic:  Russian  Fairy  Tales 

Prerequisite:  332  or  permission  of  the  instructor. 

Catherine  Woronzoff-Dashkoff 

Offered  Fall  2007 

Topic:  Readings  of  Pushkin 

Discussion,  conversation,  oral  reports,  papers.  Prerequi 

site:  332  or  permission  of  the  instructor. 

Catherine  Woronzoff-Dashkoff 

Not  offered  2008-09 


B.  Literature 

126  Readings  in  19th-century  Russian  Literature 

Topic:  Alienation  and  the  Search  for  Identity.  A  study 
of  the  individuals  struggle  for  self-definition  in  society7: 
from  the  superfluous  man,  through  the  underground 
man,  to  the  role  of  women.  Emphasis  on  the  social,  po- 
litical, and  ideological  context  of  the  works  considered. 
Authors  treated  include  Pushkin,  Lermontov,  Gogol, 
Goncharov,  Tlirgenev,  Tolstoy,  Dostoevsky  and  Chekhov. 
In  translation.  {L}  4  credits 
Alexander  Woronzoff-Dashkoff 
Offered  Fall  2008 

127  Readings  in  20th-century  Russian  Literature 

'Topic :  1, Herat inv  and  Revolution.  The  theme  of  revo- 
lution as  a  central  concern  of  Soviet  literature.  Authors 
treated  include  Gorky,  Bely,  Blok.  Mavakovskv.  Pilnyak, 
Zamiatin,  Gladkov,  Babel.  Sholokhov.  Pasternak.  Sol- 
zhenitsvn.  In  translation.  {L}  4  credits 
Alexander  Woronzoff-Dashkoff 
Offered  Spring  2008 


360 


Russian  Language  and  Literature 


235  Dostoevsky 

A  close  reading  of  all  the  major  literary  works  by  Dos- 
toevsky, with  special  attention  to  the  philosophical, 
religious,  and  political  issues  that  inform  Dostoevsky's 
search  for  a  definition  of  Russia's  spiritual  and  cultural 
identity.  In  translation.  {L}  4  credits 
Maria  Banerjee 
Not  offered  2008-09 

237  The  Heroine  in  Russian  Literature  from  The 
Primary  Chronicle  to  Turgenev's  On  the  Eve 

Examination  of  the  changing  portrayal  of  the  exem- 
plar}' female  identity  and  destiny  and  the  attendant 
literary  conventions  in  some  of  the  major  texts  of  the 
following  periods:  medieval  (Kievan  and  Muscovite), 
classical  (18th  century),  and  the  age  of  romantic  real- 
ism. In  translation.  {L}  WI 4  credits 
Not  offered  in  2007-08 

239  Major  Russian  Writers 

Topic:  Women's  Memoirs  and Autobiographical  Writ- 
ings in  Russia.  A  study  of  Russian  culture,  history  and 
literature  through  outstanding  examples  of  women's 
autobiographical  writings  from  the  18th  to  the  20th 
century.  The  course  will  focus  on  issues  on  gender, 
class,  race  and  disguise,  among  others.  Authors  to  in- 
clude Ekaterina  Dashkova ,  Nadezhda  Durova,  Marina 
Tsvetaeva,  Evgeniia  Ginzburg  and  Yelena  Khanga.  (E) 
{L}  4  credits 

Alexander  Woronzzoff-Dashkoff 
Offered  Fall  2007 

340  Seminar  in  Russian  Tzzzught 

Topic:  A  Double  Vision:  Heroine/Victim.  We  shall 
examine  how  the  iconic  status  of  woman  as  moral 
redeemer  and  social  path  breaker  is  shadowed  by  a 
darker  view  of  female  self  and  sexuality  in  some  repre- 
sentative works  by  male  authors  of  the  Russian  nine- 
teenth century.  The  primary  texts  are  Pushkin's  Eugene 
Onegin,  Turgenev's  On  The  Eve,  Chernyshevsky's 
Wloatls  To  Be  Done?,  Dostoevsky's  A  Gentle  Spirit  and 
Tolstoy's  The  Kreutzer  Sonata.  These  novelistic  nar- 
ratives will  be  supplemented  with  theoretical  essays  by 
Belinsky,  J.S.  Mill,  Schopenhauer  and  Vladimir 
Soloviev.  {F/L}  4  credits 
Maria  Banerjee 
Offered  Spring  2008 


Cross-Listed  Courses 

GLT  203/ENG  203  Western  Classics  in  Translation,  from 
Chretien  de  Troyes  to  Tolstoy 

Chretien  de  Troyes's  Yvain;  Shakespeare's  Antony  and 
Cleopatra;  Cervantes'  Don  Quixote;  Lafayette's  The 
Princesse  ofCleves;  Goethe's  Faust;  Tolstoy's  War  and 
Peace.  Prerequisite:  CLT  202/ENG  202.  {L}  WI  4  credits 
Maria  Banerjee,  Elizabeth  Harries 
Offered  Spring  2008 

CLT  305  The  Philosophical  Novel 

This  course  charts  the  evolution  of  the  theme  of  reason 
and  its  limits  in  the  European  novel  of  the  modern  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  Dostoevsky's  Notes  from  the  Underground, 
Kafka's  The  Trial,  MusiYs  Man  without  Qualities,  and 
Kundera's  The  joke,  The  Farewell  Party,  and  77;e 
Unbearable  Lightness  of  Being. 
Maria  Banerjee 
Offered  Fall  2007 

404  Special  Studies 

By  permission  of  the  department,  for  majors  who  have 
had  four  semester  courses  above  the  introductory  level. 
4  credits 
Offered  both  semesters  each  year 

408d  Special  Studies 

By  permission  of  the  department,  for  majors  who  have 
had  four  semester  courses  above  the  introductory  level. 
8  credits 
Full-year  course;  Offered  each  year 

The  Majors 

Adviser  for  Study  Abroad:  Alexander  Woronzoff-Dashkoff 

Russian  Literature 

Advisers:  Members  of  the  department 
sis:  220v,  126  and  127. 


Russian  Language  and  Literature  361 

Required  courses:  331  and  332  and  one  semester  of 

338  and  two  of  the  following:  234,  235,  236,  J  \1 
239,  CU  223,  CIT  305,  CUT  203 

One  required  seminar:  340,  346, 1 1ST  340,  REL  535 

Strongly  recommended:  HST  239,  HST  247  and  REL 

236. 

Russian  Civilization 

Advisers:  Members  of  the  department 

Basis:  220y. 

Required  courses:  331  and  332  and  two  of  the  follow- 
ing: 126, 127,  234, 235, 237, 238, 239,  CLT  223,  CLT 
305,  CLT  203  and  three  of  the  following:  ECO  209.  G(fl 
221,  HST  239,  HST  240.  HST  247,  REL  236. 

One  required  seminar:  340, 346,  HST  340,  REL  335. 

Strongly  recommended:  338. 

Honors 

Director:  Maria  Nemcova  Banerjee 

431  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

Russian  Literature 

Basis:  Same  as  for  Russian  literature  major. 

Required  courses:  Same  as  for  Russian  literature  ma- 
jor. In  addition,  a  thesis  written  in  the  first  semester  of 
the  senior  year. 

Russian  Civilization 

Basis:  Same  as  for  Russian  civilization  major. 

Required  courses:  Same  as  for  Russian  civilization 
major.  In  addition,  a  thesis  written  in  the  first  semester 
of  the  senior  year 


362 


Science  Courses  for 
Beginning  Students 

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


Introductory  science  courses  that  serve  as  the  basis  of 
the  major  usually  are  numbered  1 1 1  (and  1 12  if  they 
continue  into  a  second  semester),  except  in  biology, 
which  has  a  three  semester  core  series  (BIO  150-155). 
Physics  offers  basis  courses  for  students  with  differing 
backgrounds.  Hence,  after  consulting  with  a  faculty 
member,  beginning  students  may  choose  between 
two  physics  courses  PHY  1 15  and  1 17.  Students  with 
AP  credit  should  consult  with  individual  departments 
about  advanced  placement. 

Of  the  following  courses,  most  have  no  prerequisites. 
Read  the  course  descriptions  for  complete  information. 

AST  100  A  Survey  of  the  Universe 

AST  102  Sky  I:  Time 

AST  103  Sky  II:  Telescopes 

AST  111  Introduction  to  Astronomy 

AST  113  Telescopes  and  Techniques 

AST  215  History  of  Astronomy 

BIO   101   Modern  Biology  for  the  Concerned  Citizen 
BIO   103   Economic  Botany:  Plants  and  Human 

Affairs 
BIO   1 10   Introductory  Colloquia:  Life  Sciences  for 

the  21st  Century 
BIO   120   Horticulture:  Landscape  Plants  and  Issues 
BIO   121   Horticulture:  Landscape  Plants  and  Issues 

Laboratory 
BIO   122   Horticulture 
BIO   123   Horticulture  Laboratory 
BIO   150   Cells,  Physiology  and  Development 
BIO   151   Cells,  Physiology  and  Development 

Laboratory 
BIO   152   Genetics,  Genomics  and  Evolution 
BIO   153   Genetics,  Genomics  and  Evolution 

Laboratory 
BIO   154   Biodiversity,  Ecology  and  Conservation 
BIO   155   Biodiversity,  Ecology  and  Conservation 

Laboratory 


CHM  100  Perspectives  in  Chemistry 

CHM  108  Environmental  Chemistry 

CHM  1 1 1  Chemistry  I:  General  Chemistry 

CSC  102  How  the  Internet  Works 

CSC  103  How  Computers  Work 

CSC  104  Issues  in  Artificial  Intelligence 

CSC  105  Interactive  Web  Documents 

CSC  111  Computer  Science  I 

CSC  112  Computer  Science  II 


GEC 

105 

Natural  Disasters 

GEC 

106 

Extraordinary  Events  in  the  History  of 
Earth,  Life  and  Climate 

GEO  108 

Oceanography:  An  Introduction  to  the 

Marine  Environment 

GEC 

109 

The  Environment 

GEC 

111 

Introduction  to  Earth  Processes  and  History 

FYS 

134   Geology  in  the  Field 

IDP  208  Women's  Medical  Issues 

MTH  102  Elementary  Functions 

MTH  105  Discovering  Mathematics  (Spring) 

MTH  107  Statistical  Thinking 

MTH  111  Calculus  I 

MTH  190  Statistical  Methods  for  Undergraduate 


PHY 

105 

iveseaiui 

Principles  of  Physics:  Seven  Ideas  that 
Shook  the  Universe 

PHY 

106 

The  Cosmic  Onion:  From  Quantum  World 
to  the  Universe 

PHY 

107 

Musical  Sound 

PHY 

108 

Optics  is  Light  Work 

PHY 

115 

General  Physics 

PHY 

117 

Advanced  General  Physics  I 

PHY 

118 

General  Physics  II 

PSY 

111 

Introduction  to  Psychology 

363 


Sociology 


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


Professor 

:  Richard  Fantasia.  Ph.D. 
Nana  Whither.  Ph.D..  Chair 

Associate  Professors 

Patricia  V.Miller.  Ph.D. 
Marc  Steinberg,  Ph.D. 
Ginetta  Candelario,  Ph.D.  (Sociology  and  Latin 
American  Studies) 
'    "2  Leslie  King,  Ph.D. 


Assistant  Professor 
EevaSointu,  Ph.D. 

Lecturers 

Jonathan  Wvnn.  Ph.D. 


The  prerequisite  for  all  sociology  courses  is  101a  or  b, 
or  permission  of  the  instructor.  All  300-level  courses 
require  the  permission  of  the  instructor. 

101  Introduction  to  Sociology 

For  first-year  students  and  sophomores;  juniors  and 
seniors  with  permission  of  the  course  director.  Perspec- 
tives on  society,  culture  and  social  interaction.  Topics 
include  the  self,  emotions,  culture,  community;  class, 
ethnicity;  family  sex  roles,  deviance  and  economy.  Col- 
loquium format.  {8}  4  credits 
Patricia  Miller  Director 
Patricia  Miller  Eera  Sointu,  Jonathan  Wynn, 
Nancy  Whittier  Jonathan  Wynn,  Spring  2008 
Offered  both  semesters  each  year 

201  Evaluating  Information 

An  introduction  to  statistical  and  other  strategies  for 
summarizing  and  evaluating  sociological  data.  Top- 
ics include:  descriptive  statistics,  probability  theory, 
correlation,  presentation  and  assessment  of  research 
findings,  deduction  and  induction,  error  and  bids. 
confidence.  {M}  5  credits 
Leslie  King 
Offered  Fall  200',  Fall  2008 

202  Methods  of  Social  Research 

An  introduction  to  the  logic  and  methods  of  quantita- 
,  tive  research,  and  a  practicum  designed  to  develop  skill 


in  survey  design  and  techniques.  Topics  include:  ques- 
tionnaire construction,  sample  design,  data  analysis, 
causation  and  explanatory  research.  Prerequisite:  201. 
{8/M}  4  credits 
Patricia  Miller,  Spring  2008 
To  be  announced,  Spring  2009 
Offered  Spring  2008.  Spring  2009 

203  Qualitative  Methods 

A  basic  exploration  of  qualitative  methods,  this  course 
focuses  on  the  practical  and  ethical  components  of 
ethnography,  interviewing,  textual  analysis,  visual 
methods,  and  multi-method  approaches  to  sociological 
research.  The  relationship  between  theory  and  practice 
will  be  examined  via  a  semester-long  research  project. 
Prerequisite:  201 .  {S}  4  credits 
EevaSointu 
Offered  Spring  2008.  Spring  2009 

210  Deviant  Behavior 

An  exploration  of  theories  of  deviance,  research  studies, 
and  literature  and  film  aimed  at  understanding  origins 
of  and  responses  to  mental  illness,  drug  abuse,  rape 
and  other  crimes  against  women,  white  collar  crime, 
corporate  and  governmental  deviance,  crime  and  juve- 
nile delinquency,  homosexualit)  and  homophobia  and 
rebellion.  {S}  4  credits 
Patricia  Miller 
Offered  Fall  2007 


364 


Sociology 


212  Class  and  Society 

An  introduction  to  classical  and  contemporary  ap- 
proaches to  class  relations,  status  and  social  inequality. 
Topics  include  Marxian  and  Weberian  analysis,  social 
mobility,  class  consciousness,  class  reproduction,  and 
the  place  of  race  and  gender  in  the  class  order.  {8} 
4  credits 

To  be  announced 
Offered  Fall  2007 

213  Ethnic  Minorities  in  America 

The  sociology  of  a  multiracial  and  ethnically  diverse 

society.  Comparative  examinations  of  several  American 

groups  and  subcultures.  {8}  4  credits 

Ginetta  Candelario 

Offered  Spring  2008,  Spring  2009 

214  Sociology  of  Hispanic  Caribbean  Communities  in 
the  United  States 

This  service  learning  course  surveys  social  science 
research,  literary  texts  and  film  media  on  Cuban,  Do- 
minican, and  Puerto  Rican  communities  in  the  United 
States.  Historic  and  contemporary  causes  and  contexts 
of  (im) migration,  settlement  patterns,  labor  market 
experiences,  demographic  profiles,  identity  formations, 
and  cultural  expressions  will  be  considered.  Special 
attention  will  be  paid  to  both  inter-  and  intra-group 
diversity,  particularly  along  the  lines  of  race,  gender, 
sexuality  and  class.  Students  are  required  to  dedicate 
four  (4)  hours  per  week  to  a  local  community-based 
organization.  {S}  4  credits 
Ginetta  Candelario 
Offered  Fall  2007,  Fall  2008 

216  Social  Movements 

This  course  provides  an  in-depth  examination  of  major 
sociological  theories  of  collective  action  and  social 
movements.  Emphasis  will  be  placed  on  the  analysis 
of  social  movement  dynamics  including  recruitment 
and  mobilization,  strategies  and  tactic  and  movement 
outcomes.  The  empirical  emphasis  will  be  on  modern 
American  social  movements  including  student  protest, 
feminist,  civil  rights  and  sexual  identity  movements. 
{S}  4  credits 
Marc  Steinberg 
Offered  Spring  2009 

218  Urban  Sociology 

A  study  of  the  sociological  dimensions  of  urban  life. 
Main  areas  of  inquiry:  the  processes  of  urban  change; 
the  city  as  a  locus  of  various  social  relationships  and 


cultural  forms;  urban  poverty  and  social  conflict; 
homelessness;  and  strategies  for  urban  revitalization. 
{S}  4  credits 
Jonathan  Wynn 
Offered  Spring  2008 

219  Medical  Sociology 

In  this  course,  we  will  draw  on  sociological  and  in- 
terdisciplinary frameworks  to  examine  features  of  the 
structural  organization  of  medical  care,  the  social 
construction,  production,  and  distribution  of  disease, 
the  culture  of  medicine,  and  the  experience  of  illness. 
In  this  process,  we  will  consider  medicine  as  a  social 
institution  and  profession,  as  well  as  the  wider  social 
relations  that  influence  health  and  shape  the  experi- 
ence of  illness.  {S}  4  credits 
Eeva  Sointu 
Offered  Fall  2007,  Fall  2008 

220  The  Sociology  of  Culture 

Drawing  upon  a  variety  of  sociological  perspectives  and 
analytical  methods,  this  course  considers  the  place  of 
culture  in  social  life  and  examines  its  socially  consti- 
tuted character.  Culture,  treated  as  a  set  of  distinctive 
practices,  as  symbolic  representation,  and  as  a  domain 
of  creative  expression,  will  be  viewed  contextually,  in 
specific  social,  historical  and  institutional  locations. 
The  course  will  consider  such  matters  as  the  relation- 
ship between  culture  and  social  inequality,  culture  and 
social  change,  the  commoditization  of  cultural  goods, 
global  cultural  markets,  and  the  complex  processes  by 
which  cultural  forms  are  used,  appropriated  and  trans- 
formed by  social  groups.  {S}  4  credits 
Rick  Fantasia 
Offered  Spring  2008 

222  Blackness  in  America 

This  course  will  comparatively  examine  the  African 
experience  in  both  Central  and  South  American  and 
Caribbean  contexts,  historically  and  contemporarily. 
A  relative  consideration  of  the  impact  of  these  various 
hemispheric  race  ideologies  will  be  undertaken.  Enroll- 
ment limited  to  20.  Prerequisites:  SOC  101  required; 
LAS  100  or  AAS  1 17  helpful.  {S}  4  credits 
Ginetta  Candelario 
Offered  Fall  2008 

226  Sociology  of  Education 

This  course  will  examine  the  social  processes  of  educa- 
tion in  the  United  States.  Students  will  examine  the 
multiple  and  contested  meanings  and  purposes  of 


Sociology 


state-sponsored  public  school  education  including 
education  as  a  means  to  create  a  democratic  society; 
education  as  a  tool  for  cultural  domination;  education 
as  a  liberatory  process;  education  as  a  means  of  social- 
ization; and  education  as  a  means  of  social  reproduc- 
tion. Students  will  study  the  dynamics  of  inequality  in 
U.S.  schools  as  well  as  the  meaning  and  impact  of  key 
educational  policies  and  refonns.  Prerequisite:  SOC 
101.  (E){S)  4  credits 
To  be  announced 
Offered  Spring  2008 

229  Sex  and  Gender  in  American  Society 

An  examination  of  the  ways  in  which  the  social  system 
creates,  maintains,  and  reproduces  gender  dichotomies 
with  specific  attention  to  the  significance  of  gender 
in  interaction,  culture,  and  a  number  of  institutional 
contexts,  including  work,  politics,  families  and  sexual- 
ity. {S}  4  credits 
Nancy  Whittier 
Offered  Spring  2008,  Spring  2009 

232  World  Population 

This  course  will  introduce  students  to  environmental, 
economic,  feminist,  and  nationalist  perspectives  on 
population  growth  and  decline.  We  will  examine  cur- 
rent population  trends  and  processes  (fertility,  mortal- 
it}'  and  migration)  and  consider  the  social,  political, 
economic,  and  environmental  implications  of  those 
trends.  The  course  will  also  provide  an  overview  of 
various  sources  of  demographic  data  as  well  as  basic 
demographic  methods.  Cross-listed  with  Environmen- 
tal Science  and  Policy.  {S}  4  credits 
Leslie  King 
Offered  Spring  2008 

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.  (Note:  in 
2007-08  offered  as  332  Seminar:  Environment  and 
Society)  {S}  4  credits 
Leslie  King 
Offered  Fall  2008 


250  Theories  of  Society 

Critical  analysis  ami  application  ol  "classical  theories 
of  society  focused chiefl)  ontheworksol  Maix, Weber 
andDurklicim,  (and  their  feminist  and  African  Ameri- 
can contemporaries),  with  emphasis  on  theirtheories 
of  societal  development  and  social  change,  stratifica- 
tion, social  structure,  group  conflict,  and  consequences 
of  capitalism  lor  modern  societies.  Enrollmenl  limited 
to  40  with  majors  and  minors  having  priority.  {S} 
4  credits 

Jonathan  Wynn,  Fall  2007 
Marc  Steinberg,  Fall  2008 
Offered  Fall  2007,  Fall  2008 

260  Issues  in  Social  Welfare 
This  course  explores  multiple  meanings  of  the  phrase 
"social  welfare."  We  compare  U.S.  and  international 
social  welfare  policies  and  look  at  media  coverage  of 
social  welfare  issues.  A  primary  intention  of  the  course 
is  to  bring  to  light  the  unspoken  assumptions  that 
inform  social  welfare  programs  and  to  get  an  intimate 
feel  for  what  it  means  to  be  a  social  welfare  practitioner. 
Another  primary  intention  is  to  learn,  from  site  visits 
and  guest  presenters,  about  a  range  of  social  welfare 
interventions  around  the  Pioneer  Valley.  Students  in  the 
course  will  collaborate  to  create  a  resource  guide  for 
the  Pioneer  Valley.  Prerequisite:  SOC  101.  Enrollment 
limited  to  40.  (E){S}  4  credits 
Karen  Werner 
Offered  Spring  2008 

270  Media  Technology  and  Sociology 

Save  for  the  brief  Y2K  scare,  we  rarely  think  critical  1\ 
about  technology,  how  it  shapes  and  informs  our  lives. 
Furthermore,  as  students  of  the  social  world,  sociolo- 
gists are  a  little  behind  the  times  in  thinking  about 
how  technology  affects  data  collection,  analysis,  and 
re-presentation.  For  this  course  we  will  first  develop  a 
critical  perspective  on  media  and  technology,  but  will 
then  take  a  unique  next  step:  throughout  the  semester 
there  will  be  workshops  on  Podcasting,  Powerpoint. 
Wikis,  Video  and  Photography  to  put  those  lessons  into 
practice.  SOC  101  is  required.  Three  short  papers  and 
a  final  project  are  assigned.  Enrollment  limited  to  30. 
(E)  {S}  4  credits 
Jonathan  Wynn 
Offered  Spring  2008 

311  Seminar:  Contemporary  Sociological  Theory 

A  comparative  analysis  of  the  wide  variety  of  paradigms 

in  contemporary  social  theory.  These  examinations 


366 


Sociology 


will  be  topic-based  focusing  on  such  issues  as  gender, 
race,  power,  class,  self,  post-modernity,  culture,  social 
change,  ideology  and  consciousness.  Topics  will  be 
chosen  in  consultation  with  participants.  Paradigms 
will  include  cultural  and  radical  feminism,  neo-marx- 
ism,  post-structuralism,  phenomenology,  neo-function- 
alism,  rational  choice  and  other  perspectives.  Each  unit 
will  focus  on  how  several  such  perspectives  inform  our 
understanding  of  the  topic  in  question.  Prerequisite: 
250a  or  permission  of  the  instructor.  {8}  4  credits 
Marc  Steinberg 
Offered  Spring  2009 

315  Practicum  in  Community  Based  Research 

This  community-based  learning  course  will  train  stu- 
dents in  identifying  and  researching  social  problems 
in  Holyoke,  MA,  and  collaborating  as  a  research  team. 
Weekly  work  with  a  community-based  organization, 
utilization  of  quantitative  and/or  qualitative  sociologi- 
cal methods,  and  a  consideration  of  both  primary  and 
secondary  sources  on  the  community  will  be  expected. 
Prerequisites:  SOC  101. 201, 202  or  203.  Enrollment 
limited  to  14.  (E)  {S}  4  credits 
Ginetta  Candelario 
Offered  Spring  2008 

SOC  316  Special  Topics  in  Collective  Action  and  Social 
Movements 

Sec.  1:  Workers'  Movements 

This  seminar  will  examine,  from  a  sociological  per- 
spective, the  roots  and  development  of  worker's  move- 
ments of  various  forms  and  in  a  range  of  social  and 
geographical  settings,  primarily  in  the  Modern  era.  In 
addition  to  studying  the  relevant  theoretical  literature 
on  workers  and  social  movements,  the  course  will  con- 
sider the  experience  of  early  mutual  aid  societies,  peas- 
ant movements,  trade  unions,  and  broad-based  labor 
federations  in  various  historical  periods  and  in  various 
societies.  The  seminar  will  examine  the  repertoires 
of  collective  action  that  workers'  movements  employ, 
both  those  that  are  relatively  passive  (rumor,  gossip, 
ostracism,  slowdowns)  and  those  that  are  more  active 
(including  strikes,  official  and  unofficial,  sit-down 
strikes,  land  occupations).  The  course  will  consider  the 
social,  legal,  and  political  dynamics  by  which  worker's 
movements  are  granted  official  institutional  recogni- 
tion; the  effects  of  official  sanction  on  the  trajectory  of 
labor  movements;  as  well  as  a  consideration  of  unoffi- 
cial workers'  groups  and  movements  (dissident  factions 


within  unions,  informal  work  groups,  movements  of 
radicalism  and  syndicalism).  The  seminar  will  offer  a 
particular  focus  on  the  dynamics  of  the  contemporary 
U.S.  labor  movement,  including  the  process  and  prob- 
lems of  labor  organizing,  the  forms  of  mobilization  by 
employers  to  counter  it,  and  the  prospects  for  its  revival 
as  a  social  movement.  Enrollment  limited  to  12.  {S} 
4  credits 
Rick  Fantasia 
Offered  Fall  2007 

323  Seminar:  Gender  and  Social  Change 

Theory  and  research  on  the  construction  of  and  change 
in  gender  categories  in  the  United  States,  with  particu- 
lar attention  to  social  movements  that  seek  to  change 
gender  definitions  and  stratification,  including  both 
feminist  and  anti-feminist  movements.  Theoretical 
frameworks  are  drawn  from  feminist  theory  and  social 
movement  theory7.  Readings  examine  historical  shifts 
in  gender  relations  and  norms,  changing  definitions  of 
gender  in  contemporary  everyday  life,  and  politicized 
struggles  over  gender  definitions.  Themes  throughout 
the  course  include  the  social  construction  of  both  femi- 
ninity and  masculinity,  the  intersection  of  race,  class, 
and  sexual  orientation  with  gender,  and  the  growth  of  a 
politics  of  identity.  Case  studies  include  feminist,  les- 
bian and  gay,  right-wing,  self  help,  anti-abortion  and 
pro-choice  movements.  {S}  4  credits 
Nancy  Whittier 
Offered  Fall  2007,  Fall  2008 

328  Sociology  of  Wellbeing 

This  seminar  explores  the  rise  of  wellbeing  across 
varying  contexts  in  contemporary7  societies.  Particular 
attention  is  given  to  therapeutic  practices,  from  alter- 
native medicines  to  psychotherapy  and  self-help.  The 
lectures  highlight  the  emergence  of  different  discourses 
of  wellbeing  historically  and  relate  the  appearance  of 
today's  cultures  of  wellbeing — and  of  varied  embodied 
wellbeing  practices — to  questions  of  self,  subjectivity, 
gender  and  belonging.  Prerequisites:  SOC  101  and 
permission  of  the  instructor.  Enrollment  limited  to  12. 
(Note:  previously  offered  as  SOC  238).  {S}  4  credits 
To  be  announced 
Offered  Spring  2008 

332  Seminar  in  Environmental  Sociology 

This  class  will  explore  the  relationship  between  people 
and  their  natural  environments.  Using  sociological 
theories,  we  will  examine  how  environmental  issues  are 


Sociology 


constructed  and  how  they  art' 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  ¥mg 
Offered  Spring  2008 


General  Courses 


404  Special  Studies 

Bj  permission  of  the  department,  for  junior  and  senior 

majors. 
4  credits 
Offered  both  semesters  each  year 

408d  Special  Studies 

8  credits 

Full-year  course;  Offered  each  year 

The  Major  in  Sociology 

Advisers:  Ginetta  Candelario,  Richard  Fantasia,  Leslie 
King.  Patricia  Miller,  Eeva  Sointu,  Marc  Steinberg, 
Nancy  Whittier 

Adviser  for  Study  Abroad:  Richard  Fantasia 

Basis:  101. 

Requirements:  10  semester  courses  beyond  the  intro- 
ductory course  (SOC  101):  250, 201,  either  202  or  203, 
four  courses  at  the  200  or  300  level,  two  additional 
courses  either  in  sociology  or.  with  approval  of  the  ma- 
jor adviser,  in  related  fields,  and  one  seminar  at  Smith 
during  the  senior  year — either  SOC  311, 314, 315, 
320  and  323.  Majors  should  consult  with  their  advisers 
about  the  list  of  recommended  courses  approved  by  the 
department  before  selecting  courses  in  related  fields 
I  for  major  credit.  Majors  are  strongly  urged  to  take  201 
and  250  in  their  sophomore  or  junior  year.  Normally, 
majors  may  not  take  201, 202, 203  or  250  on  a  satisfac- 
torv/unsatisfactorv  basis. 


The  Minor  in  Sociology 

Advisers:  Ginetta  Candelario,  Richard  Fantasia,  Leslie 
King.  Patricia  Miller.  Eeva  Sointu.  Marc  Steinberg, 
Nancy  Whittier 


Requirements:  101.  201  and  250,  three  additional 
courses  at  the  200  or  500  level. 


Honors 

Director:  Leslie  King 
Basis:  same  as  tor  the  major. 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 

431  Thesis 

8  credits 
Offered  each  Fall 

432d  Thesis 

12  credits 

Full-year  course;  Offered  each  year 

Requirements:  10  semester  courses  beyond  the  intro- 
ductory7 course  (SOC  101): 

1.  250,  201.  either  202  or  203,  four  courses  at  the  200 
or  300  level,  and  a  senior  seminar  most  appropriate 
to  the  thesis  research: 

2.  a  thesis  (430. 432)  written  during  two  semesters;  or 
a  thesis  (43 1 »  written  during  one  semester; 

3.  an  oral  examination  on  the  thesis. 


Graduate 


580  Special  Studies 

Such  subjects  as  advanced  theory,  social  organization 

and  disorganization,  culture  contacts,  problems  of 

scientific  methodology. 

4  credits 

Offered  both  semesters  each  year 

590  Research  and  Thesis 

4  or  8  credits 

Offered  both  semesters  each  year 

590d  Research  and  Thesis 

4  or  8  credits 

Full-year  course;  Offered  each  year 


368 


Spanish  and  Portuguese 


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


Professors 

*'  Nancy  Saporta  Sternbach,  Ph.D.  (Spanish  and 
Portuguese  and  Study  of  Women  and  Gender) 

Associate  Professors 

*2  Marina  Kaplan,  Ph.D.  (Spanish  and  Portuguese  and 

Latin  American  Studies),  Chair,  spring  semester 
Maria  Estela  Harretche,  Ph.D.,  Chair,  fall  semester 
11  Reyes  Lazaro,  Ph.D. 
Michelle  Joffroy,  Ph.D. 

Assistant  Professors 

Marguerite  Itamar  Harrison,  Ph.D. 
n  Maria  Helena  Rueda,  Ph.D. 
n  Ibtissam  Bouachrine,  Ph.D. 


Senior  Lecturers 

Nicomedes  Suarez  Arauz,  Ph.D. 
"2  J  Patricia  Gonzalez,  Ph.D. 

Lecturers 

Silvia  Berger,  Ph.D. 
Phoebe  Ann  Porter,  Ph.D. 
Hugo  Viera,  Ph.D. 
Molly  Falsetti-Yu,  M.A. 
Molly  Monet-Viera,  Ph.D. 
Alexandra  Montague,  Ph.D. 

Teaching  Assistants 

Juan  Pablo  Jimenez,  M.A. 
Esther  Cuesta,  M.A. 
YamileSilva,Ab.D. 


The  department  has  two  abbreviations  for  the  language 
and  culture  of  three  broad  areas  of  study:  POR  (Portu- 
guese-speaking world)  and  SPN  (Spain  and  Spanish 
America). 

All  courses  are  taught  in  Spanish  or  Portuguese 
unless  otherwise  indicated.  Students  with  prior  Spanish 
language  experience  must  take  the  placement  test. 

Approved  courses  on  Latina/o  literature,  CLT,  LAS, 
WST  are  cross-listed  after  POR  and  SPN. 

The  department  strongly  encourages  students  to 
spend  a  semester  or  a  year  studying  abroad  in  a  Span- 
ish- or  Portuguese-speaking  country.  In  recent  years, 
some  40-50  students  have  benefited  from  this  experi- 
ence, profiting  from  the  total  cultural  immersion  and 
the  wide  array  of  specialized  courses  offered  in  institu- 
tions of  higher  learning  in  nine  different  countries. 

The  Department  has  official  affiliations  with 
PRESHCO,  for  Study  Abroad  in  Cordoba,  Spain;  with 
the  Program  for  Mexican  Culture  and  Society  for  Study 
Abroad  in  Puebla,  Mexico;  and  with  Brown  in  Brazil  for 
Study  Abroad  in  Rio  de  Janeiro.  Many  other  programs 
in  Latin  America  and  Spain  are  also  approved  for  study 
abroad. 


Those  intending  to  spend  a  Junior  Year  or  semester 
abroad  in  a  Spanish  or  Portuguese-speaking  country 
should  consult  the  advisers  for  study  abroad. 

Prerequisite  for  300-level  courses  is  SPN  250  or  251 
or  260  or  26l,  or  permission  of  the  instructor.  A  student 
may  repeat  a  course  when  the  topic  is  different. 

Note:  Maximum  enrollment  in  all  language  course 
sections  is  18  students  unless  otherwise  indicated.  Also, 
please  note  that  the  pass/fail  option  is  not  granted  for 
language  classes. 

Portuguese  and  Brazilian 
Studies 

Credit  is  not  granted  for  the  first  semester  only  of  a 
yearlong  language  course. 

POR  100y  Elementary  Portuguese 

A  one-year  elementary  course  in  spoken  and  written 
Brazilian  Portuguese.  Emphasis  first  semester  will  be 
on  development  of  oral  proficiency  and  acquisition  of 


Spanish  and  Portuguese 


369 


reading  and  writing  skills.  Second  semester  will  also  in- 
clude the  use  of  music  and  videos  to  improve  listening 
comprehension,  as  well  as  readings  and  discussion  of 
short  texts  hv  modem  writers  of  the  Portuguese-speak- 
ing world  from  Brazil.  Portugal,  \ngola.  Mozambique, 
Cape  Verde,  ff}  8  credits 
Marguerite  Itamar  Harrison  (2007-  08) 
Full-year  course  (with  a  one-semester  option  for  Smith 
Spanish  majors  only) 
Offered  each  year 

POR  125  Elementary  Portuguese  for  Spanish  Speakers 

A  one-semester  introduction  to  Brazilian  Portuguese 
designed  for  speakers  of  Spanish,  aimed  at  basic 
proficiency  in  all  four  language  modalities:  listening, 
speaking,  reading  and  writing.  Classes  will  be  in  Por- 
tuguese and  students'  individual  knowledge  of  Spanish 
will  support  the  accelerated  pace  of  the  course,  with 
!  contrastive  approaches  to  pronunciation  and  grammar. 
The  course  will  also  provide  an  introduction  to  aspects 
of  the  cultures  of  Brazil,  Portugal,  and  Portuguese- 
speaking  Africa,  with  discussion  of  authentic  audio- 
visual materials  and  short  texts.  Prerequisite:  Spanish 
placement  test  or  SPN  220  or  its  equivalent.  {F}  4  credits 
Alexandra  Montague 
Offered  Fall  2007,  Spring  2008 

POR  215  Advanced  Conversation  and  Composition 

;  This  course  will  focus  on  developing  skills  in  both 
,  spoken  and  written  Portuguese  and  is  designed  for 
'  students  who  have  already  mastered  the  fundamentals 
j  of  grammar.  Topics  for  compositions,  class  discussions, 

and  oral  reports  will  be  based  on  short  literary  texts 

as  well  as  articles  from  the  media,  films  and  music. 

Prerequisite:  POR  125  or  POR200  or  permission  of  the 
1  instructor.  {F}  4  credits. 

Alexandra  Montague 

Offered  Spring  2008 

POR  220  Topics  in  Portuguese  and  Brazilian  Literature 
and  Culture 

Topic.  Brazilian  Poetry  and  Performance  Art.  This 
intermediate  language  course  will  develop  facility  in 
j  oral  expression,  reading  and  writing,  through  the  me- 
I  dia  of  poetry,  music,  plays  and  performance  art.  Prereq- 
uisite: POR  100y  or  its  equivalent.  (L/F)  4  credits 
Alexandra  Montague 
Offered  Fall  2007 


POR  221  Topics  in  Portuguese  and  Brazilian  Literature 
and  Culture 

Tbpic:  Cultural  Crosscurrents  m  Todays  Portuguese- 
Speaking  World  This  course  will  examine  a  range  ol 
interlocking  cultural,  sociopolitical,  and/or  environ- 
mental tailors  that  galvanize  attention  in  Portuguese- 
speaking  countries.  Themes  might  include,  among 
others,  post  colonial  debates  in  Lusophone Africa,  street 
children  in  urban  Brazil,  or  heritage  language  com- 
munities m  Massachusetts.  Materials  will  draw  from 
literary  and  journalistic  texts,  as  well  as  art,  music  and 
film.  Conducted  in  Portuguese.  {L/F/A}  4  credits 
Marguerite  Itamar  Harrison 
Offered  Spring  2008 

POR  280  Portuguese  and  Brazilian  Voices  in 
Translation 

Topic:  Beyond  the  Third  Bank  of  the  River:  The 
Brazilian  Short  Story.  The  short  story  is  one  of  the 
most  popular  genres  in  Brazilian  literature  and  the 
form  through  which  Brazil's  greatest  writers  have 
achieved  international  recognition.  It  is  also  a  space 
in  which  authors  have  negotiated  the  complex  issues 
of  race,  gender,  and  class  in  Brazilian  society,  and  their 
relationship  to  ideas  about  national  identity  and  "Bra- 
zilianness."  This  course  will  introduce  masters  of  the 
Brazilian  short  story  and  examine  the  diverse  themes, 
narrative  structures,  and  socio-cultural  criticisms  man- 
ifest in  texts  penned  during  the  last  150  years.  Authors 
may  include  Machado  de  Assis,  Joao  Guimaraes  Rosa, 
Clarice  Lispector,  Dalton  Trevisan  and  Lygia  Fagundes 
Telles,  among  others.  Course  conducted  in  English.  {L} 
4  credits 

Alexandra  Montague 
Offered  Spring  2008 

POR  380/SPN  380  Advanced  Literary  Studies 

'Topic:  Translating  Poetry.  A  close  reading  and  transla- 
tion to  English  of  major  poets  from  Spanish  America. 
Spain,  Brazil,  Portugal  and  Portuguese-speaking 
Africa.  Hands-on,  practice  of  translation,  with  some 
theory.  The  first  half  of  the  course  will  be  a  group 
exploration  of  often-translated  poets:  Xeruda.  Lorca, 
IVssoa,  Drummond  de  Andrade,  Cecilia  Meireles  and 
others;  the  second  half  will  allow  for  independent  work 
on  a  favorite  poet  which  will  be  part  of  a  final  course 
compilation.  Visits  from  local  poet-translators;  atten- 
dance at  poetry  readings  required.  Prerequisites:  a  good 
command  of  Spanish  or  Portuguese  and  a  background 
in  Spanish/Spanish  American  or  Portuguese-Brazilian 


370 


Spanish  and  Portuguese 


literatures.  An  interest  in  creative  writing  desirable. 
Discussion  in  English.  {L/F}  4  credits 
Charles  Cutler 
Offered  Spring  2008 

POR  381  Seminar  in  Portuguese  and  Brazilian  Studies 

Topic:  Multiple  Lenses  of  Marginality:  New  Brazilian 
Filmmaking  by  Women.  This  course  will  examine 
the  pioneering  legacy  of  key  figures  in  the  Brazil- 
ian cinema  of  the  1980s  and  1990s,  such  as  Susana 
Amaral,  Helena  Solberg,  Ana  Carolina  and  Tizuka 
Yamasaki.  These  directors'  early  works  addressed  is- 
sues of  gender  and  social  class  biases  by  subtly  shifting 
the  focus  of  their  films  to  marginalized  or  peripheral 
subjects.  Works  by  contemporary  filmmakers,  such  as 
Carla  Camurati,  Lucia  Murat,  Tata  Amaral  and  Lais 
Bodanzky,  will  also  be  discussed,  particularly  the  ways 
in  which  they  incorporate  polemical  topics  in  the  realm 
of  politics,  social  consciousness  and/or  gender  issues. 
Course  conducted  in  Portuguese.  {A/F}  4  credits 
Marguerite  Itamar  Harrison 
Offered  Fall  2007 

POR  400  Special  Studies  in  Portuguese  and  Brazilian 
Literature 

By  permission  of  the  department,  normally  for  senior 

majors. 

1-4  credits 

Offered  both  semesters  each  year 

Spanish  Language, 
Literature  and  Culture 

Credit  is  not  granted  for  the  first  semester  only  of  a 
yearlong  language  course. 

SPN  112y  Accelerated  Elementary  Spanish 

An  accelerated  introduction  to  Spanish  aimed  at  basic 
proficiency,  emphasizing  all  modes  of  communication. 
The  course  also  serves  as  an  introduction  to  Hispanic 
culture.  5  contact  hours.  Priority  will  be  given  to  first- 
and  second-year  students.  {F}  12  credits 
Director;  Hugo  Viera 
Molly  Monet-Viera,  Hugo  Viera,  Fall  2007 
Molly  Monet-Viera,  Hugo  Viera,  Spring  2008 
Full-year  course;  Offered  each  year 


SPN  120  Low  Intermediate  Spanish  (Intensive) 

This  course  aims  to  prepare  students  to  communicate 
comfortably  in  Spanish  about  themselves  and  their 
environment,  and  to  acquaint  them  with  basic  socio- 
historical  aspects  of  the  cultures  of  Spanish-speaking 
countries.  Students  participate  in  activities  that  involve 
interacting  with  others,  presenting  information,  and 
understanding  (spoken,  written)  texts  in  the  target 
language,  and  that  allow  them  to  learn  about  the 
structure  of  the  language  (its  grammar).  Five  contact 
hours.  Students  completing  this  course  can  go  to  SPN 
220,  if  they  receive  an  A-  or  higher.  {F}  6  credits 
Director:  Molly  Falsetti-Yu 
Molly  Falsetti-Yu,  Hugo  Viera 
Offered  Fall  2007 

SPN  125  Spanish  for  Heritage  Speakers 

This  course  is  designed  for  students  of  Hispanic  heri- 
tage who  have  been  exposed  to  spoken  Spanish  in  an 
informal  context  and  who  consider  themselves  heritage 
speakers,  but  who  have  not  studied  Spanish  formally. 
The  structure  of  the  course  is  divided  into  three  basis 
components:  culture,  grammar  and  composition. 
Through  these  components  students  will  broaden  their 
knowledge  of  the  cultural  regions  which  compose  the 
Hispanic  world,  will  formalize  their  understanding  of 
Spanish  language  grammar,  and  will  develop  their 
linguistic  abilities  in  four  skill  areas:  comprehension, 
conversation,  reading  and  writing.  There  will  be  a 
specific  emphasis  on  the  study,  discussion  and  presen- 
tation of  themes  relevant  to  the  Hispanic  world  as  seen 
through  a  series  of  cultural  materials.  {F}  4  credits 
Michelle  Joffroy 
Offered  Fall  2007 

SPN  200  Intermediate  Spanish 

The  chief  goals  of  the  course  are  to  expand  vocabulary 
and  conversational  skills,  strengthen  grammar,  and 
learn  about  key  social,  cultural,  and  historical  issues  of 
the  Spanish-speaking  world.  Vocabulary  and  grammar 
are  taught  within  the  context  of  the  specific  themes 
chosen  to  enhance  students'  familiarity  with  the  'reali- 
ties' of  Spanish-speaking  countries.  Prerequisite:  SPN 
112y,  120  or  the  equivalent.  {F}  4  credits 
Director:  Phoebe  Porter  (Fall  2007);  Ibtissam 
Bouachrine  (Spring  2008) 
Phoebe  Porter,  Molly  Falsetti-Yu,  Fall  2007 
Ibtissam  Bouachrine,  Molly  Falsetti-Yu,  Spring  2008 
Offered  both  semesters  each  year 


Spanish  and  Portuguese 


371 


SPN  220  Contemporary  Culture  in  the  Spanish- 
Speaking  World 

This  is  a  high-intermediate  course  that  aims  at  increas- 
ing students'  ability  to  communicate  comfortably  in 
Spanish  (orally  and  in  writing).  The  course  explores  an 
array  of  issues  relevant  to  the  Spanish-speaking  world, 
and  prepares  students  to  think  more  critically  and  in 
depth  about  those  issues,  with  the  goal  of  achieving  a 
deeper  understanding  of  the  target  cultures.  Materials 
used  in  the  class  include  visual  narratives  (film),  short 
stories,  poems,  plays  and  essays.  Prerequisite:  SPN  120, 
200  or  the  equivalent.  {F}  4  credits 
Silvia  Berger,  Phoebe  Porter,  Fall  2007 
Molly  Falsetti-Yu,  Maria  Helena  Rueda.  Michelle 
Joffroy.  Nancy  Saporta  Sternbach,  Spring  2008 
Offered  both  semesters  each  year 

SPN  230  Topics  in  Latin  American  and  Peninsular 
Literature 

Topic  Tales  and  Images  of  Travel  from  Latin 
America 

This  class  will  investigate  questions  of  contact  between 
peoples  and  cultures,  in  Latin  American  texts  and  films 
that  tell  stories  of  travel.  We  will  analyze  how  the  con- 
cept of  the  journey  as  exploration  and  learning  appears 
in  Latin  American  culture,  configuring  identities  and 
negotiating  conflicts  raised  by  the  transit  of  people, 
objects  and  ideas  in  the  region.  Assignments  will  in- 
clude texts  written  since  the  late  19th  century;  and  films 
from  several  countries,  representing  travels  in  different 
historical  periods.  Some  theoretical  writings  on  the 
cultural  meanings  of  travel  will  also  be  included.  Pre- 
requisite: SPN  220  or  above.  Enrollment  limited  to  19- 
{F}  4  credits 
Maria  Helena  Rueaa 
Offered  Fall  2007 

Topic:  From  Euphoria  to  Disenchantment:  The 
Return  to  Democracy  on  Stage 
A  study  of  two  societies  (Spain  and  Argentina)  at  a 
critical  moment  in  their  histories.  We  will  examine  at 
least  two  different  responses  to  their  respective  returns 
to  democracy  through  plays  depicting  the  traumatic 
past  of  dictatorship  and  the  renewed  challenges  of  daily- 
life.  Through  reading  texts  that  vary  from  tragedy  to 
farce  by  Gambaro,  Pav  lovsky,  Goldenberg,  de  Santos, 
Cabal,  Pedrero  and  Desola,  among  others,  we  will 
discuss  repression,  state-terrorism,  delinquency,  and 
the  reciprocal  roles  of  v  ictim  and  oppressor.  The  class 


will  include  training  in  methodologies  of  acting,  and. 

to  end  the  course,  some  of  the  texts  will  be  staged  in 

Spanish.  Prerequisites:  SPN  220  or  above.  No  previous 

acting  experience  required.  Enrollment  limited  to  19. 

{L/F}  4  credits 

Maria  T'stela  Hanetche 

Offered  Spring  2008 

SPN  241  Culturas  de  Espaha 

This  course  surveys  the  history  and  cultures  of  Spain 
through  its  visual  arts.  We  will  examine  specific  works. 
most  of  which  are  owned  by  the  Smith  College  Mu- 
seum of  Art,  in  order  to  discuss  the  role  of  visual  arts 
in  religion,  politics,  and  the  construction  of  a  national 
identity.  Major  styles  and  artists  covered  are  medieval 
miniatures  and  manuscripts,  Andalusi  architecture  and 
textiles.  El  Greco.  Velazquez,  Goya,  Sorolla,  Barcelona 
Modernism  (Gaudi),  Picasso,  Dali  and  Miro.  We  will 
also  examine  paintings  and  photographs  of  Spain  by 
non-Spanish  artists  such  as  Juan  (Jean)  Laurent  and 
Douglas  Keats.  Highly  recommended  for  students  con- 
sidering JYA  in  Spain.  A  satisfactory  command  of  Span- 
ish is  required  (SPN  220  or  above,  or  the  permission 
of  the  instructor).  Enrollment  limited  to  19  students. 
{A/F}  4  credits 
Ibtissam  Bouachrine 
Offered  Fall  2007 

SPN  244  Advanced  Composition 

The  course  is  intended  to  provide  the  student  with  the 
academic  writing  skills  necessary  to  successfully  under- 
take writing  assignments  in  the  upper-division  Spanish 
courses.  The  focus  of  the  course  will  be  on  expository 
and  argumentative  writing,  but  some  attention  will  be 
devoted  to  writing  narratives  and  descriptions.  Gram- 
mar will  be  reviewed  within  the  context  of  the  writing 
assignments.  Prerequisite:  SPN  220  or  sufficient  pro- 
ficiency in  Spanish.  Enrollment  limited  to  19.  Priority 
given  to  majors,  minors  and  second-year  students  plan- 
ning on  a  JYA.  {F}  4  credits 
Silvia  Berger 
Offered  both  semesters  each  year 

SPN  245  Topics  in  Latin  American  and  Peninsular 
Studies 

Topic:  Latin  American  Film  as  Visual  Sanative.  A 
discussion  of  films  from  various  countries  (Chile, 
Argentina,  Cuba,  Brasil,  Mexico)  in  terms  of  visual 
narrative,  images,  historical  contexts  and  symbolic 
meaning.  Different  genres  will  be  analyzed,  such  as 


372 


Spanish  and  Portuguese 


documentaries,  comedies,  Carnival  and  road  movies 
and  auteur  films.  The  goals  of  the  course  are  to  en- 
hance cultural  knowledge  through  the  popular  media 
of  film  and  to  improve  students'  linguistic  skills.  Films 
are  subtitled;  readings  are  (mostly)  in  Spanish.  Pre- 
requisite: SPN220  or  above.  Enrollment  limited  to  19- 
{F/L/A}  4  credits 
Marina  Kaplan 
Offered  Fall  2007 

SPN  246  Topics  in  Latin  American  Literature 
{L/F}  4  credits 

Reinterpreting  Magical  Realism  in  Literature  and 
Film 

Magical  realism  has  been  studied  as  away  of  represent- 
ing reality  that  is  particularly  suited  to  Latin  Ameri- 
can needs  for  expression.  This  class  will  explore  the 
rationale  behind  this  conception,  in  terms  of  how  the 
representative  strategies  of  magical  realism  approach 
the  conflictive  histories  of  Latin  America.  Students  will 
analyze  the  implications  of  this  approach  in  films  and 
literary  works  that  use  this  type  of  discourse.  Prerequi- 
site: SPN  220  or  above.  {F/L}  4  credits 
Maria  Helena  Rueda 
Offered  Fall  2007 

Life  Stories  by  Latin  American  Jewish  Writers 
This  course  will  study  20th-century  poetry,  short  stories, 
essays,  and  novels  by  Jewish  writers  of  Spanish  America. 
Beginning  with  early  immigrant  writers,  we  will  ex- 
plore how  recent  authors  portray  issues  of  identity  and 
belonging.  Special  attention  will  be  given  to  the  social 
context  of  works  and  to  literary  movements  as  ideologi- 
cal constructs.  Prerequisites:  SPN  220  or  above.  Enroll- 
ment limited  to  19-  {L/F}  4  credits 
Silvia  Berger 
Offered  Spring  2008 

Negotiating  the  Borderlands:  Text,  Film,  Music 
This  course  will  explore  a  variety  of  representations 
of  the  U.S.  -Mexico  border,  as  constructed  by  writers, 
filmmakers,  and  musicians  from  the  borderlands.  Of 
particular  interest  will  be  the  ways  in  which  representa- 
tions of  this  specific  region  have  changed  historically, 
politically  and  culturally  as  the  border  has  become 
more  and  more  a  factor  in  both  U.S.  and  Mexican 
cultural  discourses.  We  will  examine  such  questions 
as:  What  is  the  border?  Where  does  it  begin/end?  How 
does  language  affect  representation?  How  have  different 


mediums  been  employed  to  express  the  variety  of  expe- 
riences contained  in  the  borderlands?  Who  represents 
the  border  and  how?  Course  materials  primarily  in 
Spanish.  Prerequisite:  SPN  220  or  above.  Enrollment 
limited  to  19.  {L/F}  4  credits 
Michelle  Joffroy 
Offered  Spring  2008 

SPN  250  Survey  of  Iberian  Literatures  and  Society  I 

Topic:  Sex  and  the  Medieval  City.  This  course  exam- 
ines the  medieval  understanding  of  sex  and  the  female 
body  within  an  urban  context.  We  will  read  medieval 
medical  treatises  on  women's  sexual  health  by  physi- 
cians such  as  Ibu  Sina.  We  will  also  address  women's 
role  as  physicians  in  the  medieval  Iberian  Peninsula. 
Texts  include  The  Book  of  the  Canon  of  Medicine  by 
Ibn  Sina,  Milagros  de  Nuestra  Senora  by  Gonzalo  de 
Berceo,  El  Collar  de  lapaloma  by  Ibn  Hazm,  Medical 
Aphorisms  by  Maimonides  and  La  Celestina  by 
Fernando  de  Rojas.  Enrollment  limited  to  19.  {L/F} 
4  credits 

Ibtissam  Bouachrine 
Offered  Fall  2007 

SPN  251  Survey  of  Iberian  Literatures,  Art  and 
Society  II 

This  course  explores  the  social,  political,  and  cultural 
development  of  Spain  (from  Goya  to  the  present  day) 
through  historically  significant  narratives,  poems, 
paintings,  popular  music  and  films.  Enrollment  lim- 
ited to  19-  {L/F}  4  credits 
Maria  Estela  Harretche 
Offered  Spring  2008 

SPN  260  Survey  of  Latin  American  Literature  I 

An  historical  perspective  of  Latin  American  literature 
as  an  expression  of  the  cultural  development  of  the 
continent  within  the  framework  of  its  political  and  eco- 
nomic dependence,  from  the  colonial  period  until  the 
present  time.  Enrollment  limited  to  19.  {L/F}  4  credits 
Marina  Kaplan 
Offered  Fall  2007 

SPN  261  Survey  of  Latin  American  Literature  II 

A  study  of  the  development  of  genres  and  periods  in 
Latin  American  literature.  Special  attention  will  be 
given  to  the  relationship  between  the  evolution  of 
literary  forms  and  social  context.  Some  topics  to  be 
explored  include  literary  periods  and  movements  as 
ideological  constructs,  and  the  Latin  American  adapta- 


Spanish  and  Portuguese 


tion  of  European  models.  Enrollment  limited  to  19. 
{L/F}  4  credits 
Marina  Kaplan 

Offered  Spring  2008 

SPN  332  The  Middle  Ages  Today 
Topic:  Queer  Iberia.  This  course  examines  the  me- 
dieval and  earh -modern  Iberian  understanding  and 
expressions  of  sexualit)  within  the  context  of  modem 
critical  theory.  Special  attention  will  be  given  to  the 
complex  and  ambiguous  representations  of  same-sex 
desire,  and  the  manner  in  which  such  representations 
are  shaped  by  the  discourses  about  nation,  disease  and 
race  (limpiezade  sangre).  Texts  include  Ibn  Hazm's 
Tawq  al-hamama,  Juan  Ruiz's  Libro  de  bum  amor. 
selections  from  Al-Himyari 'sal-Rawadal  mi' tar. 
Fernando  de  Rojas's  Ui  (.elestiaa.  Francesc  Eiximenis's 
l.o  Uibre  de  led  clot ws.  as  well  as  poems  by  Yehuda 
Halevi,  Wallada,  al-Mu'tamid  and  Abraham  Ibn  Ezra. 
All  readings  in  Spanish  translation.  Taught  in  Spanish. 
Enrollment  limited  to  12.  {L/F}  4  credits 
Ihtissam  Bouachrine 
Offered  Spring  2008 

SPN  366  20th-century  Spanish  Literature  and  Culture 
Topic:  Rewriting  the  Spanish  Civil  War:  A  Journey  to 

Exile.  The  search  for  identity  has  always  been  part  of  the 
human  condition.  Wars  have  been  too.  In  this  course, 
we  will  follow  the  itinerary  of  20th-century  women  and 
men  during  the  Spanish  Civil  War,  both  in  Spain  itself 
and  in  foreign  exile.  We  will  explore  this  path  through 
the  poetic  word,  an  X-ray  of  the  sensible,  or,  perhaps 
better,  a  tool  to  express  the  ineffable;  and  we  will  see 
changes  that  took  place  in  the  philosophic,  political, 
and  artistic  worlds  of  the  exiled  poets.  These  writers,  who 
collectively  may  be  viewed  as  a  "dislocated  society,"  a  so- 
ciety in  crisis,  will  expose  us  to  a  different  "architecture 
of  reality,"  one  of  new  horizons,  languages,  landscapes 
and  rhythms.  Experiencing  it.  we  ourselves  will  partici- 
pate, through  autobiographies,  correspondence,  diaries, 
and  films,  in  their  exiled  perplexity.  The  contrasts  will 
lead  us  also  to  compare  earh  20th-century  Madrid  to 
Spain's  other  cities  and  locales  and  to  ask  as  well  how 
"European"  was  Spain  at  this  time.  How  did  it  picture 
Latin  America?  Did  the  Transatlantic  cultural  link  go 
beyond  a  common  language?  Works  by  Rafael  Alberti, 
LuisCemuda.  Concha  Mendez,  Rosa  Chacel  and  Maria 
Zambrano.  among  others.  {F/L}  4  credits 
Maria  Estala  Harretche 
Offered  Fall  2007 


SPN  370  Literary  Genres  in  Latin  America 

Topic:  Violence  and  Ethics  in  Latin  American  Nat 

rallies.  Latin  American  narratives,  whether  fictional  or 

testimonial,  often  deal  with  violence  as  a  social  realit\ 
thai  demands  attention  from  authors  and  readers  alike. 
In  this  course  we  will  read  literar\  texts  and  wit 
accounts  from  the  region,  to  understand  the  implica- 
tions of  this  appeal,  where  aesthetics,  politics  and  ethics 
intertwine,  in  the  act  of  telling  a  storv  of  violence.  Our 
readings  will  span  from  the  early  20th  centun  to  the 
present,  helping  us  understand  the  role  of  violence  in 
various  modernization  processes.  Some  theoretical 
readings  on  the  links  between  violence,  narrat 
politics  and  ethics,  will  also  be  included..  {L/F}  4  credits 
Maria  Helena  Rueda 
Offered  Spring  200S 

SPN  373  Literary  Movements  in  Spanish  America 
Topic:  City  life/City  Lues:  I  rban  Spaces  and  Migrant 
Identifies  in  Latin  America.  This  course  examines  the 
intersection  of  the  modem  phenomena  of  urban  devel- 
opment, transnational  capitalism,  and  the  formation 
of  migrant  identities  as  they  are  represented  in  contem- 
porary fiction,  essays,  and  films  from  Latin  America. 
Among  the  issues  we  will  explore  the  construction  and 
representation  of  urban  spaces  as  locations  of  identity, 
the  tensions  between  time,  place,  and  memory  in  the 
migrant  and  diasporic  experience  and  the  linguistic, 
political,  economic,  and  social  complexities  of  forging 
a  cultural  place  in  a  reality  defined  by  movement. 
Michelle  Jo/jroy 
Offered  Fall  2007 

P0R  380  SPN  380  Advanced  Literary  Studies 
Topic:  Translating  Poetry.  A  close  reading  and  transla- 
tion to  English  of  major  poets  from  Spanish  America. 
Spain.  Brazil,  Portugal  and  Portuguese-speaking 
Africa.  Hands-on.  practice  of  translation,  with  some 
theory.  The  first  half  of  the  course  will  he  a  group 
exploration  of  often-translated  poets:  Neruda.  Lorca. 
Pessoa,  Drummond  de  Andrade,  Cecilia  Meireles  and 
others;  the  second  half  will  allow  tor  independent  work 
on  a  favorite  poet  which  will  he  part  of  a  final  course 
compilation.  Visits  from  local  poet-translators;  atten- 
dance at  poetrj  readings  required.  Prerequisites:  a  good 
command  of  Spanish  or  Portuguese  and  a  background 
in  Spanish  Spanish  American  or  Portuguese-Brazilian 
literatures.  An  interest  in  creative  writing  desirable. 
Discussion  in  English.  {L/F}  4  credits 
Charles  Cutler 
Offered  Spring  2()i  )S 


374 


Spanish  and  Portuguese 


SPN  400  Special  Studies  in  Spanish  and  Spanish 

American  Literature 

By  permission  of  the  department,  normally  for  senior 

majors. 

1  to  4  credits 

Offered  both  semesters  each  year 

SPN  481/FRN  480  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  acqui- 
sition and  learning,  as  well  as  with  "contemporary" 
approaches  to  foreign  language  instruction.  Students 
will  observe  and  teach  different  classes;  create  lesson 
plans  and  their  own  materials  and  evaluate  others'; 
and  explore  their  beliefs  about  teaching  and  language 
learning.  Other  topics  include  the  use  of  technology7  in 
the  classroom  (specially  the  use  of  CMC),  foreign  cul- 
tural literacy;  the  class  as  a  learning-community  and 
the  National  Standards.  {F}  4  credits 
AnoukAlquier 
Offered  Fall  2007 


Cross-Listed  Courses 

GLT  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  Spring  2008 


The  Majors 


Majors,  as  well  as  non-majors  interested  in  gaining  in- 
tensive linguistic  and  cultural  proficiency,  are  strongly 


encouraged  to  go  abroad  for  one  semester  or  one  year. 
The  following  preparation  is  recommended  for  students 
who  intend  to  major  in  Spanish:  courses  in  classics, 
either  in  the  original  or  in  translation;  courses  in  other 
European  literatures  and  history;  a  reading  knowledge 
of  another  foreign  language.  CLT  300  is  strongly  rec- 
ommended for  graduating  seniors. 

Teacher  Certification:  A  major  in  Spanish  and  five 
courses  in  education  will  certify  students  to  teach  in 
Massachusetts. 

The  S/U  grading  option  is  not  allowed  for  courses 
counting  toward  the  majors.  The  S/U  option  is  nor- 
mally not  available  for  courses  SPN  220  and  below. 

300-level  courses  that  are  the  basis  for  the  majors 
are  normally  to  be  taken  at  Smith  College  during  the 
senior  year. 

Advisers  for  the  Spanish  Major:  Members  of  the  de- 
partment 

Advisers  for  the  Portuguese-Brazilian  Studies  Major: 

Marguerite  Itamar  Harrison 

Advisers  for  Study  Abroad 

For  students  interested  in  going  to  Spain:  PRESHCO, 
Molly  Falsetti-Yu.  Nancy  Saporta  Sternbach;  for  other 
programs  in  Spain,  Ibtissam  Bouachrine.  For  students 
interested  in  going  to  Latin  America:  Michelle  Joffroy 
and  Marina  Kaplan.  For  students  interested  in  going  to 
Brazil  or  Portuguese-speaking  countries:  Marguerite 
Itamar  Harrison. 

Major  in  Spanish 

Ten  semester  courses.  Two  core  courses  (any  combina- 
tion of  SPN  250/251/260/261).  Advanced  Composition 
(SPN  244),  one  semester  of  Introductory  Portuguese 
(POR  100  or  125)*,  two  300-level  courses  taken  dur- 
ing the  senior  year.  Of  the  remaining  four  courses, 
two  may  be  Spanish  language  courses  200  and  above, 
Portuguese  200  or  above;  one  course  may  be  taught 
in  English.  For  students  who  study  abroad  their  junior 
year,  credit  will  be  granted  at  the  200-level. 

*A11  majors  are  encouraged  to  take  a  full  year  of  Portu- 
guese, but  will  be  required  to  take  one  semester. 


Spanish  and  Portuguese 


Portuguese-Brazilian  Studies  Major 

Requirements:  POR  LOOy,  POR  200  and  either  POR  220 
or  POR  221.  Five  other  semester  courses  related  to  the 
Portuguese-speaking  world,  one  of  which  must  be  at 
the  300-level.  Courses  to  be  selected  from  literature  and 
language,  history  (especially  260  and  26l  I,  Afro-Ameri- 
can studies,  anthropology,  art.  dance,  music,  econom- 
ics and  government. 

Latin  American  Area  Studies  Major 

For  students  interested  not  only  in  literature,  but  in 
such  fields  as  anthropology,  art,  economics,  govern- 
ment, history  and  sociology.  See  Interdepartmental 
Major  and  Minor  in  Latin  American  Studies. 


Honors 

Director:  Silvia  Berger 

430d  Thesis 

8  credits 

Pull-yeai  course;  Ottered  each  year 

431  Thesis 
8  credits 
Offered  each  Fall 

Requirements:  Same  as  those  of  the  Spanish  major  A 
thesis,  normally  to  be  written  during  the  first  semester 
of  the  senior  vear.  An  examination  on  the  thesis. 


The  Minors 

Advisers:  Members  of  the  department 

Spanish  Minor 

Requirements:  Five  semester  courses  in  Spanish  above 
the  100-level.  A  maximum  of  two  can  be  language 

courses. 

Portuguese-Brazilian  Studies  Minor 

Requirements:  POR  lOOy,  P(  >K  200  and  either  POR 
220  or  POR  22 1 .  Two  other  semester  courses  related  to 
the  Portuguese-speaking  world,  one  of  which  must  be 
at  the  300-level.  Courses  to  be  selected  from  literature, 
history  (especially  260  and  261),  Afro-American  stud- 
ies, anthropology,  art,  dance,  music,  economics  and 
government. 

Latin  American  Area  Studies  Minor 

See  Interdepartmental  Major  and  Minor  in  Latin 
American  Studies. 


376 


Statistics 


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


Professors 

"2  Robert  Buchele,  Professor  of  Economics 
**'  Howard  Gold,  Professor  of  Government 
**2  Katherine  T.  Halvorsen,  Professor  of  Mathematics 
and  Statistics,  Director 

Virginia  Hayssen,  Professor  of  Biological  Sciences 
Philip  K.  Peake,  Professor  of  Psychology 
Elizabeth  Savoca,  Professor  of  Economics 
Stephen  Tilley,  Professor  of  Biological  Sciences 
Nancy  Whittier,  Professor  of  Sociology7 


Associate  Professors 

Patricia  M.  DiBartolo,  Associate  Professor  of  Psychology 
fl  Nicholas  J.  Horton,  Associate  Professor  of 
Mathematics  and  Statistics 

Assistant  in  Statistics 

David  C.  Palmer,  Department  of  Psychology 


The  interdepartmental  minor  in  applied  statistics  offers 
students  a  chance  to  study  statistics  in  the  context  of  a 
field  of  application  of  interest  to  the  student.  The  minor 
is  designed  with  enough  flexibility  to  allow  a  student  to 
choose  among  many  possible  fields  of  application. 

The  minor  consists  of  five  courses.  Students  who  have 
taken  AP  Statistics  in  high  school  and  received  a  4  or  5 
on  the  AP  Statistics  Examination  will  not  be  required 
to  repeat  the  introductory  statistics  course,  but  they  will 
be  expected  to  complete  5  courses  to  satisfy  the  require- 
ments for  the  minor  in  applied  statistics. 

The  student  must  take  one  of  the  following  courses  and 
no  more  than  one  of  these  courses  will  count  toward 
the  minor.  (Students  presenting  a  4  or  5  on  the  AP 
Statistics  Examination  will  receive  exemption  from  this 
requirement.) 

MTH  190  Statistical  Methods  for  Undergraduate 

Research 
MTH  241   Probability  and  Statistics  for  Engineers 
MTH  245   Introduction  to  Probability  and  Statistics 
ECO  190    Introduction  to  Statistics  and  Econometrics 
GOV  190    Empirical  Methods  in  Political  Science 
PSY 190    Statistical  Methods  for  Undergraduate 

Research 
SOC  201    Evaluating  Information 


The  student  must  also  take: 

MTH  247  Regression  Analysis 

And  take  one  of  the  following  courses: 

MTH  248  Design  of  Experiments 
PSY  303    Advanced  Research  Design  and  Statistical 
Analysis 

The  student  must  choose  two  (or  more)  courses  from 
the  following  list: 

BIO  232        Evolutionary  Biology:  The  Mechanisms 

of  Evolutionary  Change 
BIO  234/235  Genetic  Analysis  and  Genetic  Analysis 

Laboratory 
BIO  266/267  Principles  of  Ecology  and  Principles  of 

Ecology  Laboratory 
ECO  240        Econometrics 
MTH  246       Probability 
PSY  358        Experimental  Investigation  in  Clinical 

Psychology 
SOC  202        Methods  of  Social  Research 

Also  see  the  concentration  in  statistics  within  the  math- 
ematics major  and  the  minor  in  mathematical  statis- 
tics in  the  Department  of  Mathematics  and  Statistics. 


377 


Theatre 


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


Professors 

Leonard  Berkman,  D.F.A. 

Catherine  H.  Smith.  M.FA 

+1  Andrea  Hairston,  M.A.  (Theatre  and  Afro-American 

Studies) 
+1  Ellen  W.  Kaplan.  M.E.V 

Associate  Professors 

Paul  Zimet,  B.A. 

§2Kiki  Gounaridou,  Ph.D.,  Chair 


Lecturer  and  Professor  Emeritus 
JohnD.Heltoeg,Ph.D. 

Lecturers 
Nan  Zhang,  M.FA 
Edward  Check,  M.FA 
Hillary  Bucks 

Don  Jordan 
Normi  Noel 
Jill  St.  Coeur 
PanWelland 


100  The  Art  of  Theatre  Design 

The  course  is  designed  to  explore  the  nature  of  design, 
in  theatre  and  the  visual  arts.  Students  will  study  the 
elements  of  set,  costume,  lighting  and  sound  design 
while  looking  at  the  work  of  some  of  the  most  influ- 
ential designers,  past  and  present.  Especially  designed 
for  those  with  a  limited  background  in  theatre,  it  will 
involve  discussions  about  assigned  plays  and  projects, 
as  appropriate  to  the  topic.  It  is  open  to  all  students  but 
particularly  recommended  for  first-year  students  and 
sophomores.  Enrollment  limited  to  15.  {A}  4  credits 
Nan  Zhang 
Offered  Fall  2007 

198  Theatre  History  and  Culture:  Ancient  Greece  to 
English  Restoration 

This  course  will  survey  the  history  of  theatre,  drama, 
design,  and  performance  from  Ancient  Greece  to  the 
17th  century.  The  focus  will  be  on  the  theatres  of  Eu- 
rope and  their  relationship  to  their  respective  cultures 
during  the  Ancient  Greek  and  Roman  periods,  the 
Middle  Ages,  Italian  Renaissance,  Elizabethan  and 
Jacobean  England,  Spanish  Golden  Age,  French  Neo- 
classicism  and  English  Restoration.  Non-Western  issues 
in  regards  to  Asian,  African,  Australian,  and  South 
American  theatres  will  also  be  discussed.  Lectures  and 
discussions  will  be  complemented  by  video  screenings 


of  recent  productions  of  some  of  the  plays  under  discus- 
sion. {L/H/A}  4  credits 
Kiki  Gounaridou 
Offered  Fall  2007 

199  Theatre  History  and  Culture:  Eighteenth  Century 
to  the  Present 

This  course  will  survey  the  history  of  theatre,  drama, 
design,  and  performance  from  the  eighteenth  century 
to  the  present.  The  focus  will  be  on  the  theatres  of 
Europe  and  the  United  States  and  their  relationship  to 
their  respective  cultures  during  the  18th,  19th  and  20th 
centuries.  Non-Western  issues  in  regard  to  .Asian,  Afri- 
can, Australian,  and  South  American  theatres  will  also 
be  discussed.  Lectures  and  discussions  will  be  comple- 
mented by  video  screenings  of  recent  productions  of 
some  of  the  plays  under  discussion.  {L/H/A}  4  credits 
Kiki  Gounaridou 
Offered  Spring  2008 

A.  History,  Literature, 
Criticism 

213  American  Theatre  and  Drama 

Asurvej  of  theatre  lnston  and  practices,  as  well  as 

dramatic  literature,  theories  and  criticism,  and  their 
relationship  to  the  cultural,  social,  and  political  en- 


378 


Theatre 


vironment  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 
Not  offered  2007-08 

217  Modern  European  Drama  I 

The  plays,  theatres,  and  playwrights  of  the  late  19th 
and  early  20th  centuries  in  Europe.  From  Ibsen, 
Strindberg,  Shaw,  Chekhov,  Wedekind,  and  Gorky  to 
the  widespread  experimentation  of  the  1920s  and  ear- 
lier avant  garde  (e.g.,  Jarry  Artaud,  Stein,  Witkiewicz, 
Pirandello,  Mayakovsky,  Fleisser,  early  Brecht).  Special 
attention  to  issues  of  gender,  class,  warfare  and  other 
personal/political  foci.  Attendance  required  at  selected 
performances.  {L/H/A}  4  credits 
Leonard  Berkman 
Not  offered  2007-08 

218  Modern  European  Drama  II 

Pioneering  and  influential  contemporary  theatre  in 
Europe  from  the  1930s  to  the  present.  The  playwrights 
to  be  studied  include  later  Brecht,  Camus,  Sartre, 
Anouilh,  Beckett,  Ionesco,  Genet,  Gombrowicz,  Pinter, 
Duras,  Handke,  Fo,  Havel,  Friel,  Page,  Stoppard  and 
Churchill.  Special  attention  to  issues  of  gender,  class, 
warfare,  and  other  personal/political  foci.  Attendance 
required  at  selected  performances.  {L/H/A}  4  credits 
Leonard  Berkman 
Not  offered  2007-08 

316  Contemporary  Canadian  Drama 

Michel  Tremblay  and  contemporary  Canadian  play- 
wrights. Particular  emphasis  on  plays  by  women,  with 
Tremblay  among  the  few  male  playwrights  included, 
within  the  context  of  political/personal  issues  of  gender, 
class,  race,  sexuality,  and  cultural  identity  in  English 
Canadian  and  French  Canadian  drama  of  the  past  four 
decades.  Other  playwrights  focused  on  will  be  Judith 
Thompson,  George  Walker,  Erika  Ritter,  David  French, 
Rene  Daniel  DuBois,  Margaret  Hollingworth,  Anne- 
Marie  McDonald,  Sally  Clark  and  Sharon  Pollock.  {L/A} 
4  credits 

Leonard  Berkman 
Offered  Fall  2007 


B.  Theory  and  Performance 

In  the  following  section:  "L"  indicates  that  enrollment 
is  limited;  "P"  indicates  that  permission  of  the  instruc- 
tor is  required.  Please  note:  registration  without  secur- 
ing permission  of  the  instructor  where  required  will  not 
assure  course  admittance. 


141  Acting  I 

Introduction  to  physical,  vocal  and  interpretative 

aspects  of  performance,  with  emphasis  on  creativity, 

concentration  and  depth  of  expression.  Enrollment 

limited  to  14. 

{A}  4  credits 

Sec.  I:  Don  Jordan,  Fall  2007 

Sec  2:  Don  Jordan,  Fall  2007 

Sec.  1:  To  be  announced,  Spring  2008 

Sec.  2:  To  be  announced,  Spring  2008 

Offered  Fall  2007,  Spring  2008 

142  Voice  for  Actors 

An  introduction  to  the  study  of  voice,  exploring  the 
connections  between  thought,  feeling,  and  vocaliza- 
tion through  exercises  that  strengthen  and  enhance  an 
actor's  (or  speaker's)  understanding  and  command  of 
vocal  expression.  Enrollment  limited  to  15.  {A}  4  credits 
Pan  Welland,  Fall  2007 
NormiNoel  Spring  2008 
Offered  Fall  2007,  Spring  2008 

200  Theatre  Production 

A  laboratory  course  based  on  the  preparation  and  per- 
formance of  department  productions.  Students  in  the 
first  semester  of  enrollment  are  assigned  to  a  produc- 
tion run  crew.  In  subsequent  semesters  of  enrollment 
students  elect  to  fulfill  course  requirements  from  a 
wide  array  of  production-related  responsibilities.  May 
be  taken  four  times  for  credit,  with  a  maximum  of  two 
credits  per  semester.  There  will  be  one  general  meeting 
on  Monday,  September  10,  2007,  at  4:10  p.m.  Atten- 
dance is  mandatory;  attendance  at  weekly  production 
meetings  for  some  assignments  may  be  required.  Grad- 
ing for  this  course  is  satisfactory/unsatisfactory.  1  credit 
Kiki  Gounaridou 
Offered  Fall  2007,  Spring  2008 


Theatre 


201  Theatre  Production 

Same  description  as  previous  course.  There  will  be  one 
general  meeting  on  Monday,  January  28,  2008,  at  4:10 
p.m.  in  the  Green  Room,  Theatre  Building.  Attendance 

is  mandator)-;  attendance  at  weekly  production  meet- 
ings for  some  assignments  may  be  required.  Grading 
for  this  course  is  satisfactory/unsatisf acton.  1  credit 
Kiki  Gounaridou 
Offered  Fall,  2007,  Spring  2008 

FRN  260  Literary  Visions 

Topic:  Analysis  and  Performance  of  Contemporary 

Dramatic  Texts.  Since  waiting  for  Godot,  20th-century 
theater  has  become  a  source  of  new  modes  of  expres- 
sion and  provocative  visions  of  the  world.  Having 
abolished  the  traditional  rules  associated  with  drama, 
contemporary  authors  have  imagined  completely  novel 
ways  of  representing  reality  and  have  thus  thoroughlv 
renewed  this  literary  genre.  In  this  course,  we  will  read, 
analyze,  and  stage  scenes  from  four  plays  bv  Jean- 
Claude  Grumberg,  Bernard-Marie  Koltes,  Jean-Luc 
Lagarce  and  Noe'lle  Renaude.  The  course  will  alternate 
between  discussion  of  the  texts  and  rehearsal  of  the 
scenes.  The  course  will  culminate  in  a  public  perfor- 
mance. {L/A/F}  4  credits 
Fabienne  Ballot 
Not  offered  2007-08 

242  Acting  II 

Acting  II  offers  intensive  focus  on  different,  specific 
topics  pertaining  to  acting  training.  THE  242  can  be 
repeated  for  credit  up  to  three  times  provided  the  con- 
tent is  different.  Prerequisites:  Acting  I  (THE  141)  or  its 
equivalent.  Preference  for  admission  to  Acting  II  will  be 
given  to  students  who  have  completed  Voice  for  Actors 
(THE  142)  or  equivalent  vocal  training.  4  credits 

Topic:  Shakespeare  and  Calderon 
This  acting  class  focuses  on  poetic  expression,  height- 
ened language  and  the  world  of  the  play  in  selected 
works  of  William  Shakespeare  and  Pedro  Calderon  de 
la  Barca.  We  develop  skills  in  textual  analysis,  physical 
and  vocal  expressiveness  and  theatrical  imagination. 
Through  research  and  analysis,  we  explore  period  style, 
rhetorical  strategies,  historical  perspectives  and  unify- 
ing themes,  with  emphasis  on  performance.  Students 
complete  three  performance  projects  and  one  research 
paper. 

Ellen  Kaplan 
Not  offered  2007-08 


Topic:  The  LeCoq  Technique  and  EngUsb-Langu 

theatre 

This  acting  class  focuseson  the  techniques  and  imple- 
mentation of  LeCoq'S  acting  theories  and  techniques  to 
English-language  theatre  and  drama,  {A}  \\  1 
Kiki  Gounaridou 
Offered  Spring  2008 

252  Set  Design  I 

The  course  will  develop  overall  design  skills  for  design- 
ing sets  for  the  theatre.  After  reading  assigned  plays, 
students  will  learn  how  to  develop  their  designs  by 
concentrating  on  the  action  of  the  play.  Visual  research. 
sketches,  and  basic  drafting  skills  are  some  of  the  areas 
in  which  students  will  learn  to  develop  their  ide 
Along  with  teaching  artistic  and  technical  skills,  this 
course  will  emphasize  the  importance  of  collaborating 
with  fellow  designers  when  facing  design  challenges. 
{A}  4  credits 
Edward  Check 
Offered  Fall  2007,  Spring  2008 

253  Lighting  Design  I 

This  course  is  designed  as  an  introduction  to  the  theory 
and  practice  of  stage  lighting  design.  The  class  will 
work  on  developing  sensitivity  towards  images  and  en- 
vironments composed  by  light;  becoming  familiar  with 
the  mechanical  aspects  of  lighting  instrumentation, 
control  systems,  and  safe  electrical  practice;  develop- 
ing skills  in  the  observation,  evaluation  and  execution 
of  lighting  design  for  theatre  through  script  analysis, 
design  and  drafting  projects,  written  responses  of  the- 
atre productions  and  production  support  experiences. 
Enrollment  limited  to  12.  {A}  4  credits 
Nan  Zhang 
Offered  Fall  2007 

254  Costume  Design  I 

The  elements  of  line,  texture,  color  and  gesture,  and 

their  application  to  design  and  character  delineation. 

Analysis  of  clothing  construction.  Research  of  clothing 

stvles  of  various  cultures  and  eras.  Enrollment  limited 

to  15.  {A}  4  credits 

Kiki  Smith 

Offered  Fall  2(H)-.  Spring  2008 

261/ENG  291  Writing  for  the  Theatre 

The  means  and  methods  of  the  playwright  and  the 

writer  for  television  and  the  cinema.  Analysis  of  the 
structure  and  dialogue  of  a  few  selected  plays.  Exercises 


380 


Theatre 


in  writing  for  various  media.  Plays  by  students  will  be 
considered  for  staging.  L  and  P  with  writing  sample 
required.  {A}  4  credits 
Leonard  Berk  ma )  i 
Offered  Fall  2007 

262  Writing  for  the  Theatre 

Intermediate  and  advanced  script  projects. 
Prerequisite:  26 1.  L  and  P.  {A}  4  credits 
Leonard  Berkman 
Offered  Fall  2007 

344  Directing  I 

This  course  focuses  upon  interpretative  approaches  to 
performance  pieces  (texts,  scores,  improvisations,  etc.) 
and  how  they  may  be  realized  and  animated  through 
characterization,  composition,  movement,  rhythm  and 
style.  Prerequisites:  Acting  I  or  its  equivalent.  Preference 
for  admission  to  Directing  I  will  be  given  to  students 
who  have  completed  Voice  for  Actors  (THE  142)  or 
equivalent  vocal  training.  Enrollment  limited  to  12. 
{A}  4  credits 
PaulZimet.  Fall  2007 
John Helhreg.  Spnn%200S 
Offered  Fall  2007,  Spring  2008 

345  Directing  II 

Theoretical  and  practical  aspects  of  directing  for 
the  stage.  Structural  analysis  of  dramatic  texts,  with 
emphasis  on  articulating  a  unique  vision  for  a  text. 
Work  on  problems  of  visual  composition,  rehearsal 
techniques  and  development,  in  collaboration  with 
actors  and  designers,  of  the  inner  score  of  action  and  its 
physical  expression  the  stage.  Final  presentation  will  be 
a  substantial  directing  project  (one-act  play  or  equiva- 
lent) for  the  stage.  Prerequisites:  Directing  I  (THE 
344)  or  its  equivalent  and  permission  of  the  instructor. 
Preference  for  admission  to  Directing  II  will  be  given 
to  students  who  have  completed  Voice  for  Actors  (THE 
142)  or  equivalent  vocal  training.  In  addition,  Acting 
II  (THE  242)  and  a  200-level  design  class  are  strongly 
recommended  and  may  be  taken  concurrently.  Enroll- 
ment limited  to  4.  {A}  4  credits 
Paul Zimet,  M\20O7 
John  Hellweg,  Spring  2008 
Offered  Fall  2007,  Spring  2008 

346  Acting  for  Directing 

Students  in  this  course  perform  in  monologues,  exer- 
cises, and  scenes  directed  by  students  in  Directing  I  and 


11.  The  class  requires  approximately  two  hours  per  week 
for  rehearsals  outside  of  class  time.  Grading  for  the 
course  is  satisfactory/unsatisfactory  only.  Enrollment 
limited  to  12.  {A}  2  credits 

PaulZimet,  Ml  2007 
John  Hellweg,  Spring  2008 
Offered  Fall  2007,  Spring  2008 

352  Set  Design  II 

This  course  is  a  continuation  of  Set  Design  I.  Students 
will  look  at  the  advanced  challenges  when  designing 
sets  for  ballet,  music  theatre  and  opera.  Students  will 
also  learn  scene-painting  techniques  which  apply  to 
these  types  of  scenery.  Enrollment  limited  to  12.  {A}  4 
credits 

Edward  Check 
Offered  Fall  2007 

353  Lighting  Design  II 

THE  353  is  an  advanced  study  in  lighting  design  which 
further  explores  the  role  light  plays,  and  the  role  light- 
ing designers  play  in  artistic  collaborations.  The  course 
will  focus  on  the  different  considerations  in  designing 
for  different  genres  of  performing  arts  such  as  drama, 
dance  and  opera.  The  students  will  be  introduced  to 
automated  lighting  instruments  and  computer  software 
such  as  Lightwright  and  Vectorworks.  The  class  will 
design  for  the  annual  Smith  College  Spring  Dance 
Concert  in  the  Hallie  Flanagan  Studio  Theatre.  Pemiis- 
sion of  the  instructor  required.  Enrollment  limited  to 

12.  {A}  4  credits 
Nan  Zhang 
Offered  Spring  2008 

400  Special  Studies 

For  qualified  juniors  and  seniors.  Admission  by  permis- 
sion of  the  instructor  and  the  chair  of  the  department. 
Departmental  permission  forms  required. 
1  to  4  credits 
Offered  both  semesters  each  year 


The  Major 


Advisers:  Members  of  the  department 
Adviser  for  Study  Abroad:  Catherine  H.  Smith 
198  and  199. 


Theatre 


Requirements:  Ten  semester  courses,  including  the 

following: 


98  and  199  as  the  basis. 

A  sampling  of  three  courses  from  Division  A:  his- 
tory, literature,  criticism.  Courses  in  other  depart- 
ments that  focus  wholly  on  dramatic  literature 
may  be  counted  toward  fulfillment  of  the  history, 
literature,  and  criticism  requirements  for  the  major. 
Three  courses  from  Division  B:  Theory  and  Perfor- 
mance. These  must  be  chosen  as  follows:  one  act- 
ing or  four-credit  dance  course  (141  or  a  four-credit 
dance  course);  one  design  or  technical  course  (151, 
252,  253  (,r  254);  one  directing,  choreography,  or 
plavwriting  course  (344,  26 1  or  DAN  353). 
Four  semesters  (or  four  credits)  of  200. 
One  additional  course  from  either  Division  A  or 
Division  B. 


All  majors  are  encouraged  to  include  courses  in  art  and 
music  in  their  programs  as  well  as  dramatic  literature 
in  any  of  the  language  departments. 

The  Minor 

Advisers:  Members  of  the  department 

Requirements:  Six  courses. 

Basis:  198  and  199- 

In  addition  to  the  basis:  one  semester  course  approved 
by  an  adviser  in  each  of  three  of  the  following  different 
divisions  plus  one  four-credit  course  of  the  student's 
choice  (including,  as  an  option,  four  credits  of  200 
Theatre  Production): 

a.  History,  Literature.  Criticism; 

b.  Acting.  Dance,  Choreography,  Directing,  or  Play- 
writing;  and 

c.  Costume.  Lighting,  or  Scene  Design. 

Honors 

Director:  Kiki  Gounaridou 

430d  Thesis 

8  credits 

Full-year  course;  Offered  each  year 


431  Thesis 
8  credits 
Offered  each  Pall 

432d  Thesis 

12  credits 

Pull-year  course:  Offered  each  year 

Requirements  for  the  degree  with  honors: 

1 .  Production-linked  proposals  for  the  honors  pro- 
gram must  be  submitted  to  the  department  in 
the  semester  preceding  entrance  into  the  honors 
program  and  no  later  than  March  1  of  the  second 
semester  of  the  junior  year.  Non-production-linked 
proposals  must  be  submitted  to  the  director  of  the- 
atre honors  no  later  than  .April  4.  The  department 
recommends  that  all  prospective  theatre  honors 
students  enter  the  program  at  the  outset  of  the  ju- 
nior year. 

2.  Fulfillment  of  the  general  requirements  of  the 
major.  These,  listed  above,  should  be  taken  as  early 
as  possible  to  allow  for  seminars  and  independent 
study  in  the  department  and  in  approved  related 
departments  during  the  junior  and  senior  years. 

3.  Completion  of  honors  work  will  be: 

a.  a  thesis  in  literature,  aesthetics,  critical  analyses, 
or  history  of  any  of  the  theatre  arts:  or 

b.  a  creative  project  in  acting,  dance,  design,  direc- 
tion, plavwriting.  choreography,  or  stagecraft. 
Performance  projects  should  be  supplemented 
by  production  materials  (logs,  directors'  note- 
books, etc.)  as  requested  by  the  department.  .All 
creative  projects  are  to  be  supplemented  as  well 
by  a  research  paper  relating  the  project  to  its 
specific  theatrical  context  (historical,  thematic, 
stylistic,  or  other). 

4.  Work  for  a  one-semester  thesis  or  project/paper 
must  be  done  in  the  first  semester  of  the  senior  year, 
and  the  thesis  or  component  research  paper  is  due 
on  the  first  day  of  the  second  semester.  Vtbrk  for  a 
two-semester  thesis  or  project/paper  must  be  done 
during  the  senior  year,  and  the  thesis  or  component 
research  paper  is  due  on  April  IS. 

5.  Two  examinations:  a  general  examination  in  the 
theatre  arts  and  an  oral  examination  in  the  general 
field  of  the  student's  honors  thesis  or  project/paper. 


382 Theatre 

Graduate 

Adviser:  Leonard  Berkman 

M.FA  in  Playwriting,  please  refer  to  p.  56. 

512  Advanced  Studies  in  Acting,  Speech  and  Movement 

4  credits 

Members  of  the  department 

Offered  both  semester  each  year 


513  Advanced  Studies  in  Design 

4  credits 

A. 

Set  Design 

Edward  Check 

B. 

Lighting  Design 

Nan  Zhang 

C. 

Costume  Design  and  Cutting 

To  be  announced 

D. 

Technical  Production 

To  be  announced 

Offered  both  semesters  each  year 

515  Advanced  Studies  in  Dramatic  Literature,  History, 
Criticism  and  Playwriting 

4  credits 

Members  of  the  department 

Offered  both  semesters  each  year 

A.  Dramatic  Literature 

B.  Theatre  History 

C.  Dramatic  Criticism 

D.  Playwriting 

580  Special  Studies 

4  credits 

Members  of  the  department 

Offered  both  semesters  each  year 

590d  Research  and  Thesis  Production  Project 

8  credits 

Members  of  the  department 

Full-year  course;  Offered  each  year 

590  Research  and  Thesis  Production  Project 

4  credits 

Members  of  the  department 

Offered  both  semesters  each  year 


Third  World  Development  Studies 


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


Advisers 

Elliot  Fratkin.  Professor  of  Anthropology 
Karen  Pfeifer.  Professor  of  Economics 
\ola  Reinhardt,  Professor  of  Economics.  Director 


''  Gregory  White,  Professor  of  Government 
Catharine  Newbury,  Pn  \  vemment 

David  Newbury,  Professor  of  History  and  African  Studies 
Leslie  King.  Associate  Professor  of  Sociology 


Third  World  development  studies,  a  multidisciplinary 
social  science  program,  explores  the  transformation 
of  African.  Asian.  Latin  American,  and  Middle  Eastern 
societies  since  the  16th  century.  The  program  offers 
the  student  the  opportunity  to  systematically  analyze 
processes  of  social,  economic,  political,  and  ideological 
change  in  these  regions  as  they  respond  to  contact  with 
the  West. 

The  minor  is  designed  to  introduce  the  participant 
to  the  diverse  analytical  perspectives  of  anthropology, 
economics,  history,  and  political  science  while  ensuring 
that  the  student  has  a  sustained  familiarity7  with  one 
geographical  region. 

Requirements:  six  semester  courses  with  at  least 
one  but  no  more  than  two  courses  from  each  of  the 
four  disciplines  participating  in  the  minor.  Two  of  the 
courses  in  the  minor  must  reflect  a  regional  concentra- 
tion on  Africa,  Asia,  Latin  America,  or  the  Middle  East. 
See  departmental  and  program  listings  for  course  pre- 
requisites. Comparable  courses  at  other  colleges  may  be 
included  with  the  consent  of  the  minor  adviser. 

Anthropology/Sociology 

230  Africa:  Population.  Health  and  Environment 

Issues 
234   Culture,  Power,  and  Politics 

236  Economy,  Ecology  and  Society 

237  Native  South  Americans:  Conquest  and  Resistance 
241   Anthropology  of  Development 

245  Tales  of  Cannibalism  and  Capital  in  Latin 
America 

251  Women  and  Modernity  in  Last  Asia 

252  The  City  and  the  Countryside  in  China 


253  Introduction  to  East  Asian  Societies  and  Cultures 
258   Performing  Culture 

342   Seminar:  Topics  in  Anthropology:  Traditional 

Chinese  Medicine 
348  Seminar:  Topics  in  Anthropology:  Health  and 

Healing  in  Africa 
348  Seminar:  Topics  in  Development:  Health  in  Africa 

SOC  232  World  Population 

Economics 

2 1 1  Economic  Development 

213  The  World  Food  System 

214  Economics  of  the  Middle  East  and  North  Africa 
318  Seminar:  Latin  American  Economics 

Government 

224  Islam  and  Politics  in  the  Middle  East 

226  Latin  American  Political  Systems 

227  Contemporary  African  Politics 
230  Government  and  Politics  of  China 
232  Women  and  Politics  in  Africa 

237  Colloquium:  Politics  and  the  U.S.  .Mexico  Border 

241  International  Politics 

242  International  Political  Economy 
248  The  Arab-Israeli  Dispute 

252    International  Organizations 

254  Colloquium:  Politics  of  the  Global  Environment 
256    Colloquium:  International  Migration 

32 1    Seminar  in  Comparative  Government  The 
Rwanda  Genocide  in  Comparative  Perspi 

332    Seminar  in  Comparative  Government:  Mexican 
Politics  from  1910-Present 


384  Third  World  Development  Studies 

323   Seminar  in  Comparative  Government:  Warring 
for  Heaven  and  Earth — Jewish  and  Muslim 
Political  Activism  in  the  Middle  East 

343  Seminar  in  International  Politics:  Corruption  and 
Global  Governance 

344  Seminar  on  Foreign  Policy  of  the  Chinese 
People's  Republic 

347  Seminar  in  International  Politics  and 
Comparative  Politics:  North  Africa  in  the 
International  System 

348  Seminar  in  International  Politics:  Conflict  and 
Cooperation  in  Asia 

History 

101    Introduction  to  Historical  Inquiry:  Latin  America 
and  the  United  States 

208  The  Shaping  of  the  Modern  Middle  East 

209  Aspects  of  Middle  Eastern  History: 

Urban  Spaces/Contested  Places:  Social  and 

Cultural  Histories  of  Non-Western  Cities 
209  Aspects  of  Middle  Eastern  History: 

Women  and  Gender  in  the  Middle  East 
2 1 2   China  in  Transformation,  A.D.  700-1900 

217  World  War  Two  in  East  Asia:  History  and  Memory 

218  Thought  and  Art  in  China 
238  Gender  and  the  British  Empire 

256  Introduction  to  West  African  History 

257  East  Africa  in  the  19th  and  20th  Centuries 

258  History  of  Central  Africa 

260   Colonial  Latin  America,  1492-1825 
261/LAS261  National  Latin  America,  1821-Present 
36 1   Seminar:  Problems  in  the  History  of  Spanish 

America  and  Brazil — Public  Health  and  Social 

Change  in  Latin  America,  1859— Present 
AAS  370     Seminar:  Modern  Southern  Africa 
EAS  100     Introduction  to  Modern  East  Asia 
EAS215     Pre-Modern  Korea 
EAS  219     Modern  Korea 

EAS  230     Women  of  Korea  from  the  Three  Kingdoms 
to  the  Present 


Urban  Studies 


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


Advisers 

:  Martha  Ackelsberg,  Professor  of  Government 

Randal]  Bartlett,  Professor  of  Economics,  Director 
:  Richard  Fantasia,  Professor  of  Sociology 


Sam  Intrator.  Associate  Professor  of  Education  and 

Child  Study 


The  minor  in  urban  studies  offers  students  a  chance  to 
study  the  processes  and  problems  of  urbanization  from 
a  variety  of  perspectives.  It  is  designed  with  enough 
flexibility  to  allow  a  student  to  choose  among  main 
possible  combinations  but  requires  her  to  experience  at 
least  three  different  disciplinary  approaches. 

The  minor  consists  of  six  courses  from  the  following 
list  but  must  contain  choices  from  at  least  three  differ- 
ent departments  or  programs.  Courses  offered  at  other 
Five  College  campuses  ma}1  be  included  in  the  minor, 
with  the  approval  of  one  of  the  advisers.  Please  consult 
home  departments  for  year  and  semester  each  course 
is  offered. 

Afro-American  Studies 

278  The  '60s:  A  History7  of  Afro-Americans  in  the 
United  States  from  1954  to  1970 

Anthropology 

257   Urban  Anthropology 

Art 

212  Ancient  Cities  and  Sanctuaries 

281    Landscape  Studies  Introductory  Studio 

285   Great  Cities 

288   Colloquium:  Architectural  Studies 

386   Topics  in  Architecture:  Stitches  and  Seams;  the 

Architecture  of  Edges  and  Connections 
388  Advanced  Architecture:  Complex  Places, 

Multiple  Spaces 


Economics 

230   Urban  Economics 

Education 

200   Education  in  the  Citj 

Government 

204   Urban  Politics 

217   Colloquium:  The  Politics  of  Wealth  and  Poverty 

in  the  U.S. 
311    Seminar  in  Urban  Politics 


History 

209 


227 


279 


Aspects  of  Middle  Eastern  History 
Topic  Spaces/Contested  Places:  Social  and 
Cultural  Histories  of  Vow-fl  estem  Cities 
(C)  \spects  of  Medieval  European  History 

Topic:  Paris  from  Its  Origins  through  the 

Sixteenth  Century 

( L)  The  Culture  of  American  Cities 


Sociology 


213  Ethnic  Minorities  in  America 

214  Sociologj  of  Hispanic  Caribbean  Communities  in 

the  United  States 

1  is  I  rban Sociology 


386 


Study  of  Women  and  Gender 


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


Members  of  the  Committee  for  the  Program  for  the 
Study  of  Women  and  Gender  2007-08 

Susan  Van  Dyne,  Professor  of  the  Study  of  Women  and 
Gender,  Chair 

n  Martha  Ackelsberg,  Professor  of  Government  and  the 

Study  of  Women  and  Gender 
**1  Elisabeth  Armstrong,  Assistant  Professor  of  the  Study 

of  Women  and  Gender 
Carrie  Baker,  Visiting  Assistant  Professor  of  the  Study  of 

Women  and  Gender 
Ginetta  Candelario,  Associate  Professor  of  Sociology 

and  Latin  American  Studies 
Paula  Giddings,  Professor  of  Afro-American  Studies 
Ambreen  Hai,  Associate  Professor  of  English  Language 

and  Literature 
Marguerite  Itamar  Harrison,  Assistant  Professor  of 

Spanish  and  Portuguese 
Michelle  Joffroy,  Associate  Professor  of  Spanish  and 

Portuguese 
1-1  Kimberly  Kono,  Assistant  Professor  of  East  Asian 

Languages  and  Literatures 


Gary  Lehring,  Associate  Professor  of  Government 
tU2  Gwendolyn  Mink,  Professor  of  the  Study  of  Women 

and  Gender 
Cornelia  Pearsall,  Associate  Professor  of  English 

Language  and  Literature 
Kevin  Quashie,  Associate  Professor  of  Afro-American 

Studies 
Donna  Riley,  Associate  Professor  of  Engineering 
Daniel  Rivers,  Mellon  Post-Doctoral  Fellow  in  the 

Study  of  Women  and  Gender 
n  Marilyn  Schuster,  Professor  of  the  Study  of  Women 

and  Gender 
Christine  Shelton,  Professor  of  Exercise  and  Sport 

Studies 
Elizabeth  V.  Spelman,  Professor  of  Philosophy 
*'  Nancy  Saporta  Sternbach,  Professor  of  Spanish  and 

Portuguese  and  the  Study  of  Women  and  Gender 

Five  College  Women's  Studies  Research  Center 
Teaching  Associate,  Spring  2008 

Encarnacion  Gutierrez  Rodriguez 


Director:  The  chair  of  the  program  committee  will 
serve  as  the  director  of  the  major  and  the  minor  and 
will  verify  completion  of  the  major  and  the  minor  on 
recommendation  of  the  student's  adviser. 


Goals  for  the  Major  in 
the  Study  of  Women  and 
Gender ' 

The  Program  for  the  Study  of  Women  and  Gender  ex- 
amines gender,  race,  class,  and  sexuality  as  important 
and  simultaneous  aspects  of  social  worlds  and  hu- 
man lives.  This  examination  requires  inquiry  into  the 
construction  and  operation  of  power  relations,  social 
inequalities,  and  resistances  to  them  in  both  national 


and  transnational  contexts.  We  understand  women, 
gender,  feminism,  queer,  masculinity  and  transgender 
as  politicized  terms.  As  categories  of  analysis  they  help 
reveal  how  subjects  become  racialized,  sexualized, 
gendered  and  class-located. 

Building  on  its  origins  in  Women's  Studies,  our 
program  continues  to  examine  the  experiences,  ide- 
ologies, works,  and  actions  of  women  in  a  variety  of 
national,  cultural,  historical,  and  political  contexts.  As 
an  interdisciplinary  endeavor,  the  Study  of  Women  and 
Gender  shows  students  how  different  academic  disci- 
plines view  the  operation  of  gender  in  the  labor  market, 
the  family,  political  systems  and  cultural  production. 
Research  and  theory  emerge  from  these  everyday  reali- 
ties and  feminist  theory,  in  turn,  informs  our  analysis 
of  political  choices.  The  Study  of  Women  and  Gender 
is  joined  to  an  understanding  of  the  forms  of  activism 
around  the  globe. 


Study  of  Women  and  Gender 


Requirements  for  the  Major 

The  major  requires  the  completion  of  ten  semester 
courses,  totaling  forty  (40)  credit  hours.  These  courses 
comprise  SWG  prefix  courses  and  department-based 
courses  cross-listed  in  SWG,  chosen  from  a  list  cum 
piled  yearl)  b\  the  Program  for  the  Study  of  Women 
and  Gender  All  Smith  courses  accepted  for  major  credit 
are  listed  on  the  SWG  Web  site,  www.smith.edu/swg. 
Requirements  include: 

1.  SWG  150:  Introduction  to  the  Study  of  Women  and 
Gender,  normally  taken  in  the  first  or  second  year; 
and  which  may  not  be  elected  S/U 

2.  One  queer  studies  course. 

3.  Beginning  with  the  class  of  2007,  two  (2)  courses  in 
the  concentration  in  women,  race  and  culture,  one 
course  each  on  U.S.  and  international  topics. 

4.  Three  courses  in  one  of  the  following  six  concentra- 
tions. One  of  these  courses  must  be  at  the  300  level: 
1)  fomis  of  literary  or  artistic  expression  {L/A};  2) 
historical  perspectives  {H};  3)  forms  of  political/so- 
cial/economic thought/action/organization  {S};  4) 
modes  of  scientific  inquiry  {S/M};  5)  queer  studies; 
or  6)  women,  race  and  culture. 

5.  Three  courses  with  the  SWG  prefix,  one  at  the  300 
level.* 

6.  T\vo  additional  300-level  courses,  in  area  of  con- 
centration or  electives  in  the  program. 

*  Courses  satisfying  this  requirement  may  include 
those  listed  in  1, 1.  or  3  above 

Transfer  students  are  expected  to  complete  at  least  half 
of  their  major  (or  5  courses)  at  Smith  (or  approved 
Five  College  courses). 

Students  with  double  majors  may  count  a  maximum 
of  three  courses  toward  both  majors. 

In  the  senior  year,  a  student  will  complete  a  statement 
reflecting  on  the  connections  among  the  courses  in  her 
major,  and  identifying  what  questions  have  been  the 
most  important  to  her. 


Requirements  for  the 
Minor  in  the  Program  for 
the  Study  of  Women  and 
Gender 

In  consultation  with  an  adviser  from  the  Study  of 
Women  and  Gender  program  committee,  a  Student  will 
select  six  approved  courses  (or  a  total  of  24  credits)  in 
the  program.  The  courses  must  include: 


SWG  150,  Introduction  to  the  Study  of  Women  and 

Gender,  normally  taken  in  the  first  or  second  year, 

and  which  may  not  be  elected  S/U. 

One  queer  studies  course. 

One  women,  race  and  culture  course. 

Three  additional  courses  in  the  program. 


Minors  are  strongly  encouraged  to  elect  at  least  one 
course  at  the  300  level. 


Advising 


All  members  of  the  Program  Committee  for  the  Study 
of  Women  and  Gender  serve  as  advisers  for  the  major 
and  minor. 


Honors 

A  student  may  honor  in  SWG  by  completing  an  eight- 
credit  two-semester  thesis  m  addition  to  the  10  courses 
in  the  major  and  fulfilling  all  the  general  require- 
ments. Eligibility  of  students  for  honors  work,  and 
supervision  and  evaluation  of  the  thesis  are  determined 
by  the  Program  Committee  tor  the  Stud)  of  Women 
and  Gender. 

400  Special  Studies 

lor  qualified  juniors  and  seniors.  Admission  b\  [x-nnis- 

sion  of  the  instructor  and  director  of  the  program. 

1  to  4  credits 

Offered  both  semesters  each  year 


430d  Thesis 

s  credits 

Full-year  course:  Offered  each  year 


Study  of  Women  and  Gender 


Approved  courses  for 
2007-08 


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.  (WI)  {L}  4  credits 
Marilyn  R.  Schuster 
Offered  Fall  2007 

SWG 110  Colloquium:  Feminist  Public  Cultures 

This  course  spans  the  early  second  wave  women's 
movement  in  the  mid-sixties  to  present  women's 
activism  to  understand  how  feminist  protest  shapes 
public  culture  in  the  United  States.  In  the  early  sixties, 
women  began  to  speak  the  private  and  the  personal  in 
public,  about  reproductive  health,  sexual  desire,  forced 
sterilization  and  abortion.  Their  audacity  demanded 
new  forms  of  expression  and  carved  out  new  feminist 
publics  in  relation  to  other  emerging  social  movements 
and  the  wider  public  sphere.  This  course  looks  at  the 
history  of  feminism  in  post-war  United  States  through 
the  lens  of  its  cultural  production:  of  high  art  and 
everyday  contestation.  We  will  trace  the  history  of  DIY 
(do-it-yourself)  feminist  cultures  from  consciousness 
raising  groups  to  blogs,  mimeographed  newsletters  to 
zines,  and  super  8  film  to  video.  Course  assignments 
will  include  use  of  the  Sophia  Smith  archives,  frequent 
writing  assignments,  and  interview  projects  to  develop 
local  histories  of  feminist  public  culture.  Enrollment 
limited  to  20  first  year  students  only.  (E)  {L/A}  4  credits 
Elisabeth  Armstrong 
Offered  Fall  2008 


SWG  150  Introduction  to  the  Study  of  Women  and 
Gender 

An  introduction  to  the  interdisciplinary  field  of  the 
study  of  women  and  gender  through  a  critical  exami- 
nation of  feminist  histories,  issues  and  practices.  Focus 
on  the  U.S.  with  some  attention  to  the  global  context. 
Primarily  for  first-  and  second-year  students.  Lecture 
and  discussion,  students  will  be  assigned  to  sections. 
{H/S}  4  credits 

Elisabeth  Armstrong,  Carrie  Baker,  Ambreen  Hai, 
Susan  Van  Dyne 
Offered  Spring  2008 

Further  work  in  the  Study  of  Women  and  Gender 
usually  requires  SWG  150  as  a  prerequisite. 

SWG  200  Introduction  to  Queer  Studies 

This  course  will  offer  an  introduction  to  the  central 
historical  and  contemporary  issues,  concerns,  and 
debates  in  lesbian,  gay,  bisexual,  transgender  and 
queer  (LGBTQ)  studies.  Using  the  course  readings,  film 
screenings,  and  class  discussions,  we  will  challenge 
ourselves  to  complicate  our  understandings  of  seem- 
ingly natural  ideas  such  as  sex/gender,  man/woman 
or  homosexual/heterosexual,  as  we  experience  them 
in  our  own  daily  lives  and  perceive  them  in  the  world 
around  us.  Through  an  interdisciplinary  approach,  we 
will  explore  the  history,  critical  theory,  cultural  produc- 
tion, and  politics  of  queer  life  in  the  United  States,  as 
well  as  queer  identities  in  a  transnational  diasporic 
context.  We  will  pay  particular  attention  to  how  ideas  of 
gender  and  sexuality  intersect  with  social  understand- 
ings of  race,  class,  and  citizenship.  Prerequisite  SWG 
150  or  permission  of  the  instructor.  {H/S}  4  credits 
Daniel  Rivers 
Offered  Spring  2008 

SWG  205  Lesbian,  Gay,  Bisexual,  and  Transgender 
History  in  the  United  States,  1945-2003 

This  course  offers  an  overview  of  LGBT  culture  and  his- 
tory in  the  United  States  from  1945  to  2003.  We  will  use 
a  variety  of  historical  and  literary  sources,  including 
films  and  sound  clips,  to  examine  changes  in  lesbian, 
gay,  bisexual  and  transgendered  lives  and  experiences 
during  the  last  half  of  the  twentieth  century.  The  course 
will  encourage  the  students  to  think  about  intersections 
of  race,  sexuality,  and  class,  and  how  these  categories 
have  affected  sexual  minority  communities.  The  course 
will  also  explore  the  legal  and  cultural  impact  sexual 


Studv  of  Women  and  (lender 


minority  communities  have  had  in  the  1  nited  States 
Prerequisite  SWG  ISO  or  permission  of  the  instructor 
00(E)  4  credits 
Daniel  Rivers 
Offered  Fall  200" 

SWG  222  Gender,  Law  and  Society 

This  course  is  an  interdisciplinary  exploration  of  the 
legal  status  of  women  and  men  in  the  I  nited  States 
historically  and  today,  particularly  focusing  in  the  ar- 
eas of  employment,  education,  reproduction,  sexuality, 
the  family,  and  violence.  This  course  will  examine  U.S. 
constitutional  and  statutory  laws  affecting  women's 
legal  rights  and  gender  equality  Through  a  close  read- 
ing of  judicial  opinions,  we  will  consider  how  the  law 
historically  has  officiated  gender  relations:  how  the 
law  has  responded  to  women's  gender-based  claims 
for  equality;  and  how  inequalities  based  on  class/race/ 
sexuality  inform  (or  not)  feminist  law  reform.  Read- 
ings and  lectures  will  emphasize:  1)  constitutional 
and  statutory  frameworks  for  equality;  1)  fundamental 
rights  and  intimate  life;  and  3)  legal  remedies  for 
inequality.  Prerequisite:  SWG  150  or  permission  of  the 
instructor.  (E)  {S}  4  credits 
Carrie  Baker 
Offered  Fall  2007,  Spring  2008 

SWG  223  (C)  Sexual  Harassment  in  History,  Law,  and 
Culture 

This  course  is  an  interdisciplinary  exploration  of  sexual 
harassment  in  the  United  States.  We  will  examine 
the  history  and  incidence  of  sexual  harassment,  the 
social  movement  opposing  sexual  harassment,  and  the 
development  of  law  and  public  policy  on  the  issue.  We 
will  study  sexual  harassment  in  a  variety  of  contexts, 
including  the  workplace,  primary  and  secondary 
schools,  higher  education,  the  military  and  prisons, 
housing,  and  on  the  street.  Finally,  we  will  consider  the 
significance  of  gender,  race,  and  sexuality  for  sexual 
harassment.  Readings  include  first  person  accounts, 
feminist  theory,  legal  cases,  social  science  research,  and 
primary  and  secondan  sources.  Prerequisite:  S\\(i  150 
or  permission  of  the  instructor.  Enrollment  limited  to 
18.  (E){S}4  credits 
Carrie  Baker 
Offered  Fall  2007 

SWG  230  Feminisms  and  the  Fate  of  the  Planet 

We  begin  this  coun>e  by  sifting  the  earth  between  our 
fingers  as  part  of  a  community  learning  partner- 


ship with  area  tanns  in  Holyoke,  lladley  and  other 
neighboring  towns.  I  sing  women's  movements  and 
feminisms  across  the  globe  as  our  lens,  this  course 
develops  an  understanding  of  current  trends  m  glo- 
balization. Tins  lens  also  allows  us  to  map  the  histOTj 
of  transnational  connections  between  people,  ideas 
and  movements  from  the  mid-twentieth  centurj  to  the 
present  Through  films,  memoirs,  fiction,  ethnography, 
witty  diatribes  and  graphic  novels,  this  course  explores 
women's  activism  on  the  land  of  laborers,  and  in 
their  lives.  Students  will  develop  research  projects  in 
consultation  with  area  farms,  link  their  local  research 
with  global  agricultural  movements,  write  papers  and 
give  one  oral  presentation..  Prerequisite:  SWG  150. 1 E I 
{H/S}  4  credits 
Elisabeth  Armstrong 
Offered  Fall  2007,  Fall  Joos 

SWG  252  Colloquium:  Debates  in  Feminist  Theory 

This  course  provides  a  focused,  historical  understand- 
ing of  vital  debates  in  feminist  theory  Contentious  and 
challenging  points  of  view  will  center  on  one  analytic 
theme,  although  that  theme  will  change  from  year  to 
year.  This  course  will  cover  topics  such  as  "the  subject." 
representation,  the  body,  nation/identity,  and  transla- 
tion. Readings,  lectures  and  discussions  will  ground 
widely  differing  perspectives,  modes  of  analysis  and 
arguments  in  their  political,  social  and  historical  con- 
text. Enrollment  limited  to  20.  Prerequisites:  S\\  G  150 
and  one  other  SWG  course.  Permission  of  the  instructor 
required.  {H/S}  4  credits 
Elisabeth  Armstrong 
Not  offered  during  2007-08 

SWG  260  The  Cultural  Work  of  Memoir 

This  course  will  explore  how  queer  subjectivity  inter- 
sects with  gender,  ethnicih.  race,  and  class.  I  low  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  l.S.  over  roughlv  the  last  30  years,  to  explore  the 
relationships  between  politicized  identities,  communi- 
ties, and  social  movements.  Students  also  practice  writ- 
ing memoirs.  Prerequisites.  S\\(i  150,  and  a  literature 
course*.  {L/H}  4  credits 
Susan  Van  I  hue 
Offered  Spring  2008 

CLT  272  Women  Writing:  20th  and  21st  Century  Fiction 

A  study  of  the  pleasures  ami  politics  of  fiction  b\  worn- 


390 


Study  of  Women  and  Gender 


en  from  English-speaking  and  French-speaking  cul- 
tures. How  do  women  writers  engage,  subvert,  and/or 
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 
meaning(s)?  How  do  different  theoretical  perspectives 
(feminist,  lesbian,  queer,  psychoanalytic,  postcolonial, 
postmodern)  change  the  way  we  read?  Writers  such  as 
Woolf,  Colette,  Conde,  Larsen,  Morrison,  Duras,  Rule, 
Kingston,  Shields  and  Atwood.  Not  open  to  first-year 
students.  {L/H}  4  credits 
Marilyn  Schuster 
Offered  Spring  2008 

ENG  279  American  Women  Poets 

A  selection  of  poets  from  the  last  50  years,  including 
Sylvia  Plath,  Diane  Gilliam  Fisher,  Elizabeth  Bishop, 
Adrienne  Rich,  Audre  Lorde,  Sharon  Olds,  Cathy  Song, 
Louise  Gliick,  and  Rita  Dove.  An  exploration  of  each 
poet's  chosen  themes  and  distinctive  voice,  with  atten- 
tion to  the  intersection  of  gender  and  ethnicity  in  the 
poet's  materials  and  in  the  creative  process.  Not  open 
to  first-year  students.  Prerequisite:  at  least  one  college 
course  in  literature.  {L}  4  credits 
Susan  Van  Dyne 
Offered  Fall  2007 

All  300-level  courses  in  the  Study  of  Women  and 
Gender  are  seminars  and  are  normally  limited  to  12 
juniors  or  seniors;  seminars  have  prerequisites  and  all 
require  permission  of  the  instructor  to  enroll. 

SWG  312  Queer  Resistances:  Identities,  Communities, 
and  Social  Movements 

How  do  we  know  what  it  means  to  identify  as  lesbian, 
gay,  queer,  bisexual,  or  transgender?  Why  do  these 
terms  mean  different  things  to  different  people  and  in 
different  contexts?  How  does  claiming  or  refusing  to 
claim  a  sexual  identity  affect  community  formation  or 
social  change?  This  seminar  will  explore  constructions 
of  queer  collective  identities,  communities,  and  social 
protest.  We  will  pay  explicit  attention  to  how  queer 
identities,  communities,  and  movements  are  racialized, 
shaped  by  class,  gendered,  and  contextual.  Drawing 
on  historical,  theoretical,  narrative,  and  ethnographic 
sources,  we  will  examine  multiple  sites  of  queer  resis- 
tance including  local  communities,  academic  institu- 
tions, media,  the  state,  social  movement  organizations, 
and  the  Internet.  We  will  examine  the  consequences 
of  various  theories  of  gender,  sexuality,  and  resistance 


for  how  we  interpret  the  shapes  that  queer,  lesbian,  gay, 

bisexual  and  transgender  identity,  community,  and 

social  movements  take.  Prerequisites:  SWG  150,  one 

additional  course  in  the  major  and  permission  of  the 

instructor.  {H/S}  4  credits 

Nancy  Whittier 

Not  offered  2007-08 

SWG  315  Sexual  Histories,  Lesbian  Stories 

In  this  seminar  we  will  focus  on  two  moments  in  twen- 
tieth-century gay  and  lesbian  history:  the  1920s  and 
the  1950s.  The  1920s  saw  the  publication  and  trial  of 
Radclyffe  Hall's  The  Well  of  Loneliness  in  England,  the 
Harlem  Renaissance  in  the  U.S.  and  an  active  cultural 
life  in  Paris  in  which  American  expatriates  played  an 
important  role.  We  will  look  at  historical  studies  and 
texts  by  early  sexologists  of  this  period  along  with  fic- 
tion, blues  lyrics,  memoirs  and  other  narratives  by 
sexually  transgressive  women.  The  post  World  War  II 
homophile  movement  in  the  U.S.  in  the  1950s  has  been 
the  focus  of  groundbreaking  historical  studies.  In  addi- 
tion to  historical  narratives  we  will  study  the  Daughters 
of  Bilitis  and  The  Ladder,  pulp  fiction,  butch/femme 
histories,  novels  and  short  stories.  Throughout  the 
seminar  we  will  ask:  What  contradictions  and  con- 
tinuities mark  the  expression  and  social  control  of 
female  sexualities  that  were  considered  transgressive  at 
different  moments  and  in  different  cultural  contexts? 
Whose  stories  get  told?  How  are  they  read?  How  can  the 
multiple  narratives  of  control,  resistance  and  cultural 
expression  be  useful  to  us  in  the  twenty-first  century? 
Prerequisites:  SWG  150,  one  additional  course  in  the 
major  and  permission  of  the  instructor.  {H/L}  4  credits 
Marilyn  Schuster 
Offered  Fall  2007 

SWG  316  Seminar:  Feminist  Theories  of  Gross-Border 
Organizing 

Border  crossing  forms  the  cornerstone  of  feminist  soli- 
darity, whether  across  the  bounds  of  propriety,  or  the 
definitions  of  racialized  identities,  or  the  police  check- 
points of  the  nation-state.  This  seminar  centers  on 
feminist  theories  that  imagine  how  to  recognize  strang- 
ers, defer  citizenship,  nurture  desire  and  remember  the 
very  histories  that  divide  cohorts  in  struggle.  We  will 
also  discuss  emerging  methods  of  organizing  women 
that  inspire  these  theories.  Course  assignments  include 
frequent  short  papers  and  in-class  presentations.  A 
background  in  feminist  theory  is  required.  Prerequi- 
sites: SWG  150,  one  additional  course  in  the  major,  and 


Studv  of  Women  and  Gender 


391 


permission  of  the  instructor.  (E)  {S}  4  credits 

Elisabeth  Armstrong 

Not  offered  during  2007-08 

SWG  319  Reading  Woolf  Reading  Proust 
Virginia  Woolf  was  an  early,  a\  id  reader  of  Proust. 
In  1925  she  wrote  "The  thing  about  Proust  is  his 
combination  of  the  utmost  sensibility  with  the  utmost 
tenacity.  He  searches  out  these  butterfh  shades  to  the 
last  grain.  He  is  as  tough  as  catgut  &  as  e\  anescent  as  a 
butterfly's  bloom."  In  this  seminar  we  will  read  selected 
works  by  these  two  major  figures  and  discuss  the  worlds 
they  inhabited  and  the  worlds  they  create  in  their  fic- 
tion. We  will  pay  special  attention  to  gender  and  sexu- 
ality in  their  novels,  turning  to  later  readers  such  as 
Monique  Wittig  and  Eve  Sedgwick  to  frame  our  discus- 
sion. Prerequisites:  SWG  150,  one  additional  course  in 
the  major  or  a  literature  course  and  permission  of  the 
instructor.  Enrollment  limited  to  12.  {L}  4  credits 
Marilyn  Schuster 
Offered  Spring  2008 

SWG  323  Seminar:  Sex,  Trade,  and  Trafficking 

This  seminar  will  examine  domestic  and  international 
trade  and  trafficking  of  women  and  girls,  including  sex 
trafficking,  bride  trafficking,  trafficking  of  women  for 
domestic  and  other  labor,  child  prostitution,  sex  work, 
and  pornography.  We  will  explore  societal  conditions 
that  shape  this  market,  including  economics,  glo- 
balization, war,  and  technology.  We  will  examine  the 
social  movements  growing  up  around  the  trafficking 
of  women,  particularly  divisions  among  activists  work- 
ing on  the  issue,  and  study  recent  laws  and  funding 
initiatives  to  address  trafficking  of  women  and  girls. 
Throughout  the  seminar,  we  will  apply  an  intersec- 
tional  analysis  in  order  to  understand  the  significance 
of  gender,  race  and  class  to  women's  experiences, 
public  discourse,  advocacy,  and  public  policy  initiatives 
around  sex  trade  and  trafficking.  Prerequisites:  SWG 
150,  one  additional  course  in  the  major,  and  permis- 
sion of  the  instructor.  Enrollment  limited  to  15.  (E)  {S} 
4  credits 
Carrie  Baker 
Offered  Spring  2008 


Approved  Courses  for  the 
Major  and  Minor  in  the 
Study  of  Women  and 
Gender 

Please  see  SWG  program  Web  site  or  the  home  depart- 
ment for  descriptions. 

AAS  209  Feminism,  Race  and  Resistance:  History  of 
Black  Women  in  America 
Paula  Gidatngs 
Offered  Fall  2007 

AAS  212  Culture  and  Class  in  Afro-American  Family 
Jo  be  announced 
Offered  Spring  2008 

AAS  348  Black  Women  Writers 
Daphne  Lamotbe 

Offered  Spring  2008 

AAS  366  Seminar:  Contemporary  Topics  in  Afro- 
American  Studies: 
Topic:  Toni  Morrison 
Kevin  Quasbie 

Offered  Spring  2008 

AAS  366  Seminar:  Contemporary  Topics  in  Afro- 
American  Studies: 

Topic:  stress  and  Coping  of  Black  \\  omen  in  the 
United  States 
Not  offered  2007-08 

AMS 120  Scribbling  Women 
Sherry  Marker 

Offered  Spring  200S 

ANT  251  Women  and  Modernity  in  East  Asia 
Suzanne  Z,  Gottscbang 
Not  offered  2007-08 

ANT  254  Gender,  Media  and  Culture  in  India 
Ravina  Aggarwal 
Not  offered  2007-08 


392 


Study  of  Women  and  Gender 


ARH  260  Art  Historical  Studies  (C) 

Representing  Queerness  in  20th-century  American  Art 
Jonathan  D.  Katz 
Offered  Fall  2007 

BI0 110  Introductory  Colloquia:  Life  Sciences  for  the 
21st  Century: 

Topic:  The  Biology  and  Policy  of  Breast  Cancer 
Robert  Dorit 
Offered  Spring  2008 


EAL  360  Seminar:  Topics  in  East  Asian  Languages  and 
Literatures— Intimacy,  Dreams,  Disappointments  and 
Practices  of  Desire 

Sabina  Knight 

Not  offered  2007-08 

EAS  230  Women  of  Korea  from  the  Three  Kingdoms 
Period  to  the  Present 

Jennifer  Jung-Kim 
Offered  Fall  2007 


CLS  233  Gender  and  Sexuality  in  Greco-Roman  Culture 

Nancy  Shumate 
Offered  Spring  2008 

CLT  230  "Unnatural"  Women:  Mothers  Who  Kill  Their 
Children 

Thalia  Pandiri 
Offered  Spring  2008 

CLT  234  The  Adventure  Novel:  No  Place  for  a  Woman? 

Margaret  Bruzelius 
Offered  Fall  2007 

CLT  235  Fairy  Tales  and  Gender 

Betsey  Harries 
Offered  Fall  2007 

CLT  268  Latina  and  Latin  American  Women  Writers 

Nancy  Sternbach 
Offered  Spring  2008 

CLT  272  Women's  Writing:  20th  and  21st  Century 
Fiction 

Marilyn  Schuster 
Offered  Spring  2008 


ENG  238  What  Jane  Austen  Read:  The  18th-century 
Novel 

Douglas  Patey 
Offered  Fall  2007 

ENG  276  Contemporary  British  Women  Writers 

Robert Hosmer 

Not  offered  2007-08 

ENG  278  Writing  Women 

Topic:  Asian  American  Women  Writers 

Floyd  Cheung 

Noi  offered  2007-08 

ENG  279  American  Women  Poets 

Susan  Van  Dyne 
Offered  Fall  2007 

ENG  284  Victorian  Sexualities 

Cornelia  Pearsall 
Not  offered  2007-08 

ENG  287  Early  Modern  Women  Writers:  Writing  the  Self 

Sharon  Seelig 

Not  offered  2007-08 


EAL  238  Literature  from  Taiwan 

Sabina  Knight 
Offered  Fall  2007 


ENG  292  Crafting  the  Memoir 

Ann  Boutelle 
Offered  Spring  2008 


EAL  244  Construction  of  Gender  in  Modern  Japanese 
Women's  Writing 

Kimberly  Kono 

Not  offered  2007-08 


ENG  365  Seminar:  Studies  in  19th  Century  Literature 

Topic:  The  Brontes 
Cornelia  Pearsall 
Offered  Fall  2007 


EAL  245  Writing  Japan  and  Otherness 

Kimberly  Kono 

Not  offered  2007-08 


ESS  340  Women's  Health:  Current  Topics 

Barbara  Brehm-Curtis 
Offered  Fall  2007 


Study  of  Women  and  Gender 


ESS  550  Women  in  Sport 
Cbris  Sbelton 
Offered  2008-09 

FRN  230  Readings  in  Modern  Literature:  Women 
Writers  of  Africa  and  the  Caribbean 
Dawn  Fulton 

Offered  fall  2007 

FRN  320  Topics  in  Medieval  and  Renaissance  Literature 
Topic:  Women  Writers  of  the  Middle  Ages 
Eglal  Doss-Quinby 
Not  offered  2007-08 

FRN  340  Topics  in  Seventeenth/Eighteenth  Century 

Literature: 

Topic:  "Family  Values"  in  the  Enlightenment 

Ja> lie  Yanpee 

Not  offered  2007-08 

FRN  360  Topics  in  Nineteenth/Twentieth  Century 
Literature:  Images  of  the  "Other"— Female  Domestic 
Servants  in  French  Fiction 
Marline  Gantrel 
Offered  Spring  2008 

FYS  114  Turning  Points 

Marilyn  R.  Schuster 
Offered  Fall  2007 

FYS  125  Midwifery  in  Historical  and  Cross-Cultural 

Perspective 

Erika  Laquer 

Offered  Spring  2008 

GOV  204  Urban  Politics 
Martha  Ackelsberg 
Offered  Fall  2007 

GOV  205  Colloquium:  Law,  Family  and  State 
Mice  Hearst 
Offered  Spring  2008 

GOV  232  Women  and  Politics  in  Africa 
Catharine  Newbury 

Offered  Fall  2008 

GOV  269  Politics  of  Gender  and  Sexuality 
GaryLebring 

Offered  Spring  2008,  Spring  im) 


GOV  311  Seminar  in  Urban  Politics:  Politics  of  Urban 
Social  Movements 
Martha  Acket 
Offered  Spring  2008 

GOV  364  Seminar  in  Political  Theory 

Topic:  Feminist  7b 

Martha  Ackei 

Not  offered  2007-08 

GOV  367  Seminar  in  Political  Theory 
Topic:  Queer  Theory 
GaryLebring 
Offered  Fall  2008 

HST 101  Introduction  to  Historical  Inquiry: 

'Topic:  Geisha.  Wise  Mothers,  and  Working  Women 
Mamie  Anderson 
Offered  Fall  ino" 

HST  209  Aspects  of  Middle  Eastern  History 

Topic:  Women  and  Gender  in  the  Middle  East 
Nadya  Sbaiti 
Offered  Spring  2009 

HST  223  Women  in  Japanese  History:  From  Ancient 
Times  to  the  Nineteenth  Century 
Mamie  Anderson 
Not  offered  2007-08 

HST  238  Gender  and  the  British  Empire 
Jennifer  Hall-Witt 
Offered  Spring  2008 

HST  252  Women  in  Modern  Europe,  1789-1918 

DarcyBuerkle 

Offered  Fall  2007 

HST  253  Women  in  Contemporary  Europe 

DarcyBurkle 

Offered  Spring  2008 

HST  278  Women  in  the  United  States  Since  1865 
Jennifer  Gugliemo 
Offered  Spring  2008 

HST  289  Colloquium:  Aspects  of  Women's  History 

Topic:  The  History  of  Sexuality  from  the  \  ictonans  to 
the  Kinsey  Report. 
Jennifer  Hall-Witt 
Not  offered  2007-08 


394 


Study  of  Women  and  Gender 


HST  355  Topics  in  Social  History 

Topic:  Debates  in  the  History  of  Gender  and 
Sexuality. 
Darcy  Buerkle 
Offered  Spring  2008 

HST  383  Research  in  U.S.  Women's  History: 
The  Sophia  Smith  Collection 

Topic:  America?!  Women  in  the  19th  and  20th 
Centuries. 
Jennifer  Gugliemo 
Offered  Spring  2008 

IDP  208  Women's  Medical  Issues 

Lesliejajfe 

Offered  Spring  2008 

ITL  344  Women  in  Italian  Society  Yesterday,  Today  and 
Tomorrow 

Giovanna  Bellesia 
Offered  Spring  2008 

MUS 100  Colloquium:  Music  and  Gender  in  the  World 

Margaret  Sarkissian 
Offered  Spring  2008 

MUS  220  Topics  in  World  Music 

Topic:  Women  in  Sub-Saharan  African  Music. 
Olobode  Omojola 
Offered  Spring  2008 

P0R  381  Seminar  in  Portuguese  and  Brazilian  Studies 

Topic:  Multiple  Lenses  of  Marginality:  New  Brazilian 
Filmmaking  by  Women 
Marguerite  Itamar  Harrison 
Offered  Fall  2007 

PSY  266  Psychology  of  Women  and  Gender 

Lauren  Duncan 
Offered  Spring  2008 

PSY  366  Seminar:  Topics  in  the  Psychology  of  Women 

Topic:  Issues  in  Adolescent  Gender  Role 
Development. 
Lauren  Duncan 
Not  offered  2007-08 

PSY  374  Psychology  of  Political  Activism 

Lauren  Duncan 
Offered  Spring  2008 


REL 110  Women  Mystics'  Theology  of  Love 

Elizabeth  Can 
Offered  Spring  2008 

REL  227  Judaism/Feminism/Women's  Spirituality 

Lois  Dubin 

Not  offered  2007-08 

REL  238  Mary:  Images  and  Cults 

Vera  Shevzov 

Not  offered  2007-08 

REL  277  South  Asian  Masculinities 

Andy  Rotman 
Offered  Spring  2008 

S0C  213  Ethnic  Minorities  in  America 

Ginetta  Candelario 
Offered  Spring  2008 

S0C  222  Blackness  in  America 

Ginetta  Candelario 
Not  offered  2007-08 

S0C  229  Sex  and  Gender  in  American  Society 

Nancy  Whittier 
Offered  Spring  2008 

S0C  244/LAS  244  Feminisms  and  Women's  Movements: 
Latin  American  Women's  and  Latinas'  Pursuit  of  Social 
Justice 

Ginetta  Candelario 
Not  offered  2007-08 

S0C  314  Seminar  in  Latina/o  Identity 

Topic:  Latina/o  Racial  Identities  in  the  United  States. 
Ginetta  Candelario 
Not  offered  2007-08 

S0C  323  Seminar:  Gender  and  Social  Change 

Nancy  Whittier 
Offered  Fall  2007 

SPN  230  Topics  in  Latin  American  and  Peninsular 
Literature: 

Topic:  Latin  American  Women  s  Poetry 
Maria  Helena  Rueda 
Not  offered  2007-08 


Stud\-  of  Women  and  Gender 

SPN  250  Survey  of  Iberian  Literature  and  Society  I 
Topic:  Sex  and  the  Medieval  City 
Ibtissam  Bouacbrine 
Ottered  Fall  2007 

SPN  332  The  Middle  Ages  Today:  Queer  Iberia 
Ibtissam  Bouacbrine 

Offered  Spring  2008 

THE  215  Minstrel  Shows  from  Daddy  Rice  to  Big 
Momma's  House 
Andrea  Hairs/on 
Not  offered  200*M)8 

For  a  list  of  approved  departmental  courses  that  count 
towards  the  major/minor  in  SW'G  but  are  not  offered 
in  2007-08,  visit  the  program  Web  site  at  \v\v\v.smith. 
edu/swg/crsmain.html. 


396 


Interdepartmental  and 
Extradepartmental  Course  Offerings 

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


ACC  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- 
sions. Concepts  rather  than  procedures  are  stressed  and 
class  time  will  be  largely  devoted  to  problem  solutions 
and  case  discussions.  A  basic  knowledge  of  arithmetic 
and  a  familiarity  with  a  spreadsheet  program  is  sug- 
gested. No  more  than  four  credits  in  accounting  may  be 
counted  toward  the  degree.  {S}  4  credits 
Charles  Johnson 
Offered  Fall  2007,  Spring  2008 

EDP  290  Mellon  Mays  Undergraduate  Fellows  Research 
Seminar 

Seminar  on  research  design  and  conduct.  The  devel- 
opment and  conduct  of  research  projects  including 
question  definition,  choice  of  methodology,  selection  of 
evidence  sources  and  evidence  evaluation.  Participants 
will  present  their  own  research  design  and  preliminary 
findings.  Limited  to  recipients  of  Mellon  Mays  Under- 
graduate Fellowships.  Graded  S/U  only.  (E)  2  credits 
Randy Bartlett 
Offered  Fall  2007 

To  be  arranged  to  accommodate  schedules  of  MMUF 
Fellows  (90  minutes  per  week) 

IDP 100  Critical  Reading  and  Discussion:  "Book  Title" 

The  goal  of  this  course  is  to  continue  dialogues  and 
discussions  similar  to  those  between  students  and  fac- 
ulty on  the  annual  summer  reading  book  for  entering 
students  during  orientation.  It  represents  an  opportu- 
nity for  students  and  faculty  to  engage  in  a  sustained 
conversation  about  a  mutual  interest.  A  book  will  be 
selected  by  an  instructor  as  the  core  reading  for  the 
course.  The  group  will  meet  no  fewer  than  five  times 
in  an  informal  setting  to  discuss  the  book.  Attendance 


and  participation  is  required.  Each  student  will  write  a 

five-page  essay  (or  a  series  of  essays) .  This  course  to  be 

graded  S/U  only.  (E)  1  credit 

Margaret  Bruzelius,  Course  Director 

Maureen  Mahoney,  Members  of  the  Faculty  and 

Staff 

Offered  Interterm  2007-08 

IDP  105  The  Arts  Around  Us 

This  course  offers  the  opportunity  for  students  to  attend 
live  performances  in  music,  dance  and  theatre,  as  well 
as  museum  exhibits,  films  and  other  artistic  experi- 
ences. Students  discuss  and  write  about  their  responses, 
and  meet  some  of  the  performing  artists  involved  in 
performance  events.  Graded  S/U  only.  No  prerequisite. 
(E)  1  credit 

Carol  Christ,  Grant  Moss 
Offered  Fall  2007 

IDP  108  Intellectual  Inquiry 

An  introduction  to  the  disciplines  and  methods,  the 
possibilities  and  limitations,  the  pleasures  and  the  per- 
ils of  academic  investigation.  Students  will  seek  to  an- 
swer three  questions  posed  by  the  course  directors.  The 
questions  will  not  be  limited  in  any  way  and  may  come 
from  any  comer  of  the  liberal  arts.  In  pursuing  their 
research,  students  will  have  available  all  the  facilities 
of  the  college,  libraries,  laboratories,  computers,  col- 
lections, etc.  They  will  work  in  groups  with  assistance 
from  selected  upperclass  students  and  from  members 
of  the  college  staff.  Enrollment  limited  to  first-year 
students,  15  per  section.  (E)  1  credit 
Not  offered  in  2007-08 

IDP  130  Introduction  to  Media  Arts  and  Technology 

This  introductory  course  will  explore  the  intersections 
of  art  and  technology  across  a  wide  range  of  experi- 
mental /  interdisciplinary  practices.  Through  readings, 
viewings,  group  discussion,  projects,  critiques,  and 


Interdepartmental  and  Extradepartmental  Course  Offerings 


guest  artist  visits,  we  will  examine  a  range  of  tech- 
nologically mediated  art  practices,  including  digital 
imaging,  sonic  art.  interactive  installations,  physical  / 
tactile  computing,  digital  writing,  computer  mediated 
perfomiance,  as  well  as  emergent  new  media  art  and 
research  topics.  Enrollment  limited  to  12  {A}  4  credits 
Womas  Ciufo 
Offered  Fall  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,  pregnane);  abortion,  menopause, 
depression,  eating  disorders,  nutrition  and  cardiovas- 
cular disease.  Social,  ethical  and  political  issues  will  be 
considered  including  violence,  the  media's  representa- 
tion of  women,  and  gender  bias  in  health  care.  An 
international  perspective  on  women's  health  will  also 
be  considered.  {N}  4  credits 
Leslie  Jaffe  (Health  Services) 
Offered  Spring  2008 

QSK  101/MTH  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,  as  well  as  applving. 
pre-calculus  mathematical  skills.  Students  develop 
their  numerical,  statistical  and  algebraic  skills  b\ 
working  with  numbers  drawn  from  a  variety  of  current 
media  sources.  Enrollment  limited  to  20.  Permission 
of  the  instructor  required.  This  course  does  not  count 
toward  the  major.  4  credits 
To  be  announced 
Offered  Fall  2007 

QSK  103/MTH 103 

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  $/U  only.  Per- 


mission of  the  instructor  required.  This  course  does  not 

count  toward  the  major.  (E)  2  credits. 

lb  he  announced 

Offered  Interterm  2007-2006 

SPE 100  The  Art  of  Effective  Speaking 

This  one-credit  course  will  gi\e  students  svstematic 
practice  in  the  range  of  public  shaking  challenges  the) 
will  face  in  their  academic  and  professional  can 
During  each  diss  meeting,  the  instructor  will  present 
material  on  an  aspect  of  speech  craft  and  delivery;  each 
student  will  then  give  a  presentation  reflecting  her 
master}  of  that  week's  material  The  instructor  video- 
tapes each  student's  presentations  ;md  reviews  them 
in  individual  conferences.  During  on  class  meeting, 
the  students  will  also  review  and  analyze  videotapes 
of  notable  speeches.  T\vo  sections,  each  limited  to  10 
students.  Classes  will  be  held  for  six  weeks  of  the  spring 
semester,  beginning  on  a  date  to  be  detennined.  Con- 
ferences will  be  scheduled  separately.  Students  must 
come  to  the  first  class  prepared  to  deliver  a  3  to  5  min- 
ute speech  of  introduction:  Who  I  Am  and  Where  I'm 
6oin<>.  Students  also  need  to  bring  a  blank  videotape  to 
class  All  the  speeches  students  make  during  class  will 
be  recorded  on  this  tape.  Offered  spring  semester  every 
year.  (E)  1  credit 
Debra  Carney.  Mary  Kon eel 
Offered  Spring  2008 

SPE  105  Reach  Out:  Public  Speaking  and  Community 
Service 

This  course  will  provide  students  with  an  opportunity  to 
do  communitj  service  during  Spring  Break  as  well  as 
to  reflect  on  and  speak  about  tlieir  experiences  through 
various  oral  presentations  both  inside  and  outside  the 
Smith  community.  Readings  on  and  discussion  of 
such  topics  as  community  service  and  social  justice 
will  provide  the  practical  and  academic  foundation 
for  the  students'  communis  service  which  will  require 
a  minimum  of  10  hours  of  volunteer  work  at  a  local 
agency  such  as  the  Interfaith  Emergency  Cot  Program 
Enrollment  limited  to  10.  This  course  meets  for  the  first 
six  weeks  of  the  semester.  S  I  only.  (E)  1  credit 
Mary  Koncel 
Not  offered  2007-2008 

WTG  100  (C)  Popular  Nonfiction 

Writing  for  the  mainstream  press  can  take  many  forms, 
including  conventional  journalism,  narrative  journal- 


Interdepartmental  and  Extradepartmental  Course  Offerings 


ism,  creative  nonaction,  and  a  blend  of  all  three.  Each 
section  of  this  course  focuses  on  a  different  kind  of  writ- 
ing for  the  mainstream  press.  Taught  by  experienced 
professional  writers,  the  different  sections  offer  opportu- 
nities to  learn  aspects  of  the  craft  of  popular  nonaction 
writing  from  the  writers  who  write  it.  Check  the  Web 
site  of  the  Jacobson  Center  for  Writing,  Teaching  and 
Learning  for  sections  offered  in  January  2008. 
Enrollment  limited  to  15.  (E)  1  credit 
Julio  Alves,  Director,  Jacobson  Center  for  Writing, 
Teaching  and  Learning 
Offered  January  2008 

Sec.  1  Popular  Science  Writing 

Sec.  2.  Travel  Writing 

Sec.  3-  Nature  Writing  (Sam  Hooper  Samuels) 

Sec.  4.  Food  Writing  (Chip  Brantley) 


599 


Five  College  Course  Offerings 
by  Five  College  Faculty 

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


Five  College  Supervised  Independent  Language 
Program,  Five  College  Center  for  the  Study  of  World 
Languages,  University  of  Massachusetts  (under  the 
Five  College  Program). 

Elementary-level  courses  are  currently  offered  in  the 
following  languages:  Bulgarian,  Czech,  Dari,  Modem 
Greek,  Hungarian.  Indonesian,  Norwegian,  Persian, 
Romanian,  Serbo-Croatian,  Slovak,  Thai,  Turkish, 
Turkmen,  Twi,  Urdu,  Yoruba,  Vietnamese,  and  Wolof. 
For  further  information,  including  information  on 
registration,  consult  the  Web  site  (www.umass.edu/ 
fclang). 

Five  College  Mentored  Langugage  Program,  Five 
College  Center  for  the  Study  of  World  Languages, 
University  of  Massachusetts  (under  the  Five  College 
Program). 

Elementary,  intermediate  and  advanced  courses  are 
currently  offered  in  the  following  languages:  Modem 
Standard  Arabic,  colloquial  Arabic  (dialects  are  of- 
fered in  rotation),  Hindi,  and  Swahili.  For  further 
information,  including  information  on  registration 
and  prerequisites,  consult  the  Web  site  (www.umass. 
edu/fclang). 


African  Studies 


Catharine  Newbury,  Professor  of  Government  (at 
Smith  College  in  the  Five  College  Program). 

SS  227.  Women  and  Politics  in  Africa 

This  course  explores  the  genesis  and  effects  of  politi- 
cal activism  by  women  in  Africa,  which  some  believe 
represents  a  new  African  feminism,  and  its  implications 
for  state/civil  society  relations  in  contemporary  Africa. 
Topics  will  include  the  historical  effects  of  colonialism 
on  the  economic,  social,  and  political  roles  of  African 
women;  the  nature  of  urban/rural  distinctions;  and  the 
diverse  responses  by  women  to  the  economic  and  politi- 


cal crises  of  postcoloniaJ  \frican  polities.  Casestudies 
of  specific  African  countries,  with  readings  of  novels 
and  women's  life  histories  as  well  as  analyses  by  social 
scientists.  \l\\  l-2:20p.m. 
First  semester.  Hampshire  College 

Government  321.  The  Rwanda  Genocide  in  Comparative 
Perspective 

In  1994  Rwanda  was  engulfed  by  violence  that  caused 
untold  human  suffering,  left  more  than  half  a  million 
people  dead,  and  reverberated  throughout  the  Central 
African  region.  Using  a  comparative  perspective,  this 
seminar  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  appli- 
cability to  Rwanda,  exploring  comparisons  with  other 
cases  such  as  the  Armenian  genocide,  the  Holocaust, 
the  destruction  of  the  Herero,  and  war  in  Liberia  and 
the  Democratic  Republic  of  the  Congo. 
Second  semester.  Smith  College 

Political  Science  29.  Women  and  Politics  in  Africa 
This  course  explores  the  genesis  and  effects  of  politi- 
cal activism  by  women  in  Africa,  which  some  believe 
represents  a  new  African  feminism,  and  its  implications 
for  state/civil  society  relations  in  contemporarj  Africa. 
Topics  will  include  the  historical  effects  of  colonialism 
on  the  economic,  social,  and  political  roles  of  African 
women;  the  nature  of  urban  rural  distinctions;  and  the 
diverse  responses  by  women  to  the  economic  and  politi- 
cal crises  ofpostcolonial  M'rican  polities  Case  studies 
of  specific  African  countries,  with  readings  of  novels 
and  women's  life  histories  as  well  as  analyses  by  social 
scientists.  MW2-3:20p.m. 
Second  semester,  \mherst  College 


400 


Five  College  Course  Offerings  by  Five  College  Faculty 


American  Studies 

Karen  Cardozo,  Visiting  Assistant  Professor  of  Ameri- 
can Studies  (at  Amherst  College  in  the  Five  College 
Program). 

American  Studies  25.  Introduction  to  Asian/Pacific/ 
American  Studies 

This  course  broadly  explores  the  cultural,  geographic, 
and  intellectual  boundaries  of  Asian  American  studies. 
Our  interdisciplinary  approach  will  foster  analytic  links 
between  studies  of  capitalism,  gender,  imperialism, 
and  religion  as  these  inform  ethnic  and  racial  forma- 
tions. Course  materials  will  introduce  students  to  this 
burgeoning  field  through  the  different  points  of  entry 
described  in  the  Five  College  A/P/A  Studies  Certificate 
Program:  expressions  (cultural  works  of  art,  literature, 
film,  theatre,  etc.),  U.S.  intersections  (inter-ethnic 
connections,  for  example,  between  Asian  and  African 
Americans),  and  global  intersections  (diaspora, 
migration  and  transnational  formations).  Along  with 
its  broad  survey  of  the  panethnic  category  of  "Asian 
Americans,"  the  course  will  feature  an  in-depth  case 
study  of  Southeast  Asian  Americans  (e.g.,  people  from 
Cambodia,  Laos,  and  Vietnam).  In  addition,  students 
will  have  the  opportunity  to  map  the  field  for  them- 
selves through  small  group  research  presentations  that 
will  present  material  not  covered  by  the  syllabus. 
TTh  2-3:20  p.m. 
First  semester.  Amherst  College 

American  Studies  301f.  Comparative  Orientalisms: 
Afro/Arab/Asian  Connections 

Black  Islam?  Yellow  Panthers?  Brown  Hip-Hop?  This 
interdisciplinary  course  de-centers  the  White/Black 
dichotomy  to  engage  in  a  comparative  examination 
of  "minority"  experience  and  the  complexities  of  what 
Vijay  Prashad  has  called  "polyculturalism."  Through 
attention  to  various  forms  of  expression  (including  art, 
literature,  film,  theater  and  music),  we  will  explore  the 
conflicted,  creative  and  resistant  responses  of  ethnic 
subjects  to  their  positions  within  the  U.S.  racial  forma- 
tion and  globally.  Although  originally  referencing 
the  study  of  the  Middle  East,  Edward  Said's  seminal 
concept  of  Orientalism  (as  a  system  of  "knowledge" 
production  that  renders  "Eastern"  cultures  homog- 
enous and  static)  will  enable  us  to  theoretically  link  the 
diverse  histories  of  people  of  African,  Middle  Eastern, 
and  Asian  descent  in  the  Americas.  Feminist  critiques 


will  help  us  analyze  the  gendered  nature  of  Orientalist 
discourses,  while  our  study  of  Occidentalism  will  enable 
us  to  consider  the  "Oriental"  response  to  the  West.  We 
will  further  interrogate  how  Orientalist  discourses  may 
be  internalized  and/or  deployed  by  the  ethnic  com- 
munities impacted  by  such  stereotypes.  Throughout, 
we  will  examine  the  social  forces  that  foster  a  politics 
of  "divide  and  conquer"  while  uncovering  historic 
and  contemporary  panethnic  alliances  and  alternative 
visions  of  social  organization.  M  1-4  p.m. 
First  semester.  Mount  Holyoke  College 

American  Studies  30.  Screening  Asian  Americans 

Emphasizing  contemporary  issues,  this  course  intro- 
duces students  to  various  forms  of  visual  media  by 
and  about  Asian  Americans.  Using  a  chronological 
and  thematic  approach,  various  genres  in  advertising, 
television  and  film  (including  narrative  dramas,  docu- 
mentaries, and  experimental  films)  will  be  analyzed 
within  the  context  of  transnational  Asian/American 
histories,  cultures,  and  identities.  Some  of  the  issues  we 
will  address  include:  Orientalist  stereotypes  of  Asians; 
the  re/creation  of  history  and  memory;  the  intersections 
of  race,  class,  and  gender/sexuality,  and  interracial 
relations.  Students  will  be  expected  to  apply  the  critical 
languages  of  film  and  narrative  theory  to  their  analysis 
of  visual  texts — that  is,  to  understand  how  form  and 
content  relate.  Along  with  its  broad  survey  of  the  pan- 
ethnic  category  of  "Asian  Americans,"  the  course  will 
feature  an  in-depth  case  study  of  media  representations 
of  South  Asian  Americans  (e.g.,  people  from  Bhutan, 
India,  Pakistan).  Among  other  assignments,  students 
will  independently  review  a  text  not  covered  by  the 
syllabus  and  generate  a  final  research  paper.  T  Th 
2-3:20  p.m. 
Second  semester.  Amherst  College. 

English  391.  Comparative  Orientalisms:  Afro/Arab/ 
Asian  Connections 

Black  Islam?  Yellow  Panthers?  Brown  Hip-Hop?  This 
interdisciplinary  course  de-centers  the  White/Black 
dichotomy  to  engage  in  a  comparative  examination 
of  "minority"  experience  and  the  complexities  of  what 
Vijay  Prashad  has  called  "polyculturalism."  Through 
attention  to  various  forms  of  expression  (including  art, 
literature,  film,  theater  and  music),  we  will  explore  the 
conflicted,  creative  and  resistant  responses  of  ethnic 
subjects  to  their  positions  within  the  U.S.  racial  forma- 
tion and  globally.  Although  originally  referencing 
the  study  of  the  Middle  East,  Edward  Said's  seminal 


Five  College  Course  Offerings  by  Five  College  Faculty 


401 


concept  of  Orientalism  (asasystemoi  "knowledge 

production  that  renders  "Eastern"  cultures  homog 
enous  and  static)  will  enable  us  to  theoretical K  link  the 
diverse  histories  of  people  of  African,  Middle  Eastern, 
and  Asian  descent  in  the  Americas.  Feminist  critiques 
will  help  us  analyze  the  gendered  nature  of  Orientalist 
discourses,  while  our  study  of  Occidentalism  will  enable 
us  to  consider  the  "Oriental"  response  to  the  West.  We 
will  further  interrogate  how  Orientalist  discourses  may 
be  internalized  and/or  deployed  by  the  ethnic  com- 
munities impacted  by  such  stereotypes.  Throughout, 
we  will  examine  the  social  forces  that  foster  a  politics 
of  "divide  and  conquer"  while  uncovering  historic 
and  contemporary  panethnic  alliances  and  alternative 
visions  of  social  organization. 
Second  semester.  University  of  Massachusetts 


Arabic 


Mohammed  Mossapyad,  Senior  Lecturer  in  Arabic  (at 
Mount  Holyoke  College  in  the  Five  College  Program). 

Asian  130f.  Elementary  Arabic  I 

This  course  covers  the  Arabic  alphabet  and  elementary 
vocabulary  for  everyday  use,  including  courtesy  expres- 
sions. Students  will  concentrate  on  speaking  and  listen- 
ing skills  and  basic  Arabic  syntax  and  morphology,  as 
well  as  basic  reading  and  writing.  M  \Y  F  1-2:15  p.m. 
First  semester.  Mount  Holyoke  College  (4  credits) 

Asian  232f.  Intermediate  Arabic  I 

This  course  continues  Elementary  .Arabic  I,  study  of 
modern  standard  Arabic.  It  covers  oral/aural  skills 
related  to  interactive  and  task-oriented  social  situa- 
tions, including  discourse  on  a  number  of  topics  and 
public  announcements.  Students  read  and  write  short 
passages  and  personal  notes  containing  an  expanded 
vocabulary  on  everyday  objects  and  common  verbs  and 
adjectives.  M  W  F  2:30-3:45  p.m. 
First  semester.  Mount  Holyoke  College  (4  credits) 

Asian  295.  Independent  Study  in  Arabic 

Designed  for  students  who  would  like  to  continue  their 
study  for  advanced  level,  those  who  come  back  from  the 
Middle  East,  and  those  who  have  Arabic  as  a  minor  or 
designed  major.  It  involves  extensive  reading,  writing 
and  translation  assignments.  Students  read  original 
texts,  get  media  based  materials  from  various  sites,  and 
listen  to  audio  live  reporting  from  various  TV  sites  on 


the  Web;  mainly  from  BBC.  aljazirra.  alArabiua  and 
CNN.  This  is  a  demanding  course  recommended  tor 
those  who  have  chosen  Arabic  to  kj  part  of  their  future 
carrier.  (Time  to  be  arranged) 
first  semester.  Mount  Holyoke  College 

(2-i  credits) 

Asian  131s.  Elementary  Arabic  II 
Continuation  of  Elemental)  Arabic  I.  Students  will 
expand  their  command  of  basic  communication  skills. 
including  asking  questions  or  making  statements 
involving  learned  material.  Also,  they  will  expand  their 
control  over  basic  syntactic  and  morphological  prin- 
ciples. Reading  materials  (messages,  personal  notes, 
and  statements)  will  contain  formulaic  greetings,  cour- 

.pressions,  queries  about  personal  well-being, 
age,  family,  weather  and  time.  Students  will  also  learn 
to  write  frequently  used  memorized  material  such  as 
names,  forms,  personal  notes  and  addresses. 
Second  semester.  Mount  Holyoke  College 
(4  credits) 

Arabic  233s.  Intermediate  Arabic  II 

This  course  continues  Elementary  Arabic  I,  study  of 
modern  standard  Arabic.  It  covers  oral/aural  skills 
related  to  interactive  and  task-oriented  social  situa- 
tions, including  discourse  on  a  number  of  topics  and 
public  announcements.  Students  read  and  write  short 
passages  and  personal  notes  containing  an  expanded 
vocabulary  on  everyday  objects  and  common  verbs  and 
adjectives. 

Second  semester.  Mount  Holyoke  College 
(4  credits) 

Asian  320s.  Arab  Women  Novelists'  Works 

The  objective  of  the  seminar  is  to  give  a  well-rounded 
picture  of  the  problems  still  confronting  women  in 
the  Arab  world  and  of  the  efforts  being  made  bv  them 
to  achieve  a  fuller  and  more  equal  participation  in 
all  aspect  of  life.  Furthemiore.  the  seminar  attempts 
to  identih  the  significant  patterns  of  change  in  the 
status  of  women  in  the  novels  of  the  foremost  feminist 
reformists  who.  from  the  turn  of  the  century,  ha', 
clamoring  for  the  betterment  of  condition  for  women 
within  their  societies.  Through  these  novels  students 
can  clearly  Identify  discernible  trends  that  haw  already 
been  put  in  motion  and  are  in  the  process  of  creating 
new  roles  for  women  and  men  in  a  new  society 
Second  semester  Mount  Holyoke  College 


402 


Five  College  Course  Offerings  by  Five  College  Faculty 


Architectural  Studies 

Worn  Long,  Assistant  Professor  of  Architectural  Studies 
(at  Hampshire  College  in  the  Five  College  Program). 

HAGU  307.  Concentration  Seminar  in  Studio 
Architecture  and  Design 

Open  to  second  year  Division  II  and  Division  III  stu- 
dents, completing  or  anticipating  thesis  studio  projects 
in  architecture  and  design,  this  course  will  enable 
students  to  develop  their  projects  in  an  individual 
and  collaborative  studio  setting.  Students  will  work  to 
further  develop  their  individual  projects  while  learning 
new  design  and  representational  skills  to  both  gain 
additional  insights  and  hone  additional  tools  for  their 
particular  exploration.  This  course  will  include  group 
and  individualized  guidance  for  project  development 
and  completion.  Students  will  address  multiple  facets 
and  techniques  for  addressing  a  wide  range  of  issues 
from  the  theoretical  to  the  actual,  incorporating  new 
means,  methods  and  applications  learned  throughout 
the  course.  Several  group  readings  and  studio  exercises 
will  be  assigned,  in  addition  to  individualized  readings 
and  guidance.  Students  must  have  an  individual  proj- 
ect read}'  or  in  progress  at  the  start  of  the  term. 
TTh  10:30-1:50 
First  semester.  Hampshire  College 

Art  205.  Topics  in  Architecture  (Architectural  Design 
Studio) 

This  studio  architecture  course  will  be  a  design  in- 
vestigation of  a  particular  theme  in,  or  approach  to, 
architecture  and  the  built  environment  (details  to 
be  determined).  In  this  course,  students  will  develop 
and  apply  traditional  and  contemporary  architectural 
skills  (sketches,  plans,  elevations,  models,  computer 
diagramming,  and  various  modes  of  digital  representa- 
tion) to  interdisciplinary  and  socially  pertinent  design 
problems.  Creative  and  indexical  study  and  analysis 
will  be  used  to  generate  and  foster  a  broad  range  of 
concepts  and  language  to  solve  architectural  issues  in- 
volving site,  construction,  inhabitation,  function,  form 
and  space.  Our  goal  is  to  apply  creative  techniques  in 
art  and  sculpture  to  the  creation  of  public  architectural 
spaces. 

The  prerequisite  for  this  Five  College  Architectural 
Studies  course  is  only  Drawing  I,  though  one  semester 
of  design  or  sculpture  is  recommended.  The  specific 


topic  and  lab  fee  TBD.  Enrollment  will  be  determined 
after  the  first  class  meeting.  T  Th  1-3:50  p.m. 
First  semester.  Mount  Holyoke  College 

HAGU  205.  Topics  in  Architecture 

This  studio  architecture  course  will  be  a  design  in- 
vestigation of  a  particular  theme  in,  or  approach  to, 
architecture  and  the  built  environment  (details  to 
be  determined).  In  this  course,  students  will  develop 
and  apply  traditional  and  contemporary  architectural 
skills  (sketches,  plans,  elevations,  models,  computer 
diagramming,  and  various  modes  of  digital  representa- 
tion [TBD])  to  interdisciplinary  and  socially  pertinent 
design  problems.  Creative  and  indexical  study  and 
analysis  will  be  used  to  generate  and  foster  a  broad 
range  of  concepts  and  language  to  solve  architectural 
issues  involving  site,  construction,  inhabitation,  func- 
tion, form  and  space.  There  are  no  prerequisites  for  this 
Five  College  Architectural  Studies  course — though  one 
semester  of  design  is  recommended.  The  specific  topic 
and  lab  fee  TBD.  Enrollment  will  be  determined  after 
the  first  class  meeting.  T  Th  10:30-11:50  a.m. 
Second  semester.  Hampshire  College 

Euro  Studies  52/Fine  Arts  16.  Architectural  Design 
Studio 

This  introductory  studio  architecture  course  will  be 
a  design  investigation  of  a  particular  theme  in,  or 
approach  to,  architecture  and  the  built  environment 
(details  to  be  determined).  In  this  course,  students  will 
be  introduced  to,  develop  and  apply  traditional  and 
contemporary  architectural  skills  (sketches,  plans, 
elevations,  models,  computer  diagramming,  and 
various  modes  of  digital  representation  [TBD])  to  in- 
terdisciplinary and  socially  pertinent  design  problems. 
Various  forms  of  exploration  will  be  used  to  generate 
and  foster  a  broad  range  of  concepts  and  language  to 
solve  basic  architectural  issues  involving  site,  construc- 
tion, inhabitation,  function,  form  and  space.  Our  goal 
is  to  apply  creative  techniques  in  art  and  sculpture  to 
the  creation  of  public  architectural  spaces. 

The  prerequisite  for  this  Five  College  Architectural 
Studies  course  is  only  Drawing  I,  though  one  semester 
of  design  or  sculpture  is  recommended.  The  specific 
topic  and  lab  fee  TBD.  Enrollment  will  be  determined 
after  the  first  class  meeting.  T  Th  1-3:50  p.m. 
Second  semester.  Amherst  College 


Five  College  Course  Offerings  by  Five  College  Faculty 


Art  and  Technology 

John  Slepian,  Assistant  Professor  of  Art  and  Technology 

(at  Hampshire  [home  campus]  and  Smith  Colleges  in 
the  Five  College  Program ). 


IA  241.  Digital  Art:  Multimedia,  Malleability  and 
Interactivity 

Proceeding  from  the  premise  that  the  ideas  behind 
a  successful  artwork  should  be  intimately  related  to 
its  materials,  this  course  will  investigate  three  of  the 
most  significant  characteristics  of  digital  media.  We 
will  work  with  a  wide  variety  of  tools  that  allow  for  the 
creation  and  manipulation  of  various  media,  including 
bitmap  and  vector  images,  2D  animation,  and  sound. 
Students  will  create  a  series  of  conceptually  based  digi- 
tal artworks,  culminating  in  an  interactive  multimedia 
final  project.  Readings  will  include  essays  by  diverse 
authors  such  as  Richard  \\ 'agner.  Walter  Benjamin, 
Norbert  Weiner  and  Nam  June  Paik.  Open  Enrollment, 
no  prerequisites,  no  instructor  permission. 
TTh  9-10:20  am 
First  semester.  Hampshire  College 

ARS  263.  Intermediate  Digital  Media 

This  course  will  build  working  knowledge  of 
multimedia  digital  artwork  through  experience  with 
multimedia  authoring,  Web  development,  sound  and 
animation  software.  Prerequisite  ARS  162. 
First  semester.  Smith  College 

Second  semester  course  at  Hampshire  College  to  be 
announced. 

ARS  361.  Interactive  Digital  Multimedia 

This  art  studio  course  emphasizes  individual  and 
collaborative  projects  in  computer-based  interactive 
multimedia  production.  Participants  will 
extend  their  individual  experimentation  with  time- 
based  processes  and  development  of  media  production 
skills  (3D  animation,  video  and  audio  production) — 
developed  in  the  context  of  interactive  multimedia 
production  for  performance,  installation,  CD-ROM 
or  Internet.  Critical  examination  and  discussion 
of  contemporary  examples  of  new  media  art  will 
augment  this  studio  course.  Prerequisites:  ARS  162  and 
permission  of  the  instructor.  Enrollment  limited  to  14. 
Second  semester.  Smith  College 


Asian/Pacific/American 
Studies 

Richard  Chu.  Assistant  Professor  of  History  (attheUni- 
versitj  of  Massachusetts  In  the  Five  College  Program), 

will  be  on  leave  in  fall  2007. 

History  253.  Asian-Pacific  American  History:  1850  to 
Present 

This  course  is  an  introductory  survey  course  in  the 
history  of  Asian-Pacific-Americans  within  the  broader 

historical  context  of  IS.  imperialism  in  the  Asia-Pa- 
cific region.  We  will  compare  and  contrast  the  histori- 
cal experiences  of  specific  groups  of  the  A/P/A  com- 
munity: namely,  those  of  Chinese,  Filipino.  Japanese, 
Korean,  Southeast  Asian  (Vietnamese,  Cambodian,  and 
Hmong).  Asian  Indian,  and  Pacific  Islander  descent. 

The  objective  of  the  course  is  to  provide  the  students 
with  a  fundamental  understanding  of  A/P/A  histon 
that  is  inextricably  linked  to  the  goal  of  the  United 
States  to  establish  military,  economic,  and  cultural 
hegemony  in  the  world  as  seen  through  its  colonial 
and  neo-colonial  policies  both  in  the  U.S.  and  the 
Asian-Pacific  region. 

Thematically,  the  course  will  focus  on  imperialism 
migration,  race  and  racism,  class,  gender,  sexuality, 
immigration,  colonialism,  post-colonialism,  national- 
ism, ethnicity,  globalization,  and  transnationalism. 
Discussions  will  emphasize  the  complexity  and  diver- 
sity, as  well  as  the  commonalities,  of  certain  groups  of 
A/P/A  community  affected  by  American  imperialism. 
TTh  11:15  a.m-12:30 p.m.' 
Second  semester.  University  of  Massachusetts 

SS  224.  Pacific  Empires  of  the  19th  and  20th  Centuries 
and  the  A/P/A  Communities:  The  Race  to  World 
Dominance  and  the  Domination  of  Race 
What  is  "empire"  in  the  modem  sense  of  the  word? 
I  low  can  the  study  of  Pacific  empires  in  the  19th  and 
20th  centuries  and  of  the  histon  of  Asian-Pacific 
Americans  help  us  understand  this  concept  better? 

The  presence  of  a  growing  and  significant  Vsian- 
Pacific-Islander-American  community  in  the  United 
States  in  the  last  ISO  years  is  a  product  of  various 
historical  forces,  but  courses  and  Studies  about  them 
often  place  their  histories  strictly  or  solely  within  the 
boundaries  of  "American"  studies. 


404 


Five  College  Course  Offerings  by  Five  College  Faculty 


This  course  will  bring  our  study  of  Asian-Pacific 
Americans  outside  of  the  U.S.,  and  link  their  lives  to 
the  wider  political  and  socio-economic  contexts  in  the 
Asia-Pacific  region,  at  a  time  when  European,  Ameri- 
can, and  Asian  (Chinese  and  Japanese)  competed  for 
world  dominance,  and  up  to  the  present. 

This  course  will  therefore  focus  on  the  Chinese, 
Japanese,  French,  American,  and  British  empires  in  the 
Asia-Pacific  region,  particularly  during  the  19th  and 
20th  centuries,  and  will  include  a  general  overview  of 
the  countries  and  A/P/A  communities  impacted  by  their 
imperial  projects.  The  approach  will  be  both  chronologi- 
cal and  thematic.  Thus,  we  will  start  with  the  Chinese 
empire,  linking  it  to  the  stream  of  Chinese  migrants 
rushing  to  the  "Gold  Mountain"  (i.e.,  California)  in 
search  of  gold  during  the  1850s,  and  end  with  the  U.S. 
empire,  relating  it  to  the  influx  of  Southeast  Asian  (Viet- 
namese, Hmong,  Cambodians)  immigrants  in  the  1970s 
and  1980s.  Thereafter,  certain  historical  events  that  also 
have  direct  bearing  on  the  A/P/A  community  but  not 
exclusively  related  to  one  empire  will  be  included,  such 
as  World  War  II  and  the  rise  of  nation-states  in  Asia. 

Themes  to  be  discussed  include  imperialism,  rac- 
ism, gender,  colonialism,  neocolonialism,  globaliza- 
tion, nationalism,  transnationalism,  and  migration. 
[Note:  the  class  will  be  conducted  seminar  style,  with 
2  papers,  a  midtemi  and  a  final.  Main  textbook  to  be 
used  will  be  Kurashige  and  Murray  (2003).] 
Second  semester.  Hampshire  College 

Dance 

Constance  ValisHill,  Associate  Professor  of  Dance  (at 
Hampshire  College  in  the  Five  College  Program)  will  be 
on  leave  in  2007-08. 


English 


Jane  Degenhardt,  Assistant  Professor  of  English  (at 
University  of  Massachusetts  in  the  Five  College  Pro- 
gram) will  be  on  leave  in  2007-08. 

Film/Video 

Baba  Hillman,  Assistant  Professor  of  Video/Film 
Production  (at  Hampshire  College  in  the  Five  College 
Program). 


HACU  332.  Writing  for  Film,  Video  and  Interdisciplinary 
Media 

This  is  an  advanced  production/theory  class  open  to 
video,  film  and  interdisciplinary  media  concentra- 
tors who  are  in  the  process  of  writing  and  developing 
their  Division  III  or  advanced  Division  II  projects  in 
film,  video  or  performance/installation.  Students  may 
be  working  in  narrative,  documentary  or  in  hybrid, 
poetic  or  essayistic  forms  that  do  not  follow  traditional 
screenwriting  paradigms.  The  course  concentrates  on 
the  development  of  students'  writing,  cinematography 
and  directing  as  well  as  the  development  of  individual 
strategies  of  editing  text  to  image,  using  a  set  of  central 
questions  and  assignments  as  a  guide.  Assignments 
include  a  range  of  exercises  that  focus  on  multiple 
approaches  to  writing  visual  text,  dialogue,  and  narra- 
tion for  film  and  video.  We  will  consider  the  films  and 
writing  of  Su  Friedrich,  Guy  Maddin,  William  Greaves, 
Chris  Marker,  Wong  Kar  Wai,  and  Assia  Djebar  as  well 
as  the  writing  and  installation  work  of  Mona  Hatoum, 
Anri  Sala  and  Marina  Abramovic.  Students  will  develop, 
by  the  end  of  the  fall  semester,  an  advanced  first  version 
of  their  scripts  and  edited  videos  and  films.  The  course 
will  also  include  advanced  post-production  workshops 
in  Final  Cut  Pro.  Instructor  permission  required. 
M  1-3:50  p.m.,  Screening  M  7-9  p.m. 
First  semester.  Hampshire  College 

Comm  393b.  Intermediate  Video:  Documentary 
Practice 

An  intermediate  course  in  the  theory  and  practice  of 
documentary  video  and  film.  Students  will  acquire 
practical  and  critical  skills  through  analyzing  the 
development  of  theoretical  discourses  that  frame  past 
and  current  issues  surrounding  the  production  and 
interpretation  of  documentary  films.  Students  will 
complete  several  collaborative  and  individual  video 
production  assignments.  Prerequisite:  an  introductory 
level  video  production  course.  Instructor  permission 
required.  Contact  bhillman@hampshire.edu  to  request 
an  application.  T  1-3:45  p.m.,  screening  M  7-9  p.m. 
First  semester.  University  of  Massachusetts 

HACU  292.  Feminist  Philosophy  and  Performance- 
based  Media 

This  is  an  advanced  production/theory  class  for 
philosophy  and  film/video  students.  Through  read- 
ings, screenings,  and  discussion  we  will  question  the 
visual  and  performative  epistemologies  of  a  range  of 
filmmakers  in  the  context  of  feminist  philosophical 


Five  College  Course  Offerings  by  Five  College  Faculty 


405 


writings  by  among  others,  Kristeva,  Irigaray.  Spivak, 

Braidotti.  Butler,  Lugones,  and  Ahmed  We  will  consider 
the  works  of  Mona  Hatoum,  Ximena  Cuevas,  Florence 
Ayisi,  Kim  Longinotto.  Nagisa  Oshinia  and  Marguerite 
Duras  among  others,  and  examine  the  diverse  perfor- 
mative strategies  these  video  and  filmmakers  use  to 
confront  questions  of  gender,  race,  class,  sexuality  and 
transnationality.  We  will  examine  how  these  films  cut 
across  performative  codes  in  moves  that  question  the 
act  and  meaning  of  performance  in  relation  to  media; 
how  they  reflect  the  artists'  drive  to  create  visual  and 
physical  languages  that  embody  the  questions  and 
ideas  that  inspire  them:  and  how  these  films  speak  with 
and/or  against  the  feminisms  envisaged  in  the  philo- 
sophical literature. 

Students  will  be  expected  to  complete  a  paper, 
two  short  collaborative  videos  and  one  longer  perfor- 
mance-based project  on  film  or  video.  Students  should 
have  taken  Video  I.  Film  I.  or  another  100  or  200  level 
production/theory  class  and  a  100  or  200  level  class 
in  philosophy,  feminist  theory,  or  postcolonial  theory. 
Instructor  permission  required. 
Second  semester.  Hampshire  College. 

FLS  280.  Intro  to  Media  Practice  and  Theory 

Students  will  gain  skills  in  production  and  criticism 
through  video  production  assignments  and  analysis  of 
theoretical  discourses  that  ground  issues  of  production. 
The  course  will  include  the  study  of  cinematograph}, 
the  use  of  sound  in  film  and  video,  sound  recording, 
digital  sound  editing,  processing  and  mixing,  the 
study  and  practice  of  editing  theory,  aesthetics  and 
techniques  including  an  exploration  of  structure  and 
formats  in  experimental,  documentary,  narrative  and 
hybrid  forms.  Students  will  complete  three  production 
projects.  Instructor  permission  required. 
Second  semester.  Smith  College. 

Jenny  Perlm,  visiting  Artist  in  Film  Studies  (at  Mount 
Holyoke  College  in  the  Five  College  Program)  will  be 
on  leave  for  2007-08.  Her  courses  will  be  offered  by 
other  instructors. 

English  82.  Workshop  in  the  Moving  Image 
Instructor:  lucrelia  Knapp 

First  semester.  Amherst  College. 

FS  210.  Eye  and  Ear  Control:  Beginning  Video 
Production 

Instructor:  Bernadxne  Mel  I  is 

First  semester.  Mount  Holyoke  College 


Comm  ?.  Intermediate  Video  Production 

Instructor:  7BD 

Second  semester,  l  imersin  of  Massachusetts 

FS-310.  Language/Image:  Advanced  Production 

Workshop 

Instructor.  Bernadxne  Mellis 

Second  semester  Mount  Holyoke  College 

Geosciences 

/.  Michael  Rhodes.  Professor  of  Geochemistry  (at  the 
University  of  Massachusetts  in  the  Five  College  Pro- 
gram) will  be  on  leave  in  spring  2008. 

Geo  105.  Dynamic  Earth 

Mountain  building  and  plate  tectonics;  landscapes  and 
the  underlying  rocks  and  structures;  earth  history;  the 
role  of  earthquakes,  volcanoes,  coastlines,  rivers,  gla- 
ciers, and  wind;  natural  hazards;  survey  of  resources  of 
water,  energy,  and  minerals.  Students  needing  or  want- 
ing a  laboratory  component  may  register  for  GEO-SCI 
131  (Gen.  Ed.  PS)  TTh  1-2:15  p.m. 
First  semester.  University  of  Massachusetts 

Geo  105.  Dynamic  Earth 

Mountain  building  and  plate  tectonics;  landscapes  and 
the  underlying  rocks  and  structures;  earth  history;  the 
role  of  earthquakes,  volcanoes,  coastlines,  rivers,  gla- 
ciers, and  wind;  natural  hazards;  survey  of  resources  of 
water,  energy,  and  minerals.  Students  needing  or  want- 
ing a  laboratorv  component  may  register  for  GEO-SCI 
131  (Gen.  Ed.  PS)  TTh  3-4:30  p.m 
First  semester.  Smith  College 


History 


Nadya  Sbaiti,  Assistant  Professor  of  Middle  Eastern 
History  (at  Smith  [home  campus]  and  Mount  Holyoke 
Colleges  in  the  Five  College  Program). 

History  209.  Aspects  of  Middle  Eastern  History:  Urban 
Spaces/Contested  Places:  Social  and  Cultural  Histories 
of  Non-Western  Cities 
This  colloquium  explores  how  identity  and  unban  space 

functioned  symbiotically  during  the  lL)th  and  20th 
centuries,  a  period  of  rapidh  increasing  global  contact. 
colonial  expansion,  and  cultural  exchange  Hxamin- 


406 


Five  College  Course  Offerings  by  Five  College  Faculty 


ing  how  cities  have  been  planned  and  lived,  stratified 
and  resisted,  and  mourned  and  mythologized  helps  us 
understand  how  urban  environments  are  defined  by 
populations  that  inhabit  them,  move  through  them, 
and  depart  them.  Conversely,  we  see  how  space  influ- 
ences identity  politics,  nation-  and  state-building,  so- 
cial functioning,  and  cultural  production.  This  course 
is  comparative,  with  heavy  Middle  East  component. 
TTh  10:30-11:50  a.m. 
First  semester.  Smith  College 

History  108f  (01).  Middle  East  History  From  the  Rise  of 
Islam  to  the  Ottoman  Empire 

This  course  is  a  survey  of  the  principal  economic,  so- 
cial, cultural,  and  political  features  of  the  Middle  East 
and  North  Africa  from  the  late  sixth  through  the  sev- 
enteenth centuries.  Topics  include:  the  rise  of  the  new 
monotheistic  faith  of  Islam;  the  fonnation  and  evolu- 
tion of  classical  and  medieval  Muslim  institutions; 
local  diversities  within  the  unifying  systems  of  Muslim 
beliefs,  law,  and  administration;  Muslim  reactions  to 
the  Crusades  and  the  Mongol  invasions;  the  emergence 
of  Islamic  imperial  systems;  and  material  and  intellec- 
tual exchanges  and  interactions  between  Muslim  and 
non-Muslim  communities  and  polities. 
TTh  2:40 -3:55  p.m. 
First  semester.  Mount  Holyoke  College 

History  208.  The  Making  of  the  Modern  Middle  East 

This  course  surveys  the  factors  shaping  political,  eco- 
nomic, and  social  life  in  the  Middle  East  and  North 
Africa  from  the  18th  through  the  20th  centuries.  It 
examines  the  multiplicity  of  societies,  customs,  and 
traditions;  British,  French,  and  U.S.  imperialism;  the 
creation  of  modern  states;  development  of  nationalist, 
socialist,  and  Islamist  ideologies;  the  emergence  and 
impact  of  Zionism;  the  Islamic  revolution  in  Iran; 
the  Gulf  wars,  and  the  geopolitics  of  oil.  Throughout, 
special  attention  will  devoted  to  the  changes  affecting 
the  lives  of  individuals  and  social  groups  like  women, 
workers,  and  peasants.  T  Th  10:30-11:50  a.m. 
Second  semester.  Smith  College 

History  301s  (03).Women  and  Gender  in  the  Middle 
East 

Provides  a  nuanced  historical  understanding  and  in- 
troduction to  the  main  themes  and  approaches  in  the 
study  of  gender  in  the  region;  explores  the  development 
of  discourses  on  gender  as  well  as  the  lived  experiences 


of  women  from  the  rise  of  Islam  to  the  present.  Topics 
include  the  politics  of  marriage,  divorce,  and  reproduc- 
tion; women's  political  and  economic  participation;  the 
impact  of  Islamist  movements;  as  well  as  the  under- 
studies fields  of  masculinity  and  sexuality. 
Second  semester.  Mount  Holyoke  College 

International  Relations 

Michael  T.  Klare,  Professor  of  Peace  and  World  Secu- 
rity Studies  (at  Hampshire  College  in  the  Five  College 
Program). 

SS  263.  Political  Research  &  Writing 

This  course  is  intended  for  students  who  seek  an  inten- 
sive experience  in  political  research,  writing,  and  oral 
communication.  The  goal  of  the  course  is  to  enhance 
students'  ability  to  analyze  critical  social,  political, 
and  economic  issues  of  the  day  and  to  communicate 
positions  on  such  issues  to  the  wider  public.  Students 
who  enroll  in  the  course  will  be  expected  to  produce 
a  variety  of  written  and  oral  presentations  on  current 
issues,  including  a  magazine  article,  several  newspaper 
commentaries,  and  a  mock  statement  to  Congress  (or 
radio  interview).  These  products  will  be  given  consider- 
able feedback  by  the  instructor  and  discussed  in  class. 
Students  who  enroll  in  the  course  should  be  prepared 
to  do  considerable  writing  and  to  prepare  several  drafts 
of  each  item  submitted.  Limited  to  15  students;  M  W 
1-2:20  p.m. 
First  semester.  Hampshire  College 

Political  Science  84.  Global  Resource  Politics 

An  intensive  investigation  of  new  and  emerging 
problems  in  international  peace  and  security  affairs. 
We  will  examine  such  issues  as:  international 
terrorism;  global  resource  competition;  the  security 
implications  of  globalization;  international  migrations; 
transboundary  environmental  problems;  illegal 
trafficking  in  guns,  drugs,  and  people.  Participants 
in  the  seminar  will  be  required  to  choose  a  particular 
problem  for  in-depth  investigation,  entailing  a  study  of 
the  nature  and  evolution  of  the  problem,  the  existing 
international  response  to  it,  and  proposals  for  its 
solution.  Students  will  prepare  a  major  paper  on  the 
topic  and  give  an  oral  presentation  to  the  class  on  their 
findings.  TTh  10-11:20  a.m. 
First  semester.  Amherst  College 


Five  College  Course  Offerings  by  Five  College  Faculty 


407 


SS  267.  U.S.  -  China  Geopolitics 

This  course  will  examine  the  problems  that  arise  t  n  >i  1 1 
the  collision,  interconnection,  anil  coincidence  of  the 
strategic  concerns  of  the  United  States  and  the  People's 
Republic  of  China.  As  China  gains  in  political,  eco- 
nomic, and  military  strength,  its  interests  will  increas 
ingly  intersect  with  those  of  the  United  States,  produc- 
ing friction  and  conflict  in  some  cases  (e.g.,  over  the 
pursuit  of  foreign  energy  supplies)  but  opportunities  for 
addressing  major  problems  (like  North  Korea's  nuclear 
ambitions)  in  others.  The  course  will  consider  both 
the  strategic  principles  that  govern  U.S.  and  Chinese 
foreign  policy  and  the  ways  in  which  they  are  applied 
to  particular  problem  areas,  such  as  Taiwan.  North 
Korea,  Japanese  militarism,  Iran,  the  global  energy 
predicament,  global  wanning,  and  human  rights. 
Students  will  be  expected  to  select  a  particular  problem 
in  U.S.-China  relations  for  intensive  investigation  and 
to  present  his/her  findings  in  class. 
Second  semester.  Hampshire  College 

IR  241.  Global  Resource  Politics 

An  intensive  examination  of  the  international  politics 
surrounding  disputes  over  the  ownership  and  extrac- 
tion of  vital  natural  resources  including  fresh  water, 
petroleum,  arable  land,  timber,  minerals  and  oceanic 
fisheries.  The  course  will  assess  the  growing  pressures 
being  brought  to  bear  on  the  world's  resource  base, 
including  population  growth,  globalization,  unsustain- 
able consumption,  and  climate  change.  It  will  also 
consider  the  various  ways  (war,  adjudication,  conserva- 
tion, innovation)  in  which  various  actors  (states,  re- 
gional and  international  organizations,  multinational 
corporations,  warlords,  civil  society  groups,  and  so  on) 
are  responding  to  contemporary  resource  disputes. 
Second  semester.  Mount  Holyoke  College 

Jon  Western,  Associate  Professor  of  International  Rela- 
tions (at  Mount  Holyoke  College  in  the  Five  College 
Program)  will  be  on  leave  in  2007-08. 


Italian 


Elizabeth  H.  D.  Mazzocco,  Associate  Professor  of  Ital- 
ian and  Director  of  the  Five  College  Center  for  the  Study 
of  World  Languages  (at  the  University  of  Massachusetts 
in  the  Five  College  Program)  will  not  be  teaching  in 
2007-08. 


Music 

BodeOmojola,  tesistan!  Professor  of  Ethnomusicol- 
ogj  (at  Mount  Holyoke  College  in  the  Five  Colli 
Program). 

Music  166.  Introduction  to  the  Music  of  Africa 
This  course  concentrates  on  indigenous  musical 
traditions  from  differenl  parts  of  sub-Saharan  Africa. 

Cross-cultural  features  as  well  as  regional  varieties  are 
examined.  A  major  objective  of  the  course  is  to  facili- 
tate an  understanding  of  the  cultural  contexts  within 

which  African  musical  practices  derive  their  meaning 
and  significance.  The  course  discusses  conceptual,  be- 
havioral and  st\  listic  features  of  the  music;  the  contexts 
anil  (unctions  of  perfonuances:  the  interrelations  of 
music  and  dance;  the  use  of  music  m  healing;  musical 
instruments  and  singing  styles:  and  the  social  status  ol 
musicians.  This  course  culminates  in  the  performance 
of  an  African  opera.  No  previous  musical  experience  is 
necessary;  there  are  no  prerequisites  for  this  course. 
MWF  1:15-2:05  p.m. 
First  semester.  Mount  Holyoke  College 

Music  5  Black  Studies  31:  African  Popular  Music 

The  course  examines  modern  popular  musical  idioms 
in  Africa.  Regional  examples  like  the  West  African 
bighlife,  the  Central  African  soukous  and  the  South 
African  mbaqanga  provide  the  basis  tor  assessing  the 
significance  of  popular  music  as  a  creative  response  to 
the  dynamics  of  colonial  and  postcolonial  environment 
in  20th-century  Africa.  Themes  explored  include:  the 
use  of  music  in  the  construction  of  social  identity,  the 
impact  of  social  and  political  structures  on  musical 
practice  as  well  as  the  interaction  of  local  and  global 
elements.  No  previous  musical  experience  is  necessan . 
there  are  no  prerequisites  for  this  course.  TTh  2-  3  20 
p.m. 
First  semester.  Amherst  College 

Music?  World  Music 

This  course  is  a  surve\  of  selected  musical  traditions 
from  different  parts  of  the  world,  including  India 
(South  India).  Indonesia  I  \sia), Ghana  (West  Africa). 
Japan  (EastAsia)  and  Native  America  (North  America). 

Questions  that  are  addressed  include:  In  what  ways 
does  music  reflect  the  unique  features  o\  its  social 
environment?  I  low  do  musical  stj  les  and  performances 
relate  to  religious  practices?  Richl)  illustrated  with  nuv 


408 


Five  College  Course  Offerings  by  Five  College  Faculty 


audio/video  recordings  as  well  as  live  performances, 
the  course  also  explores  how  musical  traditions  change 
over  time,  and  how  such  changes  reflect  and  relate  to 
political  developments  within  a  given  society.  In  prob- 
ing these  questions,  the  course  examines  issues  such  as 
indigenous  concepts  and  ideas  about  music,  contexts 
of  musical  activities,  roles  of  musical  instruments,  and 
organization  of  performances. 
Second  semester.  Mount  Holyoke  College 

Music  220.  Women  in  Sub-Saharan  African  Music 

This  course  will  focus  on  the  role  of  women  within 
Sub-Saharan  African  musical  traditions.  Relying  on 
gender-specific  ensembles  as  well  as  those  involv- 
ing male  and  female  participants,  we  will  examine 
how  the  musical  activities  of  women  as  well  as  the 
organization  and  structure  of  performances  reflect, 
reinforce,  or  challenge  African  perspectives  of  gender 
and  structures  of  power  as  defined  in  selected  African 
societies.  The  course  will  cover  both  indigenous  and 
modern  musical  idioms  from  different  parts  of  Africa, 
including  the  Baganda  of  Uganda,  the  Akan  of  Ghana 
and  the  Yoruba  of  Nigeria.  In  addition,  the  emergence 
of  strong  female  voices  like  those  of  Miriam  Makeba 
(South  Africa),  Stella  Chiweshe  (Zimbabwe)  and 
Oumou  Sangare  (Mali)  in  the  twentieth  century  will 
provide  the  basis  for  examining  how  female  musicians 
have  addressed  gender-related  issues  in  their  music 
and  attempted  to  break  gender  boundaries  within  their 
respective  societies. 
Second  semester.  Smith  College 

Russian,  East  European, 
Eurasian  Studies 

Sergey  Glebov,  Assistant  Professor  of  History  (at  Smith 
College  in  the  Five  College  Program). 

History  239.  Empire-building  in  Eurasia,  1552-1914 

The  goal  of  this  course  is  to  introduce  students  to  the 
emergence,  development,  and  dissolution  of  one  of 
the  last  great  multinational  empires  in  the  world.  The 
course  will  focus  on  those  aspects  of  Russian  history 
that  are  relevant  to  our  understanding  of  the  role  of 
nationalities,  as  well  as  on  those  aspects  of  state,  society, 
and  culture  that  shed  light  on  the  interaction  between 
the  imperial  center/centers  and  periphery/peripheries. 
Although  the  course  follows  the  traditional  periodiza- 


tion  of  Russian  history,  our  approach  will  be  on  the 
varieties  of  imperial  experiences  rather  than  on  a  single 
narrative  of  Russian  state  and  society.  At  the  same  time, 
we  will  explore  how  the  Russian  Empire  as  a  whole 
dealt  with  pressures  of  modernization  and  how  the 
boundary  between  Russia  and  the  West  was  constructed 
and  maintained. 

As  a  result  of  this  course,  students  will  gain  greater 
understanding  of  how  multinational  states  managed 
diversity.  They  will  gain  understanding  of  contempo- 
rary theorizing  of  modern  nationalism  and  will  be  bet- 
ter suited  to  navigate  in  the  often  complex  situation  of 
the  post-Soviet  world.  The  students  will  also  learn  about 
colonialism  and  "orientalism,"  mobile  diasporas,  and 
supranational  institutions.  Finally,  they  will  be  tempted 
to  think  of  the  history  of  multinational  empires  as  a 
model  of  world  history7,  and  explore  parallels  between 
modernization  processes  in  the  Russian  empire  and 
globalization.  (4  credits)  T  Th  10:30-1 1:50  a.m. 
First  semester.  Smith  College 

SS  280.  Ethnic  Conflict  and  Historical  Memory  in  Post- 
Soviet  Eurasia 

The  goal  of  this  course  is  to  introduce  students  to 
historical  backgrounds  of  current  interethnic  conflicts 
and  tensions  in  the  former  Soviet  space.  We  will  read 
and  discuss  accounts  of  conflicts  in  Armenia  and 
Azerbaijan,  Chechnya,  Central  Asian  Republics,  the 
Baltic  States,  and  Ukraine,  and  explore  how  history  and 
memory  contributed  to  these  conflicts.  We  will  try  to 
trace  how  memory  of  historical  events — old  struggles 
for  land,  resources,  independence,  etc. — is  mobilized 
in  the  course  of  today's  clashes.  Students  will  be  intro- 
duced to  contemporary  theoretical  discussions  on  na- 
tionalism and  historical  memory  and  on  multiethnic 
and  multinational  states.  The  class  is  a  colloquium  and 
will  mostly  consist  of  discussions,  focusing  on  primary 
sources  and  interpretations.  Each  student  will  select  a 
particular  conflict  and  write  a  research  paper  discuss- 
ing the  historical  background  and  collective  memory 
that  shaped  that  conflict.  Prerequisite:  Only  students 
with  prior  experience  of  study  of  history  or  politics  will 
be  permitted  to  enroll.  4  credits.  T  Th  2-3:20  p.m. 
First  semester.  Hampshire  College 

History  247  (L).  Aspects  of  Russian  History 

Topic:  Affirmative  Action  Empire:  Soviet  Experiences 
of  Managing  Diversity.  How  the  Communist  rulers 
of  the  Soviet  Union  mobilized  national  identities  to 
maintain  control  over  the  diverse  populations  of  the 


Five  College  Course  Offerings  by  Five  College  Faculty 


409 


USSR  World  War  I  and  the  Revolution  of  191"  opened 
a  window  of  opportunities  for  the  nationalities  ol  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.  TTh  10:30-1 1:50  a.m. 
Second  semester.  Smith  College 

Russian  20.  Introduction  to  Peoples  and  Cultures  of 
Eurasia 

The  space  that  had  been  known  to  the  West  as  simply 
"Russia"  (in  the  historical  form  of  the  Russian  Em- 
pire/lSSR)  was  in  fact  inhabited  by  a  stunning  diver- 
sih'  of  peoples  and  cultures.  This  class  is  a  team-taught 
course  designed  to  introduce  students  to  the  diversity 
of  historical  and  contemporary  experiences  of  different 
ethnic  and  national  groups  of  Eurasia,  as  well  as  to  the 
variety  of  faculty  resources  in  the  Valley  at  the  students' 
disposal. 

In  the  course  of  our  meetings  we  will  discuss  the 
region  shaped  by  the  Russian  Empire/Soviet  Union, 
explore  how  different  ethnic,  national  and  confes- 
sional groups  responded  to  imperial  power,  and  get 
acquainted  with  religious  and  cultural  practices  of 
Eurasian  peoples.  We  will  talk  about  how  Russian 
intellectuals  imagined  "Eurasia."  explore  the  ways  in 
which  nomadic  and  settled  peoples  interacted  on  the 
border  between  the  steppe  and  the  forest,  investigate 
images  of  "the  Orient"  in  Russian  literature,  look  into 
the  processes  of  imperial  expansion,  and  survey  major 
hallmarks  of  Eurasia's  past,  including  the  rise  of  the 
Mongol  Empire  and  the  transformation  of  the  Moscow 
State  into  the  modern  Russian  Empire.  The  range  of 
disciplines  presented  in  this  class  includes,  among 
others,  history,  literature,  religious  studies,  linguistics 
and  political  science.  The  course  is  a  combination  of 
lectures,  discussions,  and  colloquia  offered  by  eight 
faculty  members  from  the  five  campuses  specializing  in 
different  aspects  of  Eurasian  Studies. 
Second  semester.  Amherst  College 


Theater 

Robert  Kaplowitz,  Visiting  Lecturer  in  Sound  Design 
(at  the  I  niversitv  in  the  Five  College  program). 

Theater  393s.  Theatrical  Sound  Design 

Introduction  to  the  art  and  craft  of  theatrical  sound 
design,  including  techniques  for  reading  and  under- 
standing plays  in  relation  to  sound,  and  translating 
that  undemanding  into  sonic  responses.  Students  will 
learn  how  to  look  at  a  play  from  a  design-based  drama- 
turgical point  of  view;  exploring  how  to  translate  emo- 
tional and  intellectual  responses  into  sound,  music, 
and  noise,  as  well  as  organizing  the  developing  sound 
plots  through  documentation.  Course  will  include 
hands-on  understanding  of  technological  tools  to  build 
and  execute  their  visions,  culminating  in  sound  design 
projects  for  real  scenes. 
First  Semester.  University  of  Massachusetts 

THEAT 128  f.  Sound  Design  I 

This  course  examines  the  theory,  practice,  and  history 
of  theatrical  sound  design.  The  course  will  make  use  of 
classroom  projects  and  the  current  Rooke  Theatre  pro- 
ductions to  develop  the  students'  sound  designs.  We  will 
use  computers  extensively  for  editing  and  playback. 
First  Semester.  Mount  Holyoke  College 

Spring  courses  at  the  University  and  Hampshire  College 
to  be  announced. 


410 


Five  College  Certificate  in 
African  Studies 


The  Five  College  African  Studies  Certificate  Program 
allows  students  on  each  of  the  five  campuses  to  develop 
a  concentration  of  study  devoted  to  Africa  that  comple- 
ments any  major.  The  certificate  course  of  study  is 
based  on  six  courses  on  Africa  to  be  selected  with  the 
guidance  and  approval  of  an  African  studies  certificate 
program  adviser. 

Five  College  Certificate 
Program 

Requirements  in  Detail: 

A.  Six  courses,  chosen  from  at  least  four  different 
disciplines  or  programs:  (Each  course  should  carry  at 
least  three  semester  credits  and  its  content  should  be  at 
least  50%  devoted  to  Africa  per  se) 

1 .  History.  Minimum  of  one  course  providing  an 
introductory  historical  perspective  that  surveys  the 
entire  African  continent; 

2.  Social  Science.  Minimum  of  one  course  on  Africa 
in  the  social  sciences  (i.e.,  Anthropology,  Econom- 
ics, Geography,  Political  Science,  Sociology); 

3.  Arts  and  Humanities.  Minimum  of  one  course  on 
Africa  in  the  fine  arts  and  humanities  (i.e.,  Art, 
Folklore,  History,  Literature,  Music,  Philosophy, 
Religion). 

B.  Language  Requirement:  Proficiency  through  the 
level  of  the  second  year  in  college,  in  an  indigenous  or 
colonial  language  of  Africa  other  than  English.  This 
requirement  maybe  met  by  examination  or  course 
work;  such  language  courses  may  not  count  towards 
the  six  courses  required  in  Section  A. 

C.  Further  Stipulations: 

1 .  No  more  than  three  courses  in  any  one  discipline 
or  program  may  count  toward  the  six  required  in 
Section  A. 

2 .  A  certificate  candidate  may  present  courses  taken 
in  Africa,  but  normally  at  least  three  of  the  required 
courses  must  be  taken  in  the  Five  Colleges. 


3.  A  candidate  must  earn  a  grade  of  B  or  better  in 
every  course  for  the  certificate;  none  may  be  taken 
on  a  pass/fail  basis. 

4.  Unusual  circumstances  may  warrant  substituting 
certificate  requirements;  therefore  a  candidate 
through  her/his  African  Studies  Faculty  Adviser 
may  petition  the  Faculty  Liaison  Committee  (the 
Five  College  committee  of  certificate  program  ad- 
visers) at  least  one  full  semester  before  graduation 
for  adjustments  in  these  requirements.  A  successful 
petition  will  satisfy  the  interdisciplinary  character 
of  the  certificate  program. 

D.  Recommendations: 

1 .  Students  are  encouraged  to  spend  a  semester  or 
more  in  Africa.  Study  abroad  opportunities  cur- 
rently available  through  the  Five  Colleges  include 
University  of  Massachusetts  programs  at  the 
American  University  in  Cairo,  Egypt;  the  University 
of  Fort  Hare,  South  Africa;  Mount  Holyoke  College 
Program  in  Senegal  at  l'Universite  Cheikh  Anta 
Diop,  Dakar;  and  independent  programs  approved 
by  each  college.  Admission  to  these  exchange 
programs  is  open  to  qualified  students  from  all  five 
colleges.  Further  information  about  these  and  other 
Africa  programs  is  available  at  the  college's  study 
abroad  office. 

2.  Students  are  encouraged  to  complete  their  certifi- 
cate program  with  an  independent  study  project 
that  integrates  and  focuses  their  course  work  in 
African  studies. 

For  further  details,  consult  one  of  the  Smith  College 
advisers: 

Elliot  Fratkin,  Department  of  Anthropology 
Katwiwa  Mule,  Comparative  Literature  and  Afro- 
American  Studies 

Catharine  Newbury,  Department  of  Government 
David  Newbury,  Department  of  History 
Louis  Wilson,  Department  of  Afro-American  Studies 


411 


Five  College  Certificate  in 
Asian/Pacific/American  Studies 


Mission  Statement 

The  Five  College  Asian/Pacific/American  Studies  Certif- 
icate Program  enables  students  to  pursue  concentrated 
study  of  the  experiences  of  Asians  and  Pacific  Islanders 
in  the  Americas.  Through  courses  chosen  in  consulta- 
tion with  their  campus  program  adviser,  students  can 
learn  to  appreciate  APA  cultural  and  artistic  expres- 
sions, understand  and  critique  the  racial  formation  of 
Asian/Pacific/Americans,  and  investigate  how  interna- 
tional conflicts,  global  economic  systems,  and  ongoing 
migration  affect  APA  communities  and  individuals  and 
their  intersections  with  others.  Drawing  upon  diverse 
faculty,  archival,  and  community-based  resources,  the 
Five  College  program  in  Asian/Pacific/American  studies 
encourages  students  not  only  to  develop  knowledge  of 
the  past  experiences  of  Asian/Pacific/Americans,  but 
also  to  act  with  responsible  awareness  of  their  present 
material  conditions. 


Requirements 


A.  A  minimum  of  seven  courses,  distributed  among 
the  following  categories.  (As  always,  to  be  counted 
toward  graduation,  courses  taken  at  another  campus 
must  be  approved  by  campus  advisers.) 

1. .  One  foundation  course.  Normally  taken  during  the 
first  or  second  year,  this  course  offers  an  interdisci- 
plinary perspective  on  historical  and  contemporary 
experiences  of  Asian/Pacific/Americans.  Attention 
will  be  paid  to  interrogating  the  term  Asian/Pacific/ 
American  and  to  comparing  different  APA  popula- 
tions distinguished,  for  example,  by  virtue  of  their 
different  geographical  or  cultural  derivations,  their 
distribution  within  the  Americas,  and  their  histori- 
cal experience  of  migration. 

2.  At  least  five  elective  courses.  Students  must  take 
at  least  one  course  from  each  of  the  following 


categories.  (Three  of  these  five  courses  should  be 
chosen  from  among  the  core  courses  and  two  may 
be  taken  from  among  the  component  courses.) 

a  I  K xpressions.  These  courses  are  largely  devoted  to 
the  study  of  APA  cultural  expression  in  its  many 
forms. 

b)  U.S.  Intersections.  These  courses  are  dedicated 

substantially  to  the  study  of  Asian/Pacific/ 
Americans  but  are  further  devoted  to  examining 
intersections  between  APA  experiences  and  non- 
APA  experiences  within  the  United  States. 

c)  Global  Intersections.  These  courses  have  their 

focus  outside  the  United  States  but  offer  special 
perspectives  on  the  experiences  of  Asian/Pacific/ 
.Americans. 

3.  Special  Project.  Normally  fulfilled  in  the  third  or 
fourth  year,  mis  requirement  involves  the  comple- 
tion of  a  special  project  based  on  intensive  study  of 
an  Asian/Pacific/American  community,  historical 
or  contemporary,  either  through  research,  service- 
learning,  or  creative  work  (e.g.,  community-based 
learning  project,  action-research,  internship, 
performing  or  fine  arts  project).  Normally  the 
requirement  will  be  fulfilled  while  enrolled  in  an 
upper-level,  special  topics,  or  independent  study 
course,  although  other  courses  may  be  used  subject 
to  approval  of  the  campus  program  adviser.  Projects 
should  include  both  self-reflective  and  analytic 
components.  Students  fulfilling  this  requirement 
will  meet  as  a  group  at  least  once  during  the  semes- 
ter to  discuss  their  ongoing  projects,  and  at  the  end 
of  the  semester  to  present  their  completed  projects 
at  a  student  symposium  or  other  public  presenta- 
tion. Students'  plans  for  completing  the  require- 
ment should  be  approved  by  a  campus  program 
adviser  in  the  previous  semester. 


412 


Five  College  Certificate  in  Asian/Pacific/American  Studies 


6.  Further  Stipulations 

•  Grades:  Students  must  receive  the  equivalent  of  a 
"B"  grade  or  better  in  all  courses  counted  toward 
the  certificate.  (In  the  case  of  Hampshire  students 

'taking  courses  at  Hampshire,  "B"  equivalence  will 
be  determined  by  the  Hampshire  program  adviser, 
based  on  the  written  evaluations  supplied  by  course 
instructors.) 

•  Courses  counted  toward  satisfaction  of  campus- 
based  major  requirements  may  also  be  counted 
toward  the  Five  College  Certificate. 

•  No  course  can  be  counted  as  satisfying  more  than 
one  certificate  distribution  requirement. 

•  Courses  taken  abroad  may  be  used  to  fulfill  the 
distribution  requirement  with  the  approval  of  the 
campus  program  adviser. 

C.  Recommendation 

•  Students  are  encouraged  to  attain  some  proficiency 
in  at  least  one  language  other  than  English,  espe- 
cially if  such  proficiency7  facilitates  the  completion 
of  the  special  project  component  of  the  Certificate 
Program.  While  English  is  sufficient  and  appropri- 
ate for  the  completion  of  many  projects  involving 
Asian/Pacific/American  communities,  many  sourc- 
es and  communities  can  be  consulted  only  through 
other  languages. 


Administration  and 
Advisement 

Each  year,  each  campus  will  designate  two  or  more 
faculty'  members  to  advise  students  seeking  the  Five 
College  Certificate  in  Asian/Pacific/American  Studies. 
These  advisers  will  constitute  the  Five  College  Asian/ 
Pacific/American  Studies  Certificate  Program  Com- 
mittee and  will  review  and  approve  applications  for  the 
certificate  in  spring  semester  of  the  senior  year.  Upon 
the  committee's  certification  that  a  student  has  com- 
pleted all  requirements  of  the  program,  the  committee 
will  notify  the  registrar  at  the  student's  campus  so  that 
award  of  the  certificate  can  be  noted  on  the  official 
transcript.  Students  completing  program  requirements 
will  also  receive  a  certificate  recognizing  their  achieve- 
ment. 


Smith  College  Advisers 

Floyd  Cheung.  Department  of  English  and  American 

Studies  Program 
Peter  N.  Gregory,  Department  of  Religion  and  East 

Asian  Studies  Program 
Bill  E.  Peterson,  Department  of  Psychology 

Other  Affiliated  Smith  College  Faculty 

Ambreen  Hai,  Department  of  English 

Kimberly  Kono,  Department  of  East  Asian  Languages 

and  Literatures 
Dennis  Yasutomo,  Department  of  Government 


413 


Five  College  Buddhist  Studies 
Certificate  Program 


Because  Buddhist  studies  is  an  interdisciplinary 
field — straddling  anthropology,  art  history,  Asian  stud- 
ies, history;  language  study,  literary  and  textual  studies, 
philosophy,  and  religious  studies — students  are  often 
unaware  of  the  integrity  of  the  field  or  of  the  range  of 
resources  available  for  its  study  in  the  valley. 

Each  student  pursuing  the  Buddhist  studies  certificate 
will  choose,  in  consultation  with  the  Buddhist  studies 
adviser  at  his/her  college,  a  course  of  study  comprising 
no  fewer  than  seven  courses.  At  least  five  of  these  cours- 
es should  be  drawn  from  the  Buddhist  studies  courses 
listed  on  the  Web  site  (w\v\v.fiveeolleges.edu/sites/bud- 
dhism/courses/;  this  list  is  subject  to  modification  from 
year  to  year).  Two  others  may  be  drawn  from  this  list 
or  may  be  chosen  from  elsewhere  in  the  Five  Colleges 
to  support  the  students  Buddhist  studies  program  from 
other  disciplinary  perspectives.  Each  proposed  course  of 
study  must  be  approved  by  the  coordinating  committee 
for  the  Buddhist  studies  certificate. 

For  students  who  may  wish  to  pursue  a  certificate  in 
Buddhist  studies  as  preparation  for  graduate  study  in 
this  field,  we  strongly  recommend  the  study  of  at  least 
one  canonical  language  (Sanskrit.  Pali.  Chinese,  or 
Tibetan)  and/or  the  modem  language  of  at  least  one 
Buddhist  culture  (especially  for  those  who  have  an 
ethnographic  interest  in  Buddhism).  Up  to  two  courses 
in -a  relevant  language  can  count  towards  the  certifi- 
cate, although  we  strongly  encourage  these  students 
to  continue  language  study  beyond  the  first-year  level. 
Language  study  is  not  required,  however. 


List  of  Requirements: 

1 .  The  certificate  comprises  at  least  seven  coins 
least  one  of  which  must  be  at  an  advanced  level 
(200  or  300  at  Hampshire.  300  or  above  at  Mt 
Holyoke,  Smith,  or  (Mass;  comparable  upper-level 
courses  at  Amherst  i . 

2.  Students  must  take  at  least  one  course  in  three 
different  disciplines  of  Buddhist  studies  (anthropol- 
ogy, art  history,  .Asian  studies,  philosophy,  religious 
studies,  etc.). 

3.  Students  must  take  at  least  one  course  addressing 
classical  Buddhism  and  one  course  addressing 
contemporary  Buddhist  movements  (19th— 21st 
Century),  and  they  must  study  Buddhism  in  at 
least  two  of  the  following  three  geographical  areas: 
South  and  Southeast  Asia,  Hast  Asia,  and  the  Tibeto- 
Himalayan  region. 

4.  Up  to  two  canonical  or  appropriate  colloquial  Asian 
language  courses  may  count  towards  the  certificate. 

5.  Students  must  receive  a  grade  of  at  least  "B"  in 
each  course  counting  towards  the  certificate. 

6.  Courses  must  be  of  three  credit-hours  or  more  to 
count  towards  the  certificate. 

7.  Courses  taken  abroad  or  outside  the  Five  Colleges 
may  count  towards  the  certificate  only  if  they  would 
be  approved  for  credit  towards  the  major  in  the 
appropriate  department  of  the  student's  home  insti- 
tution. 

8.  Exceptions  to  these  requirements  by  petition. 

interested  students  should  contact  the  faculty 
coordinator  at  their  campus  to  enroll  in  the  program: 
Amherst— Maria  Ikim.  mheim<§  :unherst.edu 
Hampshire  -Abraham  Zablocki. 

azablocki@hampshire.edu 
Mount  Holyoke  -  Susanne  Mmzik. 

smrozik@mtholyoke.edu 
Smith  -Jamie  Hubbard  jhubbardl"  email.smith.edu 
Universit)  of  Massachusetts-  / 

rsono@asianlan.umass.edu 


414 


Five  College  Coastal  and  Marine 
Sciences  Certificate  Program 


The  Five  College  Coastal  and  Marine  Sciences 
(FCC&MS)  Certificate  enables  students  to  select  from  a 
variety  of  courses  in  marine  sciences,  including  coastal 
and  marine  ecology/geology,  resource  management 
and  public  policy7,  oceanography,  and  coastal  engineer- 
ing to  create  a  concentration  of  study.  Smith,  Mount 
Holyoke,  and  Hampshire  Colleges  and  the  University 
of  Massachusetts  currently  award  certificates.  Under 
the  guidance  of  faculty  advisers  on  each  campus,  stu- 
dents choose  a  progressive  series  of  courses  available 
within  the  five  campuses  and  in  academic  off-campus 
programs  (e.g.,  Sea  Education  Association,  School  for 
Field  Studies.)  Some  of  these  courses  must  have  an 
intensive  field  component  so  that  students  obtain  com- 
petence in  field  studies.  Students  must  also  participate 
in  a  "capstone"  independent,  marine-related  research 
project  that  counts  toward  the  certificate. 

Students  interested  in  working  toward  the  certificate 
select  a  faculty  adviser  who  reviews  and  approves  the 
program  of  study  proposed  by  the  student  to  ensure  a 
strong  concentration  in  marine  sciences,  as  well  as  the 
necessary  field  experience. 

Faculty  advisors  and  FCC&MS  steering  committee 
members  (*)  are: 

Amherst  College:  Whitey  Hagadorn*,  Ethan  Temeles* 
Hampshire  College:  Charlene  D'Avanzo*,  Steve  Roof 
Mount  Holyoke  College:  Jill  Bubier,  Stan  Rachootin*, 

Al  Werner 
Smith  College:  H.  Allen  Curran*,  Paulette  Peckol*, 

L.  David  Smith* 
University  of  Massachusetts:  Bruce  Byers*,  Francis 

Juanes*  Mark  Leckie* 


Requirements  for  the  Certificate 

1 .  A  minimum  of  six  courses,  with  at  least  one  course 
in  each  of  the  following  categories: 

a.  Marine  biodiversity 

b.  Marine  and  coastal  ecology 

c.  Marine  geology,  chemistry,  and  other  related 
sciences 

d.  Resource  management  and  public  policy 

At  least  three  of  the  courses  must  be  above  the  introduc- 
tory level. 

Each  student  must  show  competency  in  field  studies 
by  either  completing  a  course  with  a  field  component 
or  by  participating  in  an  intensive  Five  College  field 
course  or  approved  semester-away  program  (e.g.,  Sea 
Semester,  School  for  Field  Studies  semester  with  coastal 
settings.) 

Students  must  receive  a  "B"  grade  or  better  for  all 
courses  contributing  to  the  certificate  requirements. 
Advisers  of  Hampshire  College  students  will  determine 
the  grade  "B"  equivalent,  based  on  written  evaluations 
supplied  by  course  instructors. 

2.  Completion  of  an  independent,  marine-related 
research  project  through  an  internship,  thesis,  Divi- 
sion III  project,  independent  study,  or  other  activity 
acceptable  to  their  home  campus  adviser. 

3.  Completion  of  the  application  form  for  the 
certificate. 

The  campus  program  adviser  submits  the  completed 
application  and  a  transcript  to  the  FCC&MS  steering 
committee.  After  the  committee  certifies  that  a  student 
has  completed  all  program  requirements,  Five  Colleges, 
Inc.  contacts  campus  registrars  so  the  certificate  can  be 
noted  on  the  official  transcript.  Eligible  students  receive 
a  certificate  recognizing  their  achievement. 

The  application  form  and  current  list  of  approved 
courses  can  be  downloaded  at  www.fivecolleges.edu/ 
sites/marine/certificate. 


Five  College  Certificate  in 
Cognitive  Neuroscience 


415 


Cognitive  neuroscience  is  the  study  of  the  mind  as  it 
is  manifested  in  the  human  brain.  Cognitive  neuro- 
scientists  combine  psychophysical  and  brain  imaging 
techniques  such  as  functional  magnetic  resonance 
imaging  (fMRI)  and  event-related  potentials  (ERPs)  to 
examine  the  brain  function  underlying  cognitive  abili- 
ties in  human  beings. 

The  field  of  cognitive  neuroscience  has  grown  sub- 
stantially during  the  past  twenty-  years.  President  Bush 
designated  the  1990s  as  "The  Decade  of  the  Brain'"  in 
an  effort  to  enhance  public  awareness  of  the  benefits  to 
be  obtained  from  brain  research.  The  field  of  cogniti\e 
neuroscience  currently  is  at  the  forefront  of  research 
providing  profound  insights  into  the  neural  substrate  of 
cognitive  functioning,  through  cutting-edge  technolo- 
gies and  innovative  experimental  paradigms. 

This  certificate  is  designed  to  offer  a  unique  opportu- 
nity for  undergraduate  students  in  the  Five  Colleges  to 
deepen  their  understanding  of  cognitive  neuroscience, 
through  both  theoretical  and  empirical  training.  The 
interdisciplinary  program  includes  courses  in  research 
techniques,  basic  scientific  foundations,  neuroscience, 
philosophy,  and  cognition,  combined  with  independent 
research.  It  brings  together  several  related  disciplines, 
each  of  which  provides  a  different  focus  on  mind-brain 
issues. 

This  certificate  encourages  the  student  to  follow  a 
program  of  study  distinct  from,  and  yet  complementarv 
to,  current  offerings  such  as  a  major  in  neuroscience 
or  psychology. 


Areas  of  study 


1 .   Overview  of  cognitive  science 

Rationale:  Provides  the  student  with  a  broad  out- 
look of  issues  related  to  cognitive  science. 


2.  Scientific  foundations  ( physics,  computer  science, 
chemistry,  bioh 

Rationale:  Provides  the  student  with  greater  cover- 
age of  a  topic  supporting  the  cognitive  neuroscience 
framework.  To  be  determined  under  the  guidance 
of  the  student's  Cognitive  Neuroscience  Certificate 
faculty  adviser.  It  is  recommended  that  this  course 
be  in  an  area  outside  of  the  student's  major. 

3.  Research  methods,  design  and  analysis 
Rationale:  Provides  the  student  with  the  method- 
ological foundation  needed  to  understand,  inter- 
pret, and  conduct  basic  research. 

<*.   Philosophy  of  mind 

Rationale:  Provides  the  student  with  fundamental 
philosophical  insights  on  the  mind-body  problem, 
a  key  issue  in  the  field  of  cognitive  neuroscience. 

5.  Neuroscience  (neuroanatomy  and  neurophysiology) 
Rationale:  Provides  the  basics  in  brain  anatomv 
and  function. 

6.  Advanced  topics 

Rationale:  Provides  more  in-depth  coverage  of 
empirical  and  theoretical  issues  central  to  cognitive 
processes. 

Requirements: 

Students  must  complete  at  least  one  course  in  each  of 
the  areas  of  study.  Students  must  also  complete  at  least 
one  semester  of  independent  research  through  a  thesis. 
course  project,  or  special  study.  The  course  project  may 
be  completed  in  conjunction  with  one  of  the  classes 
listed  under  the  Research  Methods  areas.  An  adviser- ap- 
proved summer  research  projai  would  also  meet  the 
research  requirement. 

For  a  list  of  the  courses  offered  throughout  the  Five- 
College  Consortium  that  are  currently  approved  to  ful- 
fill the  Cognitive  Neuroscience  Certificate  a'quia'inenLs. 
please  see  the  program's  Web  site  www fivecolleges.edu. 


416 


Five  College  Certificate  in  Culture, 
Health  and  Science 


The  Five  College  Certificate  in  Culture,  Health,  and  Sci- 
ence complements  a  traditional  disciplinary  major  by 
allowing  students  to  deepen  their  knowledge  of  human 
health,  disease,  and  healing  through  an  interdisciplin- 
ary focus.  Under  the  guidance  of  faculty  program  ad- 
visers on  each  campus,  students  choose  a  sequence  of 
courses  available  within  the  five  campuses,  and  identify 
an  independent  research  project  that  will  count  toward 
the  certificate.  The  certificate  represents  areas  of  study 
critical  to  understanding  health  and  disease  from  a 
biocultural  perspective: 

I .  Overviews  of  biocultural  approaches:  covering 
biocultural  and  comparative  approaches  to  human 
health  and  disease. 

II.  Mechanisms  of  disease  transmission:  mechanisms 
of  health  and  disease  growth  and  transmission 
within  individuals  and  populations. 

III.  Population,  health,  and  disease:  the  relationship 
among  social,  behavioral,  economic,  and  other  ag- 
gregate population  forces  and  human  health  and 
disease. 

IV.  Healers  and  treatment:  the  organization,  interpre- 
tation, and  function  of  healers  and  treatment. 

V.  Ethics  and  philosophy:  structures  of  knowledge 
about  health  and  health  care  decision-making, 
including  ethical  and  philosophical  issues. 

VI.  Research  design  and  analysis:  concepts  of  evidence, 
data  collection,  research  ethics,  measurement, 
and/or  analysis. 


Requirements: 

The  Five  College  Certificate  in  Culture,  Health,  and 
Sciences  consists  of  seven  courses  with  a  grade  of 
"B"  or  better,  with  at  least  one  course  in  each  of  the 
six  categories.  No  course  may  be  used  to  satisfy  more 
than  one  category.  At  least  four  of  the  courses  must 
be  above  the  introductory  level.  Students  are  urged  to 
begin  with  courses  in  Categories  I  and  II,  and  to  take 
courses  in  Category  II  that  will  expose  them  to  knowl- 
edge of  health  and  disease  processes  at  the  level  of  the 
population  as  well  as  the  individual  or  sub-organism 
levels.  Students  must  also  complete  an  independent 
research  project  through  an  internship,  thesis,  Division 
III  project,  course  project,  independent  study,  or  other 
activity  acceptable  to  their  local  campus  adviser.  At 
the  discretion  of  the  campus  adviser,  courses  from  the 
student's  major  can  count  toward  the  certificate.  Cer- 
tificate students  are  strongly  urged  to  take  at  least  four 
semesters-or  its  equivalent-  of  a  second  language.  Such 
language  training  may  be  required  for  students  seeking 
internships  and  summer  research  positions  available 
through  the  Program. 

For  further  details  consult  the  Smith  College 
representative: 

Suzanne  Z.  Gottschang,  Department  of  Anthropology. 
www.fivecolleges.edu/sites/chs 


Five  College  Certificate  in 
International  Relations 


417 


The  International  Relations  Certificate  Program  offers 
an  opportunity  for  students  to  pursue  an  interest  in 
international  affairs  as  a  complement  to  their  majors. 
The  program  provides  a  disciplined  course  of  study 
designed  to  enhance  the  understanding  of  the  complex 
international  processes — political,  economic,  social, 
cultural,  and  environmental — that  are  increasingly 
important  to  all  nations.  The  Five  College  Certificate  in 
International  Relations  essentially  parallels  the  Smith 
College  minor  in  international  relations.  They  differ  in 
the  fonner's  inclusion  of  language  and  grade  require- 
ments and,  of  course,  its  conduct  under  the  rubric  of 
Five  College  cooperation. 

The  certificate  program  consists  of  a  minimum  of  eight 
courses  covering  the  following  areas  of  study: 

1 .  Introductory  world  politics; 

2.  Global  institutions  or  problems; 

3.  The  international  financial  and/or  commercial 
system; 

4.  A  modern  (post-181 5)  history  course  relevant  to 
the  development  of  international  systems; 

5.  Contemporary  U.S.  foreign  policy; 

6.  A  contemporary  foreign  language  up  to  a  profi- 
ciency level  of  the  second  year  of  college; 

7.  TWo  courses  on  the  politics,  economy,  and/or  soci- 
ety of  foreign  areas,  of  which  one  must  involve  the 
study  of  a  developing  region. 

A  complete  list  of  the  Five  College  courses  for  each  of 
the  seven  requirements  is  available  at  wwwmtholy- 
oke.edu/acad/intrel/5col/homepage.htm.  Not  every 
Five-College  course  is  accepted  at  Smith  for  degree 
credit;  students  should  consult  with  their  advisers  as 
to  whether  particular  courses  are  acceptable  for  Smith 
and  certificate  credit. 


No  more  than  fourol  these  courses  in  an)  one  depart- 
ment can  be  counted  toward  the  certificate,  and  no 

single  course  can  satisfy  more  than  one  requirement. 
Students  who  complete  the  required  courses  with  a 
grade  of  B  or  better  (no  pass/fail  options)  will  receive 
the  certificate. 

There  is  at  least  one  adviser  on  each  campus  for  the 
International  Relations  Certificate: 

Amherst  College:  Javier  Corrales,  Pavel  Machala,  Ron- 
ald Tiersky,  William  Taubman,  Political  Science 

Hampshire  College:  Michael  Klare,  Peace  and  World 
Security  Studies;  Fred  Weaver,  Social  Science 

Mount  Holyoke  College:  Vincent  Ferraro,  Politics;  Sohail 
Hashmi,  International  Relations;  Kavita  Khory,  Politics; 
Jon  Western,  International  Relations 

Smith  College:  Mlada  Bukovansky,  Steven  Goldstein. 
Jacques  Hymans,  Gregory  White 

UMass:  James  DerDerian,  Political  Science;  Stephen 
Pelz,  History;  Eric  Einhom,  Political  Science;  Peter 
Haas,  Political  Science;  M.J.  Peterson,  Political  Science 


418 


Five  College  Certificate  in  Latin 
American  Studies 


The  Five  College  Certificate  in  Latin  American  Stud- 
ies offers  students  the  opportunity  to  show  an  area  of 
specialization  in  Latin  American  studies  in  conjunc- 
tion with  or  in  addition  to  their  majors.  The  program 
provides  a  disciplined  course  of  study  allowing  students 
to  draw  on  the  rich  resources  of  more  than  50  Latin 
Americanist  faculty  members  in  the  Five  College  area 
and  is  designed  to  enhance  students'  understanding  of 
the  complex  region  that  comprises  contemporary  Latin 
America. 

Minimum  course  requirements  (minimum  of  three 
credits  each): 

1 .  A  broadly  based  introductory  course  providing  an 
overview  of  the  social  and  political  history  of  Latin 
America  (such  as  History  260/261); 

2.  One  course  in  the  humanities,  including  courses 
focusing  on  Latin  American  culture  from  the  pre- 
Columbian  period  to  the  present  (such  as  art,  art 
history,  dance,  film,  folklore,  literature,  music, 
religion,  and  theatre); 

3.  One  course  in  the  social  sciences  including  anthro- 
pology, economics,  geography,  political  science, 
and  sociology,  that  offers  substantial  attention  to 
Latin  America  and/or  the  Caribbean; 

4.  Four  other  courses  which  should  be  more  advanced 
and  more  specific  in  focus; 

5.  A  seminar  which  gives  the  student's  course  work  in 
Latin  American  studies  an  interdisciplinary  force. 


Other  requirements: 

1 .  Proficiency  in  Spanish  or  Portuguese  through  the 
level  of  the  fourth  semester  of  college  language 
study.  Students  must  take  one  of  these  languages 
to  the  intermediate  level  and/or  demonstrate  in  an 
interview  the  ability  to  conduct  a  normal  conversa- 
tion and  read  and  interpret  a  text. 

2.  Students  must  receive  a  grade  of  B  or  better  in  every 
course  that  qualifies  for  the  minimum  certificate 
requirement. 

At  least  three  of  the  eight  courses  must  be  taken  either 
at  another  of  the  five  colleges  or  be  taught  by  a  faculty 
member  not  of  the  student's  own  institution. 

The  certificate  adviser  on  each  campus  is  the  director  of 
the  Latin  American  studies  program  at  that  campus  or 
another  individual  designated  by  that  body. 


419 


Five  College  Certificate  Program 

in  Logic 


"How  critical  is  logic?  I  will  tell  you:  in  even  comer  of 
the  known  universe,  you  will  find  either  the  presence  of 
logical  arguments  or,  more  significantly,  the  absence." 
— Y.  K.  Samadar 

Logic  is  a  part  of  every  discipline.  There  is  reasoning 
in  even'  field  of  inquiry.  There  are  rules  behind  every 
work  of  art,  behind  every  natural  language.  There  is 
inference  in  every  intelligence,  human  and  inhuman. 
Every  issue  of  law  and  public  policy  bends  to  the  power 
of  logic. 

The  study  of  logic  itself  is  thus  of  die  greatest 
importance.  The  Logic  Certificate  Program  brings  to- 
gether aspects  of  logic  from  different  regions  of  the  cur- 
riculum philosophy,  mathematics,  computer  science, 
and  linguistics.  The  program  is  designed  to  acquaint 
students  with  the  uses  of  logic  and  initiate  them  in  the 
profound  mysteries  and  discoveries  of  modern  logic. 

The  basic  requirement  for  the  logic  certificate  is  six 
courses  from  the  list  of  Five  College  logic  courses. 

No  more  than  four  courses  can  be  counted  towards 
the  certificate  from  any  single  discipline  (philosophy. 
linguistics,  mathematics,  computer  science). 

At  least  two  courses  must  be  taken  at  an  advanced 
level  (500  or  above  at  UMass,  300  or  above  at  Smith. 
Hampshire  or  Mount  Holyoke,  30  or  above  at  Amherst). 

At  least  one  course  should  expose  students  to  the 
basic  metatheorj  of  first  order  logic  including  incom- 
pleteness. Courses  satisfying  this  requirement  include: 

Smith,  Philosophy  220 
Amherct,  Math  34 
I  Mass.  Philosophy  514 
Mount  Holyoke,  Philosophy  327 

Students  must  receive  grades  of  at  least  'B'  in  each 
course  counting  towards  the  certificate. 


For  a  complete  list  of  courses  fulfilling  certificate 
requirements,  consult  the  program  Web  site,  wwwiive- 
colleges.edu/sites/logic  listed  with  other  certificate  pro- 
grams at  the  Five  College  Web  site  (www.fivecolleges. 


edu).  Or  consult  a  program  adviser  (Alexander  I 
Philosophy,  Dan  Yelleman.  Mathematics) 

Complete  list  of  logic  courses 

Introductory  symbolic  logic  courses: 
Smith,  Logic  100,  Logic  101.  Philosophy  202 

Amherst,  Philosophy  13 
1  Mass.  Philosophy  110 

Critical  thinking  courses: 
UMass,  Philosophy  192R 
Mount  Holyoke,  Philosophy  210 

Introductory  symbolic  logic  for  mathematics  students: 

Amherst,  Math  34 

(Mass.  Philosophy 513, 514 

Mount  Holyoke,  Philosophy  225 

Incompleteness: 
Smith,  Philosophy  220 

Amherst,  Math  34 
i  Mass,  Philosophy  514 

Mount  Holyoke,  Philosophy  327 

Various  topics  in  logic  and  philosophy: 

Smith.  Philosophy  203 

Amherst,  Philosophy  50 

UMass,  Philosophy  310, 511, 512, 59i  710 

Hampshire.CS  210 

Various  topics  in  computer  science: 
Smith,  Computer  Science  250, 270, 290, 294 
Amherst,  Computer  Science  14,24 
1  Mass,  CMPSCI 601 
Hampshire,  CS  175.CS  236 

Various  topics  in  mathematics: 

Smith.  Mathematics  21" 

Amherst.  Math  34 

I  Mass.  Philosoph)  594S 


420 


Five  College  Certificate  Program  in  Logic 


Various  topics  in  Linguistics: 

Smith,  Computer  Science  294 
UMass,  Ling  6 10 
UMass,  Ling  620 
UMass,  Ling  720 
Hampshire,  CS  166,  CS  210 


Special  Events: 

Even-  fall  a  distinguished  logician  is  invited  to  Smith 
College  to  give  the  annual  Alice  Ambrose  Tom  IVmoc- 
zko  Logic  Lecture.  This  lecture  has  been  delivered  by  JC 
Beall,  Graham  Priest,  Marcia  Groszek,  Raymond 
Smullyan,  Anil  Gupta  and  Barbara  Partee.  The  2006— 
07  lecture  was  delivered  by  Professor  Penelope  Maddy  of 
the  University  of  California,  Irvine. 


421 


Five  College  Certificate  in 
Middle  East  Studies 


The  Five  College  Certificate  provides  an  opportunity 

for  students  to  complement  a  disciplinary  major  with 
multidisciplinarv  studies  and  linguistic  attainments. 
Because  of  the  wide  range  of  courses  available  through 
the  five  colleges,  students  must  design  a  program  that 
will  meet  their  intellectual,  academic,  and  prospective 
professional  needs  in  conjunction  with  an  adviser  from 
their  home  institution.  The  program  is  administered 
by  the  Five  College  Committee  for  Middle  East  studies, 
which  includes  the  program  advisers  from  each  cam- 
pus. Students  are  encouraged  to  declare  intentions  and 
begin  work  with  an  adviser  during  the  sophomore  year. 
In  addition  to  the  courses  offered  through  each  of  the 
five  institutions,  students  are  encouraged  to  spend  time 
in  the  Middle  East,  learning  Arabic  and  other  languag- 
es and  immersing  themselves  in  the  culture  of  the  area. 
Plans  for  study  abroad  should  be  designed  in  consulta- 
tion with  the  students  adviser.  Courses  from  outside  the 
five  colleges  will  be  counted  as  contributing  toward  the 
fulfillment  of  certificate  requirements  on  the  recom- 
mendation of  the  campus  adviser  and  the  approval  of 
the  committee.  Students  must  receive  a  grade  of  B  or 
better  in  even-  course  counted  toward  the  certificate. 

Requirements: 

1 .  Knowledge  equivalent  to  at  least  two  years  of  col- 
lege study  of  a  language  of  the  region.  Arabic  and 
Modern  Hebrew  are  currently  taught  in  the  Five 

,  Colleges;  in  consultation  with  an  adviser,  other 
languages  of  the  region  may  be  substituted. 

2.  T\vo  introductory  courses  providing  a  historical 
overview  of  the  medieval  and  modern  periods. 

3.  Five  courses  from  the  following  categories.  Students 


must  take  at  least  one  course  from  each  of  the 

first  three  groups,  and  no  more  than  two  from  any 
single  group. 

Group  one:        Religion/Philosophy 
Group  two:        History/Literature/Arts 
Group  three:      Social  Sciences 
Group  four:       Additional  language  study 
beyond  what  is  required  to 
satisfy-  the  language  requirement 
above. 

A  list  of  courses  offered  at  the  five  colleges  satisfying 
each  of  the  requirements  is  available  from  the  advisers 
listed  below  and  through  the  Five  College  Center  or 
on  the  Five  College  Web  page  (www.fivecolleges.edu). 
Courses  not  listed,  whether  taken  at  one  of  the  five  col- 
leges or  elsewhere,  must  be  approved  by  the  committee 
on  the  recommendation  of  the  campus  adviser. 

There  is  at  least  one  adviser  on  each  campus  in  Middle 
East  Studies.  Any  of  the  following  faculty  members  of 
the  Middle  Fast  Studies  Committee  at  Smith  College 
may  serve  as  your  adviser:  Justin  Cammv  (Jewish  Stud- 
ies), Donna  Robinson  Divine  (Government), 
Suleiman  Mourad  (Religion).  Karen  Pfeifer  (Econom- 
ics), Gregory  White  (Government). 

Please  contact  Five  Colleges,  Inc.  or  see  their  Web  site 
at  www.fivecolleges.edu/deptprog/mideast  for  the  most 
up  to  date  information  on  the  Certificate  in  Middle  F.;Lst 
Studies. 


422 


Five  College  Certificate  in 
Native  American  Indian  Studies 


The  Five  College  Certificate  in  Native  American  Indian 
Studies  provides  students  with  the  opportunity  to 
acquire  a  knowledge  and  understanding  of  the  devel- 
opment, growth,  and  interactions  of  the  indigenous 
peoples  and  nations  of  the  Western  Hemisphere.  The 
program  emphasizes  the  many  long  histories  of  Native 
American  Indians  as  well  as  their  contemporary  lives 
and  situations.  A  holistic  and  comparative  interdisci- 
plinary approach  underlies  the  Certificate  Program's 
requirements,  enabling  students  to  become  familiar 
with  the  diversity  of  indigenous  lifeways,  including 
cultural  forms,  institutions,  political  economies,  and 
modes  of  self-expression.  In  addition  to  this  broader 
perspective,  the  program  places  some  emphasis  on  the 
Native  peoples  of  the  Northeast  so  that  Five  College  stu- 
dents can  become  acquainted  with  the  history,  culture 
and  presence  of  indigenous  peoples  in  this  region. 

Requirements 

At  least  seven  courses  are  required  for  completion  of 
the  Five  College  Certificate  in  Native  American  Indian 
Studies:  a  foundation  course  plus  six  additional  cours- 
es, with  no  more  than  three  of  the  seven  courses  from  a 
single  discipline.  A  student's  program  must  be  approved 
by  the  program  adviser  from  her  or  his  campus. 

A.   One  foundation  course.  Offered  at  various  levels, 
foundation  courses  provide  an  opportunity  to 
hear  Native  perspectives  and  are  taught  from  a 
philosophical  perspective  that  reflects  Native  Stud- 
ies theories,  pedagogies  and  methodologies.  For 
a  list  of  foundation  courses  offered  in  the  current 
academic  year,  please  consult  a  program  adviser 
or  go  to  the  program's  Web  site  (www.fivecolleges. 
edu/sites/natam). 


B.  At  least  six  additional  courses.  For  a  list  of  courses 
currently  approved  by  the  Five  College  NAIS  Com- 
mittee as  counting  toward  the  certificate  go  to  the 
Program's  Web  site  (www.fivecolleges.edu/sites/ 
natam).  The  six  additional  courses  must  be  se- 
lected from  this  list.  (Courses  not  on  this  list  may 
be  approved  for  inclusion  by  campus  program 
advisors  in  consultation  with  the  Committee.) 

C.  Grades.  Students  must  receive  a  grade  of  B  or 
higher  in  all  7  courses  to  receive  a  Certificate. 

Smith  College  Advisers: 

Nancy  Mithlo,  Department  of  Anthropology 
Neal  Salisbury,  Department  of  History 


Five  College  Certificate  in 

Russian,  East  European  and 

Eurasian  Studies 


This  Certificate  Program  (currently  approved  by 
Amherst  College,  Mount  Holyoke  College,  and  Smith 
College)  offers  students  the  opportunity  to  take  ad- 
vantage of  the  significant  multidisciplinary  resources 
in  the  Five  Colleges  on  Russia,  Eastern  Europe  and 
Eurasia.  The  certificate  consists  of  a  minimum  of  six 
courses.  Courses  applied  to  the  certificate  may  also  be 
used  to  fulfill  major  requirements.  The  list  of  courses 
fulfilling  particular  requirements  will  be  maintained 
and  regularly  updated  by  the  Five  College  Committee 
for  Russian,  East  European  and  Eurasian  Studies. 

Course  Requirements: 

A.  The  program's  core  course,  normally  taken  in  the 
first  or  second  year.  The  core  course  will  be  offered 
every  year  on  a  rotating  basis  at  one  of  the  campus- 
es and  will  introduce  an  interdisciplinary*  perspec- 
tive on  the  historical  and  contemporary  experiences 
of  the  peoples  of  Russia,  Eurasia  (here  understood 
as  the  former  republics  of  the  Soviet  Union),  and 
East  (and  Central)  Europe.  The  course  will  include 
guest  lectures  by  noted  specialists  in  the  Five 
Colleges. 

B.  Five  additional  elective  courses,  distributed  as 
indicated  below.  (Independent  study  courses  may 

.  be  included,  assuming  approval  by  the  student's 
campus  program  adviser.) 

C.  At  least  four  courses,  including  the  core  course, 
must  be  taken  within  the  Five  Colleges. 

Language  Requirement 

Students  receiving  the  certificate  must  possess  profi- 
ciency in  a  language  of  one  of  the  certificate  regions 
equivalent  to  the  level  achieved  after  four  semesters  of 
post-secondary  course  work.  This  proficiency  may  be 
demonstrated  bv  course  work  or  examination. 


Study  Abroad 

Students  are  encouraged  to  study  abroad  in  one  of  the 
certificate  regions. 

Elective  Course  Distribution 

In  electing  the  five  courses  satisfying  the  certificate 
requirements,  the  following  guidelines  should  be  ob- 
served: 

A.  Courses  should  be  drawn  from  more  than  one  of 
the  three  geographical  areas:  Russia,  Eurasia  (here 
understood  as  the  fonner  republics  of  the  Soviet 
Union),  and  Eastern  (and  Central)  Europe. 

B.  At  least  one  of  the  elective  courses  must  focus  on  a 
period  before  the  20th  century. 

C.  At  least  one  course  must  be  taken  from  each  of  the 
following  disciplinary  categories:  history,  social 
sciences,  and  humanities/arts.  No  single  course 
can  fulfill  more  than  one  disciplinary  distribution 
requirement. 

D.  Elementary  or  intermediate  language  courses 
cannot  be  included  as  one  of  the  five  electives.  A 
language  course  beyond  the  intermediate  level  can 
be  counted  toward  one  of  the  electives. 

E.  Credit  for  one-time  courses,  special  topics  courses 
and  transfer  or  study  abroad  courses  requires  ap- 
proval from  the  home  campus  faculty  adviser  to  the 
program. 

Students  who  wish  to  apply  for  the  certificate  can 
download  the  application  fonn  below  and  submit  it  to 
on-campus  advisers. 

More  Information 

www.  fi\  ecolleges.edu/sites/reees/documents/ 
REEEScertificateapplication.doc 


424 


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 
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 
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 
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. 


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 

Barbara  Kellum,  Department  of  Art. 

Jefferson  Hunter,  Department  of  English  Language 

and  Literature 
Dean  Flower,  Department  of  English  Language  and 

Literature 
Dawn  Fulton,  Department  of  French  Studies 


Program  of  Study 


Introduction  to  Film  (must  be  taken  on  the  home 
campus) 

One  film  history  course  (either  a  general,  one-se- 
mester survey  or  a  course  covering  approximately 
fifty  years  of  international  film  history) 
One  film  theory  course 

One  film  genre  or  authorship  course  (generally  on 
a  single  director  or  group  of  directors 
One  national  or  transnational  cinema  course 
One  special  topics  course  (may  be  a  component 
course) 

One  advanced  seminar  in  a  special  topic 
One  film,  video,  or  digital  production  course,  or  a 
screenwriting  course;  but  no  more  than  two  such 
courses  may  be  counted  toward  the  major. 
Two  electives  from  any  of  the  above  categories 


A  thesis  is  optional;  students  should  check  with  their 
home  campus  adviser. 


425 


Five  College  Self-Instructional 
Language  Program 


The  Five  College  Self-Instructional  Language  Program 
affords  students  the  opportunity  to  study  languages 
that  are  not  currently  offered  through  traditional  class- 
room instruction.  At  the  beginning  of  the  semester  the 
student  is  given  a  goal  to  be  reached  by  the  semester's 
end.  The  student  works  independently  on  his/her  home 
campus  throughout  the  semester  using  a  textbook, 
workbook,  audio  tapes,  video  tapes,  and  computer  pro- 
grams (various  components  are  available  for  different 
languages).  The  student  is  assigned  a  native-speaker 
(usually  an  international  student  from  the  home  cam- 
pus) who  serves  as  conversation  partner  for  one  hour 
of  conversation  per  week.  At  the  end  of  the  semester,  a 
professor  of  the  target  language  is  brought  to  campus 
to  administer  a  20-30  minute  oral  exam;  from  that 
exam,  the  professor  determines  a  grade  for  the  course. 

This  program  is  designed  for  students  who  are  ex- 
tremely self-motivated  and  secure  in  foreign  language 
study.  Students  must  have  a  personal  interview  with  the 
program  director;  those  with  limited  knowledge  of  a 
language  must  schedule  a  placement  exam  the  semes- 
ter before  language  study  begins. 

In  general,  these  courses  carry  one-half  of  the  credit 
carried  by  a  traditional  language  course,  but  there  are 
contingencies  on  ever)'  campus.  The  program  director 
can  provide  additional  information.  These  courses  do 
not  satisfy'  the  language  requirement  on  any  campus. 
The  only  languages  offered  are  those  not  offered  in  the 
classroom  situation  on  any  of  the  five  campuses. 


The  self-instructional  language  program  is  adminis- 
tered in  the  Five  College  Center  for  the  Study  of  World 
Languages,  102  Bartletl  Hall.  I  niveisit)  of  Massachu- 
setts, In  the  Center's  director,  Elizabeth  III).  \taocco. 

Examples  of  Language  Courses  Offered 
Czech  I,  II,  III,  I\ 

Hindi  I,  II,  111.  IV 
Hungarian  I,  II,  III,  I\ 

Indonesian  I.  II,  III,  IV 
Modem  Greek  I.  II.  III.  I\ 
Norwegian  I,  II,  III.  IV 
Serbo-Croation  I,  II,  III.  IV 
Swahilil.  Il.lll.l\ 
Thai  I,  II,  III.  I\ 
'Rirkishl.Il.lll.lV 
Urdu  I,  II.  Ill,  IV 


426 


The  Athletic  Program 


Lynn  Oberbillig,  M.B.A.,  Director  of  Athletics 
Bonnie  May,  M.S.  Assistant  Director  of  Athletics 

Senior  Coaches 

Kim  Bierwert,  B.S.,  Senior  Coach  of  Swimming  and 

Diving 
Carla  Coffey,  M.A.,  Senior  Coach  of  Track  and  Field 
Christine  Davis,  M.S.,  Senior  Coach  of  Tennis 
Karen  Klinger,  M.S.,  Senior  Coach  of  Crew 
Suzanne  Payne,  M.Ed.,  Senior  Coach  of  Equestrian 


Coaches 

Tim  Bacon,  M.A.,  Coach  of  Squash 
Caitlin  Hurst,  Coach  of  Novice  Crew 
Angela  Mills,  B.A.,  Coach  of  Volleyball 
Phil  Nielsen,  M.A.,  Coach  of  Soccer 
Ellen  O'Neil,  M.S.T.,  Coach  of  Cross  Country 
Julie  Perrelli,  M.S.,  Coach  of  Softball 
Steve  Samolewicz,  J.D.,  Coach  of  Skiing 
Wendy  Walker,  MA,  Coach  of  Lacrosse 

Sports  Medicine  Staff 

Deb  Coutu,  M.S.,  Athletic  Trainer 
Kelli  Steele,  M.S.,  Athletic  Trainer 


The  athletic  program  offers  opportunities  for  athletic 
participation  to  all  students  of  the  college,  at  the  in- 
tercollegiate, recreational,  and  club  levels.  Students 
interested  in  athletic  instruction  should  consult  the 
exercise  and  sport  studies  department  listings  begin- 
ning on  p.  212.  Although  Smith  does  not  offer  athletic 
scholarships,  financial  aid  is  available  on  the  basis 
of  need.  Inquiries  should  be  addressed  to  the  Director 
of  Athletics,  Ainsworth  Gymnasium,  Smith  College, 
Northampton,  MA  01063. 

A.  Intercollegiate  Athletics 

The  intercollegiate  program  emphasizes  the  pursuit  of 
athletic  excellence  and  the  enjoyment  of  competition 
with  other  highly  skilled  athletes.  The  mission  of  the 
athletic  program  is  to  develop  scholar-athletes  who 
demonstrate  positive  self  images,  a  sense  of  fair  play 
and  good  citizenship,  commitment  and  dedication  to 
themselves  and  their  team,  enthusiasm  for  participa- 
tion, leadership  skills,  improved  skills,  performance, 
fitness,  and  team  play.  There  is  opportunity  for  post- 
season play  on  a  regional  and  national  level  for  all 
teams  and  individuals  who  qualify.  Smith  is  a  founding 
member  of  the  New  England  Women's  and  Men's  Ath- 
letic Conference  (NEWMAC)  and  belongs  to  Division  III 


of  the  National  Collegiate  Athletic  Association  (NCAA) 
and  the  Eastern  College  Athletic  Conference  (ECAC). 

In  2007-08,  the  college  will  field  the  following  inter- 
collegiate teams: 

Basketball.  Season:  October  15-March.  Practice  hours: 
M  T  W  Th  F  4-6  p.m.,  coach  to  be  announced. 

Crew.  Season:  September-October,  February-May. 
Practice  hours:  M  T  W  Th  F  4-6  p.m.  or  6-8  a.m.  and 
as  schedules  permit,  Head  Coach,  Karen  Klinger  and 
Caitlin  Hurst,  novice  crew  coach. 

Cross  Country.  Season:  September-November.  Practice 
hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m.,  Ellen 
O'Neil. 

Field  Hockey.  Season:  September-November  and  April. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m., 
coach  to  be  announced. 

Lacrosse.  Season:  Sept  1 5— Oct  15  and  February-May. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m., 
Wendy  Walker. 


The  Athletic  Program 


Equestrian.  Season:  September-November,  February 
May.  Practice  hours:  To  be  arranged.,  Suzanne  Payne. 

Skiing.  Season: January  March.  Practice  hours:  Octo 

ber  15-December,  M  T  W  Th  F  4-6  p.m.  Interterm: 
7  a.m.-4  p.m.  Februai)  and  March,  to  be  arranged, 
Steve  Samolewicz, 

Soccer.  Season:  September-November  and  April.  Prac- 
tice hours:  M  T  W  Th  F  4:30-6:30  p.m..  Phil  Nielsen. 

Softball.  Season:  February-May  and  Sept  1 5— October 
15.  Practice  hours:  M  T  W  Th  4^6  p.m.,  F  3:30-5:30 
pm.,Julie  Perrelli. 

Squash.  Season:  October-March.  Practice  hours:  M  T 
WTh  4-6  p.m,  F  330-5:30 p.m.,  Tim  Bacon. 

Swimming  and  Diving.  Season:  October-March.  Prac- 
tice hours  for  swimming:  M  W  4-6  p.m.,  T  Th  3-5 
p.m.,  F  3:30-5:30  p.m.;  practice  hours  for  diving:  M  T 
W  Th  5:45-7:30  p.m.,  F  1-3  p.m.,  Kim  Bierwert. 

Tennis.  Season:  September-October,  February-May. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m., 
Christine  Davis. 


B.  Recreation  and  Sport 
Clubs 

Tin-  focus ol  the  recreation  program  is  on  regular,  non- 
credit  fitness  activities  as  well  as  one-da}  special  event 

competitions  and  house  intramural  competition.  The 
fitness  activities  ma\  include  aerobic  dance,  kickbox- 
ing,  weight  lifting  clinics,  pilates,  awesome  abs,  and 
yoga.  The  34  houses  vie  with  friendly  rivalry  in  special 
events  such  as  a  novice  crew  regatta  <  the  Head  of  the 
Paradise  i.  campus  runs,  inner  tube  water  polo,  flag 
football,  triathlon,  and  Midnight  Madness.  Intramurals 
are  sponsored  in  soccer,  basketball,  and  softball.  The 
club  spoils  are  a  group  of  independent  clubs  under 
the  guidance  of  the  Smith  College  Athletic  Association. 
They  are  supported  by  dues,  fundraisers,  SGA  activities, 
fee  allocations,  and  the  Athletic  Association.  Open  to 
Smith  students  of  any  ability  level,  club  sports  provide  a 
resource  to  learn  a  new  sport  or  practice  a  familiar  one. 
Presently,  there  are  10  clubs:  Fencing,  Golf,  Ice  Hockey. 
Kung  Fu,  Outing,  Riding  (dressage),  Rugby,  Synchro- 
nized Swimming.  Ultimate  Frisbee,  and  Water  Polo. 


Track  and  Field.  Season:  November  through  December, 
preseason  conditioning;  technique  and  strength  work. 
January-May,  indoor/outdoor  competition.  Practice 
hours:  M  T  W Th  4-6  p.m.,  and  F  3:30-5:30  p.m., 
Carta  Coffey. 

Volleyball.  Season:  September-November  and  April. 
Practice  hours:  M  T  W  Th  4-6  p.m.,  F  3:30-5:30  p.m.. 
Angela  Mills. 


428 


Directory 


The  Board  of  Trustees 


Carol  Tecla  Christ,  President 
Northampton,  MA 

Mary  Patterson  McPherson  '57 
LLD 1981 

Chair  of  the  Board 
Rosemont,  PA 

Phoebe  A.  Haddon  72 

Vice  Chair  of  the  Board 
Philadelphia,  PA 

Judith  Bronstein  Milestone  '66 

Vice  Chair  of  the  Board 
Atlanta,  GA 

Megan  E.  Ambrus  '07 

Student  Government  Trustee 
New  Haven,  CT 

Rachael  Bartels  '88 

Oxon,  England 

Nancy  Keebler  Bissell  '61 

TUcscon,  AZ 

Jane  Chace  Carroll  '53 

New  York,  NY 

Susan  Komroff  Cohen  '62 

Alumnae  Trustee 
Riverside,  CT 

Peggy  Block  Danziger  '62 

New  York,  NY 

Ka'Neda  Ellison  '06 

Student  Government  Trustee 
Lawrenceville,  NJ 

Elizabeth  Mugar  Eveillard  '69 

Alumnae  Trustee 
New  York,  NY 


Lisa  C.  Ferrell  '85 

Alumnae  Trustee 
Little  Rock,  AR 

William  C.  Gipson 

Philadelphia,  PA 

Sidney  H.  Golub 

Corona  del  Mar,  CA 

Jane  Lakes  Harman  '66  LLD  1994 

(on  leave) 
Washington,  DC 

Ira  Michael  Heyman 

Berkeley,  CA 

Ann  F.  Kaplan  '67 

New  York,  NY 

Charlotte  G.  Kea  '82 

AASC  President 
Bowie,  MD 

Janet  Wright  Ketcham  '53 

Seattle,  WA 

Alexander  C.  Lindsey 

Seattle,  WA 

Victoria  Murden  McClure  '85 

Louisville,  KY 

Janet  A.  Clarke  McKinley  76 

(on  leave) 

San  Francisco,  CA 

Annie  Morita  '90 

Manhattan  Beach,  CA 

Louise  M.  Parent  72 

New  York,  NY 

Judith  C.  Pelham  '67 

Northville,  MI 


Lois  Perelson-Gross  '83 

New  York,  NY 

Susan  Porth  70 

Ross,CA 

Tracy  Garrett  Rubin  77 

Needham,  MA 

Linda  E.  Salisbury  78 

Chicago,  IL 

Agnes  Bundy  Scanlan  79 

Cambridge,  MA 

Nancy  Godfrey  Schacht  '56 

New  York,  NY 

James  Shulman 

New  York,  NY 

Cornelia  Mendenhall  Small  '66 

New  York,  NY 

Linda  Smith  Charles  74 

Orange,  NJ 

James  Wei 

Princeton,  NJ 

Anita  VolzWien '62 

New  York,  NY 

Phoebe  Pederson  Wood  75 

Louisville,  KY 

Rebecca  C.  Lindsey,  Secretary  of 
the  Board  of  Trustees  and 
Assistant  to  the  President 

Georgia  Yuan,  General  Counsel 
and  Secretary  of  the  College 


Emeritae/i 


429 


Faculty 


Ruth  J.  Simmons 
President  Emerita  {2QQI) 

Jill  Ker  Conway 

President  Emerita  WW)) 

Mary  Maples  Dunn 
President  Emerita  (1995) 

Elizabeth  Dorothy  Robinton 

Professor  Emerita  in  (be  Biological  Sciences  ( 1973) 

Charlotte  Hackstaff  Fitch 

Professor  Emerita  of  Theatre  and  Speech  (1976) 

Joaquina  Navarro 

Professor  Emerita  of  Spanish  and  Portuguese  (1981) 

Oilman  John  Doland 

Professor  Emeritus  of  Psychology  (1982) 

Rosalind  Shaffer  deMille 

Professor  Emerita  of  Dance  (1984) 

Rita  May  Benson 

Associate  Professor  Emerita  of  Exercise  and  Sport 

Studies  (1985) 

Andree  Demay 

Professor  Emerita  of  French  Language  and 
Literature  (1985) 

Robert  Torsten  Petersson 

Professor  Emeritus  of  English  Language  and 

Literature  ( 1985) 

Helen  Krich  Chinoy 

Professor  Emerita  of  Theater  (1986) 

Frank  H.  Ellis 

Mary  Augusta  Jordan  Professor  Emeritus  of 
English  Language  and  Literature  and  Adjunct 
Curator  of  Queen  Anne  Pamphlets,  Mortimer  Rare 
Book  Room  (1986) 

Charles  Henderson  Jr. 

Professor  Emeritus  of  Classical  Languages  and 
Literatures  (1986) 

James  Holderbaum 

Professor  Emeritus  of  Art  ( 1986) 


B.  Elizabeth  Horner 

Myra  M.  Sampson  Professor  Emerita  o)  Biological 

Sciences  (19 

Jess  J.  Josephs 

Prof essor  Emeritus  o)  Physics  1 1986) 

Richard  P.  Wilbur 
Poet Emeritus  (1986) 

Adrienne  Auerswald 

Ira  Dee  I  Halt  Professor  Emerita  of  Music  ( 1987) 

Louis  Conn-Haft 

Professor  Emeritus  of  History  ( 1987) 

Paul  Pickrel 

Professor  Emeritus  of  English  Language  and 
Literature  (1987) 

Klemens  von  Klemperer 

/..  Clark  Seelye  Professor  Emeritus  of  History  (1987) 

Margherita  Silvi  Dinale 

Professor  Emerita  of  Italian  Language  and 

Literature  ( 1989) 

David  Andrew  Haskell 

Professor  Emeritus  of  Biological  Sciences  (1990) 

Nelly  Schargo  Hoyt 

Achilles  Professor  Emerita  of  History  ( 1990) 

lole  Fiorillo  Magri 

Professor  Emerita  of  Italian  Language  and 
Literature  (1990) 

Jean  Higgins 

Professor  Emerita  of  Religion  and  Biblical 
Literature  (Wl) 

Joan  Hatch  Lennox 

Associate  Professor  Emerita  of  Sociology  (1990 

Caryl  Miriam  Newhof 

Professor  Emerita  of  Exercise  and  Sport  Studies  1 1991 1 

Charles  Langner  Robertson 

Professor  Emeritus  of  Government  ( 1 99 1 ) 

Joan  Maxwell  Bramwell 

Professor  Emerita  of  English  Language  and 
Literature  i  mi) 


430 


Emeritae/i 


Gemze  de  Lappe 

Artist  in  Residence  Emerita,  Dance  Department 

(1992) 

Stanley  Maurice  Elkins 

Sydenham  Clark  Parsons  Professor  Emeritus  of 
History  (1992) 

Lawrence  A.  Fink 

Professor  Emeritus  of  Education  and  Child  Study 
(1992) 

W.  Bruce  Hawkins 

Professor  Emeritus  of  Physics  (1992) 

Josephine  Louise  Ott 

Professor  Emerita  of  French  Language  and 
Literature  (1992) 

Lory  Wallfisch 

Iva  Dee  Hiatt  Professor  Emerita  of  Music  (1992) 

Robert  Mitchell  Haddad 

Sophia  Smith  Professor  Emeritus  of  History  and 
Professor  Emeritus  of  Religion  and  Biblical 
Literature  (1993) 

Stanley  Rothman 

Mary  Huggins  Gamble  Professor  Emeritus  of 
Government  (1993) 

Elizabeth  Gallaher  von  Klemperer 

Esther  Cloudman  Dunn  Professor  Emerita  of 
English  Language  and  Literature  (1993) 

Lois  Ann  Hartman 

Dean  Emerita  of  the  Smith  College  School  for  Social 
Work  and  Elizabeth  Marting  Treuhaft  Professor 
Emerita  of  the  Smith  College  School  for  Social  Work 
(1994) 

J.  Diedrick  Snoek 

Professor  Emeritus  of  Psychology  (1994) 

Erna  Berndt  Kelley 

Professor  Emerita  of  Spanish  and  Portuguese  (1995) 

Murray  James  Kiteley 

Sophia  Smith  Professor  Emeritus  of  Philosophy 
(1995) 

Peter  Niles  Rowe 

Professor  Emeritus  of  Government  (1995) 


Melvin  S.  Steinberg 

Professor  Emeritus  of  Physics  (1995) 

Alice  Rodriguez  Clemente 

Professor  Emerita  of  Spanish  and  Portuguese  and  of 
Comparative  Literature  (1996) 

Quentin  Quesnell 

Roe/Straut  Professor  Emeritus  in  the  Humanities 
(Religion  and  Biblical  Literature)  (1996) 

Margaret  L.  Shook 

Professor  Emerita  of  English  Language  and 
Literature  (1996) 

Robert  Teghtsoonian 

Professor  Emeritus  of  Psychology  (1996) 

Elizabeth  Ann  Tyrrell 

Professor  Emerita  of  Biological  Sciences  (1996) 

Igor  Zelljadt 

Professor  Emeritus  of  Russian  Language  and 
Literature  (1996) 

Phyllis  Joan  Gassidy 

Professor  Emerita  of  Mathematics  (1997) 

Bruce  Theodore  Dahlberg 

Professor  Emeritus  of  Religion  and  Biblical 
Literature  (1997) 

Patricia  Weed 

Professor  Emerita  of  French  Language  and 
Literature  (1997) 

Marie-Jose  Madeleine  Delage 

Professor  Emerita  of  French  Language  and 
Literature  (1998) 

Philip  Green 

Sophia  Smith  Professor  Emeritus  of  Government 
(1998) 

Seymour  William  Itzkoff 

Professor  Emeritus  of  Education  and  Child  Study 
(1998) 

Cynthia  Taft  Morris 

Charles  N.  Clark  Professor  Emerita  of  Economics 
(1998) 


Emeritae/i 


431 


Taitetsu  Unno 

Jill  Ker  Conway  Professor  Emeritus  of  Religion  and 

East  Asian  Studies  (1998) 

Francis  Murphy 

Professor  Emeritus  of  English  1 1999) 

Lawrence  Alexander  Joseph 

Professor  Emeritus  of  French  Language  and 

Literature  (2000) 

Thomas  Hastings  Lowry 

Professor  Emeritus  of  Chemistry  (2000) 

Philipp  Otto  Naegele 

William  R.  Kenan.  Jr.  Professor  Emeritus  of  Music 

(1000) 

Helen  E.  Searing 

Alice  Pratt  Broun  Professor  Emerita  of  Art  (2000) 

Frances  Cooper  Volkmann 

Harold  Edward  and  Elsa  Siipola  Israel  Professor 

Emerita  of  Psychology  (2000) 

Raymond  A.  Ducharme,  Jr. 

Professor  Emeritus  of  Education  and  Child  Study 
(2001) 

George  Fleck 

Professor  Emeritus  of  Chemistry  (2001) 

Mary  Helen  Laprade 

Lecturer  Emerita  in  Biological  Sciences  (2001) 

Brian  White 

Professor  Emeritus  of  Geology  (2001) 

R.  Jackson  Wilson 

Sydenham  Clark  Parsons  Professor  Emeritus  of 
History  (2001) 

Kathyrn  Addelson 

Mary  Huggins  Gamble  Professor  Emerita  of 

Philosophy  (2002) 

David  Ball 

Professor  Emeritus  of  French  Language  and 

Literature  and  Comparative  Literature  ( 2002) 

Charles  Cutler 

Professor  Emeritus  of  Spanish  and  Portuguese  (2002) 

Ronald  Perera 

Elsie  Iruin  Sweeney  Professor  Emeritus  of  Music 

(2002) 


Philip  D.  Reid 

Louise  (..  Harrington  Professor  Emeritu 

Biological  Sciences  (2002) 

James  Sacre 

Doris  Silbert  Professor  Emeritus  m  the 

Humanities  (French  Language  and  Literature) 

(2002) 

Malcolm  B.  E.  Smith 

Professor  Emeritus  of  Philosophy  1 2!  H 12 1 

Richard  White 

•r  Emeritus  of  Astronomy  ( 2<  1 12 1 

Joan  M.  Afferica 

l.  Clark  Seelye  Professor  Emerita  of  History  (2003) 

Robert  T.  Averitt 

Professor  Emeritus  of  Economics  (2003) 

Thomas  Sieger  Derr,  Jr. 

Professor  Emeritus  of  Religion  and  Biblical 
Literature  (2003) 

Jaroslaw  Volodymyr  Leshko 

Professor  Emeritus  of  Art  (2003) 

Peter  B.  Pufall 

Professor  Emeritus  of  Psychology  (2003) 

Donald  Baldwin  Reutener,  Jr. 

Professor  Emeritus  of  Psychology  (2003) 

Peter  I.  Rose 

Sophia  Smith  Professor  Emeritus  of  Sociology  and 

Anthropology  (2003) 

William  P.  Wittig 

Professor  Emeritus  of  Music  (2003) 

Yvonne  Daniel 

Professor  Emerita  of  Dance  and  Afro-American 
Studies  (2004) 

Kenneth  Edward  Fearn 

Professor  Emeritus  of  Music  (2004) 

Lester  K.  Little 

L  height  \Y.  Morrow  Professor  Emeritus  of  History 

(2004) 

Elliot  Melville  Offner 

Andrei/  11.  Mellon  Professor  Emeritus  in  the 
Humanities  (Art)  and  Printer  Emeritus  to  the 
College  (2004) 


432 


Emeritae/i 


Donald  Leonard  Robinson 

Charles  N.  Clark  Professor  Emeritus  of  Government 
(2004) 

Harold  Lawrence  Skulsky 

Mary  Augusta  Jordan  Professor  Emeritus  of 
English  Language  and  Literature  (2004) 

Hans  Rudolf  Vaget 

Helen  and  Laura  Shedd  Professor  Emeritus  of 
German  Studies  and  Professor  Emeritus  of 
Comparative  Literature  (2004) 

Karl  Paul  Donfried 

Elizabeth  A.  Woodson  1922  Professor  Emeritus  of 
Religion  and  Biblical  Literature  (2005) 

Ann  Arnett  Ferguson 

Associate  Professor  Emerita  of  Afro-American  Studies 
(2005) 

Caroline  Houser 

Professor  Emerita  of  Art  (2005) 

Chester  J.  Michalik 

Professor  Emeritus  of  Art  (2005) 

John  Porter  Sessions 

Professor  Emeiitus  of  Music  (2005) 

Mark  Aldrich 

Marilyn  Carlson  Nelson  Professor  Emeritus  of 
Economics  (2006) 

Myron  Peretz  Glazer 

Barbara  Richmond  1940  Professor  in  the  Social 
Sciences  (Sociology)  (2006) 

Howard  Nenner 

Roe/Straut  Professor  Emeritus  in  the  Humanities 
(History)  (2006) 

Frederique  Apffel-Marglin 

Professor  Emerita  of  Anthropology  (2007) 

Merrie  Bergmann 

Associate  Professor  Emerita  of  Computer  Science 
(2007) 

Carl  John  Burk 

Elsie  Damon  Simonds  Professor  Emeritus  of 
Biological  Sciences  (2007) 

H.  Allen  Curran 

William  R.  Kenan,  Jr.  Professor  Emeritus  of  Geology 
(2007) 


John  D.  Hellweg 

Professor  Emeritus  ofTtjeatre  (2007) 

Elizabeth  Erickson  Hopkins 

Professor  Emerita  of  Anthropology  (2007) 

Victoria  E.  V.  Poletto 

Senior  Lecturer  Emerita  in  Italian  Language  and 
Literature  (2007) 

Denise  Rochat 

Professor  Emerita  of  French  Studies  (2007) 

Marjorie  Lee  Senechal 

Louise  Wolff  Kahn  Professor  Emerita  in  Mathematics 
and  History  of  Science  and  Technology  (2007) 

Joachim  W.  Stieber 

Prof essor  Emeritus  of  History  (2007) 

Nicomedes  Suarez-Arauz 

Senior  Lecturer  Emeritus  in  Spanish  and  Portuguese 
(2007) 


Professors 


433 


Professors 


Martha  A.  Ackelsberg 

Professor  of  Government  and  of  the  Study  of  \\  'omen 

and  Gender 

BA  Radcliffe  College:  MA.  Ph.D.  Princeton  University. 

Michael  0.  Albertson 

L  (.'lark  Strive  Professor  of  Mathematics  and 

Statistics 

B.S.  Michigan  State  University,  Ph.D.  Universitj  of 

Pennsylvania 

Hilton  Als 

Joan  ieunan  Jacobson  Visiting Nonfiction  Writer 
Columbia  University. 

Margaret  E.  Anderson 

Professor  of  Biological  Sciences 

BA  Augustana  College,  Ph.D.  Stanford  I'niversity. 

Pau  Atela 

Professor  of  Mathematics  and  Statistics 
Licenciatura  en  Mathematicas,  University  of  Barcelona, 
Ph.D.  Boston  University. 

Raphael  Atlas 

Professor  of  Music 

B.Mus.  Oberlin  College;  M.Phil..  Ph.D.  Vale  University. 

Maria  Nemcova  Banerjee 
Professor  of  Russian  Language  and  Literature 
Baccalaureat,  College  Marie  de  France,  Montreal:  MA. 
Universite  de  Montreal;  Ph.D.  Harvard  University. 

Randall  Bartlett 

Professor  of  Economics 

A.B.  Occidental  College;  MA.  Ph.D.  Stanford  University 

Donald  C.  Baumer 

Professor  of  Goi  eminent 

BA  Ohio  University;  MA.  Ph.D.  Ohio  State  University 

Giovanna  T.  Bellesia 

Professor  of  Italian  Language  and  Literature 
Ph.D.  University  of  North  Carolina  at  Chapel  Hill; 
Dottore  in  Lingue  e  Letterature  Straniere,  I.U.L.M.. 
Milano. 

Nona  Ben-Moshe 
Lecturer  in  Jewish  Studies 

BA  Universitv  of  Tel-Aviv.  M.S.S.  The  Hebrew  Universitv 


Leonard  Berkman 

Anne  Hesseurne  Hoyi  Professor  of  Theatre 

faibia  College;  M.K.V.  D.FA  Vale  University. 

Nalini  Bhushan 

-  w of  Philosophy 
BA  Stella  Maris  College.  Madras  University; 
MA.  M.Phil.  Madras  Christian  College,  Madras 
I'niversity  India;  PhD  University  of  Michigan. 

Mary  Ellen  Birkett 

Professor  of  French  Studies 

A.B.  Smith  College:  M.Phil..  Ph.D.  Vale  University. 

Fletcher  A.  Blanchard 
sor of Psychology 

BA  University  of  New  Hampshire;  Ph.D.  University  of 
Colorado. 

Amy  Bloom 

Elizabeth  Drew  Professor.  English  Language  and 

Literature 

BA  Wesleyan  University;  M.S.W.  Smith  College  School 

for  Social  Work. 

Peter  Anthony  Bloom 

Grace Jarcbo  Ross  1933  Professor  of  Humanities. 

(Music) 

BA  Swarthmore  College;  M.A..  Ph.D.  I'niversity  of 

Pennsylvania. 

Rodger  Blum 

Professor  of  Dance 

M.F.A.  University  of  California  at  Irvine. 

Anna  Botta 

Professor  of  Italian  Language  and  Literature  and  of 

Comparatii  e  Literature 

Lanrea.  Universitadi  Torino:  M.A..  Ph.D.  University  of 

Pennsylvania. 

Susan  C.  Bourque 

Esther  Booth  Wiley  Professor  of  Government  and 

Provost/Dean  of  the  Faculty 
BA,  Ph.D.  Cornell  University. 

Nancy  Mason  Bradbury 

Professor  of  English  Language  and  Literature 
BA  Smith  College.  MA  Boston  College.  Ph.D. 
Universitv  of  California  at  Berkelev. 


434 


Professors 


Scott  A.  Bradbury 

Professor  of  Classical  Languages  and  Literatures 
BA  Amherst  College;  B.A.,  M.A.  Corpus  Christi  College, 
Oxford  University;  Ph.D.  University  of  California  at 
Berkeley. 

John  B.  Brady 

Mary  Elizabeth  Moses  Professor  of  Geology 

A.B.  Harvard  College,  M.S.  University  of  California  at 

Los  Angeles,  Ph.D.  Harvard  University. 

Barbara  Brehm-Curtis 

Professor  of  Exercise  and  Sport  Studies 

B.A.  Duke  University;  M.A.,  Ed.D.  Columbia  University. 

Richard  T.  Briggs 

Professor  of  Biological  Sciences 

B.A.  College  of  Wooster,  Ph.D.  University  of  Kansas. 

Jane  Bryden 

Iva  Dee  Hiatt  Professor  of  Music 
B.M.,  M.M.  New  England  Conservatory. 

Robert  Buchele 

Professor  of  Economics 

B.S.  University  of  California  at  Los  Angeles,  M.S. 

Massachusetts  Institute  of  Technology,  Ph.D.  Harvard 

University. 

Brigitte  Buettner 

Priscilla  Paine  Van  der  Poet  Professor  of  Art  History 
Maitrise,  Universite  de  Paris-X  Nanterre,  Ph.D.  Ecole 
des  Hautes  Etudes  en  Sciences  Sociales,  Paris. 

H.  Robert  Burger 

Achilles  Professor  of  Geology 

B.S.  Yale  University;  A.M.,  Ph.D.  Indiana  University. 

A.  Lee  Burns 

Professor  of  Art 

B.A.,  M.S.,  M.F.A.  University  of  Iowa. 

Barton  Byg 

Five  College  40th  Anniversary  Professor  (German 
Studies) 

James  Joseph  Callahan 

Professor  of  Mathematics  and  Statistics 
B.A.  Marist  College,  Ph.D.  New  York  University. 

Carol  T.  Christ 

President  and  Professor  of  English  Language  and 

Literature 

B.A.  Douglass  College;  M.Ph.,  Ph.D.  Yale  University. 


J.  Patrick  Coby 

Professor  of  Government 

B.A,  MA,  Ph.D.  University  of  Dallas. 

David  Warren  Cohen 

Professor  of  Mathematics  and  Statistics 

B.S.  Worcester  Polytechnic  Institute;  M.S.,  Ph.D. 

University  of  New  Hampshire. 

Rosetta  Marantz  Cohen 

Professor  of  Education  and  Child  Study 

BA  Yale  University;  M.F.A.  Columbia  University;  M.Ed., 

Ed.D.  Teachers  College,  Columbia. 

John  M.  Connolly 

Professor  of  Philosophy 

B.A.  Fordham  College,  M.A.  Oxford  University,  Ph.D. 

Harvard  University. 

Nora  F.  Crow 

Professor  of  English  Language  and  Literature 

A.B.  Stanford  University;  A.M.,  Ph.D.  Harvard  University. 

John  Davis 

Alice  Pratt  Brown  Professor  of  Art  and  Associate 
Provost  and  Dean  for  Academic  Development 
A.B.  Cornell  University;  MA,  M.Phil.,  Ph.D.  Columbia 
University. 

R.  Craig  Davis 

Professor  of  English  Language  and  Literature 
BA  College  of  William  and  Mary,  M.A.  University  of 
Wales,  Ph.D.  University  of  Virginia. 

Jill  G.  de  Villiers 

Professor  of  Philosophy  and  Sophia  and  Austin  Smith 

Professor  of  Psychology 

B.Sc.  Reading  University,  England;  Ph.D.  Harvard 

University. 

Peter  A.  de  Villiers 

Sophia  and  Austin  Smith  Professor  of  Psychology 
BA  Rhodes  University,  South  Africa;  B.A.  Oxford 
University;  Ph.D.  Harvard  University. 

Piotr  Decowski 

Professor  of  Physics 

M.Sc,  Ph.D.  University  of  Warsaw. 

Donna  Robinson  Divine 

Morningstar  Family  Professor  in  the  Field  of  Jewish 

Studies  and  Professor  of  Government 

B.A.  Brandeis  University,  Ph.D.  Columbia  University. 


Professors 


435 


Eglal  Doss-Quinby 

Professor  of  French  Studies 

B.A.  State  University  of  New  York  at  Stom  Brook;  MA, 

PhD.  New  York  University. 

Lois  C.  Dubin 

Professor  of  Religion 

D.C.S.,  B.A.  McGil]  University;  A.M..  Ph.D.  Harvard 

l  Diversity. 

Caroline  Elam 

Kennedy  Professor  in  Renaissance  Studies. 

Nalini  Easwar 
Professor  of  Physics 

B.Sc.  M.Sc.  University  of  Bombay,  India;  M.S..  Ph.D. 
I  niwrsity  of  Pittsburgh. 

Suzan  Edwards 

Professor  of  Astronomy 

B.A.  Dartmouth  College;  M.S.,  Ph.D.  University  of 

Hawaii. 

Karen  Smith  Emerson 

Professor  of  Music 

B.A.  Luther  College,  M.M.  University  of  Illinois. 

Richard  Fantasia 

Professor  of  Sociology 

B.S.  Upsala  College,  M.S.  State  University  of  New  York  at 

Buffalo,  Ph.D.  University  of  Massachusetts  at  Amherst. 

Craig  M.  Felton 

Professor  of  Art 
I  B.A.  Saint  Vincent  College;  M.A.,  Ph.D.  University  of 
Pittsburgh. 

Nikky  Finney 

Grace  Hazard  Conkling  Writer-in-Residence 

B.A.  Talladega  College. 

Dean  Scott  Flower 

Professor  of  English  Language  and  Literature 
A.B.  University  of  Michigan,  Ph.D.  Stanford  University. 

Elliot  Mayer  Fratkin 

Professor  of  Anthropology 

B.A.  University  of  Pennsylvania,  M.Phil.  University  of 

London,  Ph.D.  Catholic  University  of  America. 

Sue  J.  M.  Freeman 

Professor  of  Education  and  Child  Study 

B.A.  Rutgers  University;  M.S.,  Ph.D.  University  of 

Wisconsin. 


Randy  0.  Frost 

Harold  Edward  and  Elsa  Sipola  Israel  Professor  oj 

Psychology 

B  v.  MA,  PhD.  I  niversit)  oi  Kansas 

Martine  Gantrel 

Professor  of  French  Studies 

Agre*gee  de  ITniversite,  Docteur  de  Itoisieme  Cycle  en 

Litterature  Francaise,  La  Sorbonne,  Pans.  France. 

Daniel  K.  Gardner 

Dwight  II.  Morrow  Professor  of  History 

A.B.  Princeton  University,  Ph.D.  Harvard  University 

Jay  L.  Garfield 

Doris  Silbert  Professor  of  Philosophy 

A.B.  Oberlin  College;  MA,  Ph.D.  University  of 

Pittsburgh. 

Paula  J.  Giddings 

Professor  of  Afro-American  Studies  and  Editor  of 

Meridians 

B.A.  Howard  University. 

Howard  Gold 

Professor  of  Government 

B.A.  McGill  University;  M.A.,  M.Phil.,  Ph.D.  Yale 

University. 

Steven  Martin  Goldstein 

Sophia  Smith  Professor  of  Government 

B.A.  TUfts  College,  M.A.  Fletcher  School  of  Law  and 

Diplomacy,  Ph.D.  Columbia  University. 

Michael  Gorra 

Mary  Augusta  Jordan  Professor  of  English  Language 

and  Literature 

A.B.  Amherst  College,  Ph.D.  Stanford  University. 

Justina  Winston  Gregory 

Professor  of  Classical  languages  and  Literatures 
A.B.  Smith  College;  MA,  Ph.D.  Harvard  University. 

Peter  Gregory 

Jill  Ker  Conway  Professor  of  Religion  and  East  Asian 

Studies 

B.A.  Princeton  University,  M.A.  Claremont  Graduate 

School.  Ph.D.  Harvard  University. 

Gertraud  Gutzmann 

Professor  of  German  studies 

BA,  M.A.  Middlebury  College;  Ph.D.  I  niversityof 

Massachusetts  at  Amherst 


436 


Professors 


Ruth  Haas 

Professor  of  Mathematics  and  Statistics  and  of 

Engineering 

BA.  Swarthmore  College;  M.S.,  Ph.D.  Cornell 

University. 

Deborah  Haas-Wilson 

Marilyn  Carlson  Nelson  Professor  of  Economics 
BA  University  of  Michigan;  MA,  Ph.D.  University  of 
California  at  Berkeley. 

Andrea  Hairston 

Professor  of  Theatre  and  Afro-American  Studies 
A.B.  Smith  College,  A.M.  Brown  University. 

Katherine  Taylor  Halvorsen 

Professor  of  Mathematics  and  Statistics 
B  A  University  of  Michigan,  M.Ed.  Boston  University, 
M.S.  University  of  Washington,  D.Sc.  Harvard  School  of 
Public  Health. 

Elizabeth  Wanning  Harries 

Laura  Shedd Professor  of  English  Language  and 
Literature  and  of  Comparative  Literature 
A.B.  Vassar  College;  M.A.T.,  Ph.D.  Yale  University. 

Mary  Harrington 

Tippit  Professor  in  the  Life  Sciences  (Psychology) 
B.Sc.  Pennsylvania  State  University,  M.A.  University  of 
Toronto,  Ph.D.  Dalhousie  University. 

Virginia  Hayssen 

Professor  of  Biological  Sciences 

B.A.  Pomona  College,  Ph.D.  Cornell  University. 

Susan  Heideman 

Professor  of  Art 

B.F.A.  Boston  University  School  for  the  Arts,  M.F.A. 

Indiana  University. 

James  M.  Henle 

Professor  of  Mathematics  and  Statistics 

A.B.  Dartmouth  College,  Ph.D.  Massachusetts  Institute 

of  Technology. 

Daniel  Horowitz 

Mary  Huggins  Gamble  Professor  of  American 
Studies,  and  Associated  Member  of  History 
B.A.  Yale  College,  Ph.D.  Harvard  University. 

Helen  Lefkowitz  Horowitz 

Sydenham  Clark  Parsons  Professor  of  History  and 

Professor  of  American  Studies 

B.A.  Wellesley  College;  MA,  Ph.D.  Harvard  University. 


Jamie  Hubbard 

Professor  of  Religion  and  Yehan  Numata  Lecturer 

in  Buddhist  Studies 

BA  Webster  University;  MA,  Ph.D.  University  of 

Wisconsin. 

Jefferson  Hunter 

Professor  of  English  Language  and  Literature 
B  A  Pomona  College,  B.A.  University  of  Bristol,  Ph.D. 
Yale  University. 

Leslie  R.  Jaffe,  M.D. 

Adjunct  Associate  Professor  of  Biological  Sciences 

and  College  Physician 

Monica  Jakuc 

Elise  Irwin  Sweeney  Professor  of  Music 

B.S.,  M.S.  Juilliard  School  of  Music. 

James  H.  Johnson 

Professor  of  Exercise  and  Sport  Studies 
B.S.,  M.S.,  Ph.D.  Louisiana  State  University: 

Ann  Rosalind  Jones 

Esther  Cloudman  Dunn  Professor  of  Comparative 

Literature 

BA  University  of  California  at  Berkeley,  MA  Columbia 

University,  Ph.D.  Cornell  University. 

Linda  E.  Jones 

Director.  Picker  Engineering  Program,  Rosemary 
Bradford  Heuiett  40  Professor 
B.S.  Man' Washington  College;  M.S.,  Ph.D. 
Pennsylvania  State  University. 

Donald  Joralemon 

Professor  of  Anthropology 

BA  Oberlin  College;  M.A.,  Ph.D.  University  of 

California  at  Los  Angeles. 

Ellen  Kaplan 

Professor  of  Theatre 

B  A  State  University  of  New  York  at  Binghamton,  M.FA 

University  of  North  Carolina  at  Greensboro. 

Roger  T.  Kaufman 

Professor  of  Economics 

BA  Williams  College,  Ph.D.  Massachusetts  Institute  of 

Technology. 

Barbara  A.  Kellum 

Professor  of  Art 

A.B.,  A.M.  University  of  Southern  California;  A.M. 

University  of  Michigan;  Ph.D.  Harvard  University. 


Professors 


437 


Jocelyne  Kolb 

Professor  of  German  studies 

BA  Smith  College,  Ph.D.  Yale  University. 

Frederick  Leonard 
Professor  of  Economics 

H.S..  M.A.  Miami  University;  Ph.D.  University  of 
Michigan. 

Ann  Leone  71 

Professor  of  French  Studies 

A.B.  Smith  College;  MA,  Ph.D.  Brown  University. 

Richard  Lim 

Professor  of  History 

A.B.  University  of  California  at  Berkeley;  MA.  Ph.D. 

Princeton  University. 

Robert  G.  Linck 
Professor  of  Chemistry 

B.S.  Case  Institute  of  Technology,  Ph.D.  University  of 
Chicago. 

Mahnaz  Mahdavi 
Professor  of  Economics 

!   BA  N.I.O.C.  College  of  Accounting  and 
Finance.  M.A.  Eastern  Michigan  University. 

Maureen  A.  Mahoney 

Adjunct  Professor  of  Psychology  and  Dean  of  the 
College 
j   BA  University  of  California  at  Santa  Cruz,  Ph.D. 
Cornell  University. 

Alan  L.  Marvelli 

Professor  of  Education  and  Child  Study.  Director  of 
the  Smith  College-Clarke  School  for  the  Deaf  Teacher 
Education  Program 

B.S.  Bridgewater  State  College,  M.E.D.  Smith  College, 
Ed.D.  University  of  Massachusetts  at  Amherst. 

Joseph  George  McVeigh 

Professor  of  German  studies 

BA.  La  Salle  College;  MA,  Ph.D.  University  of 

Pennsylvania 

Lawrence  Meinert 

Professor-in-Pesidence 

BA  Carleton  College,  Ph.D.  Stanford  University. 

Robert  B.  Merritt 
Professor  of  Biological  Sciences 
1  BA,  Ph.D.  University  of  Kansas. 


Richard  Millington 

Sylvia  Dlugascb  Bauman  Professor  of  American 

Studio  and  Professor  of  English  Language  and 

Literature 

A.B.  Harvard  College;  MA,  M.PhiL,  PhJD.  Yale 

Universitj 

Gwendolyn  Mink 

Charles  A.  (lark  Professor  of  the  study  of  Women 

and  Gender 

BA  University  of  California,  Berkeley;  Ph.D.  Cornell 

University. 

Barry  Moser 

jsor-m-Resiaence}  Art 

B.S.  Universitj  of  Chattanooga. 

Albert  Mosley 

Professor  of  Philosophy 

B.S.,  Ph.D.  University  of  Wisconsin,  Madison. 

Catharine  Newbury 

Professor  of  Got  eminent 

BA.  Willamette  University;  MA,  Ph.D.  Universitj  of 

Wisconsin,  Madison. 

David  Newbury 

Gwendolen  Carter  Professor  of  African  studies 

(History) 

BA  Williams  College:  MA,  Ph.D.  University  of 

Wisconsin,  Madison. 

Robert  M.  Newton 

Professor  of  Geology 

BA  University  of  New  Hampshire,  M.A.  State  University 

of  New  York  at  Binghamton,  Ph.D.  University  of 

Massachusetts. 

Herbert  Nickles 

Director  of  Information  Technology  Services 
BA ,  M.A.  University  of  California,  Riverside. 

Jessica  Nicoll 

Director  of  the  smith  College  Museum  of  Art  and 

Chief  Curator 

BA  Smith  College,  M.A  I  Diversity  of  Delaware 

Gary  L.  Niswonger 

Professor  of  Art 

BA  Miami  University,  M.F.d.  Ohio  University  M.FA 

Rhode  Island  School  of  Design 

Mohd  Anis  Md  Nor 

William  Allan  Xcilson  Professor  in  Music.  Dance 
and  Theatre 


Professors 


Richard  Francis  Olivo 

Professor  of  Biological  Sciences 

A.B.  Columbia  University;  A.M.,  Ph.D.  Harvard 

University. 

William  Allan  Oram 

Helen  Means  Professor  of  English  Language  and 

Literature 

B.A.  Yale  College;  B.A.  Merton  College,  Oxford;  Ph.D. 

Yale  University. 

Joseph  O'Rourke 

Spencer  T.  and  Ann  W  Olin  Professor  of  Computer 
Science  and  Professor  of  Mathematics  and  Statistics 
B.S.  St.  Joseph's  University;  M.S.,  Ph.D.  University  of 
Pennsylvania. 

Thalia  Alexandra  Pandiri 

Professor  of  Classical  Languages  and  Literatures 

and  of  Comparative  Literature 

A.B.  City  College  of  New  York;  A.M.,  Ph.D.  Columbia 

University. 

Douglas  Lane  Patey 

Sophia  Smith  Professor  of  English  Language  and 

Literature 

A.B.  Hamilton  College;  M.A.  (Philosophy),  MA 

(English),  Ph.D.  University  of  Virginia. 

Philip  K.  Peake 

Professor  of  Psychology 

B.A.  Carleton  College,  Ph.D.  Stanford  University. 

Paulette  Peckol 

Louise  Harrington  Professor  of  Biological  Sciences 
B.A.  Wittenberg  University,  Ph.D.  Duke  University. 

Karen  Pfeifer 

Professor  of  Economics 

B.A.  University  of  Connecticut,  M.A.  State  University  of 

New  York  at  Binghamton,  Ph.D.  American  University. 

Dwight  Pogue 

Professor  of  Art 

B.F.A.,  M.S.  Kansas  State  College;  M.F.A.  University  of 

Oklahoma. 

Alfonso  Procaccini 

Professor  of  Italian  Language  and  Literature 
B.A.  Rider  College,  M.A.  Middlebury  College,  Ph.D. 
Johns  Hopkins  University. 


Marsha  Kline  Pruett 

Maconda  Brown  O'Connor  Professor  Smith  College 

School  for  Social  Work,  and  Adjunct  Professor  of 

Psychology 

B.A.,  M.S.  University  of  Pennsylvania;  Ph.D.  University 

of  California,  Berkeley;  M.S.L.,  Yale  School  of  Law. 

Charles  Eric  Reeves 

Professor  of  English  Language  and  Literature 
B.A.  Williams  College;  M.A.,  Ph.D.  University  of 
Pennsylvania. 

Nola  Reinhardt 

Professor  of  Economics 

A.B.  University  of  Connecticut;  MA,  Ph.D.  University  of 

California  at  Berkeley. 

Barbara  B.  Reinhold 

Director  of  the  Career  Development  Office  and 

Adjunct  Associate  Professor  of  Psychology 

B.A.  Hood  College;  M.Ed,  CAG.S,  Ed.D.  Northeastern 

University. 

Marylin  Martin  Rhie 

Jessie  Wells  Post  Professor  of  Art  and  Professor  of  East 

Asian  Studies 

MA,  Ph.D.  University  of  Chicago. 

Thomas  H.  Rohlich 

Professor  of  East  Asian  Languages  and  Literatures 
BA,  MA,  Ph.D.  University  of  Wisconsin-Madison. 

Alan  N.  Rudnitsky 

Professor  of  Education  and  Child  Study 
B.S.  Drexel  University,  M.Ed.  University  of 
Massachusetts  at  Amherst,  Ph.D.  Cornell  University. 

Neal  E.  Salisbury 

Barbara  Richmond  1940  Professor  in  the  Social 

Sciences  (History) 

B.A.,  MA,  Ph.D.  University  of  California  at  Los  Angeles. 

Elizabeth  Savoca 

Professor  of  Economics 

BA  Douglass  College  of  Rutgers  University;  MA,  Ph.D. 

University  of  California  at  Berkeley. 

Marilyn  Schuster 

Andrew  W,  Mellon  Professor  in  the  Humanities 

(The  Study  of  Women  and  Gender) 

BA  Mills  College;  M.Phil,  Ph.D.  Yale  University 


Professors 


Stylianos  P.  Scordilis 

Professor  of  Biological  Sciences 

A.B.  Princeton  University,  Ph.D.  State  I  niversitj  oi  New 

York  at  Album. 

Sharon  Cadman  Seelig 

Roe/Straut  Professor  in  the  Humanities  (Bnglisb 

Language  and  Literal  ur/e 

B.A.  Carleton  College;  MA,  Ph.D.  Columbia  I  niversity. 

Christine  M.  Shelton 

Professor  of  Exercise  mid  sport  Studies 

B.S.  Madison  College.  MS.  James  Madison  University. 

Richard  Jonathan  Sherr 

Caroline  L.  Wall  27  Professor  of  Music 

B.A.  Columbia  University;  M.F.A..  Ph.D.  Princeton 

University. 

Nancy  J.  Shumate 

Professor  of  Classical  Languages  and  Literatures 
B.A.  Indiana  University;  M.A..  Ph.D.  Harvard  University. 

Donald  Steven  Siegel 

Professor  of  Exercise  a  fid  Sport  Studies 
B.S.  Brooklyn  College.  M.S.  University  of 
Massachusetts  at  Amherst.  Ed.D.  University  of  North 
Carolina  at  Greensboro. 

Patricia  Lyn  Skarda 

Professor  of  English  Language  and  Literature 
B.A.  Sweet  Briar  College,  Texas  Tech  University,  Ph.D. 
University  of  Texas  at  Austin. 

Catherine  H.  Smith 

Professor  of  Theatre 

A.B.  Smith  College;  MA  University  of  Virginia,  Ml. A 

University  of  Texas. 

Ruth  Ames  Solie 

Sophia  Smith  Professor  of  Music 

A.B.  Smith  College;  MA,  Ph.D.  University  of  Chicago. 

Elizabeth  V.  Spelman 

Barbara  Richmond  1940  Professor  in  the 

Humanities.  Professor  of  Philosophy 

BA  Wellesley  College,  Ph.D.  Johns  Hopkins  University. 

Charles  P.  Staelin 
Professor  of  Economics 

BA,  M.S.,  Ph.D.  University  of  Michigan. 


Nancy  Saporta  Sternbach 

Professor  of  Spanish  and  Portuguese  and  of  the 

study  of  It  omoi  and  Gender 

BA  University  of  Wisconsin;  MA  Middkbury  College, 

Madrid;  Ph.D.  Universitj  of  Arizona 

lleana  Streinu 

r  of  Computer  Science 
Ph.D.  Rutgers  University. 

Stephen  G.  Tilley 

Mvra.i.  Sampson  Professor  of  Biological  Scier* 

B*S.  Ohio  State  University;  M.S.,  Ph.D.  Universitj  of 

Michigan. 

Susan  R.  Van  Dyne 

Professor  of  the  Study  of  Women  and  Gender 

BA  University  of  Missouri  at  Columbia.  Ph.D.  Harvard 

University. 

Janie  Vanpee 

Professor  of  French  Studies 

BA  Smith  College;  M.Phil..  Ph.D.  Yale  University. 

Susan  Kay  Waltner 

Professor  of  Dance 

BA  Occidental  College.  M.S.  University  of  Wisconsin. 

Donald  Franklin  Wheelock 

Irwin  and  Pauline  Alper  Glass  Professor  of  Music 
AB.  Union  College,  M.Mus.  Vale  School  of  Music. 

Gregory  White 

Professor  of  Got  'eminent 

A.B.  Lafayette  College;  MA  University  of  Delaware; 

MA,  Ph.D.  Universitj  of  Wisconsin.  Madison. 

Nancy  Whittier 

Professor  of  Sociology 

B.A..  MA,  Ph.D.  Ohio  State  University. 

Steven  A.  Williams 

Gates  Prokssor  of  Biological  Sciences 

B.A..  M.S..  Ph.D.  University  of  California  at  Davis. 

Louis  Wilson 

Professor  of.  \fro-American  Studies 

B  \  California  State  University;  MA.  Ph.D.  Universitj 

of  California  at  Los  .Angeles. 

Alexander  Woronzoff-Dashkoff 

r  of  Russian  Language  and  Literature 
BA  l  niversitj  of  California  at  LosAngeles;  MA,  Ph.D. 
I  niversity  of  Southern  California 


440 


Professors/Associate  Professors 


Dennis  T.  Yasutomo 

Professor  of  Government 

BA,  M.A.  San  Francisco  State  University;  MA,  M.Phil., 

Ph.D.  Columbia  University. 

Carol  Zaleski 

Professor  of  World  Religions 

BA.  Wesleyan  University;  MA,  Ph.D.  Harvard 

University. 

Margaret  Skiles  Zelljadt 

Professor  of  German  Studies  and  Dean  of  the  Senior 

Class 

A.B.  University  of  Michigan,  A.M.  Indiana  University 

Ph.D.  University  of  Massachusetts  at  Amherst. 

Malgorzata  Zielinska-Pfabe 

Sophia  Smith  Professor  of  Physics 

M.Sc.  University  of  Warsaw,  Ph.D.  Institute  of  Nuclear 

Research,  Warsaw. 

Andrew  Zimbalist 

Robert  A.  Woods  Professor  of  Economics 

BA  University  of  Wisconsin;  M.A.,  Ph.D.  Harvard 

University-. 

Ann  Zulawski 

Professor  of  History  and  of  Latin  American  Studies 
BA  University  of  Wisconsin  at  Madison;  M.S.  Bank 
Street  College;  M.A.,  Ph.D.  Columbia  University. 


Associate  Professors 

Ravina  Aggarwal 

Associate  Professor  of  Anthropology 

BA.  University  of  Bombay,  M.S.  Purdue  University, 

Ph.D.  University  of  Indiana. 

Ernest  J.  Benz 

Associate  Professor  of  History 

B.A.,  MA,  Ph.D.  University  of  Toronto. 

David  Bickar 

Associate  Professor  of  Chemistry 

B.A.  Reed  College,  Ph.D.  Duke  University. 

Mlada  Bukovansky 

Associate  Professor  of  Government 

B.A.  Colorado  College;  M.A.,  Ph.D.  Columbia  University. 


Ginetta  Candelario 

Associate  Professor  of  Sociology  and  Latin  American 

Studies 

A.B.  Smith  College;  MA,  Ph.D.  City  University  of  New 

York. 

Floyd  Cheung 

Associate  Professor  of  English  Language  and 

Literature 

BA  Whittier  College;  MA,  Ph.D.  Mane  University. 

Patricia  Marten  DiBartolo 

Associate  Professor  of  Psychology 

A.B.  Smith  College;  M.A.,  Ph.D.  State  University  of  New 

York  at  Albany. 

Robert  Dorit 

Associate  Professor  of  Biological  Sciences 

B.A.,  M.A.  Stanford  University;  M.A.,  Ph.D.  Harvard 

University. 

Lauren  E.  Duncan 

Associate  Professor  of  Psychology 

B.A.  University  of  Southern  California,  Los  Angeles; 

MA,  Ph.D.  University  of  Michigan,  Ann  Arbor. 

Glenn  Ellis 

Associate  Professor  in  Residence  (Engineering) 

B.S.  Lehigh  University;  M.A.,  Ph.D.  Princeton  University. 

Susan  Etheredge 

Associate  Professor  of  Education  and  Child  Study 
A.B..  Ed.M.  Smith  College;  Ed.D.  University  of 
Massachusetts,  Amherst. 

Nathanael  A.  Fortune 

Associate  Professor  of  Physics 

B.A.  Swarthmore  College;  Ph.D.  Boston  University. 

Judy  Franklin 

Associate  Professor  of  Computer  Science 

BA  Clarion  University  of  Pennsylvania;  M.S.,  Ph.D. 

University  of  Massachusetts,  Amherst. 

Dawn  Fulton 

Associate  Professor  of  French  Studies 
B.A.  Yale  University,  Ph.D.  Duke  University. 

Velma  Garcia 

Associate  Professor  of  Government 

BA.  Smith  College;  MA,  M.Phil.,  Ph.D.  Yale  University. 


Associate  Professors 


441 


Luc  Gilleman 

Associate  Professor  of  English  Language  and 

Literature 

BA  Vrije  I  niversiteit,  Brussel,  Belgium;  Ph.D.  Indiana 

University. 

Bosiljka  Glumac 

Associate  Professor  ofGeobgy 

B.Sc.,  1  Diversity  of  Zagreb,  Croatia;  Ph.D.  I  nivers 

Tennessee  at  Knoxville. 

Christophe  Gole 

Associate  Professor  of  Mathematics  and  Statistics 
BA  l  niversite  Paris.  MA  University  of  California  at 

Santa  Cruz,  Ph.D.  Boston  University. 

Jonathan  Gosnell 

Associate  Professor  of  French  Studies 

BA  Brown  University;  MA  Ph.D.  New  York  University 

Kyriaki  Gounaridou 

Associate  Professor  offbeat  re 
B.F.A.  Drama  Conservatory  of  Thessaloniki,  Greece; 
MA.  San  Jose  State  College;  Ph.D.  University- of 
California.  Davis. 

Suzanne  Z.  Gottschang 

Associate  Professor  of  Anthropology  and  East  Asian 

Studies 

BA,  MA.  University  of  California,  Los  Angeles;  Ph.D. 

University  of  Pittsburgh. 

Andrew  Guswa 

Associate  Professor  of  Engineering 

B.Sc.  Princeton  University;  M.Sc.  Ph.D.  Stanford 

University. 

Ambreen  Hai 

Associate  Professor  of  English  Language  and 

Literature 

BA  Wellesley  College;  MA,  M.Phil..  Ph.D.  Yale 

University. 

Adam  Hall 

Associate  Professor  of  Biological  Sciences 
BA,  MA  University  of  Cambridge,  U.K.;  Ph.D. 
University  of  London.  U.K. 

Maria  Estela  Harretche 

Associate  Professor  of  Spanish  and  Portuguese 

B.A.  Taller  de  Investigations  Draniaticas,  La  Plata 
(Argentina);  MA,  Ph.D.  University  of  California  at  Davis. 


Robert  Hauck 

.  \djunct .  \ssocsate  Professor  of  Government 
ilby  College;  MA,  Ph.D.  University  of  Chic 

Alice  Hearst 

Associate  Pn  rem  men t 

BA  Idaho  State  I  niversity;  MA,  Ph.D.  Cornell 

University;  J.D.  University  of  Washington  Law  School. 

Nicholas  Horton 

\ssociate  Professor  of  Mathematics  and  Statistics 

A.B.  Harvard  College,  Sc.D.  Harvard  School  of  Public 
Health. 

Maki  Hirano  Hubbard 

.  \ssociate  Professor  of  East  Asian  Languages  and 

Literatures 

BA  Waseda University,  Tokyo;  MA,  Ph.D.  University  of 

Wisconsin. 

Sam  Intrator 

.  \ssociate  Professor  of  Education  and  Child  Study 
B.A.  State  Universit)  of  New  York.  Binghamton;  MA 
Middlebury  College;  MA,  Ph.D.  Stanford  University. 

Carolyn  Jacobs 

Elizabeth  Marling  Treuhaft  Professor  Dean  of  the 
School  for  Social  Work,  and  Adjunct  Associate 

i  if  in  Afro-American  Studies 
B.A.  Sacramento  State  University,  Ph.D.  Brandeis 
University. 

Michelle  JofTroy 

.  \ssociate  Professor  of  Spanish  and  Portuguese 

BA  University  of  Massachusetts  at  Amherst;  MA,  Ph.D. 

University  of  Arizona 

Joel  S.  Kaminsky 
Associate  Professor  of  Religion 
BA  Miami  University;  MA,  PhD  Unrversitj  of  Chi- 
cago Divinity  School. 

Marina  Kaplan 

.  Associate  Professor  of  Spanish  and  Portuguese  and  of 

Latin  American  Studies 

B  V  Loyola  University;  MA,  Ph.D.  Tulane University. 

Laura  A.  Katz 

.  [ysoaate  Professor  of  Biological  Sdet 

A.B.  Harvard  College,  Ph.D.  Cornell  1  Diversity. 

Alexandra  Keller 

.  ksoaate  Professor  of  Film  Studies 

BA  Harvard  University,  Ph.D.  New  York  University. 


442 


Associate  Professors 


Gillian  Kendall 

Associate  Professor  of  English  Language  and 

Literature 

B.A.,  M.A.  Stanford  University;  MA,  Ph.D.  Harvard 

University. 

Leslie  King 

Associate  Professor  of  Sociology 

BA  Hunter  College;  M.A.,  Ph.D.  University  of  Illinois, 

Urbana-Champaign. 

Deirdre  Sabina  Knight 

Associate  Professor  of  East  Asian  Languages  and 

Literatures 

B.A.  University  of  Wisconsin,  Madison;  M.A.  University 

of  California,  Berkeley,  MA,  Ph.D.  University  of 

Wisconsin,  Madison. 

Reyes  Lazaro 

Associate  Professor  of  Spanish  and  Portuguese 
BA  Universidad  de  Deusto,  Spain;  M.A.,  Ph.D. 
University  of  Massachusetts  at  Amherst. 

Gary  Lehring 

Associate  Professor  of  Government 

B.A.,  M.A.  University  of  Louisville;  Ph.D.  University  of 

Massachusetts,  Amherst. 

Dana  Leibsohn 

Associate  Professor  of  Art 

B.A.  Bryn  Mawr  College,  MA  University  of  Colorado, 

Ph.D.  University  of  California,  Los  Angeles. 

Marc  Lendler 

Associate  Professor  of  Government 
B.A.  Antioch  College,  Ph.D.  Yale  University. 

Susan  Levin 

Associate  Professor  of  Philosophy 

B  A  Pomona  College,  Ph.D.  Stanford  University. 

Thomas  S.  Litwin 

Adjunct  Associate  Professor  of  Biological  Sciences 

and  Director  of  the  Science  Center 

BA  Hartwick  College,  Ph.D.  Cornell  University. 

James  Lowenthal 

Associate  Professor  of  Astronomy 

B.S.  Yale  College,  Ph.D.  University  of  Arizona. 

Borjana  Mikic 

Associate  Professor  of  Engineering 
B.S.,  M.A.,  Ph.D.  Stanford  University. 


James  Miller 

Associate  Professor  of  Economics 

B.A.  Wesleyan  University,  MA  Yale  University,  Ph.D. 

University  of  Chicago,  J.D.  Stanford. 

Patricia  Y.  Miller 

Associate  Professor  of  Sociology 

B.A.  University  of  Illinois  at  Chicago  Circle,  M.S. 

University  of  Wisconsin,  Ph.D.  Northwestern  University. 

John  Moore 

Associate  Professor  of  Art 

A.B.  Cornell  University;  A.M.,  Ph.D.  Harvard  University. 

Katwiwa  Mule 

Associate  Professor  of  Comparative  Literature 
B.Ed.,  MA  Kenyatta  University,  Nairobi;  Ph.D. 
Pennsylvania  State  University. 

Cornelia  Pearsall 

Associate  Professor  of  English  Language  and 

Literature 

BA,  MA,  Ph.D.  Yale  University. 

Bill  E.  Peterson 

Associate  Professor  of  Psychology 

B.A.  University  of  California  at  Berkeley;  M.A.,  Ph.D. 

University  of  Michigan. 

Joel  Pitchon 

Associate  Professor  of  Music 
B.Mus,  M.Mus.  The  Julliard  School. 

Nnamdi  Pole 

Associate  Professor  of  Psychology  (beginning  2008) 
BA  Rutgers  University;  MA,  Ph.D.  University  of 
California,  Berkeley. 

Kevin  E.  Quashie 

Associate  Professor  of  Afro-American  Studies 
B.A.  Florida  International  University;  M.A.  Bowling 
Green  State  University;  M.A.,  Ph.D.  Arizona  State 
University. 

Kate  Queeney 

Associate  Professor  of  Chemistry 

B  A  Williams  College,  Ph.D.  Harvard  University. 

Jeffry  Ramsey 

Associate  Professor  of  Philosophy 

B.A.  Kansas  State  University;  M.A.,  Ph.D.  University  of 

Chicago. 


Associate  Professors 


443 


Amy  Larson  Rhodes 

Associate  Professor  of  Geology 

A.B.  Smith  College;  M.S..  I'h.D.  Darthmouth  College. 

Thomas  A.  Riddell 

Associate  Dean  of/be  College,  Dean  of  the  First  Year 
(.'lass,  and  Associate  Professor  of  Economics 
B.A.  Swarthmore  College;  MA,  Phi).  American 

University. 

Donna  Riley 

Associate  Professor  of  Engineering 

B.S.E.  Princeton  University;  Ph.D.  Carnegie  Mellon 

1  niversity. 

Kevin  Rozario 

Associate  Professor  of  American  Studies 

I)  A  I  fniveisity  of  Warwick;  U.K.,  MA  University  of 

London,  Ph.D.  Yale  University. 

Margaret  Sarkissian 

.  \ssociate  Professor  of  Music 

B.Mns.  King's  College,  University  of  London;  M.M., 

Ph.D.  University  of  Illinois  at  Urbana-Champaign. 

Kevin  Shea 

Associate  Professor  of  Chemistry 

B.Sc.  Worcester  Polytechnic  Institute,  Ph.D. 

Massachusetts  Institute  of  Technology. 

Vera  Shevzov 

Associate  Professor  of  Religion 

BA,  M.Phil.  Yale  University,  M.Div.  St.  Vladimir's 

Orthodox  Theological  Seminary,  Ph.D.  Yale  University. 

Patricia  L.  Sipe 

Associate  Professor  of  Mathematics  and  Statistics 
B.S.  Union  College;  M.S.,  Ph.D.  Cornell  University. 

L.  David  Smith 

Associate  Professor  of  Biological  Sciences 

B.A.  University  of  Virginia,  M.S.  University  of  South 

Carolina,  Ph.D.  University  of  Maryland. 

Marc  W.  Steinberg 

Associate  Professor  of  Sociology 

A.B.,  MA  The  Johns  Hopkins  University,  Ph.D. 

University  of  Michigan. 

Cristina  Suarez 

Associate  Professor  of  Chemistry 

B.S.,  Ph.D.  University  of  California  at  Davis. 


Dominique  F.  Thiebaut 

.  \ssociate  Professor  qj  Computer  Science 

Diplome  d'Etudes  Universitaires  Generates  (DEI  G), 

1  muMMtr  Pierre  et  Marie  Curie,  Paris  VI,  France; 

Maiinsc  es  Sciences,  Institul  d'lnforaiatique,  I  Diversity 

Pierre  el  Marie  Curie;  M.S.,  Ph.D.  University  of 

Massachusetts. 

Michael  Thurston 

.  \ssociate  Professor  oj  English  Language  and 

Literature 

BA  I  niversity  of  North  Texas;  A.M..  Ph.D.  University  of 

Illinois.  I  rbana-Champaign. 

Helene  Visentin 

Associate  Professor  of  French  Studies 
BA,  MA  Universite  de  Montreal,  Docteur  de 
L'  Universite  de  Paris-Sorbonne. 

Susan  Voss 

\ssociate  Professor  of  Engineering 

B.S.  Brown  University;  M.S.,  Ph.D.  Massachusetts 
Institute  of  Technology. 

Steve  Waksman 

Associate  Professor  of  Music 

BA  University  of  California,  Berkeley;  MA  University 

of  North  Carolina,  Chapel  Hill;  Ph.D.  University  of 

Minnesota. 

Doreen  A.  Weinberger 

Associate  Professor  of  Physics 

BA  Mount  Holyoke  College,  Ph.D.  University  of 

Arizona. 

Christine  White-Ziegler 

Associate  Professor  of  Biological  Sciences 

BA  University  of  Virginia,  Ph.D.  University  of  Utah. 

Maryjane  Wraga 

.  \ssociate  Professor  of  Psychology 

BA  University  of  Hartford,  Ph.D.  Emorj  University. 

Lynne  Yamamoto 

Associate  Professor  of  Art 

B.A.  The  Evergreen  State  College,  M.A.  New  York 

University. 

Paul  Zimet 

Associate  Professor  of  Theatre 

BA  Columbia  University. 


444 


Assistant  Professors 


Assistant  Professors 

Mamie  Anderson 

Assistant  Professor  of  History 

B.A.  Smith  College,  M.A.  University  of  Michigan. 

Federica  Anichini 

Assistant  Professor  of  Italian  Language  and 

Literature 

Laurea,  University  of  Florence,  Italy,  MA,  Ph.D.  New 

York  University. 

Nina  Antonetti 

Assistant  Professor  of  Landscape  Studies 

B.A.  Richmond  University,  U.K.;  Ph.D.  University  of 

London. 

Elisabeth  Armstrong 

Assistant  Professor  of  the  Study  of  Women  and 

Gender 

B.A.  Pomona  College;  M.A.,  Ph.D.  Brown  University. 

Carrie  Nichols  Baker 

I  Wing  Assistant  Professor  in  the  Study  of  Women 

and  Gender 

B.A.  Yale  University;  M.A.,  J.D.,  Ph.D.  Emory  University. 

Michael  Barresi 

Assistant  Professor  of  Biological  Sciences 

B.A.  Merrimack  College,  Ph.D.  Wesleyan  University: 

sarah-marie  belcastro 

Visiting  Assistant  Professor  Mathematics  and 

Statistics 

B.S.  Haverford  College;  M.S.,  Ph.D.  University  of 

Michigan,  Ann  Arbor. 

Susan  Gore  Bianchi 

Visiting  Assistant  Professor,  Mathematics  and 

Statistics 

M.A.,  Ph.D.  State  University  of  New  York  at  Stony  Brook. 

Ibtissam  Bouachrine 

Assistant  Professor  of  Spanish  and  Portuguese 
B.A,  M.A.  West  Virginia  University;  Ph.D.  Mane 
University. 

Darcy  Buerkle 

Assistant  Professor  of  History 

B.A.  University  of  Missouri,  Ph.D.  Claremont  Graduate 

University. 


Michael  Bush 

Visiting  Assistant  Professor  in  Mathematics  and 

Statistics 

B.Sc.  University  of  Sydney,  Ph.D.  University  of  Illinois, 

Urbana-Champaign. 

Justin  Cammy 

Assistant  Professor  of  Jewish  Studies 

B.A.  McGill  University;  A.M.,  Ph.D.  Harvard  University. 

Judith  Gardell 

Clare  Booth  Luce  Assistant  Professor  of  Computing 

Engineering 

A.B.,  B.S.,  Cornell  University;  M.S.,  Ph.D.  Massachusetts 

Institute  of  Technology: 

Ruchi  Chaturvedi 

Visiting  Assistant  Professor  of  Anthropology 

B.A.,  MA,  M.Phil.,  University  of  Delhi;  M.Phil,  Ph.D. 

Columbia  University. 

Elizabeth  Denne 

Assistant  Professor  of  Mathematics  and  Statistics 
B.Sc.  University  of  Sydney;  Ph.D.  University  of  Illinois, 
Urbana  Champaign. 

Andre  Dombrowski 

Assistant  Professor  of  Art 

MA  Courtauld  Institute  of  Art,  University  of  London; 
Magister,  University7  of  Hamburg,  Germany;  Ph.D. 
University  of  California,  Berkeley. 

Maureen  Fagan 

Assistant  Professor  of  Chemistry 

B.S.  University  of  New  Hampshire,  Ph.D.  University  of 

Wisconsin,  Madison. 

Gary  Felder 

Assistant  Professor  of  Physics 

BA  Oberlin  College,  Ph.D.  Stanford  University. 

Serguei  Glebov 

Five  College  Assistant  Professor  of  Russian  History 
BA  St.  Petersburg  State  University,  Russian  Federation; 
MA  Central  European  University,  Budapest,  Hungary. 

Judith  Gordon 

Assistant  Professor  of  Music 

B.Mus.  New  England  Conservatory  of  Music. 

Jennifer  Guglielmo 

Assistant  Professor  of  History 

BA  University  of  Wisconsin,  Madison;  MA  University 

of  New  Mexico;  Ph.D.  University  of  Minnesota. 


Assistant  Professors 


44^ 


Christopher  Hardin 

I  isiting  Assistant  Professor  of  Mathematics  and 

Statistics 

BA  Amherst  College.  M.S.  Cornell  University. 

Marguerite  Harrison 

Assistant  Professor  of  Spanish  and  Portuguese 

BA  Man  Baldwin  College;  M.A.  University  ofle 

Austin;  Ph.D.  Brown  University. 

Baba  Hillman 

Five  College  Assistant  Professor  of  Film  and  I  idea 

Nicholas  Howe 

.  \ssistant  Professor  of  Computer  Science 

A.B.  Princeton  University;  M.S..  Ph.D.  Cornell  Univer- 
sity 

Shizuka  Hsieh 

Assistant  Professor  of  Chemistry 

BA  Carleton  College.  D.Phil.  Oxford  University  (U.K.) 

Jacques  Hymans 

Assistant  Professor  of  Government 

A.B.  Harvard  College;  A.M.,  Ph.D.  Harvard  University. 

Benita  Jackson 

Assistant  Professor  of  Psychology 

A.B.  University  of  California,  Berkeley,  AM.,  Ph.D. 

University  of  Michigan,  Ann  Arbor. 

Elizabeth  Jamieson  '94 

Assistant  Professor  of  Chemistry 

A.B.  Smith  College;  MA,  Ph.D.  Massachusetts  Institute 

of  Technology. 

Linda  Kim 

I  isitmg  Assistant  Professor  of  Art 

B.A.  Barnard  College;  MA,  Ph.D.  University  of 

California,  Berkeley. 

Kimberly  Kono 

Assistant  Professor  of  East  Asian  Languages  and 

Literatures 

BA,  MA,  Ph.D.  University  of  California,  Berkeley. 

Yuri  Kumagai 

I  isitmg  Assistant  Professor  in  East  Asian  Langi 

and  Literatures 

BA,  MM.  EdD.  University  of  Massachusetts,  Amherst 

Daphne  Lamothe 

Assiskmt  Professor  of  \fro-.  \mencan  studies 
B.A.  Yale  University;  Ph.D.  University  of  California, 
Berkeley 


Eitan  Mendelowitz 

\ssistant  Professor  of  Computer  science 

BA  Wesleyan  University;  M  Sc..  M.FA  I  niversityof 

California,  Los  Angeles. 

Nancy  Marie  Mithlo 

\ssistant  Professor  of  Anthropology 

BA  Appalachian  State  University;  MA,  Ph.D.  Stanford 
University. 

Grant  Russell  Moss 

Senior  Lecturer  in  Music  and  Organist  to  the  College 
B.Mus.  University  of  Nebraska;  MM.,  M.M.A..  I). M.A. 
Vale  I  'niversiry. 

Suleiman  Ali  Mourad 

Assistant  Professor  of  Religion 

B.S.,  BA.  MA,  American  University  of  Beirut;  M.Phil., 

Ph.D.  Yale  University. 

Lucy  Mule 

Assistant  Professor  of  Education  and  Child  Study 
B.Ed.  Kenyatta  University,  Nairobi.  Kenya;  Ph.D. 
Pennsylvania  State  University. 

Roisin  O'Sullivan 

Assistant  l}rofessor  of  Economics 

M.A.  Ohio  State  University;  M.S.  University  of  Galway, 

Ireland;  Ph.D.  Ohio  State  University. 

Sara  B.  Pruss 

Assistant  Professor  of  Geology 

B.S.  I  niversity  of  Rochester;  M.S..  Ph.D.  University  of 

Southern  California. 

Madeline  Rhodes 

I  Ming  Assistant  Professor  of  Psychology 
BA  Southwestern  University;  M.S.  University  of 
Louisiana,  Monroe;  Ph.D.  University  of  Albany. 

Andy  Rotman 

Assistant  Professor  of  Religion 

ilumbia  University,  Ph.D.  University  of  Chicago. 

Maria  Helena  Rueda 

.  \ssistant  Professor  of  Spanish  and  Port ty 

Licenciada.  I  niversidad  de  Los  .Andes.  Bog 
Columbia;  M.A.  State  University  of  New  York,  Stony 
Brook;  Ph.D.  Stanford  University. 

Nicolas  Russell 

.  \ssistant  Professor  of  French  StUi  ft 

BA  University  of  Pittsburgh;  MA,  Ph.D.Universityof 

Virginia 


446 


Assistant  Professors/Instructors/Lecturers 


Gail  E.  Scordilis 

Adjunct  Assistant  Professor  of  Biological  Sciences 
B.A.  Smith  College,  Ph.D.  University  of  Massachusetts. 

Eeva  Sointu 

Assistant  Professor  of  Sociology 

B.A,  MA,  Ph.D.  Lancaster  University,  U.K. 

Fraser  Stables 

Assistant  Professor  of  Art 

B.A.  Edinburgh  College  of  Art;  M.F.A.  University  of 

Guelph,  Ontario,  Canada. 

Paul  Voss 

Assistant  Professor  of  Engineering 

B.A.,  B.S.  Brown  University;  Ph.D.  Harvard  University. 

Frazer  Ward 

Assistant  Professor  of  Art 

B A,  MA  University  of  Sydney;  Ph.D.  Cornell  University. 

Joel  Westerdale 

Assistant  Professor  of  German  Studies 

BA  University  of  Michigan;  A.M.,  Ph.D.  Harvard 

University. 

Carolyn  Wetzel 

Assistant  Professor  of  Biological  Sciences 

B.S.  University  of  Michigan,  Ph.D.  Cornell  University. 

Nan  Wolverton 

Adjunct  Assistant  Professor  of  American  Studies 

SuJane  Wu 

Assistant  Professor  of  East  Asian  Languages  and 

Literatures 

B.A.  Soochow  University,  Taipei,  Taiwan;  M.A.,  Ph.D. 

University  of  Wisconsin,  Madison. 

Byron  L.  Zamboanga 

Assistant  Professor  of  Psychology 

BA  University  of  California,  Berkeley;  MA,  Ph.D. 

University  of  Nebraska,  Lincoln. 


Instructors 

Fernando  Armstrong-Fumero 

Instructor  in  Anthropology 

B.A.,  MA  University  of  Pennsylvania. 

Nadya  Jeanne  Sbaiti 

Instructor  in  History 

B.A.  Tufts  University,  M.A.  Georgetown  University 


Lecturers 


Susan  Heuck  Allen 

Lecturer  in  Archaeology 

A.B.  Smith  College,  MA  University  of  Cincinatti,  Ph.D. 

Brown  University. 

Ernest  Alleva 

Lecturer  in  Philosophy 

BA,  MA,  M.Phil.,  Ph.D.  Columbia  University. 

Anouk  Alquier 

Lecturer  in  French  Studies 

Julio  Alves 

Lecturer  in  English  Language  and  Literature 

Christine  Andrews 

Lecturer  in  Art 

Martin  Antonetti 

Lecturer  in  Art  and  Curator  of  Rare  Books 
M.S.L.S. 

Timothy  Bacon 

Lecturer  in  Exercise  and  Sport  Studies 
MA  University  of  Western  Toronto. 

Michal  Bar-Asher  Siegel 

Lecturer  in  Religion 
B.A.,  M.A.  Hebrew  University. 

Riche  Barnes 

Lecturer  in  Afro-American  Studies 

B.A.  Spelman  College,  M.S.  Georgia  State  University, 

M.A.  Emory  University. 

Nona  Ben-Moshe 

Lecturer  in  Jewish  Studies 

Silvia  Berger 

Lecturer  in  Spanish  and  Portuguese 

BA  National  Conservatory  of  Music;  MA,  Ph.D. 

University  of  Massachusetts. 

Thomas  Bernardin 

Lecturer  in  Economics 

B.S.  New  York  University,  M.A.  Union  Theological 

Seminary. 

Carol  Berner 

Lecturer  in  Education  and  Child  Study 


Lecturers 


44" 


Reid  Bertone-Johnson 

Lecturer  in  landscape  Studies 

B.S.  lute  1  niversity,  EdM.  Harvard  University;  MIA 

1  niveisitj  of  Massachusetts. 

Jeffrey  Blankenship 

Lecturer  in  Landscape  studies 

B.S.  I  niversity  of  Kentucky.  M.LA.  I  fniversity  of 

Massachusetts. 

Jackie  Blei 

Lecturer  in  Exercise  and  sport  Studies 

Ann  Edwards  Boutelle 

Senior  Lecturer  in  English  Language  and  Literature 

MA  University  of  Saint  Andrews;  MA.  Ph.D.  New  York 

University. 

Ryan  Brandau 

Lecturer  and  Assistant  Director  of  Choral  Activities 

Mark  Brandriss 

Lecturer  in  Geology 

BA  Wesleyan University;  M.S..  Ph.D.  Stanford 

University. 

Ryan  Brandeau 

Lecturer  and  Choral  Director,  Department  of  Music 
BA.  Princeton  University;  M.Phil.  Cambridge  University; 
M.M..  M.M.A..  D.M.A.  Vale  University  School  of  Music. 

BiHbob  Brown 

Lecturer  in  Dance 

Margaret  Bruzelius 

Lecturer  in  Comparative  Literature  and  Dean  of  the 

Sophomore  and  junior  Classes. 

A.B.  Harvard  University,  Ph.D.  Yale  University. 

Hillary  Bucks 

Lecturer  in  theatre 

B.S.  Northeastern  University  M.FA.  University  of 

Pittsburgh. 

Fabienne  Bullot 

Lecturer  in  French  studies 
License.  Maitrise.  Paris  \Y.  Sorbonne,  D.E.A.,  Paris  X, 
1  Nanterre. 

Lale  Aka  Burk 

Senior  Lecturer  in  Chemistry 

A.B.  The  American  College  for  Girls,  Istanbul;  A.M. 

Smith  College;  Ph.D.  University  of  Massachusetts 

Amherst. 


Paul  Butler 

Lecturer  in  Psychology 

US..  M.S..  Ph.D.  Brigham  Young  I  niversity. 

Akiva  Cahn-Lippman 

Lecturer  in  Music 

B.Mus.  Oberiin  Conservatory  <>l  Music.  M.M.  The 

Julliard  School,  D.M  A  ( Inivasity  of  Cincinnati  College 

Conservator)  of  Music. 

Carl  Caivano 

Lecturer  in  Art 

B.F.A.  Syracuse  University.  M.LA.  I  niveis.it}  of 

Massachusetts. 

Rosetta  Caponetto 

Lecturer  in  Italian  language  and  Literature 

BA  University  of  Bologna,  Italy;  MA  University  of 
Bami,  Italy;  M.A.  University  of  Connecticut. 

Debra  L.  Carney 

Lecturer  iu  English  Language  and  Literature 

BA,  M.KA.  University  of  Massachusetts. 

Elizabeth  E.  Carr 

Lecturer  in  Religion  and  Catholic  Chaplain 
BA,  M.A.  University  of  Southern  California;  Ph.D. 
Graduate  Theology  Union,  Berkeley. 

James  Carroll 

Lecturer  iu  Art 

BA  University  of  New  Hampshire,  M.M.  University  of 

Massachusetts. 

Kathleen  Casale 

Lecturer  in  Education  and  Child  Study 

BA  Smith  College.  M.Kd.  University  of  Massachusetts. 

Edward  Check 

Lecturer  m  Theatre 

B.F.A.  State  University  of  New  York.  Purchase;  M.FA 

Yale  University. 

Jim  Coleman 

Lecturer  in  Dance 

BA  I  niversity  of  California  at  Santa  Cruz.  M.FA 

University  of  Utah. 

Thomas  Ciufo 

shermau-EairchildArtist-in-Resuleuce 

Charles  Cutler 

Lecturer  and  Professor  Emeritus  vn  Spanish  and 

Portuguese 


448 


Lecturers 


Holly  Davis 

Lecturer  in  English  Language  and  Literature 

B.A.  Wittenberg  University,  M.A.  State  University  of  New 

York  at  Albany. 

Tom  R.  Dennis 

Lecturer  in  Astronomy 

B.A.,  M.A.  University  of  Michigan,  Ph.D.  Princeton 

University. 

Alexandra  Deschamps 

Lecturer  in  Computer  Science 

Ranjana  Devi 

Lecturer  in  Dance  (University  of  Massachusetts  Fine 
Arts  Center) 

Laura  Di  Pofi 

Lecturer  in  Italian  Language  and  Literature 

Raymond  Ducharme 

Lecturer  and  Professor  Emeritus  of  Education  and 
Child  Study 

M.  Darby  Dyar 

Lecturer  in  Astronomy 

Sally  Katzen  Dyk 

Washington  Scholar  in  Residence 

A.  B.  Smith  College,  J.D.  University  of  Michigan. 

Sara  Eddy 

Lecturer  in  English  Language  and  Literature 
B.A.  Connecticut  College;  M.A.,  Ph.D.  Ms  University. 

Mikulas  Fabry 

Lecturer  in  Government 

B.A.  Trinity  College;  MA,  Ph.D.  University  of  British 

Columbia. 

Molly  Falsetti-Yu 

Lecturer  in  Spanish  and  Portuguese 

B.A.  State  University  of  New  York,  Binhamton;  M.A. 

University  of  Massachusetts. 

Paola  Ferrario 

Harnish  Visiting  Artist 

B.FA  San  Francisco  Art  Institute,  M.F.A.  Yale  University. 

Charles  Flachs 

Lecturer  in  Dance 

Rose  Flachs 

Lecturer  in  Dance 


Kyle  Frackman 

Lecturer  in  German  Studies 

Amy  Franks 

Lecturer  in  East  Asian  Languages  and  Literatures 
B.A.  Wellesley  College;  M.A.,  M.Phil.  Yale  University. 

Terese  Freedman 

Lecturer  in  Dance 

B.A.  University  of  Colorado  at  Boulder. 

Janice  Gatty 

Lecturer  in  Education  and  Child  Study 
B  A  Mills  College,  Ed.M.  Smith  College,  Ed.D. 
University  of  Massachusetts  Amherst. 

John  Gibson 

Senior  Lecturer  in  Art 

B.FA  Rhode  Island  School  of  Design,  M.FA  Yale 

University. 

Patricia  Gonzalez 

Senior  Lecturer  in  Spanish  and  Portuguese 

B.A.  Mary  Baldwin  College,  M.A.  Middlebury  College, 

Ph.D.  University  of  Texas  at  Austin. 

Ron  Gorevic 

Lecturer  in  Music 

Performance  Diploma,  Guildhall  School  of  Music, 

London. 

Bruno  Grazioli 

Lecturer  in  Italian  Language  and  Literature 
MA  RHUL,  United  Kingdom. 

George  S.  Greenstein 

Lecturer  in  Astronomy 

B.S.  Stanford  University,  Ph.D.  Yale  University. 

Peter  Gunn 

Lecturer  in  History 

A.B.  Dartmouth  College,  M.Ed.  Harvard  University. 

Jennifer  Hall-Witt 

Lecturer  in  History 

B.A.  Northwestern  University;  M.A.,  Ph.D.  Yale 

University. 

Salman  Hameed 

Lecturer  in  Astronomy 

B.S.  State  University  of  New  York,  Stony  Brook;  M.S. 

New  Mexico  State  University;  Ph.D.  New  Mexico  State 

University. 


Lecturers 


449 


John  Hellweg 

Lecturer  and  Professor  Emeritus  oJ  Theatre 

BA  I  ruversity  of  California  at  Riverside.  MA  Stanford 

University.  Ph.D.  1  niversit)  of  California  at  Berkelej 

James  Hicks 

Director  Diploma  in .  \mencau  Studies 

B.A.,  B.S.  Michigan  State  University;  Ph.D.  Universit)  of 

Pennsylvania. 

Constance  Valis  Hill 
Lecturer  in  Dance 

Jonathan  Hirsh 

Senior  Lecturer  and  Director  of  Orchestral  and 

Choral  Activities 

BA  Amherst  College;  MM.,  D.M.A.  University  of 

Michigan. 

Robert  Ellis  Hosmer,  Jr. 

Senior  Lecturer  in  English  language  and  Literature 
A.B.  College  of  the  Holy  Cross;  A.M.  (Religion)  Smith 
College;  MA  (English),  Ph.D.  University  of 
Massachusetts  at  Amherst. 

Susannah  Howe 

Director  of  the  Design  Clinic  and  Lecturer  in 

Engineering 

B.S.E.  Princeton  University;  M.Eng.,  Ph.D.  Cornell 

University. 

Jing  Hu 

Lecturer  in  East  Asian  Languages  and  Literatures 
B.A.  Luoyang  Foreign  Language  Institute,  PR.  China, 
MA  Peking  University,  M.A.  University  of  Wisconsin. 

Charles  Johnson 

Lecturer  in  Economics 

Don  Jordan 

Lecturer  in  Theatre 
B.A.  TUfts  University 

Neal  Katz 

Lecturer  in  Astronomy 

Laura  Katzman 

Lecturer  in  American  Studies 
:  B.A.  New  York  University;  M.A.,  M.Phil.,  Ph.D.  Yale 
University. 

Judith  Keyler-Mayer 
Lecturer  in  German  Studies 
\  MA  Ludwig-Maximilians  Universitat,  Munich, 
Germany. 


Jina  Kim 

Lecturer  in  East .  \sian  Studies 

BAI  niversity  of  Chicago;  MAI.S.,  MA,  Ph.D. 

l  niversity  of  Washington,  Seattle. 

Lucretia  Knapp 

Lecturer  m  Film  Studies 

BA,  MA,  The  Ohio  State  I  Diversity,  M.FA  l  niversit) 

of  Michigan,  Ann  Arbor 

Mary  Koncel 

Lecturer  in  English  Language  and  Literature 

Denise  Lello 

Lecturer  in  Biological  Sciences 

B.A.  University  of  Chicago;  B.S.,  Ph.D.  University  of 

Washington. 

W.T.  Lhamon,  Jr. 

Lecturer  in .  Imericau  Studies 

Grant  Xialgiiang  Li 

Lecturer  in  East  Asian  Languages  and  Literatures 
BA,  M.A.  Heilongjiang  University,  China;  MA,  Ph.D. 
Universit)  of  California,  Irvine. 

Sara  London 

Lecturer  in  English  Language  and  Literature 
B.A.,  M.F.A.  University  of  Iowa. 

Daphne  Lowell 

Lecturer  in  Dance 

B.A.  'Rifts  University,  M.EA.  Universit)  of  Utah. 

Kirin  Joya  Makker 

Lecturer  in  Art 

Sherry  Marker 

Lecturer  in  American  Studies 

B.A.  Radcliffe  College,  MA  University  of  California  at 

Berkeley. 

Suk  Massey 

Lecturer  in  East  Asian  languages  and  Literatures 
BA  Chosun  University,  Kwang-ju,  Korea:  M.A.  Ewha 
Women's  I  niversity,  Seoul.  Korea;  M.A.  St.  Michael's 
College;  CAG.S.,  I  niversit)  of  Massachusetts. 

Pamela  Matheson 

Lecturer  in  Mathematics  and  Statistics 

B.A.  Hope  College;  MA,  Ph.D.  Hofetra  University 

Donna  Mejia 

Visiting  Artist  in  Residence.  Dance 
B.S.  l  niversit)  of  Colorado.  Boulder 


450 


Lecturers 


Christiane  Metral 

Lecturer  in  French  Studies 

Licence  es  Lettres,  University  of  Geneva,  Switzerland. 

Gareth  Matthews 

Lecturer  in  Philosophy 

Marilyn  Middleton  Sylla 

Five  College  Lecturer  in  Dance 

Molly  Monet-Viera 

Lecturer  in  Spanish  and  Portuguese 

B.A.  Princeton  University;  MA,  M.Phil.,  Ph.D.  Yale 

University. 

Esteban  Monserrate,  Ph.D. 

Lecturer  and  Laboratory  Instructor  in  Biological 

Sciences 

M.S.,  Ph.D.  University  of  Massachusetts,  Amherst. 

Alexandra  Montague 

Lecturer  in  Spanish  and  Portuguese 
B  A  Smith  College,  MA  Brown  University. 

Mary  Murphy 

Senior  Lecture?'  in  Mathematics  and  Statistics 

B.A.  College  of  St.  Elizabeth,  MAT.  The  Johns  Hopkins 

University. 

Robert  Nicholson 

Lecturer  in  Biological  Sciences 

B.S.  University  of  Connecticut,  Storrs;  M.A.  Harvard 

University. 

Cathy  Nicoli 

Lecturer  in  Dance 

Normi  Noel 

Lecturer  in  Theatre 
B.A.  University  of  Alberta. 

Rebecca  Nordstrom 

Lecturer  in  Dance 

B.A.  Antioch  College,  M.F.A.  Smith  College. 

Ismail  Orabi 

Lecturer  in  Engineering 

B.S.  Helwan  University,  Egypt;  M.S.  State  University  of 

New  York,  Buffalo;  Ph.D.  Clarkson  University. 

Christopher  Overtree 

Lecturer  in  Psychobgy 

BA  Princeton  University;  M.S.,  Ph.D.  University  of 

Massachusetts. 


David  Palmer 

Lecturer  in  Psychology 

B.S.,  M.S.,  Ph.D.  University  of  Massachusetts. 

Maurice  Pomerantz 

Lecturer  in  Religion 
BA.  University  of  Chicago. 

Phoebe  Ann  Porter 

Lecturer  in  Spanish  and  Portuguese 

B.A.  Bryn  Mawr  College;  MA,  Ph.D.  Brown  University. 

Beth  Powell  (Anne  P.  Anderson) 

Lecturer  in  Psychobgy 

A.B.  Smith  College;  MA,  Ph.D.  University  of 

Massachusetts  at  Amherst. 

Elizabeth  Pufall 

Lecturer  in  Psychology 

Ann  Ramsey 

Lecturer  in  History 
Ph.D.  Columbia  University. 

Cathy  Hofer  Reid 

Principal  of  the  Campus  School  and  Lecturer 
(Education  and  Child  Study) 
BA  Hamline  University,  M.S.  Utah  State  University, 
Ph.D.  University  of  Connecticut. 

Delphine  Rumeau 

Visiting  Lecturer  from  the  Ecole  Normale  Superieure 

in  Paris 

DEA  de  litterature  compare  a  l'universite  de  Paris. 

Maureen  Ryan 

Lecturer  in  Classical  Languages  and  Literatures 
BA,  MA,  Ph.D.  Ohio  State  University. 

Jill  St.  Coeur 

Lecturer  in  Theatre 

BA,  MA  University  of  Massachusetts,  Amherst. 

Rosine  Schautz 

Lecturer  in  French  Studies 

Samuel  Scheer 

Lecturer  in  English  Language  and  Literature 
BA.  Bennington  College,  M.Phil.  Oxford  University. 

Peter  Schloerb 

Lecturer  in  Astronomy 

BA  Hamilton  College,  Ph.D.  California  Institute  of 

Technology. 


Lecturers 


451 


(Catherine  Schneider 

Lecturer  in  Art 

B.A.  Vale  University,  M.F.A.  Indiana  University. 

Stephen  E.  Schneider 
Lecturer  in  Astronomy 

Caroline  Shread 

Lecturer  in  French  Studies 

Peggy  Schwartz 

Lecturer  in  Dance 

B.A.  University  of  Rochester.  M.A.  State  University  of 

New  York  at  Buffalo. 

Ronald  L.  Snell 

Lecturer  in  Astronomy 

B.A.  I  fniversity  of  Kansas;  MA,  Ph.D.  University  of 

Texas. 

Jane  Stangl 

Lecturer  in  Exercise  and  Sport  Studies 

B.S.  University  of  Wisconsin,  M.A.  Bowling  Green  State 

University,  Ph.D.  University  of  Iowa, 

Michael  John  Stroud 

Lecturer  in  Psychology 

B.S.  University  of  California,  Santa  Barbara;  MA 

California  State  University. 

Nicomedes  Suarez  Arauz 
Senior  Lecturer  in  Spanish  and  Portuguese 
B.A.  University  of  Tampa,  MA  Utah  State  University, 
Ph.D.  Ohio  University. 

Maria  Succi-Hempstead 

Lecturer  in  Italian  Language  and  Literature 

MA  University  of  Kent,  Canterbury,  England. 

Catherine  Swift 
•  Lecturer  in  Education  and  Child  Study 

Atsuko  Takahashi 

Lecturer  in  East  Muni  Languages  and  Literatures 
B.A.  Japan  Women's  University.  M.S.Ed.  University  of 
!  Pennsylvania. 

Laurie  Taylor 

Lecturer  in  German  Studies 

Cathy  Weisman  Topal 

Lecturer  in  Education  and  Child  Study 

BA  Cornell  University,  MAT.  Harvard  School  of 

Education. 


Bunkong  Tuon 

Lecturer  m  American  studies 

B  \.  California  State  University,  M.A.  Universitj  of 

Massachusetts. 

Janet  Van  Blerkom 

Lecturer  in  Physics 

B.S.  Massachusetts  Institute  of  Technology,  Ph.D. 

Universitj  of  Colorado. 

Hugo  Viera 

Lecturer  in  Spanish  and  Portuguese 

BA  University  of  Pennsylvania,  Ph.D.  Vale  University. 

Richard  Wallace 

Lecturer  in  Anthropology 

B A  Grinnell  College,  MA  University  of  Massachusetts 

Amherst 

Daniel  Wang 
Lecturer  in  Astronomy 

Daniel  Warner 

Lecturer  in  Music 

Ellen  Dore  Watson 

Lecturer  in  English  Language  and  Literature: 

Director  of  Poetry  Center 

BA,  M.F.A.  University  of  Massachusetts,  Amherst. 

Martin  D.  Weinberg 

Lecturer  in  Astronomy 

Robert  Weir 

Lecturer  in  History 

B.S..  M.A.  Shippensburg  University;  Ph.D.  University  of 

Massachusetts  Amherst. 

Pan  Wetland 

Lecturer  in  Theatre 

B.FA  University  of  Massachusetts  Amherst;  M.A.  Smith 

College. 

Karen  Werner 

Lecturer  in  Sociology 

BA  Brown  University,  M.Ed.  Harvard  Graduate  School 

of  Education.  Ph.D.  Brandeis  University. 

Michele  Wick 
Lecturer  m  Psychology 

B.S.  Cornell  University,  Ph.D.  University  of  New  York, 

Buffalo. 

Grant  Wilson 

Lecturer  in  Astronomy 


452 


Lecturers/Instructional  Support  Personnel 


Wendy  Woodson 

Lecturer  in  Dance 

Catherine  Woronzoff-Dashkoff 

Senior  Lecturer  in  Russian  Language  and 

Literature 

Baccalaureat  es  Lettres,  Lycee  Frangaise  de  Vienne, 

Austria;  A.B.  Smith  College. 

Jonathan  Wynn 

Lecturer  in  Sociology 

B.A.  State  University  of  New  York,  Buffalo;  M.S. 
University  of  Nevada,  Las  Vegas;  Ph.D.  City  University 
of  New  York. 

Nan  Zhang 

Lecturer-  in  Theatre 

B.A.  Beijing  University;  MA,  M.F.A.  The  Ohio  State 

University. 

Ling  Zhao 

Lecturer  in  East  Asian  Languages  and  Literatures 
B.A.  Beijing  University,  M.A.  Beijing  Foreign  Studies 
University. 


Instructional  Support 
Personnel 

Danielle  Elliot 

Mellon  Post-Doctoral  Fellow  in  English  Language 
and  Literature 

Christina  Greer 

Mellon  Post-Doctoral  Fellow  in  Government 

Daniel  Rivers 

Mellon  Post-Doctoral  Fellow  in  the  Study  of  Women 
and  Gender 

Terza  Lima-Neves 

Mendenhall  Fellow  in  Government 

Daniel  Brown 

Research  Associate  in  History 

Sean  Gilsdorf 

Research  Associate  in  History 

Erika  Laquer,  Ph.D. 

Research  Associate  in  History 

Samuel  Roberts 

Research  Associate  in  History 


Marylynn  Salmon,  Ph.D. 

Research  Associate  in  History 

Revan  Schendler,  Ph.D. 

Research  Associate  in  History 

Janice  Moulton,  Ph.D. 

Research  Associate  in  Philosophy 

Meredith  Michaels 

Research  Associate  in  Philosophy 

Peter  Pufall 

Research  Associate  in  Psychology 

George  Robinson,  Ph.D. 

Research  Associate  in  Psychology 

Martha  Teghtsoonian,  Ph.D. 

Research  Associate  in  Psychology 

Robert  Teghtsoonian 

Research  Associate  in  Psychology 

Michelle  Wick 

Research  Associate  in  Psychology 

Benjamin  Braude,  Ph.D. 

Research  Associate  in  Religion 

Edward  Feld 

Research  Associate  in  Religion 

Philip  Zaleski 

Research  Associate  in  Religion 

Meg  Lysaght  Thacher 

Laboratory  Instructor  in  Astronomy 

Amy  Burnside 

Laboratory  Instructor  in  Biochemistry 

Gabrielle  Immerman 

Laboratory  Instructor  in  Biological  Sciences 

Esteban  Monserrate,  Ph.D. 

Laboratory  Instructor  in  Biological  Sciences 

Judith  Wopereis,  M.Sc. 

Laboratory  Instructor  in  Biological  Sciences 

Graham  R.  Kent,  M.Sc. 

Senior  Laboratory  Instructor  in  Biological  Sciences 

Maria  Bickar 

Laboratory  Instructor  in  Chemistry 

Smita  Jadhav 

Laboratory  Instructor  in  Chemistry 


Instructional  Support  Personnel 


453 


Heather  Shafer 

laboratory  Instructor  in  dentistry 

Rebecca  Thomas 

Laboratory  Instructor  in  Chemistry 

Steve  Gaurin 

laboratory  Instructor  in  Geology 

Keiko  Konoeda 

Assistant  in  Bast  Asian  Languages  and  Literatures 

Kinuyo  Kanamura 

Assistant  in  East  Asian  languages  and  Literatures 

Wenjiu  Liu 

Assistant  in  East  Asian  Languages  and  Literatures 

Fabiana  Viglione 

Assistant  in  Italian  language  and  Literature 

Joyce  Palmer-Fortune 

Laboratory  Instructor  in  Physics 

Jerzy  W.  Pfabe,  M.Sc. 

Laboratory  Supervisor  in  Physics 

Margaret  Thacher 

Laboratory  Instructor  in  Physics 

Annette  Hunt 

Laboratory  Instructor  in  Sociology 

Julius  Robinson,  B.S. 

Principal  Pianist.  Dance  Department 

David  Palmer,  Ph.D. 

Assistant  in  Statistics.  Psychology  Department 

Esther  Cuesta 

Teaching  Assistant  in  Spanish  and  Portuguese 

Juan  Pablo  Jimenez 

Teaching  Assistant  in  Spanish  and  Portuguese 

Molly  Monet-Viera 

Teaching  Assistant  in  Spanish  and  Portuguese 

Yamile  Silva 

Teaching  Assistant  m  Spanish  and  Portuguese 

Encarnacion  Gutierrez  Rodriguez 

Five  College  Women  s  Studies  Research  Center  Teach- 
ing Associate 

Lauren  Brown 

Instructor  in  Dance 


Ariel  Cohen 

Instructor  m  Dance 

Kellie  lynch 

Instructor  m  Dance 

Candice  Salvers 

Instructor  in  Dance 

Vanessa  Anspaugh 

Teaching  Fellow  in  Dance 

Aretha  Aoki 

Teaching  Fellow  in  Dance 

Audra  Carabetta 
Teaching  Fellow  in  Dance 

Maura  Donohue 

Teaching  Fellow  in  Dance 

Kara  Golux 

Teaching  FeUow  in  Dance 

Jillian  Grunnah 
Teaching  Fellow  in  Dance 

Lona  Lee 

Teaching  Fellow  in  Dance 

Meredith  Lyons 
Teaching  Fellow  m  Dance 

Marilyn  London,  M.A. 

Tutor  Supervisor  in  Education  and  Child  Study 

Brigid  D.  Franey,  B.A. 

leaching  Fellow  in  Education  and  Child  Study 

Benjamin  Gundersheimer,  B.A. 

Teaching  Fellow  in  Education  and  Child  Study 

Heather  L.  Heyes,  B.A. 

Teaching  Fellow  in  Education  and  Child  Study 

Karen  E.  Penda,  A.B. 

Teaching  Fellow  in  Education  and  Child  Study 

Molly  R.  Treadway,  A.B. 

Teaching  Fellow  m  Education  and  Child  Study 

Roberto  Vicente,  B.A. 

leaching  Fellow  in  Education  and  Child  Study 

Christine  Clancy 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Erica  Hollot 

Teaching  Fellow  m  Exercise  a  fid  Sport  Studies 


454 


Instructional  Support  Personnel 


Jeremy  Ivey 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Hannah  Shalett 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Elisabeth  Somerset 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Sonnie  Terrell 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Laura  Williamson 

Teaching  Fellow  in  Exercise  and  Sport  Studies 

Clifton  Noble,  Jr.  B.A.,  M.A. 

Staff  Pianist,  Department  of  Music 

Genevieve  Rose,  B.M. 

Director,  Smith  College  Jazz  Ensemble 

Ellen  Redman 

Director,  Smith  College  Wind  Ensemble 

Frederick  Aldrich,  B.A. 

Performance  Instructor  in  Music 

Claire  Arenius 

Performance  Instructor  in  Musk 

Phillip  de  Fremery,  B.M. 

Performance  Instructor  in  Music 

Michele  Feldheim,  B.M.,  M.M. 

Performance  Instructor  in  Musk 

Donna  Gouger,  B.M. 

Performance  Instructor  in  Musk 

Judith  Gray,  B.S.,  M.S. 

Performance  Instructor  in  Music 

Kirsten  Hadden  Lipkens,  B.M.,  M.M. 

Performance  Instructor  in  Musk 

Volcy  Pelletier 

Performance  Instructor  in  Musk 
Graduate  Diploma  New  England  Conservatory 

Ellen  Redman,  B.Mus.,  M.Mus. 

Performance  Instructor  in  Musk 

Alice  Robbins 

Performance  Instructor  in  Musk 
A.B.,  Graduate  Diploma  Schola  Cantoram 
Basiliensis 


Emily  Samuels,  B.A.,  M.Ed. 

Performance  Instructor  in  Music 

Lynn  Sussman,  B.S.,  M.M. 

Performance  Instructor  in  Music 

Felice  Swados,  B.A.,  M.M. 

Performance  Instructor  in  Music 

Thomas  Tisdell,  B.A.,  M.Ed. 

Performance  Instructor  in  Music 


Administration 


455 


Administration 

Office  of  the  President  and  the 
Board  of  Trustees 

Carol  T.  Christ,  Ph.D. 
President 

Adrianne  R.  Andrews,  Ph.D. 

Ombudsperson 

Rebecca  Lindsey,  M.A. 

Secretary  of  the  Board  of  Trustees  and  Assistant  to  the 

President 

Jacquelyn  A.  Scalzo,  B.A. 
Secretary  to  the  President 

Georgia  Yuan,  M.S.,  J.D. 

General  Counsel  and  Secretary  to  the  College 

Office  of  Advancement 

Patricia  Jackson,  M.B.A. 

Vice  President  for  Advancement 

Sandra  Doucett,  B.A. 

Deputy  Director  of  Advancement  and 

Organizational  Relations 

Nancy  Harvin  '80.  A.B. 
Director  of  Principal  Gifts 

Cam  Morin  Kelly  '84,  A.B. 

Director  of  Major  Gifts  and  Gift  Planning 

Karen  Leah  Boehnke  '99,  A.B. 

Director  of  Annual  Support  and  Volunteer  Engagement 

The  Athletic  Department 

Lynn  Oberbillig,  M.A.,  M.B.A. 

Director 

The  Botanic  Garden 

Michael  Marcotrigiano,  Ph.D. 

!  Director 

Office  of  Campus  Operations  and 
Facilities 

To  be  announced 

Director 


The  Smith  College  Campus  School 


Cathy  Hofer  Reid,  Ph.D. 

Principal 

Career  Development  Office 

Stacie  Hagenbaugh,  M.Ed. 
Director 

The  Chapel 

Jennifer  Walters,  D.Min. 
Dean  of  Religious  Life 

The  Rev.  Dr.  Leon  Tilson  Burrows,  D.  Min. 

Chaplain  to  the  College 
Adviser  to  Protestant  Students 

Elizabeth  E.  Carr,  Ph.D. 

Chaplain  to  the  College 
Adviser  to  Catholic  Students 

Khalilah  Karim-Rushdan,  M.S.W.,  L.C.S.W. 

Adviser  to  the  Muslim  Community 

Bruce  A.  Bromberg  Seltzer,  M.A. 

Chaplain  to  the  College 
Adviser  to  Jewish  Students 

The  Clark  Science  Center 

Thomas  S.  Litwin,  Ph.D. 

Director 

Christian  Lagier 

Associate  Director 

Office  of  College  Relations 

Laurie  Fenlason,  A.B. 

Executive  Director  of  Public  Affairs  and  Special 

Assistant  to  the  President 

Kristen  Cole,  B.A. 

Media  Relations  Director 

John  G.  Eue,  M.A. 

Senior  Director  of  Publications  and  Communications 

Judith  L.  Marksbury,  B.Ed. 

Director  of  College  Relations 


456 


Administration 


Office  of  the  Dean  of  the  College  Office  of  Enrollment 


Maureen  Mahoney,  Ph.D. 

Dean  of  the  College 

Tamra  Bates,  M.S. 

Director  of  the  Campus  Center 

Margaret  Bruzelius,  Ph.D. 

Dean  of  the  Sophomore  and  Junior  Classes 
Acting  Associate  Dean  of  the  College,  Spring  '08 

Rae-Anne  Butera,  M.A. 

Associate  Dean  of  Students 

Leslie  Hill,  M.T.S.,  M.A. 

Associate  Dean  for  International  Study 

Erika  J.  Laquer,  Ph.D. 

Dean  of  Ada  Comstock  Scholars  and  Transfer  Students 

Alison  Tuttle  Noyes,  M.A. 

Assistant  Dean  for  International  Study 

Julianne  Ohotnicky,  M.A. 

Dean  of  Students 

Venus  Ricks,  B.A. 

Interim  Director  of  Multicultural  Affairs 

Tom  Riddell,  Ph.D. 

Associate  Dean  of  the  College  and  Dean  of  the 

First-Year  Class 

Acting  Dean  of  the  College,  Spring  '08 

Rebecca  Shaw,  M.A. 

Director  of  Residence  Life 

Jane  Stangl,  Ph.D. 

Acting  Dean  of  the  First-Year  Class,  Spring  '08 

Hrayr  C.  Tamzarian,  M.Ed. 

Associate  Dean  for  Student  Affairs  and  International 
Students  and  Scholars 

Margaret  Zelljadt,  Ph.D. 

Dean  of  the  Senior  Class 

Jennifer  A.  Siecienski,  B.A. 

Housing  Coordinator 

Dining  Services 

Kathleen  Zieja,  B.S. 

Director 


Audrey  Smith,  B.A. 

Dean  of  Enrollment 

Debra  Shaver,  M.S. 

Director  of  Admission 

Sidonia  M.  Dalby,  M.Ed. 
Karen  Kristof,  A.B. 
Elizabeth  Beal 

Associate  Directors  of  Admission 

Deborah  Luekens,  B.A. 

Director  of  Student  Financial  Services 

Office  of  the  Vice  President  for 
Finance  and  Administration 

Ruth  Constantine,  M.B.A. 

Vice  President  for  Finance  and  Administration 

Richard  S.  Myers,  Ph.D. 

Director  of  Finance 

William  Sheehan,  M.B.A. 

Controller 

To  be  announced 

Budget  Director 

Health  Services 

Leslie  R.  Jaffe,  M.D. 

College  Physician  and  Director  of  Health  Services 

Elaine  Longley,  B.S.N. 

Coordinator  of  Nursing  Services 

Pamela  McCarthy,  L.I.G.S.W. 

Associate  Director 

Office  of  Human  Resources 

Lawrence  Hunt,  B.A. 

Executive  Director  of  Human  Resources 

Information  Technology  Services 

Herbert  Nickles,  M.A. 

Executive  Director 

Kate  Etzel,  M.A. 

Director,  User  Services 

Ben  Marsden,  M.S. 

Director,  Systems  and  Network  Services 


Administration 


457 


Sharon  Moore,  B.A. 

Director,  Telecommunications 

Yvonne  Ting,  M.S. 

Director.  Administrative  Software  Systems  and 
Technology 

Thomas  C.  Laughner,  Ph.D. 
Director  of  Educational  Technology 

Office  of  Institutional  Diversity 

Naomi  Miller,  Ph.D. 

Director  of  Institutional  Diversity  and  Assistant  to  the 
President 

Laura  Rauscher,  B.S. 

Disability  Services  Director 

The  Jacobson  Center  for  Writing, 
Teaching  and  Learning 

Julio  Alves,  Ph.D. 

Director 

The  Libraries 

Christopher  Loring,  M.A. 

Director  of  Libraries 

Martin  Antonetti,  M.S. 

Curator  of  Rare  Books 

Maria  Brazill,  M.A.,  M.S. 

Coordinator  of  Collection  Development  and 
Head  of  Acquisitions 

Eric  Loehr,  M.L.S. 

Library  Systems  Coordinator 

James  Montgomery,  M.S. 

Head  of  Catalogue  Section 

Rocco  Piccinino  Jr.,  M.S.L.S. 

Coordinator  of  Branch  Services  and  Science  Librarian 

Barbara  Polowy,  M.L.S. 

Art  Librarian 

Sherrill  Redmon,  Ph.D. 

Head  of  the  Sophia  Smith  Collection  and  Coordinator 
of  Special  Collections 

Marlene  Wong,  M.S.L.S. 

Librarian,  Werner  Josten  Library 

Nanci  A.  Young,  M.A. 

College  Archivist 


The  Smith  College  Museum  of  Art 

Jessica  Nicoll  '83,  M.A. 
Director  and  Chief  Curator 

Margi  Caplan,  B.A. 

Membership  and  Marketing  Director 

David  Dempsey,  M.A. 

Associate  Director  of  Museum  Services 

Aprile  Gallant,  M.A. 

Curator  of  Prints,  Drawings  and  Photographs 

Ann  Mayo  '83,  B.A. 

Manager  of  Security  and  Guest  Services 

Linda  D.  Muehlig,  M.A. 

Associate  Curator  of  Paintings  and  Sculpture 

Ann  Musser,  M.A. 
Curator  of  Education 

Office  of  the  Provost/Dean  of  the 
Faculty 

Susan  C.  Bourque,  Ph.D. 

Provost/Dean  of  the  Faculty 

Danielle  D.  Garr  Ramdath,  Ph.D. 

Associate  Dean  of  the  Faculty 

Cate  Rowen,  M.B.A. 

Director  of  Educational  Research  and  Assessment 

John  H.  Davis,  Ph.D. 

Associate  Provost  and  Dean  for  Academic  Development 

Public  Safety 

Paul  Ominsky,  M.Ed. 

Director 

Office  of  the  Registrar 

Patricia  A.  O'Neil,  B.A. 

Registrar 

School  for  Social  Work 

Carolyn  Jacobs,  Ph.D. 

Dean 

Susan  Donner,  Ph.D. 

Associate  Dean 

Diane  Tsoulas,  J.D. 

Associate  Dean  for  Administration 


458 


Standing  Committees 


Standing  Committees. 
2007-08  (Elected) 


Academic  Freedom  Committee 

Mlada  Bukovansky  (2008);  James  Callahan  (2010); 
Velma  Garcia  (2009);  Sabina  Knight  (2008)  ;Jocelyne 
Kolb  (2009) 

Committee  on  Mission  and  Priorities 

President,  Chair  (Carol  Christ); 
Vice  Chair,  Provost  and  Dean  of  the  Faculty  (Susan 
Bourque);  Associate  Provost  and  Dean  for  Academic  De- 
velopment (John  Davis);  Dean  of  the  College  (Maureen 
Mahoney);  Vice  President  for  Finance  and  Administra- 
tion (Ruth  Constantine);  Vice  President  for  Advance- 
ment (Patricia  Jackson);  Staff  Representative  (To  be 
announced);  Two  students  selected  by  the  Student 
Government  Association  (To  be  announced); 
Two  members  of  Faculty  Council  (Patricia  DiBartolo, 
Kevin  Quashie);  Giovanna  Bellesia  (2009);  Ginetta 
Candelario  (2010);  Andrew  Guswa  (2010) 

Committee  on  Faculty  Compensation  and  Development 

Associate  Provost  and  Dean  for  Academic  Development, 
Chair,  non-voting  (John  Davis);  Jay  Garfield  (2009); 
Roger  Kaufman  (2009);  Dana  Liebsohn  (2010);  Alan 
Rudnitsky  (2010);  Susan  Voss  (2010);  Faculty  Council 
Representative,  non-voting  (Elliot  Fratkin) 

Faculty  Council 

Patricia  DiBartolo  (2010);  Elliot  Fratkin  (2008); 
Borjana  Mikic  (2008);  Kevin  Quashie  (2009);  Janie 
Vanpee  (2009);  Greg  White  (2010) 

Committee  on  Tenure  and  Promotion 

President,  Chair  (Carol  Christ);  Provost  and  Dean  of 
the  Faculty  (Susan  Bourque);  Scott  Bradbury  (2009); 
Piotr  Decowski  (2008);  Elizabeth  Harries  (2008); 
Paulette  Peckol  (2010);  Nancy  Whittier  (2010);  Alter- 
nate: To  be  announced  in  Fall  2007 


Benz  (2008);  Richard  Briggs  (2008);  Alice  Hearst 
(2008);  Jefferson  Hunter  (2008);  Cornelia  Pearsall 
(2010);  Doreen  Weinberger  (2008);  Faculty  Council 
Representative,  non-voting  (Janie  Vanpee) 

Lecture  Committee 

Lauren  Duncan  (2009);  Marguerite  Itamar  Harrison 
(2008);  Leslie  King  (2010);  Michael  Thurston  (2008); 
Lynne  Yamamoto  (2010) 

Committee  on  Educational  Technology 

Mary  Ellen  Birkett  (2009);  Christophe  Gole  (2008); 
Nicholas  Howe  (2008);  Samuel  Intrator  (2008);  Gary 
Lehring  (2009);  Katwiwa  Mule  (2008);  Associate  Pro- 
vost and  Dean  for  Academic  Development  (John  Davis); 
Non-voting  members:  Executive  Director  of  Informa- 
tion Systems  (Herb  Nickles);  Supervisor  of  Comput- 
ing and  Technical  Services  in  the  Science  Center 
(Eric  Brewer);  Director  of  Educational  Technology 
(Tom  Laughner);  Coordinator  of  Library  Systems  (Eric 
Loehr) 

Committee  on  Grievance 

Brigitte  Buettner  (2007);  Justin  Cammy  (2009);  Mar- 
tine  Gantrel  (2010);  Michelle Joffroy  (2008);  Ann  R. 
Jones  (2009);  Amy  Rhodes  (2009);  Elizabeth  Spelman 
(2008);  Alternates:  John  Moore  (2008);  Lucy  Mule 
(2008) 

Committee  on  the  Library 

Craig  Davis  (2008);  Dawn  Fulton  (2008);  Luc 
Gilleman  (2008);  Mahnaz  Mahdavi  (2008);  Donna 
Riley  (2009);  Vera  Shevzov  (2009);  Non-voting: 
Two  students  chosen  by  Student  Government  Associa- 
tion (To  be  announced);  Director  of  Libraries  (Chris 
Loring);  Provost  and  Dean  of  the  Faculty  (Susan 
Bourque) 


Committee  on  Academic  Priorities 

Provost  and  Dean  of  the  Faculty,  Chair,  non-voting 
(Susan  Bourque);  Associate  Provost  and  Dean  for  Aca- 
demic Development,  non-voting  (John  Davis);  Dean  of 
the  College,  non-voting  (Maureen  Mahoney);  Ernest 


Alumnae  Association 


459 


Alumnae  Association, 
2007-08 

Officers 

President 

Charlotte  G.  Kea  '82 
16019  Elegant  Court 
Bowie,  MD  20716 

Vice  President 

Audrey  Paek  '92 

1313  Washington  Street,  #6l4 

Boston,  MA  02118-2171 

Treasurer 

Lynn  Steppacher  Martin  75 

284  N.Woods  Road 

Manhassett,  NY  11030-1615 

Clerk 

Diane  Dukette  '87 

188  Sawmill  Road 

West  Springfield.  MA  01089 

Directors 

Lillian  Agapalidou-Panagopoulou  70 

1 1  Gavrielidou  Str. 
Athens  11  HI.  Greece 

Caitlin  Bates  '07 

(Ex  Officio) 

Caroline  Soleliac  Carbaugh  '66 

253  Inverness  Lane 

Ft.  Washington.  MD  20744-6306 

Cecily  Hines  73 

117  Portland  Avenue.  #710 
Minneapolis.  MX  55401-2539 

Caroline  Walsh  Holt  '97 
3175  17th  Street,  North 

:  Arlington,  \A  22201 

Patricia  (Trish)  Jackson 

i  (Ex  Officio) 


Vice  President  for  Advancement 


Linda  Kramer  Jenning  72 
i>  UK)  Edgewood  Terrace 
Alexandria,  W  22307-1125 

Norma  A.  Melgoza  '92 
L007W.Armitage  taeni* 

Chicago.  II.' 

Susan  Goodman  Novick  '81 
(Ex  Officio) 
1024  Blanchard  Avenue 
El  Paso,  IX  79902-2727 

Alice  Schlegel  '56 

4562  Y  Caminito  de  la  Puerta 

Tucson,  AZ  85718 

Adrianne  Todman  '91 
390016th  Street,  NW  #511 

Washington.  DC  20011 

Kate  A.  Wilson  '82 
4367  Arbutus  Street 
Vancouver,  BC  V'6j  4S4,  Canada 

Jacquelyn  Woodworth  '92 

590  Pacific  Street,  Apt.  3 
Brooklyn,  NY  11217 

JoAnne  Lyons  Wooten  74 

12501  Trelawn  Terrace 
Mitchellville.MD  20721-2502 

Student  Representati\  e 

Gladys  Pulido  '08 
Campus  Box  7025 

The  Alumnae  Office 

Carrie  Cadwell  Brown,  M.Ed.  '82 

Executive  Director 

Samantha  K.  F.  Pleasant 
Senior  Associate  Director 

John  MacMillan 

Editor  of  the  Smith  Alumnae  Quarterly 

Betsy  Adams  Baird 

\ssociate  Director  for  Alumnae  Education  and  Regional 

Programs 


4()() 


Index 


Abbreviations  and  symbols,  explanation  of,  64-65 

Absence,  leaves  of,  52-53 

Absence  from  classes,  51 

Academic  achievements,  prizes  and  awards,  27-32 

Academic  calendar,  vi 

Academic  course  load,  45 

Academic  credit,  48-50 

Academic  divisions,  61-63 

Academic  Honor  System,  1 1 

Academic  program,  7-16 

Academic  records,  disclosure  of,  52 

Academic  rules  and  procedures,  45-53 

Academic  societies,  28 

Academic  standing,  51 

Accelerated  course  program,  11-12 

Accreditation,  iv 

Ada  Comstock  Scholars  Program,  12 

admission,  43-44 

fees  and  expenses,  33-36 

financial  aid,  37-40 

grading  options,  49 
Adding  and  dropping  courses,  46 
Administration  directory,  455-457 
Admission,  41-44 

graduate  study,  54-60 

international  students,  50,  57 

undergraduate  study,  41-44 
Ada  Comstock  Scholars,  43-44 

advanced  placement  credit,  50 

application  fee,  35 

deadline  dates,  42 

entrance  tests,  41-42 

health  form,  23 

interview,  42 

international  students,  43 

secondary  school  preparation,  41 

transfer  applicants,  43 
Admission,  to  courses  requiring  special 

permission,  45-46 
Advanced  placement,  42,  50 

toward  requirements,  50 
Advanced  standing,  51 


Advising,  10-11 

career,  22 

engineering,  10, 189 

minor  advisers,  1 1 

prebusiness,  11 

prelaw,  1 1 

premajor  and  major  advisers,  10-11 

premedical  and  prehealth  professions,  11, 128 
African  studies 

minor,  67-68 

Five  College  certificate  in,  410 
Afro-American  studies,  69-72 
Age  of  majority,  52 
Ainsworth/Scott  Gymnasiums,  20-21 

hours,  21 
Alumnae 

networking,  22 

support,  39 
Alumnae  Association 

officers,  459 
Alumnae  Gymnasium,  2, 17 
American  College  Testing  Program,  41-42 
American  ethnicities,  73-75 
American  studies,  76-80 

diploma  in,  57,  80 
Amherst  College 

cooperative  program  with,  12, 1 6 

Twelve  College  Exchange,  16 

cooperative  Ph.D.  program,  57 
Ancient  studies,  81 
Anthropology,  82-88 
Application  for  admission 

graduate  study,  54 

nondegree  studies,  57-58 

undergraduate  study,  42 
Arabic  courses.  See  Religion. 
Archaeology,  89-90 
Architecture  and  landscape  architecture  courses. 

See  Art 
Art,  91-102 
Art  library,  18 

hours,  18 


Index 


461 


Art  museum,  18 

hours,  18 
Asian/Pacific/American  studies.  Five  College 

certificate  in,  41 1 — 412 
Assistantships,  graduate,  59 
Associated  Kyoto  Program,  15 
Astronomy,  103-107 
Astrophysics 

courses,  102-103 

minor,  104 
Athletic  facilities,  20-22 
Athletic  fields,  2 1 
Athletic  program,  20-21,  426-427 

See  also  Exercise  and  sport  studies. 
Athletics,  20-22,  426-427 
Auditing 

community:  nonmatriculated  students, 
12,46 

fees  for  nonmatriculated  students,  34 

matriculated  students,  46 
Awards,  28-32 

Bachelor  of  arts  degree,  45 
Bacteriology.  See  Biological  sciences. 
Berenson  Dance  Studio,  19 
Biblical  literature.  See  Religion. 
Biochemistry,  108-113 
Biological  sciences,  114-128 

master's  degree,  55 
Board  of  trustees,  428 
Boathouse,  2 1 
Botanic  gardens,  18 
Botany.  See  Biological  sciences. 
Bowdoin,  study  at,  16 
Brown  Fine  Arts  Center,  18 
Buddhist  studies,  Five  College  Certificate  in,  413 
Burton  Hall,  2,  18 
Burton,  Marion  LeRoy,  2 

Calendar,  academic,  vii 
Campus  Center,  2 1 

hours,  2 1 
Campus  jobs,  39 
Career  counseling,  22 
Career  Development  Office,  22 
Catholic  chaplain,  23 
Center  for  Foreign  Languages  and  Cultures,  19 

hours,  19 
Certificate  of  Graduate  Studies,  54,  57 


Changes  in  course  registration 
graduate,  60 
undergraduate,  16 

Chaplains.  23 

Chemistry,  129-133 

Chemistrj  lab  fee,  35 

child  study.  Sec  Education  and  child  study 

Chinese.  See  Last  \sian  studies. 

Christ.  Carol  i..  \.  128,  \U.  155 

Churches,  23 

Clark  Science  Center.  18 

Clarke  School  lor  the  Deal.  56 

Class  schedule  chart,  inside  back  cover 

Classical  languages  and  literatures.  13  fc-137 

Coastal  and  marine  sciences.  Live  College 

Certificate  in,  414 
Cognitive  Neuroscience.  Live  College  Certificate  in, 

415 
College  Archives,  17 
College  Board  tests,  41-42 
College  physician.  11 
College  Scholarship  Service,  37 
Committees,  458 
Comparative  literature,  138-144 
Computer  facilities.  19-20 
Computer  science,  145-151 
Confidentiality 

of  medical  records.  22 

of  student  records,  52 
Connecticut  College,  study  at,  16 
Continuation  fee.  35 
Continuing  education.  See  Ada 

Comstock  Scholars  Program; 

nonmatriculated  students. 
Contracmal  limitations,  36 
Conway,JillKer,3-4,429 
Cooperative  programs  with  other  institutions.  1 1 
Cordoba,  study  abroad,  1 5 
Counseling 

career.  11 

personal.  22 

religious.  23 
Course  enrollments.  Five  College,  is 

summary,  24 
Course  load.  »5 

Course  numbers,  key  to.  63-64 
Course  programs 

accelerated.  11-12 

honors.  12 


462 


Index 


independent  study,  13,  46 

regular,  7-9,  45 

Smith  Scholars,  13 
Course  registration,  46,  60 
Courses  of  study,  67-427 
Courses  requiring  permission, 

admission  to,  45 
Course  symbols,  designations,  abbreviations, 

explanation  of,  61-65 
Credit 

academic,  48-50 

advanced  placement,  50 

earned  before  matriculation,  50 

internships,  13,  46 

interterm,  50 

performance,  49 

shortage,  49 

summer  school,  49 

transfer,  49 
Cross  country  course,  2 1 
Culture,  health  and  science,  Five  College  Certificate 

in,  416 
Curricular  requirements  and  expectations,  8 
Curriculum,  7-8 

Dance,  152-161 

facilities,  19 

master's  degree,  56 
Dartmouth,  study  at,  16 
Davis,  Herbert,  2 
Deadlines 

for  admission,  42 

for  course  changes,  46,  60 
Deaf,  teaching  of  the,  56 
Dean's  List,  28 

Deferred  entrance  to  first-year  class,  42 
Deferred  entrance  for  medical  reasons,  43 
Degrees,  requirements  for 

bachelor  of  arts,  9, 45 

master  of  arts  in  teaching,  56 

master  of  education,  56 

master  of  education  of  the  deaf,  56 

master  of  fine  arts  in  dance,  56 

master  of  fine  arts  in  playwriting,  56-57 

master  of  science  in  biological  sciences,  55 

master  of  science  in  exercise  and  sport 
studies,  55 

master/doctor  of  social  work,  57 

satisfactory  progress,  51 


Departmental  Honors  Program,  12,  27 
Deposits,  35 

for  graduate  students,  59 
Dining  arrangements,  2 1 
Diploma  in  American  studies,  57, 80 
Directions  to  the  college,  iv 
Disability  Services,  Office  of,  20 
Dismissal,  51 

Divisions,  academic,  61-63 
Doctors,  22-23 
Dormitories.  See  Residential  houses  for 

undergraduates. 
Dropping  and  adding  courses,  46,  59 
Dunn,  Mary  Maples,  4, 429 

Early  Decision  Plan,  42 

East  Asian  languages  and  literatures,  162-167 

East  Asian  studies,  168-172 

Economics,  173-179 

Education  and  child  study,  180-188 

Education,  master's  degree,  56 

Elizabeth  Mason  Infirmary,  22 

Emeritae,  emeriti,  429-432 

Engineering,  189-195 

English  language  and  literature,  196-207 

Enrollment  statistics,  24-26 

Entrance  requirements,  41^2 

Environmental  science  and  policy,  208-210 

Ethics,  211 

Exercise  and  sport  studies,  212-220 

master's  degree,  55 
Expenses,  33-36 
Extended  Repayment  Plan,  36 
Extracurricular  activities,  21 

Facilities,  17-21 
Faculty,  429^54 

Five  College,  399-409 
Family  Education  Loans,  39 
Fees  and  expenses,  33-36 

bed  removal,  35 

contractual  limitations,  36 

early  arrival,  35 

graduate  study,  58 

health/fire/safety  regulation,  36 

Junior  Year  Abroad,  13-16 

late  Central  Check-in,  35 

late  payment,  35 

Twelve  College  Exchange,  16 


Index 


463 


Fellowships 

international  and  domestic.  32 

research,  59 

teaching,  59 
Fields  of  knowledge,  seven  major,  7 

abbreviations  in  course  listings.  64-65 
Film  studies.  221-224 
Financial  aid,  36-40,  58-59 

Ada  Comstock  Scholars.  38 

campus  jobs.  39 

first-year  applicants.  37-38 

graduate  students.  58-59 

grants.  39 

international  students,  38,  43 

loans.  39 

outside  aid,  39 

transfer  students.  38 

work-study,  39 
Financial  obligation,  33-34 
Fine  arts  center,  18 
Fine  arts,  master's  degree,  56-57 
First  Group  Scholars,  27 
First-Year  Seminars,  225-229 
Five  College  Certificate  Programs,  10 

African  studies,  410 

Asian/Pacific/American  studies,  411 — 412 

Buddhist  studies.  4 13 

Coastal  and  marine  sciences,  414 

Cognitive  Neuroscience,  415 

Culture,  health  and  science,  4 16 

Film  studies  major,  424 

International  relations,  417 

Latin  American  studies,  418 

Logic,  419-420 

Middle  East  studies,  42 1 

Native  American  Indian  studies,  422 

Russian,  East  European  and  Eurasian  Studies, 

423 
Five  College  Cooperation,  12 

course  enrollment,  48 

course  interchange,  12 

course  offerings,  399-409 

course  regulations,  48 
Five  College  faculty,  399-409 
Five  College  Self-Instructional  Language  Program.  425 
Florence,  study  abroad,  14 
Foreign  language  literature  courses  in  translation.  230 
Foreign  smdents.  See  International  students. 
Foreign  study  programs,  13-16 


Prance,  stud)  abroad,  is 
French  studies,  231-238 

Geneva,  stud)  abroad.  14-15 
Geographical  distribution  of  students,  2S 
Geology,  239  243 
German  studies.  2 14—2  18 
Germany,  stud)  abroad,  is 
Government,  249-259 
Grading  options.  48-49 
Graduate  study,  54-60 

admission.  54 

enrollments,  2  i 

international  students.  54,  57 
Graduation  rate.  24 
Graduation  requirements.  8-1).  n 
Grants.  39 

music.  39 

named  and  restricted.  38-39 

trustee.  40 
Greek  courses,  134-135 
Greene,  John  M.,  1 
Greenhouses.  18 
Gymnasium,  20-2 1 

hours.  2 1 

Hallie  Flanagan  Studio  Theatre,  19 
Hamburg,  study  abroad.  14 
Hampshire  College 

cooperative  program  with.  12 

cooperative  Ph.D..  57 
Health  education.  11 
Health  insurance.  11-1 3.  34,  58 

for  graduate  students,  58 
Health  professions  advising,  11.  128 
Health  professions  program.  128 
Health  regulations.  11-1? 
Health  Sen  ices.  11-1 3.  58 
Hebrew  courses.  See  Religion. 
Helen  Hills  Hills  Chapel.  23 
High  school  preparation  for  applicants,  4l 
HiilyerHall.  18 

Art  library,  18 
Hispanic  studies.  See  Spanish  and  Portuguese. 
History,  260-269 

History  of  science  and  technology.  2 "0-2""  1 
History  of  Smith  College.  1—4 
Honor  code.  1 1 
Honors  program.  12 


464 


Index 


Houses,  2 1 

graduate  students,  58 
How  to  get  to  Smith,  iv 
Human  Performance  Laboratory,  20 

Independent  study,  13, 46 

Independendy  designed  majors  and  minors,  10 

Infirmary,  22 

Information  Technology  Services,  19-20 

Inpatient  services,  22-23 

Inquiries  and  visits,  v 

Insurance,  health,  22-23,  34 

for  graduate  students,  58 
Intercollegiate  athletics,  recreation  and  club  sports 

21,426-427 
Interdepartmental  and  extradepartmental 

course  offerings,  396-398 
Interdepartmental  majors,  9 
Interdepartmental  minors,  9-10 
Interlibrary  loan,  17 
International  baccalaureate,  42,  50 
International  relations,  272-273 
International  Relations  Certificate 

Program,  417 
International  students 

admission,  43 

admission  of  graduate,  54,  57 

Certificate  of  Graduate  Studies,  54,  57 

Diploma  in  American  Studies,  57,  80 

financial  aid,  39, 43 

graduate  fellowships,  59 

summary  of  enrollment,  25 
Internships 

career,  22 

credit,  13, 46 

Praxis  summer  internships,  22 

semester  in  Washington,  16,  259 

Smithsonian  Institution,  16,  80 
Interterm,  vii 

credit  status,  50 
Interterm  courses  offered  for  credit,  274 
Interview,  for  admission  applicants,  42 

career,  22 
Intramural  athletics,  21, 426-427 
Italian  language  and  literature,  275-279 
Italy,  study  abroad,  14 


Jacobson  Center  for  Writing,  Teaching  and 

Learning,  20 
Jahnige  Social  Science  Research  Center,  19 
Japan,  study  abroad,  15 
Japanese.  See  East  Asian  studies. 
Jean  Picker  Semester-in-Washington  Program,  15, 

259 
Jewish  chaplain,  23 
Jewish  studies,  280-285 
Job,  campus,  39 

summer,  help  with,  22 
Junior  Year  Abroad  Programs,  14-15 

course  loads,  14-15 

enrollments,  24 

requirements,  14-15 

Kahn  Institute,  20 
Kennedy  professorship,  6 
Kyoto,  study  abroad,  15 

Landscape  architecture.  See  Art. 
Landscape  studies,  286-288 
Language  Laboratory,  19 

hours,  19 
Late  course  changes,  46 
Late  registration,  47 
Latin  American  and  Latino/a  studies,  289-292 

Five  College  certificate  in,  418 
Latin  courses,  135 
Latin  honors,  27,  65 
Leaves  of  absence,  52-53 

graduate,  55 
Leo  Weinstein  Auditorium,  19 
Liberal  arts  college,  7 
Libraries,  17-19 

hours,  18-19 

career  resource,  22 
Linguistics,  293-294 
Loans 

graduate  study,  59 

undergraduate  study,  36,  39 
Logic,  295-296 

Logic,  Five  College  Certificate  Program  in,  419-420 
Louise  W.  and  Edmund  J.  Kahn  Liberal  Arts 

Institute,  20 
Lyman  Plant  House,  18 


Index 


Major,  9 

Major  fields  of  knowledge,  seven,  7 

abbreviations  in  course  listings,  64-65 
Majors,  enrollment.  26 
Majority,  age  of.  52 
Mandator)  medical  leave,  53 
Marine  science  and  policy.  29~-298 
Maritime  studies.  16 
Master  of  arts  programs.  56-57 
Mathematics  and  Statistics,  306 
McConnell  Hall,  18 
Medical  leave  of  absence.  54 
Medical  professions  program.  1 28 
Medical  services.  22-23 
Medieval  studies.  307-308 
Mendenhall  Center  for  the  Performing  Arts,  19 
Mendenhali.  Thomas  Corwin.  3 
Microbiology.  See  Biological  sciences. 
Middle  East  Studies  Certificate  Program,  -il  1 
Middle  East  Studies.  309-310 
Minor.  9-10 

Mission  of  Smith  College,  1 
Mount  Holyoke  College 

cooperative  program  with.  12.  16 

cooperative  Ph.D.  program,  57 

Twelve  College  Exchange.  16 
Museum  of  Art,  18 

hours,  18 
Music.  311-317 

facilities,  19 

fees  for  practical  music.  35 

grants.  39 

scholarships,  39-40 
Mystic  Seaport  Program,  16 

National  Theatre  Institute,  16 

Neilson,  William  .Allan.  2 

Neilson  chair,  5-6 

Neilson  Library,  17-18 

Neuroscience.  318-322 

Newman  .Association.  23 

Nondegree  studies.  5~ 

Nondiscrimination  policy,  inside  front  cover 

graduate,  54 
Nonmatriculated  students,  12,  34.  46 

Off-campus  study  programs.  12-16 
Outpatient  services.  22-23 


Parent  loans  tor  undergraduates,  37,  J9 

Pans,  sttld)  abroad.  1^ 

Payment  plans.  36 
Pell  Grant  program,  39 
Performing  arts,  19 

Perkins  Loan  (formerly  NDSL),  J9 

Permission  for  course  admission,  n 

Personal  computers.  20 

Ph.D.  programs,  5  i  ,57 

Phi  Beta  Kappa  Society 

Philosophy,  323-328 

Photography,  facilities  for.  18 

Physical  education,  master's  program.  SS 

See  also  athletic  program;  exercise  and 

sport  studies 
Physical  fitness.  2(>-21 
Physics,  329-332 
Placement,  advanced.  42.  SO 
Playu  riting.  master  of  fine  arts  in.  56-57 
Poetry  Center,  19 

Reading  Room,  19 
Political  economy.  333 
Political  science.  See  Government. 
Pomona-Smith  Exchange.  Id 
Portuguese.  368-375 

See  also  Spanish  and  Portuguese. 
Praxis  Summer  Internship 

Funding  Program,  22 
Prebusiness  advising,  1 1 
Prehealth  professions  program.  11. 128 
Prelaw  advising,  1 1 

Premedical  professions  program.  1 1,  128 
PRESHCO.  15 

Privacy  of  student  records.  S2 
Prizes,  28-32 
Probationary  status,  s  l 
Program  for  Mexican  Culture  and  Society  in 

Puebla,  16 
Programa  de  Estudios  Hispanicos  en  Cordoba,  15 
Protestant  chaplain.  1? 
Protestant  Ecumenical  Christian  Church.  1> 
Psi  Chi.  28 

Psychology,  334-542 
Public  policy  343-345 

Quantitative  courses  for  beginning  students, 
346-351 


46b 


Index 


Rare  Book  Room,  17 

Readmission,  52 

Recognition  for  academic  achievement,  27-32 

Recreation  and  club  sports,  21 

Refunds,  withdrawal,  35-36 

Junior  Year  Abroad,  14-15 
Registration,  course,  46, 60 

late  fee,  35, 47 
Regular  Decision  Plan,  42 
Religion,  352-358 
Religious  expression,  23 
Repeating  courses,  49 

Required  course  work  for  graduate  students,  60 
Requirements 

for  admission,  41-42 

for  completion  of  course  work,  graduate,  60 

for  the  degree,  45 

advanced  placement  credit  toward,  50 

residence 
graduate,  58 
transfer,  43 
undergraduate,  45 
Research,  career,  22 
Research  fellowship,  59 
Research,  scientific,  18 

social  science  center,  19 
Residence  requirements,  45 

for  graduate  students,  54 
Residential  houses  for  undergraduates,  21 
Resumes,  22 

Riding  lessons,  fees  for,  35 
Room  and  board,  34 

Ada  Comstock  Scholars,  34 

graduate  students,  58 

undergraduates,  34 

refund  policy,  35-36 
ROTC,  40 
Russian  language  and  literature,  359-361 

Sabin-Reed  Hall,  18 

Sage  Hall,  19 

Satisfactory  progress  toward  degree,  51 

Satisfactory/unsatisfactory  grading  option,  48-49 

SATs,  41 

Schedule  of  class  times,  inside  back  cover 

Scholarships,  39-40 

graduate,  59 
Science  Center,  18 
Science  courses  for  beginning  students,  362 


Science  Library,  18 

hours,  18 
Scott  Gymnasium,  20-2 1 
Secondary-school  preparation,  41 
Seelye,  Laurenus  Clark,  1-2 
Semester-in-Washington  Program,  16,  259 
Semesters,  vii 

course  program,  45 
Seminars,  admission  to,  46 
Senior  year,  credit  requirements  for 

entering,  49 
Separation  from  the  college,  51 
Seven  major  fields  of  knowledge,  7 

abbreviations  in  course  listings,  64-65 
Shortage  of  credits,  49 
Sigma  Xi,  Society  of  the,  28 
Simmons,  Ruth  J.,  4,  429 
Smith  Outdoors,  21 
Smith,  Sophia,  viii,  1 
Smith  Scholars  Program,  13 
Smithsonian  Institution  internship,  16,  79 
Social  Science  Research  Center,  19 
Social  work,  master/doctor  of,  57 
Sociology,  363-367 
Sophia  Smith  Collection,  17 
South  India  Term  Abroad,  16 
Spanish  and  Portuguese,  368-375 
Spanish-speaking  countries,  foreign  study  in,  16 
Special  Studies,  admission  to,  46 
Spelman-Smith  Exchange,  16 
Sports,  20-21,  209-218,  426-427 
Squash  courts,  20 
Standardized  tests 

for  admission,  41^2 

for  graduate  applicants,  54 
Statistics,  376 
Student  account,  33 
Student  Counseling  Service,  22 
Student-designed  interdepartmental  majors  and 

minors,  10 
Student  Government  Association,  17,  34 

activities  fee,  34 
Student  housing,  21 
Student  organizations,  religious,  23 
Students 

enrollment  statistics,  24 

geographical  distribution,  25 
Studio  art  fees,  35 
Studv  abroad,  13-15 


Index 


467 


Study  of  women  and  gender,  386-395 

Summer  courses,  credit  for.  11.  tl) 
Summer  internships.  22 
Slimmer  jobs,  help  finding,  22 
Supplemental  Educational  Opportunity 

Grants,  39 
Swimming  pool,  20 
Switzerland,  stud)  abroad.  14 
Symbols  and  abbreviations,  explanations  of.  61-65 

Teacher  certification,  180-188 
Teaching  fellowships.  59 
Teaching,  master  of  aits  in,  56 
Tennis  courts.  2() — 2 1 
Theatre.  5"->S2 

master  of  fine  arts  in  plauvriting.  56-57 
Theatre  building.  19 

Third  World  development  studies,  383-384 
Track,  20-21 
Transfer  students 

admission,  43 

financial  aid.  36-37 
Trinity,  study  at.  16 
Trustees,  board  of.  428 
Tryon  Hall.  18 
Tuition 

for  graduate  students,  58-59 

grants  to  area  students,  39 

payment  plans.  36 

refund  policy,  35-36 
Twelve  College  Exchange  Program,  16 
TV  studio.  19 

University  of  Massachusetts 

cooperative  Ph.D.  program,  57 

cooperative  program  with.  12 
Urban  studies,  385 

Vacations,  academic,  vii 
j  Vassar,  study  at.  16 
Visiting  Year  Programs,  43 
\isits  to  the  college,  v 

Wallfisch.  Ernst,  music  scholarship.  39 
;  Washington  intern  programs,  16,  79 
j  Weight  training  room.  20-21 

Wellesley.  study  at.  16 

Werner  Josten  Library,  19 
hours.  19 


Wesleyan,  stud)  at,  16 
Wheaton,  stud)  at.  10 

William  Mian  Neilson  library,  17-18 

Williams,  stud)  at,  16 

wllliams— Mystic  Seaport  Program  in 

American  Maritime  Studies.  10 
Withdrawal  from  the  college 

Junior  Year  Vbroad  Programs,  l » 

medical,  ^2   53 

personal.  ^2 

refund  policy.  35-36 
Women's  studies 

(see  Study  of  women  and  gender) 
Work-stud)  program.  39 
W  right.  Benjamin  Fletcher.  2-3 
Wright  hall,  19 
Writing  assistance,  20 
Writing  courses.  19".  204 
\\  riting  requirements,  8-9 

Zoology.  See  Biological  sciences. 


diss  Schedule 

\  student  ma\  not  elect  more  than  one  course  in  a  single  time  block 

except  in  rare  cases  that  involve  no  conflict 


Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

A  8-8:50  a.m. 

A  8-8:50  a.m. 

A  8-8:50  a 

m. 

B  8-8:50  a.m. 

A  8-8:50  a 

m. 

AB 

8:30- 

9:50 

a.m. 

AB 

8:30- 

9:50 

a.m. 

AB 

8:30- 

9:50 

a.m. 

B 

9- 

9:50 

a.m. 

BC 

9- 

10:20 

a.m. 

G  9-10:20  a.m. 

B 
9- 
9:50 
a.m. 

BC 

9- 
10:20 

a.m. 

G  9-10:20  a.m. 

B 
9- 
9:50 
a.m. 

BC 
9- 

10:20 
a.m. 

C  10- 

10:50 

a.m. 

C  10- 

-10:50 

a.m. 

C  10-10:50 

a.m. 

H  10:30- 
11:50  a.m. 

H  10:30- 
11:50  a.m. 

D  11  a.m- 
12:10  p.m. 

D  11  a.m- 
12:10  p.m. 

D  11  a.m.- 
12:10  p.m. 

J  1- 

2:50  p.m. 

N 

1-4 
p.m. 

L  1-2:50  p.m. 

Ef 

1:10-2:30  p.m. 

Ef 

1:10-2:30  p.m. 

Ef 

1:10-2:30  p.m. 

Ff  2:40-4  p.m. 

Ff  2:40-4  p.m. 

Ff  2:40-4  p.m. 

K  3- 

4:50  p.m. 

M  3-4:50  p.m. 

c 

4-4:50 
p.m. 

4:50  p.m. 


7:30- 

w 

7:30- 

W 

7:30- 

w 

9:30 

7:30- 

9:30 

7:30- 

9:30 

7:30- 

p.m. 

8:20 

p.m. 

p.m. 

8:20 
p.m. 

p.m. 

8:20 
p.m. 

X* 

*  * 

Y* 

Z* 

** 

f    A  three-hour  laboratory  session  scheduled  across  blocks  EF  runs  from  1:10  to  4  p.m. 
*     A  three-hour  laboratory  session  scheduled  in  block  X.  Y.  or  Z  runs  from  7  to  10  p.m. 
**  Reserved  for  activities  and  events. 


on 
H 

X 

n 
o 

tn 

O 

m 


Z     W     03 
©3C 


55    -    m 

2    o    5 


era 


z  -0 

o  m 

3  § 

■o  o 

8  I 

C  -0 

</>  D 

5  E 

5t  oj