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Catalogue
Bulletin
Notice of Nondiscrimination
Campus Security Act Report
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.
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 101 September 2008
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^*27 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.
8M3985-8/08
Smith College
Northampton, Massachusetts 01063
(413) 584-2700
SMITH COLLEGE BULLETIN
2008-09 CATALOGUE
Smith College
Northampton, Massachusetts 01063
(413) 584-2700
Contents
How to (Jet 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 12
Smith Scholars Program 13
Study Abroad Programs 13
Smith College Junior Year Abroad Programs 13
Smith Consortial and Approved Study Abroad 15
Off-Campus Study Programs in the U.S 15
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 2b
Recognition for Academic Achievement 2^
Prizes and Awards 28
Fellowships 32
Fees, Expenses and Financial Aid 33
Your Student Account
Fees 34
Institutional Refund Policy 35
Contractual Limitations 36
Payment Plans and Loan Options 3b
Financial Aid 3b
Admission 41
Secondary School Preparation 4l
Entrance Tests 4l
Applying for Admission 42
Advanced Placement 42
International Baccalaureate 42
Interview 42
ii Contents
Deferred Entrance 42
Deferred Entrance for Medical Reasons 42
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 59
Financial Assistance 59
Changes in Course Registration 60
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 81
Anthropology 83
Archaeology 90
Art 92
Astronomy 106
Biochemistry 110
Biological Sciences 116
Chemistry 131
Classical Languages and Literatures 136
Comparative Literature 140
Computer Science 147
Dance 155
East Asian Languages and Literatures 164
East Asian Studies 171
Economics 176
Education and Child Study 183
Engineering 192
English Language and Literature 200
Environmental Science and Policy 212
Ethics 215
Exercise and Sport Studies 216
Film Studies 226
First-Year Seminars 231
Foreign Language Literature Courses in Translation 238
French Studies 239
Geology 246
German Studies 252
Government 259
Contents iii
History
Program in the History of Science and Technology 278
International Relations
Intertenn Courses Offered for Credit
Italian Language and Literature 284
Jewish Studies 290
Landscape Studies 296
Latin American and Latino/a Studies 299
Linguistics 303
Logic 305
Marine Science and Policy 307
Mathematics and Statistics 308
Medieval Studies 316
Middle East Studies Minor 318
Music 323
Neuroscience 330
Philosophy 335
Physics 341
Political Economy 345
Presidential Seminars 346
Psychology 348
Public Policy 357
Quantitative Courses for Beginning Students 360
Religion 366
Russian Language and Literature 373
Science Courses for Beginning Students 376
Sociology 377
Spanish and Portuguese 383
Statistics 392
Theatre 393
Third World Development Studies 400
Urban Studies 402
Study of Women and Gender 403
Interdepartmental and Extradepartmental Course Offerings 411
Five College Course Offerings by Five College Faculty 415
Five College Certificate in African Studies 429
Five College Certificate in Asian/Pacific/American Studies 430
Five College Buddhist Studies Certificate Program 432
Five College Coastal and Marine Sciences Certificate Program 433
Five College Certificate in Cognitive Neuroscience 434
Five College Certificate in Culture, Health and Science 435
Five College Certificate in International Relations 436
Five College Certificate in Latin American Studies 437
Five College Certificate in Logic 438
Five College Certificate in Middle East Studies 440
Five College Certificate in Native American Indian Studies 441
Five College Certificate in Russian, East European and Eurasian Studies 442
Five College Film Studies 443
Five College Self-Instructional Language Program 444
The Athletic Program 445
Directory 447
The Board of Trustees 447
Faculty 452
Administration 474
Standing Committees 477
Alumnae Association 478
Index 479
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. 1\irn
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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Smith College is accredited by the New England Association of Schools and Colleges, Inc. through its Commission on
Institutions of Higher Education. Accreditation of an institution of higher education by the New England Association
indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a
peer review process.
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 vuvw.smith.edu/admission for details.
Financial Aid, Campus Jobs and Billing for
Undergraduates
David Belanger. Acting Director ofStudetit
Financial Services
College Hall
(413) 585-2530
E-mail: sfsCe'smith.edu
Academic Standing
Maureen A. Mahoney, Dean of the College
College Hall, (413)585-4900
Tom R\dde\l Associate Dean of the College and Dean
of the First -Year Class
Margaret Bruzelius, Dean of the Sophomore Class
Margaret Zelljadt, Dean of the Senior Class
College Hall, (413) 585-4910
ErikaJ. Laquer, Dean of the Junior Class and Ada
Comstock Scholars
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
Danielle Carr Ramdath, Director
College Hall, (413) 585-3000
Medical Services and Student Health
Leslie R. Jaffe, College Plyysician 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
Carolvn Jacobs, £to
l.illv Hall, (413) 585-7950
Student Affairs
Julianne Ohotnickv, Dean of Students
College Hall, (413) 585-4940
Transcripts and Records
Patricia O'Neil, Registrar
College Hall, (413) 585-2550
Academic Calendar 2008-09
Fall Semester 2008
Tuesday, August 26-Wednesday, September 3
Orientation for entering students
Friday, August 29, and Saturday, August 30
Central check-in for entering students
Tuesday, September 2, and Wednesday,
September 3
Central check-in for returning students
Wednesday, September 3, 7:30 p.m.
Opening Convocation
Thursday, September 4, 8 a.m.
Classes begin
To be announced by the president
Mountain Day (holiday) — Classes scheduled before
7 p.m. are canceled.
Saturday, October 1 1 -Tuesday, October 14
Autumn recess
Friday, October 24-Sunday, October 26
Family Weekend
Thursday, November 6
Otelia Cromwell Day — Afternoon and evening classes
are canceled.
Monday, November 10-Friday, November 21
Advising and course registration for the second
semester
Wednesday, November 26-Sunday, November 30
Thanksgiving recess (Houses close at 10 a.m. on
November 26 and open at 1 p.m. on November 30.)
Thursday, December 1 1
Last day of classes
Friday, December 12-Monday, December 15
Pre-examination study period
Tuesday, December 16-Friday, December 19
Examinations
Saturday, December 20-Sunday, January 4
Winter recess (Houses and Friedman apartments close
at 10 am. on December 20 and open at 1 p.m. on
January 4.)
Interterm 2009
Monday, January 5-Saturday, January 24
Spring Semester 2009
Thursday, January 22-Sunday, January 25
Orientation for entering students
Monday, January 26, 8 a.m.
Classes begin
Wednesday, February 18
Rally Day — All classes are canceled.
Saturday, March 14-Sunday, March 22
Spring recess (Houses close at 10 a.m. on March 14 and
open at 1 p.m. on March 22.)
Monday, April 6-Friday, April 17
Advising and course registration for the first semester
of 2009-10
Friday, May 1
Last day of classes
Saturday, May 2-Monday, May 4
Pre-examination study period
Tuesday, May 5-Friday, May 8
Final examinations
Saturday, May 9
Houses close for all students except '09 graduates,
Commencement workers and those with Five College
finals.
Sunday, May 17
Commencement
Monday, May 18
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 wwwsmith.
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, discovers', 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 purpose 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 my sex any the less feminine, but to develop
as fulh 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 Seelve. Its small campus was planned to make the college part of what John M. Greene called "the real prac-
History 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 library and various churches. Instead of a dormitory, students lived
in a "cottage," where life was more familial than institutional. Thus began the "house" system that, with some
modifications, the college still employs today. The main lines of Smith's founding educational policy, laid down in
President Seelye's inaugural address, remain valid today: 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 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
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 study was a way of confronting the
global threat to civilization.
Benjamin Fletcher Wright came from Harvard to become Smith's fifth president in P-M9. 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.
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 Wright 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 TVvelve 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 gn m
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 arts education in today's society.
4 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. 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
2002. In the early years of her administration, Christ launched an energetic program of outreach, innovation and
long-range planning, including capital planning. She encouraged the development of coursework emphasizing
fluency in the diversity of American cultures and launched a review to determine Smith's distinctive intellectual
traditions. Under her leadership, hundreds of alumnae, students, faculty and staff participated in presidential
dialogues, as part of the development of the Smith Design for Learning, the college's strategic plan for the com-
ing 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. Construction is underway for Ford Hall, a state-of-the-art, sustainably designed classroom and laboratory
facility for the college's pioneering Picker Engineering Program and the sciences. Under Christ's leadership, Smith
has made significant commitments to environmental sustainability in its curriculum and campus operations,
including the construction of a co-generation facility for power and heat and the dedication of the MacLeish Field
Station, a 200-acre woodland tract in Whately, Mass., for environmental education and research.
Today the college continues to benefit from a dynamic relationship between innovation and tradition. Smith
is still very much a part of Northampton, a vibrant and sophisticated cultural center. 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 interdepartmen-
tal programs in computer science, engineering, environmental science and policy, 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 — young women of extraordinary promise and
ambition — prepare themselves for exemplary lives of leadership and distinction.
William Allan Neilson Professorship
The William Allan Neilson Chair
of Research
The William Allan Neilson Professorship, commemo-
rating President Neilson s profound concern for schol-
arship and research, has been held by the following
distinguished scholars:
Kurt Koffka. Ph.D.
Psychology, 1927-32
G. Antonio Borgese, Ph.D.
Comparative Literature, 1932-35
Sir Herbert J. C. Grierson, MA., LL.D., Litt.D.
English, second semester, 1937-3$
Alfred Einstein, Dr. Phil.
Music, first semester, 1939-40; 1949-50
George Edward Moore, D.Litt., LL.D.
Pbilosoph } '. 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.
Philosoplyy, 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
EudoraWelty,B.A,Litt.D.
English, second semester, 1961-62
Denes Bartha, Ph.D.
\lasn : second semester 1 96 j-64
Dietrich Gerhard, Ph.D.
History, first semester. 1967-68
Louis Frederick Fieser, Ph.D., Sc.D. (Hon.),
D.Pharm. (Hon.)
Chemistry, second semester, 1967-68
Wolfgang Stechow, Dr. Phil., L.H.D, D.F.A. (Hon.)
Art, second semester, 1968-69
Robert A. Nisbet, Ph.D.
Sociology and Anthropology, first semester, 1971-72
Louise Cuyler, Ph.D.
Music, second semester, 1974-75
Herbert G. Gutman, Ph.D.
American Studies, 1977-78
Renee C. Fox, Ph.D., Litt.D. (Hon.)
Sociolog)' and Anthropology, first semester, 1980-81
Auguste Angles, Docteur es Lettres
French, first semester, 1981-82
Victor Turner, Ph.D.
Religion and Biblical Literature, first semester,
1982-83
Robert Brentano, D. Phil.
History, first semester, 1985-86
Germaine Bree, Ph.D.
Comparative literature, second semester, 1985-86
Carsten Thomassen, Ph.D.
Mathematics, first semester, 1987-88
Charles Hamilton, J.D., Ph.D.
Government, second semester, 1988-89
Triloki Nath Madan, Ph.D.
Anthropology, first semester, 1990-91
Armstead L. Robinson, Ph.D.
Afro-American Studies, first semester, 1991-92
Sheila S.Walker, Ph.D.
Afro-American Studies, second semester, 1991-92
Roy S. Bryce-Laporte, Ph.D.
Sociology, first semester, 1993-94
Trinh T. Minh-ha, Ph.D.
Women's Studies, second semester, 1993-94
Rev Chow, Ph.D.
Comparative Literature, second semester, 1995-96
June Nash, Ph.D.
Latin American Studies, first semester, 1996-97
Judith Plaskow, Ph.D.
Women s Studies and lavish Studies, second
semester, 1996-97
William Allan Neilson Professorship/Ruth and Clarence Kennedy Professorship
Irwin P. Ting, Ph.D.
Biological Sciences, first semester, 1997-98
Ruth Kliiger, Ph.D.
German Studies, first semester, 1998-99
Romila Thapar, Ph.D.
Religion and Biblical Literature, second
semester, 1998-99
Margaret Lock, Ph.D.
Anthropology, first semester, 1999-2000
Thomas Greene, Ph.D.
English Language and Literature first semester,
2000-01
Carolyn Cohen, Ph.D.
Biochemistry/Biological Sciences, second semester,
2001-02 "
Nuala Ni DhombnaiU
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
Frances Fox Piven, Ph.D.
Political Science and Sociology, second semester,
2006-07
MohdAnisMd Nor, Ph.D.
Music, Dance and Theatre, first semester, 2007-08
Janos Pach, Ph.D.
Mathematics and Statistics, first semester, 2008-09
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, 1974-75
Felix Gilbert, Ph.D.
History, 1975-76
Giuseppe Billanovich, Dottore di Letteratura Italiana
Italian Humanism, second semester, 1976-77
Jean J. Seznec, Docteur es Lettres
French, second semester, 1977-78
Hans R. Guggisberg, D.Phil.
History, first semester, 1980-81
Alistair Crombie, Ph.D.
History; of Science, second semester, 1981-82
John Coolidge, Ph.D.
Art, second semester, 1982-83
Howard Mayer Brown, Ph.D.
Music, first semester, 1983-84
HendrikW. van Os, Ph.D.
Art, first semester, 1987-88
George Kubler, Ph.D.
Art, second semester, 1989-90
Susan Donahue Kuretsky, Ph.D.
Art, second semester, 1991-92
Diane De Grazia, Ph.D.
Art, second semester, 1993-94
Larry Silver, Ph.D.
Art, first semester, 1994-95
Andree Hayum, Ph.D.
Art, 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 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, first semester, 1999-2000
Phvllis Pray Bober, Ph.D.
Art, 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, 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, Hon.D.Arts.
Art, second semester, 2007-08
Rosemarie Mulcahy, Ph.D.
Art, second semester, 2008-09
The Academic Program
Smith: A Liberal Arts College
The tradition of the liberal arts reaches back
into classical antiquity. Training the mind
through the stud\' of languages, literature,
history, culture, society, mathematics,
science, the arts and philosophy has for
centuries been the favored approach in Europe and
America for educating leaders. It is a general training,
not intended as a preparation for any one profession. In
the 19th century the liberal arts were characterized as
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 pro-
gressive, 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 individual needs of,
and differences among, its students. As an early dean
of the faculty wrote, it "is always the problem of educa-
tion, to secure the proper amount of system and the due
proportion of individual liberty, to give discipline to the
impulsive and wa\ward and largeness 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
students "pursue studies in the seven major fields of
knowledge" listed below. Completion of a course in
each of these areas is a condition for Latin Honors at
graduation: to be eligible each student must take at
least one course in each of the seven areas (see follow-
ing, and Latin Honors on p. 27). Students who complete
a course in each area will receive Liberal Arts Commen-
dation and this will be noted on their transcripts.
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
language, 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 historical-
ly oriented courses in art, music, religion, philoso-
phy 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 contri-
bution to our understanding of the world around us
and its significance in modem culture;
5) Mathematics and analytic philosophy, because
they foster an understanding of the nature and use
of formal, rational thought;
6) The arts, because they constitute the media through
which people have sought, through the ages, to ex-
press their deepest feelings and values;
7) Afireign language, because it frees one from the
limits of one's own tongue, provides access to another
culture and makes possible communication outside
one's own society.
The Academic Program
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 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,
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 64 credits 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 or who wish
to have Liberal Arts Commendation indicated on their
transcripts must elect at least one course (normally
four credits) in each of the seven major fields of knowl-
The Academic Program
edge listed previously. Each student has the freedom
and responsibility to choose, with the help of her aca-
demic advisers, a course of studies to fit her individual
needs and interests. The curricular expectations and
requirements for the degree therefore allow great flex-
ibility in the design of a course of study leading to the
degree.
The Major
A student's program requires a minimum of 36 credits
in a departmental or interdepartmental 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.
Cross-listed and dual-prefixed courses are also consid-
ered to be inside the major.
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
Anthropology
Art
Astronomy
Biological Sciences
Chemistry
Classical Languages and
Literatures
Computer Science
Dance
East Asian Languages
and Literatures
Economics
Education and Child
Study
Engineering
English Language and
Literature
French Studies
Geology
German Studies
Government
History
Italian Language
and Literature
Italian Studies
Jewish Studies
Religion
Mathematics and
Russian Language
Statistics
and Literature
Music
Sociology
Philosoph)
Spanish and
Physics
Portuguese
Psychology
Theatre
Interdepartmental majors
are offered in the
following areas:
American Studies
Latin American and
Biochemistry
Latino/a Studies
Comparative Literature
Medieval Studies
East Asian Studies
Neuroscience
Film Studies
Study of Women and
Gender
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:
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
Exercise and Sports 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 lin-
guistics, exercise science and logic.
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 to the Subcommittee on
Honors and Independent Programs at any time after
the major has been declared but no later than the end
of the first semester of the senior year.
The major or minor proposal must include a 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 interdepart-
mental majors and minors is available from the dean
of the senior class.
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 students 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 429-442 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 192.
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
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 130 for important
information.
Prelaw Advising
Law schools 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
prelaw adviser (Daryl Gehman, in the CDO).
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-
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, Intertenn
and summer school credits. Students whose accelera-
tion plans include courses to be taken during Intertenn
should be aware of the fact that these courses are lim-
ited both in number and in enrollment and cannot be
guaranteed as part of the acceleration plan. Requests
for permission to accelerate should be filed with the
student's class dean at least two full semesters before
the proposed date of graduation.
\1
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, diversity of perspective,
intellectual ability and enthusiasm to all aspects of
Smith life. Their achievements confirm the academic
standard of the college.
A student admitted 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 43^4. Information about expenses and how to
apply for financial aid can be found on pages 34 and
38. For more information about the Ada Comstock
Scholars Program, contact the 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 stu-
dents who want to study a particular topic or undertake
research that results in a significant thesis or project
within their major department or program. Interested
students should consult the director of honors in the
major department or program about application cri-
teria, procedures and deadlines. Students must have
permission of the major department or program to
enter the Departmental Honors Program. Information
regarding the Departmental Honors Program may also
be obtained from the dean of the senior class.
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
The Academic Program
13
is 16 credits. Any independent study project must be
completed within a single semester. The deadline far
submission of proposals is November 15 for a second-
semester program and April IS 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
1 5 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 highly
motivated and talented students who want to spend two
to four semesters working on projects of their own de-
vising, 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 normal courses will be decided jointly by
the student, her adviser(s) and the Subcommittee on
Honors and Independent Programs. Work done in the
program may result in a group of related papers, an
original piece of work, such as a play, or some combi-
nation of these.
A Smith Scholar may or may not complete a regu-
lar departmental major. Further details, guidelines and
applications are available from the dean of the senior
class.
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 vary 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 standing in academic and stu-
dent conduct matters with a minimum GPA of 3.0, have
a declared major and no shortage of credit at the time
of application to be approved for study abroad. 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 pro-
gram 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.
Smith College Junior Year Abroad
Programs
The Smith College Junior Year Abroad Programs provide
students in a variety of disciplines the opportunity for
14
The Academic Program
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 the college
assumes no responsibility for participants in the JYA
programs, and students are free to travel, although by
special arrangements in some programs they may stay
in residence if they prefer.
Each Smith JYA program lasts a full academic year;
students are not accepted for a single 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.
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 one to two years of
college-level instruction in the appropriate language,
depending upon the program requirements, before they
can be considered for selection to spend the semester or-
year abroad. All prospective candidates are urged to seek
advice, beginning in their first year, concerning the best
sequence of courses in the language of the country in
which they wish to study. Students who spend the junior
year abroad may apply for admission to the departmen-
tal 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 intensive
work in die Italian language and culture, history and art
history. Students take courses offered especially for Smith
by university professors at the Smith Center. During the
spring semester, students enroll in one or two courses
at the Universita di Firenze in the humanities, political
science and education. Limited course options are also
available in other subjects. 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.
Geneva
The year in Geneva offers unique opportunities to
students of government, 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 associate institutes as well. 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
three-week session of intensive language training. The
academic year 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.
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 yearlong program
begins with a five-week orientation program in Ham-
burg providing language review, an introduction to
current affairs and to the city of Hamburg, and excur-
sions 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 to support their university course
work. The program is open to students in 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.
The Academic Program
15
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;
The program offers a one-semester study option for
the spring semester for students with one to two years
of college German. A core course on environmental
studies, taught in English by a University of Hamburg
professor, will be offered in Spring 2009. The application
deadline for the spring semester program is October 15.
Paris
The program in France begins with a three-week
orientation devoted to intensive work in the language,
supplemented by courses, lectures and excursions.
In mid-September, each student selects a program of
courses suited to her particular major. A wide variety
of disciplines can be pursued at the Universite de
Paris; for example, art history at the Institut d'Art et
d'Archeologie; history, literature, philosophy, religion
and many other subjects at the Sorbonne (Paris I\ );
natural sciences at Paris VII; and political science at
Institut d'etudes politiques. University courses may
be supported with tutorials. Courses and seminars are
also arranged exclusively for Smith students and of-
fered at the Smith Center. 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.
Smith Consortial and Approved
Study Abroad Programs
Smith consortial and other approved programs
are available in all regions of the world, including
Latin America, Mia, the Middle East, Oceania, Africa,
English-speaking countries, and countries in Europe
not served by Smith programs. Smith consortial and
approved study- abroad programs are selective but gen-
erally open to students with a strong academic back-
ground and sufficient preparation in the language and
culture of the host country and a minimum GPA of 3-0.
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, www.smith. 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 the semester or year-
long program in Cordoba, Spain, and conducts the
selection process. Interested students should consult
faculty in the Department of Spanish and Portuguese.
South India Term Abroad (3ITA)
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 Iniver-
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 Studv 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
16
The Academic Program
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,
Welleslev. \\ esleyan 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 die 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.
Princeton-Smith Engineering
Exchange
An exchange program between Princeton University
and Smith College permits students from Smith's
Picker Engineering Program to study at Princeton and
engineering students from Princeton to study at Smith.
Both programs share the goal of producing leaders for
the 21st century and the belief that successful engineers
can identify the needs of society and direct their talents
toward meeting them. This program is available to
students in the spring semester of their sophomore
or junior year. Interested students should contact the
Smith engineering department.
17
The Campus and Campus Life
mith's 147-acre campus is a place of physi-
cal bcaut\ and interesting people, ideas and
events. Students enjoy fine facilities and
services in a stimulating environment
We continually improve our library and
museum holdings, which are 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.
Main 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 130 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, microforms, 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 site (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 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 internationally renowned Sophia
Smith Collection, the oldest national repository for
primary sources in women's history; and the College
Archives, which documents the history of Smith.
Strong branch libraries help set Smith apart from
other undergraduate colleges by providing specialized
resources and services in specific subject areas. The
three branches, described in sections below, are the
Hillyer Art library in the Brown Fine Arts Center, the
Young Science library in Bass Hall (Clark Science
18
The Campus and Campus Life
Center) and the Werner Josten Library for the Perform-
ing Ails in the Mendenhall Center.
are an arboretum, with plants and trees labeled for easy
identification.
Neilson Library hours (Academic Year)
Monday-Thursday 7:30 a.m.-l am
Friday 7:30 am-9 p.m.
Saturday 10 am-9 pm
Sunday 10 a.m.-l am.
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 psychology)
and four programs (biochemistry, engineering, envi-
ronmental science and policy, and neuroscience), with
approximately 85 faculty and 20 staff.
The center, which includes Burton, Sabin-Reed, Mc-
Connell and Bass halls, the temporary engineering build-
ing 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 computer resource center, student laboratories and
faculty offices and research space.
The educative mission in the sciences is supported
by an administrative office, stockroom, technical shop,
environmental health and safely7 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
1 54,000 maps, and provides a wide array of electronic
resources including access to the Internet. Student labora-
tories customarily enroll between 12 and 20 students and
are faculty taught. Summer student research opportuni-
ties are available.
A new engineering and science complex is currently
under construction. The much anticipated opening of
Ford Hall in fall 2009 will mark the beginning of an
exciting new chapter of science center development at
Smith College.
Adjacent to the Clark Science Center are the Botanic
Gardens and Lyman Plant House, with greenhouses
illustrating a variety of climates. The campus grounds
Young Science Library hours (Academic Year)
Monday—Thursday 7:45 am-midnight
Friday 7:45 a.m.-l 1 p.m.
Saturday ... 10a.m.-llp.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
periodicals, and a broad range of biliographic data-
bases and full-text electronic resources. The art library
facilities provide a variety of spaces for individual and
group study with power and data connectivity available
at all seats.
Tryon Hall is home to the Smith College Museum
of Art, known as one of the nation's outstanding
museums affiliated with a college or university. Its
collection, numbering approximately 24,000 objects,
represents works dating from the 25th century B.C.E.
to the present.
Art library hours
Monday-Thursday
9 a.m.-l 1 p.m.
Friday
9 am-9 p.m.
Saturday
10 am-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, 2008, through June
30, 2009, are as follows:
Tliesday-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 for Thomas Mendenhall, president of the col-
lege from 1959 to 1975, the Center for the Performing
Arts celebrates music, theatre and dance. Three sides of
the quadrangle were completed in 1968, joining Sage
Hall to complete the college's commitment to 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 IV studio, which has flexible seating
for 80. The Werner Josten Library' welcomes students,
making available more than 99,000 books and scores,
2,000 video recordings, 237 current periodical titles
and 58.000 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 m 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
Friday
Saturday
Sundav
8a.m.-llp.m.
8 a.m.-9 p.m.
10 a.m.-9 p.m.
noon— 11p.m.
Hours vary during reading and exam periods, interces-
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 library
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. The cur-
rent display features poetry books by alumnae. While
the room mainly provides a space in which to read,
write and meditate, it can also be reserved for appro-
priate events by Smith faculty, academic departments
and administrative offices.
Reading room hours:
Monday-Frida) 8 ajiL-4 p.m.
except when booked for events
Wright Hall
Wright Hall supports many activities of learning in a
variety of ways. The 400-seat Leo Weinstein Auditorium;
seminar rooms; the Wright Student Computer Center,
comprising the Center for Foreign Languages and Cul-
tures and the Jahnige Center for collaborative work and
emerging technologies, with an electronic classroom
supporting social science courses; 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). Together they
provide access to multimedia applications that allow
students to practice reading, writing, listening and
speaking and to engage in authentic, native language
materials. Each student may work at her own pace,
while the dedicated media classroom allows entire
classes to use the technology at once. The center sup-
ports more than 30 courses in 1 1 languages through
computer workstations, video viewing stations with ac-
cess to a variety of international channels, and digital
audio and video files delivered via our course manage-
ment system, Moodle. Faculty members may receive
assistance in evaluating existing and creating original
course materials as well as in coordinating resources
related to research projects in the field of second lan-
guage acquisition.
Center Hours
Mondav-Thursdav
8 a.m.-midnight
Fridav
8 a.m-9 p.m.
Saturday
10 a.m-5 p.m.
Sunday
10 a.m.-midnight
Information Technology Services
Information Technology Services' academic facilities
span the campus, with public computing labs in several
buildings and a campuswide fiber-optic network allow-
20
The Campus and Campus Life
ing computer access from all buildings and residential
houses. Resources, which are continually expanding,
include more than 600 Windows and Macintosh com-
puters used for word processing, graphics, numerical
analysis, electronic mail and access to the Internet; and
numerous UNIX computers, used for statistical analysis,
computer programming, electronic communications
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 students may
need to be enrolled in a course to have access to some
specialized computer facilities. Students living on cam-
pus also have access to Smith's computer resources and
the Internet 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 Disability7 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, 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 tutors in the evenings and
on weekends.
Academic coaching and workshops on time man-
agement and study skills are available to reinforce
learning strategies. The tutorial program provides
help by matching students with master tutors in most
languages, or peer tutors in all other non-quantitative
subjects. In addition, the center sponsors the Working
Writers series on popular nonfiction, interterm courses
on popular nonfiction, and interterm workshops on
good writing. 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.
Lastly, the center offers pedagogical resources and
colloquia on teaching issues for faculty. Full informa-
tion on the Jacobson Center is available at www.smith.
edu/jacobsoncenter.
Quantitative Learning Center
The Quantitative Learning Center (QLC), located on
Level 2 of Neilson Library; offers tutoring, provides space
to study, and has computers with software for both the
natural sciences and for statistics in the social sciences
(SPSS).
Students can find support for working with quanti-
tative material through both appointments and drop-in
tutoring. For students who need more help than the
teaching assistant from the math department can
provide, the quantitative skills counselor is available for
appointments. If the QS counselor sees a need for it, the
student may receive a peer-tutor. Students employed as
master tutors for chemistry, economics and physics are
located in the QLC, and master tutors in engineering are
administrated by the QLC. The social sciences Q-TUtor
can help with statistics for social sciences, with using
Excel or with SPSS.
The QLC has five large tables where individuals
or small groups can study, three whiteboards and a
blackboard, and six computers that dualboot both Mac
and Windows operating systems in a bright, welcoming
space. For more information, see www.smith.edu/qlc.
The Louise W. and Edmund J. Kahn
Liberal Arts Institute
The Kahn Liberal Arts Institute is an innovative research
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
The Campus and Campus Life
21
and distinguished visiting scholars to work on yearlong,
multidisciplinarv 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 weeklv 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, \isit the
Kahn Institute Web site at www5mim.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 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
.Mondav-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 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
Friday
Saturday
Sundav
7 a.m.-midnight
7 a.m-2 a.m.
9 a.m.-2 am
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 100 students. The houses range in
architectural style from modem to Gothic to classic
revival. Each house has a comfortable living room, a
study 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:
apartments for Ada Comstock Scholars, two small coop-
erative houses and an apartment complex for a limited
number of juniors and seniors offer additional alterna-
tive 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
22
The Campus and Campus Life
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
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 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
doctor-patient relationship at Smith as to all other
medical practitioners. We offer a full range of outpatient
services to our patient population, including gyneco-
logical exams and testing; nutrition counseling; routine
physicals for summer employment and graduate school;
The Campus and Campus Life
23
immunizations for travel, flu and allergies; and on-site
I 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; underwrit-
ten 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
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-
i 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 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 diverse community
like Smith's. Assisting the dean are the chaplains to the
college and the director of voluntary services. The chap-
lains are dedicated to promoting a spirit of mutual re-
spect 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 facili-
tate the activities of student religious organizations on
campus including: Om, the Hindu student organization;
Al-Iman, the Muslim student organization; the New-
man Association; the Protestant Ecumenical Christian
Church; several meditation groups; Smith Christian Fel-
lowship; the Baha'i Fellowship; the Episcopal-Lutheran
Fellowship; the Eastern Orthodox student group; the
Unitarian student group; and the Association of Smith
Pagans. A multi-faith council of representatives of stu-
dent 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 reli-
gious 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
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 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 Community
Service Office (C.S.O.) 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, 2007-08
Undergraduate Students
Class of
2008
Class of
2009
Class of
2010
Class of
2011
Ada
Comstock
Scholars Totals
Northampton area1
Not in residence
673
33
391
263
665
17
661
1
125 2,515
5 319
Five College course enrollments at Smith:
First semester 569
Second semester 678
Graduate Students
Full-time
degree candidates
Part-time
degree candidates
Special students
In residence
63
28
Smith students studying in off-campus programs
Florence
Geneva
Hamburg
Paris
Smith students
guest students
23
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 2001 was 86 percent by May 2007. (The period covered is
equal to 150 percent of the normal time for graduation.)
The Student Bodv
25
Geographical Distribution of Students by Residence, 2007-08
United States
Vlrgii] Islands
Alabama
3
Virginia
Alaska
6
Washington
Arizona
21
West Virginia
Arkansas
3
Wisconsin
California
218
Wyoming
Colorado
26
Connecticut
168
Foreign Countries
Delaware
8
Afghanistan
District of Columbia
13
Austria
Florida
46
Bahrain
Georgia
19
Bangladesh
Guam
1
Bolivia
Hawaii
9
Bosnia-Herzegovina
Idaho
2
Botswana
Illinois
46
Brazil
Indiana
15
Bulgaria
Iowa
4
Canada
Kansas
6
Czech Republic
Kentucky
12
Denmark
Louisiana
4
England
Maine
70
Finland
Maryland
61
France
Massachusetts*
604
Georgia
Michigan
23
Germany
Minnesota
40
Ghana
Mississippi
1
Greece
Missouri
8
Grenada
Montana
4
Guatemala
Nebraska
3
Hong Kong
Nevada
1
India
New Hampshire
63
Israel
New Jersey
136
Italy
I New Mexico
9
Jamaica
! New York
336
Japan
! North Carolina
29
Kenya
Ohio
36
Latvia
Oklahoma
7
Lebanon
1 Oregon
23
Lesotho
| Pennsylvania
86
Malaysia
! Puerto Rico
2
Mauritius
| Rhode Island
18
Morocco
, South Carolina
4
Mvanmar
Tennessee
8
Nepal
i Texas
52
Netherlands
Utah
7
Nigeria
Vermont
64
Norway
Pakistan 12
Paragua) 1
People's Republic of China 18
Philippines 3
Republic of Korea (South ) 4 1
Romania 2
Saint Lucia 1
Singapore 2
Slovakia 1
South Africa 1
Spain 1
Sri Lanka 3
Surinam 1
Sweden 1
Switzerland 3
Syria 1
Taiwan 6
Thailand 1
The Bahamas 1
Tunisia 1
Turkey 3
Uganda 1
Ukraine 1
United Arab Emirates 3
United Kingdom 5
United Republic of Tanzania 1
Uruguay 1
Uzbekistan 2
Vietnam 4
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 2008 Class of AdaComstock
(Seniors) (Honors) 2009 Scholars
Totals
Psychology
64
5
67
13
149
Art
Art: Studio
24
4
24
4
56
Art: History
31
1
22
0
54
Art: Architecture and Urbanism
6
0
12
1
19
Government
66
8
64
4
142
Economics
55
2
54
0
111
English Language and Literature
49
4
43
2
98
American Studies
26
5
30
10
71
Anthropology
28
1
26
10
65
Biological Sciences
30
4
30
1
65
Neuroscience
25
3
31
1
60
History
21
2
28
3
54
Sociology
28
2
21
2
53
Study of Women and Gender
23
1
18
3
45
Spanish
12
1
21
0
34
Portuguese-Brazilian Studies
4
0
5
0
9
Italian Studies
17
1
7
0
25
Italian Language and Literature
5
0
4
0
9
Mathematics
24
2
14
0
40
Theatre
19
1
14
3
37
Engineering
13
2
20
0
35
French Studies
18
1
16
0
35
Education & Child Study
21
0
9
4
34
Biochemistry
12
2
8
0
22
Geology
8
2
10
1
21
Philosophy
6
3
8
2
19
Classical Languages and Literature
Classical Studies
9
1
2
0
12
Classics
2
2
2
0
6
Computer Science
12
0
5
1
18
Comparative Literature
7
3
8
0
18
Religion
4
o
5
1
10
Religion and Biblical Literature
4
l
2
7
Chemistry
5
5
6
0
16
Film Studies
8
0
6
1
15
East Asian Languages and Culture
8
0
6
0
14
Afro-American Studies
10
1
3
0
14
East Asian Studies
9
0
5
0
14
German Studies
9
0
5
0
14
Latin American Studies
3
0
9
1
13
Russian Language and Literature
Russian Literature
3
0
4
0
7
Russian Civilization
3
1
1
0
5
Music
6
2
3
0
11
Dance
5
0
5
0
10
Liberal Studies
7
0
2
0
9
Physics
1
0
6
0
7
Astronomy
3
0
3
0
6
Medieval Studies
4
0
2
0
6
Jewish Studies
3
0
1
0
4
African Studies
2
0
0
0
2
Logic
0
1
1
0
2
Economics and Ethics
0
1
0
0
Exercise Science
1
0
0
0
International Political Economy
1
0
0
0
British Studies
1
0
0
0
Romance Languages
0
0
1
0
r
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 laude orsumma cum laude on
the basis of meeting eligibility requirements and of a
very high level of academic achievement.
Students who wish to become eligible for Latin
Honors at graduation must elect at least one course
(normally four credits) in each of the seven major
fields of knowledge listed on pp. 7-8 (applies to those
students who began at Smith in September 1994 or
later and who graduated in 1998 or later). Course
listings 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 pennission 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 rec-
ognition for students who do work of high quality in the
preparation of a thesis and in courses and seminars. See
page 12. Departmental honors students must also fulfill
all college and departmental requirements.
Successful completion of work in the honors
program (an honors thesis and at least one honors
examination) leads to the awarding of the bachelor of
arts degree with the added notation "Honors," "High
Honors" or Highest Honors" in the 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 haw
no grades below B- are named First Group Scholars.
Those named generall) represent the top lo percent of
the class.
2<S
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
Phi Beta Kappa is the oldest and most widely recognized
undergraduate honor society in the United States. The
Greek initials stand for the society's motto "Love of
learning is the guide of life." Since 1776, the mission of
the society has been to foster and recognize excellence
in the liberal arts and sciences. The Zeta of Massachu-
setts Chapter of the Phi Beta Kappa Society was estab-
lished at Smith College in 1905. The rules of eligibility
are set by the chapter in accordance with the national
society; election is made on the breadth and excellence
of overall academic achievement.
To be eligible for election, a student must have
satisfied the Latin Honors distribution requirements and
completed 58 graded credits of Smith course work, not
counting the first year. Junior year abroad programs
count for Smith credit only if they are Smith programs.
Courses taken in the Five College consortium count as
Smith credits. All other courses including those taken
S/U may count for distribution requirements, but not as
credits in the calculation of the GPA nor as part of the
total credit requirement.
Elections are held twice a year. In late fall of their
senior year, "junior" Phi Beta Kappa members are
elected on the basis of their academic records through
the junior year. At the end of the spring semester, more
seniors are elected based on their complete academic
record. For questions about election criteria, students
and faculty are urged to consult with the president or
secretary of the chapter. More information about the
Phi Beta Kappa Society, its history, publications and
activities can be found at www.pbk.org.
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 Dey Bamum Memorial Prize tor out-
standing work in music to the best all-around student
of music in the senior class
The Gladys tamper! '28 and Edward Beenstock
Prize for the best honors thesis In American studies or
American history
The Su/an 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 Bowles 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 Prizi
Smith College senior for the best essay in Italian on any
aspect of The Divine Comedy
The Carlile Prize for the best original composition for
carillon; and for the best transcription tor carillon
The Esther Carpenter Biology Prize in general biol-
ogj 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 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 essay
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/fulia 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 Elizabeth Wanning Harries Prize to a graduating
Ada Comstock Scholar who has shown academic dis-
tinction in the study of literature in any language
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
Recognition tor Academic Achievement
31
The Ruth Alpern Leipziger Award to an outstanding
French major participating in the Junior Year Abroad
Program in Paris
Thi' 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
saj 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 in computer science; and to a senior majoring in
computer science for excellence in that subject
The Thomas Corwin Mendenhall Prize for an essay
evolving from any history course, excluding special
studies, seminars and honors long papers
The Samuel Michelman Memorial Prize, given in his
memory by his wife, to a senior from Northampton or
Hatfield who has maintained a distinguished academic
record and contributed to the life of the college
The Mineralogical Society of America Undergradu-
ate Award for excellence in the field of mineralogy
The Elizabeth Montagu Prize for the best essay on a
literar\ 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 2002 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 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 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 is award-
ed annually to a Smith or non-Smith student studying
with the Smith College Junior Year Abroad Program
in Geneva. The prize was established in 2006 by the
members of the Department of French Studies in honor
of Denise Rochat.
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
32
Recognition for Academic Achievement
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
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 a piece
of writing or work in new media (digital, performance
or installation art) inspired by, or related to, artwork or
an exhibition at the Smith College Museum of Art
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. 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 information 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 main 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 Sen ices
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 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
2008 is August 10. 2008. For spring 2009, the payment
deadline Is January 10. 2009. Payment must be made
b\ these dates to avoid late payment fees being assessed.
Checks should be made payable to Smith College and
include the student's name and ID number on the
front.
Beginning on the next business day after any pay-
ment is due, monthly late payment fees, which are
based on the outstanding balance remaining after any
payment due date, will be assessed at the rate of $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
Sen ices 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
administratively 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 directh b)
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
2008-09 Comprehensive Fee (required institutional fees)
Fall Semester
Spring
Semester
Total
Tuition
Room and Board*
Student activities fee
$17,905
6,025
124
$17,905
6,025
124
$35,810
12,050
248
Comprehensive fee
$24,054
$24,054
$48,108
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 $1,120
Fees for Ada Comstock Scholars
Application fee $60
Transient Housing (per semester)
Room only (weekday nights) $400
Room and full meal plan
(weekday nights) $850
TUition per semester
1-7 credits $1,1 20 per credit
8-11 credits $8,960
12-15 credits $13,440
16 or more credits $17,905
Student Activities Fee
The $248 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.
2008-09 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 2008-09.
Fees. Kxpenses and Financial Aid
35
Other Fees and Charges
Application for Admission— $60
Tin' application fee of $60, which helps defray the cost
of handling the paperwork and administrative review
of applications, must accompany a paper version of the
application. The fee is waived if applying online.
Enrollment Deposit— $300
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. $100 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 $100 in July toward her fall semester
charges; and $100 in December toward her spring
semester charges.
Fee for Musical Instruction— $625 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
$25 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 $510 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.
1\vo lessons per week $495
Studio Art Courses per Semester
Certain materials and supplies aiv 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 $15— $100
Chemistry Laboratory Course per Semester
S25 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
Any payment made after August 10 for fall or January
10 for spring will be considered late. Late payments
may be assessed a late fee at the rate of $1.25 on every
$100(1.25%).
Early Arrival Fee— $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 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 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 days will remain covered under the Plan for the
full period for which the premium has been paid and
no refund will be made available.
Other charges, such as library 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
Opt
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 inability 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
Fees, 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 aitl
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-sensiti\e 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
haw 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 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
atwww.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 policy limits the awards of
Smith funds to the level of billed fees.
Astudentwho 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 appl) for aitl annually
with Smith College forms. FAFSA and PROFILE forms,
and tax returns The amount of aid ma\ \ar\ from year
to war depending on changes in college lees 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 satisfactorv 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 careful ly
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 e-mail 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 \vw Av.smith.edu/finaid.
The consequences of not applying for aid pm ir
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
and private assistance would be available for the first
38
Fees, Expenses and Financial Aid
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 qualify7 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 policy7 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 usualh 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 permitted 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 requirement
of repayment or work time in exchange. Most Smith
College grants come from funds given for this purpose
by alumnae ;md friends of the college and by founda-
tions and corporations. The federal and state govern-
ments also provide assistance through need-based
grants such as the Federal Pell Grant and state scholar-
ships. Smith receives an allocation each year for Federal
Supplemental Educational Opportunity Grants and for
state-funded Gilbert Grants for Massachusetts residents.
Outside Aid
If you 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 $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, may
be granted by the Music Department to a Smith student
(first-year, sophomore or junior) enrolled in a perfor-
mance course 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.
I]
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 essay and any other available information.
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 performance in Advanced
Placement. International Baccalaureate and equivalent
foreign examinations. Please refer to the Academic
Rules and Procedures section for further information
regarding eligibility for and use of such credit.
Entrance Tests
SAT I or ACT scores are optional for U.S. citizens and
U.S. permanent residents. Standardized tests (SAT I,
ACT, TOEFL or IELTS as appropriate) are required for
international students. SAT II subject tests are not re-
quired for any applicant. If a student wishes to submit a
score or is required to do so, she should take the exams
in her junior year to keep open the possibility of Early
Decision. All examinations taken through December
of the senior year are acceptable. The results of exami-
nations taken after December arrive too late for us to
include them in the decision-making process.
Whether required or optional, scores must come
directly from the testing agency Scores will not be ac-
cepted from the secondary school transcript. The Col-
lege Board code number for Smith College is 3762. The
ACT code is 1894.
il
Admission
Applying for Admission Advanced Placement
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.
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.
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.
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 prior to the first day of classes. At that time,
the college will outline expectations for progress over
the course of the year. A Board of Admission subcom-
mittee will meet the following March to review the
student's case. Readmission is not guaranteed.
Admission
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.
Forjanuarj 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 4M2 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 fad 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 Visiting 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 ma\ apph to spend a year
at Smith under the International Visiting Program.
( Exceptions ma\ he made if a student wishes to visit for
onl\ one semester. ) Applicants must he in their final
year of studies leading to mmersih entrance in their
own country or currently enrolled in a university pro-
gram abroad. If accepted, candidates will he expected
to present examination results — Baccalaureate, Abitnr
or GCSK, 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 dean's 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.
Infomiation and application material may be ob-
tained by visiting www.smith.edu/admission 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-
demic achievement, an autobiographical essay and an
exchange of infomiation in the interview. A candidate
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 aits 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 he designated at the time of application. Normal-
ly, an applicant admitted as a student of traditional age
will not be pemiitted to change her class status to Via
44 Admission
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.
45
Academic Rules and Procedures
Requirements for the Degree
The requirements for 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 ( S6 credits for majors requiring
the 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. 1 1.) A student on a Smith Junior
Year Abroad Program, the Jean Picker Semester-in-
Washington Program or the Internship Program at the
Smithsonian Institution is not in academic residence
in Northampton.
Each student is responsible for knowing all 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 nomial 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. Thestudenl must remain away
from the college for at least one semester and then ma\
request readmission for the following semester.
Approved summer-school or intertenn credit ma\
be used to supplement a minimum 12-credit program
or to make up a shortage of credits. Smith students
may accrue a maximum of 1 2 summer-school credits
and 12 interterm credits at Smith or elsewhere toward
their Smith degree. An overall maximum of 32 credits
of combined summer, interterm, AP and pre-matric-
ulation credits may be applied toward the degree. See
Academic Credit, pages 48-51.
A student enters her senior year after completing
a maximum of six semesters and earning at least 96
Smith College or approved transfer credits. A student
may not enter the senior year with fewer than 96 cred-
its: 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 pennission of the
instructor and the chair of the department in which the
course is offered.
A student must petition the administrative board
for pennission to enter or drop a yearlong course with
credit at midyear The petition must be signed b\ 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 sophomores, juniors and seniors. A maxi-
mum 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 15 for a second-semester program and April
15 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 15 for a second-semester program and
April 15 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 pennission 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 1 5th 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. (This provision does not apply to
Ada Comstock Scholars.)
After the end of the fifth week of the semester a stu-
dent may not drop a course. However, on two and only
two occasions during her years at the college — once
during her first year; once during any subsequent
year — a student may drop a course at any time up to
the end of the ninth week of classes, for any reason,
without penalty. The drop form requires the signatures
of the instructor, adviser and class dean.
A student who wishes to drop a seminar or course
with limited enrollment should do so at the earliest
possible time so that another student may take 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 course dropped for reasons of health after the fifth
week of classes will be recorded on the transcript with a
grade of "W," unless the student has the option of a free
drop.
A student registers for an Interterm course in No-
vember, with the approval of her adviser. In January, a
student may drop or enter an Interterm course within
the first three days with a class dean's signature. Other-
wise, the student who registers but does not attend will
receive a "U" (unsatisfactory) for the course.
Academic Rules and Procedures
r
Regulations governing changes in enrollment for
courses in one of the other four colleges may be more
restrictive than the above. Instructions and deadlines
tor registration in Five College courses are published
online by the registrar's office.
Fine for Late Registration
A student who has not registered lor courses by the end
of the first 10 days of classes will be fined $35, payable
at the time of registration. In addition, a fine of $35
will be assessed for each approved petition to add or
drop a course after the deadline. A student who has
not registered by the end of the first four weeks of the
semester will be administratively withdrawn.
Class Attendance and Assignments
Students are expected to attend all their scheduled
classes. Any student who is unable, because of religious
beliefs, to attend classes or to participate in any exami-
nation, 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 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 opportunity and at the end if there is not.
Absence does not relieve the student from respon-
sibility 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 only 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
an) reason beyond the end of the final examination
period Such extensions, granted for reasons ol illness,
emergency or extenuating personal circumstances, will
always he confirmed in writing with the facultj 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 of final examinations, is set
aside for students to prepare for examinations. There-
fore, 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 period.
Final Examinations
Most final exams at Smith are self-scheduled and
administered by the registrar during predetermined
periods. A student may choose in which period she
wants to take each exam. Exams are picked up at
distribution centers after showing a picture ID and
must be returned to the same center no more than two
hours and 20 minutes from the time they are received
by the student. Extra time taken to write an exam is
considered a violation of the Academic Honor Code and
will be reported to the Academic Honor Board. A student
who is late for an exam may write for the remaining
time in the examination period but may not have ad-
ditional time. Exams which involve slides, dictation or
listening comprehension are scheduled by the registrar.
Such examinations may be taken only at the scheduled
time.
For information regarding illness during the
examination period, call Health Sen ices at extension
2800 for instructions. Students who become ill during
an examination must report directly to Health Sen ices.
Further details of the Academic Honor Gxle as they
apply to examinations and class work are given in the
Smith College Handbook (wAuv.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
Academic Rules and Procedures
Written requests must be made to the administrative
board through the class dean (not to individual faculty
members). Requests to take final examinations early
will not be considered; therefore, travel plans must be
made accordingly.
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- (37) 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-
Academic Rules and Procedures
49
dare 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 vearlong courses designated
by a "V" students ma\ elect a separate grading
option for each semester. Students electing the S/U
option for both semesters of a yearlong course must
do so each semester.
Within the 1 28 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.
Satisfactory/unsatisfactory grades do not count in
the grade point average.
An Ada Comstock Scholar or a transfer student may
elect the satisfactory/unsatisfactory grading option for
four credits out of even' 32 that she takes at Smith
College.
Repeating Courses
Normally, courses may not be repeated for credit. In
a few courses, the content of which varies from year
to year, exceptions to this rule may be made by the
instructor and the chair of the department. A student
who has failed a course may repeat it with the original
grade remaining on the record. The second grade is
also recorded. A student who wants to repeat a course
she has not failed may do so for no credit. The second
grade is recorded but does not count in the grade point
average.
Performance Credits
Students are allowed to count a limited number of
performance credits toward the Smith degree. The
maximum number allowed is indicated in the Courses
of Study section under the appropriate departments.
Excess perfonnance 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 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 I* 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 enters the senior year after completing
a maximum of six semesters and earning at least 96
Smith College or approved transfer credits. A student
may not enter her senior year with fewer than 96 cred-
its; exceptions require a petition to the administrative
board prior to the student's return to campus for her
final two semesters. A student may not participate in
a Smith-sponsored or 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 deans 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 registrar's 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.
5<
Academic Rules and Procedures
interterm. AP and pre-matriculation credits. With the
prior approval of the class dean, summer credit may be
used to allow students to make up a shortage of credits
or to undertake an accelerated course program. For
transfer students and Ada Comstock Scholars, summer
school 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 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.
Academic Rules and Procedures
SI
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 satisf actor)' 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
students 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 am 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
S2
Academic Rules and Procedures
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) .
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 deans
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 health
services, confirmation will be sent to the student and
her family by the registrar. Any student who leaves the
Academic Rules and Procedures
53
college for medical reasons is considered withdrawn
and must request readmission through the registrar.
The director of health services (or the associate direc-
tor when specified) will request a full report from the
students health care provider and may also request
documentation of improved functioning and a per-
sonal interview. Clearance by health services does not
automatically guarantee readmission. The administra-
tive board, which makes the final decision on readmis-
sion. will also consider the student's college record in
the readmission process.
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
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.
sent to the registrar before March 1; for readmission in
January, before November 1. The administrative board
acts upon all requests for readmission and may require
that applicants meet with the class dean or director of
Health Services before considering the request. Nor-
mally, 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 \ears. 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.
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
communitv.
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 withdrawn student must submit a request for
readmission to the registrar. Readmission procedures
and forms are available at the registrar's office Web site.
Readmission requests for return in September must be
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 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 stud-
ies 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
recommendation from instructors at the undergradu-
ate institution and scores from the Graduate Record
Examination (GRE). For the master of arts in teaching
elementary education 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 can-
didates, 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
ss
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 permitted, but all work for a master's
degree normally must be completed within a period of
four years. Exceptions to this policy will be considered
by petition to the Administrative Board. During this
period a continuation fee of $60 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 physi-
ology. Students pursuing the M.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 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. TVvo 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 physiology7 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, MA 01063, (413) 585-3971; e-mail: mfinley®
smith.edu; www.smith.edu/ess.
56
Graduate and Special Programs
Master of Arts in Teaching
The program leading to the degree of master of arts in
teaching is designed for students who are planning to
teach in elementary, middle or high schools and those
wishing to do advanced study in the field of education.
The M.A.T. program combines study in the field of the
student's academic interest; the specific teaching field
for students preparing to teach at the secondary or
middle school levels, broader liberal arts and sciences
subjects for students preparing to teach at the elemen-
tary level; with experience in teaching and the study
of education theory. The departments of biological
sciences, chemistry, English, French, geology, history,
mathematics, physics and Spanish actively cooperate
with the Department of Education and Child Study in
administering the various graduate programs.
The Department of Education and Child Study uses
a variety of schools and settings to provide opportuni-
ties for observation, service learning and classroom
teaching experiences. These include the laboratory
elementary school operated by the college, the public
schools of Northampton and other area communities,
as well as several private schools.
Students who follow the Master of Arts in Teaching
program will, in the course of an intensive five-week
summer session and a full-time academic year, be able
to complete the state-approved program in teacher
education enabling them to meet requirements for
licensure in various states.
Admission prerequisites and course requirements
vary depending upon the specific program; more de-
tailed information may be obtained from the director of
graduate programs.
Prospective candidates should have a superior
undergraduate record and should present evidence
of personal qualifications for effective teaching.
Those interested in the MAT in secondary or middle
school teaching should also possess an appropriate
concentration — normally a major — in the subject of
the teaching field. Applicants are asked to submit scores
for the Graduate Record Examination. (The Miller
Analogies Test is an acceptable substitute for applicants
applying to the elementary school program.) All appli-
cants should submit a paper or other piece of work that
is illustrative of their writing. Applicants with teaching
experience should include a letter of recommendation
concerning their teaching.
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 4-credit course may be
permitted on departmental recommendation. Courses
for graduate credit may not be taken on a satisfactory/
unsatisfactory basis.
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 2009
will begin after December 1, although applications will
be accepted as late as April 1 of that year. Further infor-
mation can be found at www.clarkeschool.org/content/
professional.
Master of Fine Arts in Dance
The Department of Dance offers a two-year program
of specialized training for candidates who have strong
ability and interest in pursuing dance at the graduate
level. Choreography and performance are the focus
of the program with additional work in production,
study of history and literature of dance, and scientific
principles applied to the teaching and performance
of dance. All MFA students are also Teaching Fellows
and teach the equivalent of three studio courses at the
undergraduate level each year. 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. The thesis requires a pub-
lic presentation of original choreography along with
supporting production elements and a paper in suppot
of the work.
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
Graduate and Special Programs
57
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 500 level or above,
with the recommendation that half he In dramatic
literature. Klectives may be 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 may consult the graduate ad-
viser, Leonard Berkman, Department of Theatre, Smith
College, Northampton, MA 01063; (413) 585-3206;
e-mail: lberkman@smith.edu.
Cooperative Ph.D. Program
A cooperative doctoral program is offered by Amherst,
Hampshire, Mount Holyoke and Smith colleges and the
University of Massachusetts in the fields of astronomy,
biological sciences, chemistry, geology, history and
physics. The degree is awarded by the university in
cooperation with the institution in which the student
has done the research for the dissertation. Students 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 delivery
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 ore-mail at
sswadmis@smith.edu. Information can also be found
at the schools 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 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 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 master}' 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 (a special seminar for diploma
students), 16 other credits in American studies or in
one or more of the cooperating disciplines, including
American Studies 570, the diploma thesis or an ap-
proved equivalent. 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 community 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 bach-
elor's degrees who did not major in mathematics or
whose mathematics major was light
58
Graduate and Special Programs
This program is designed to improve students'
preparation and motivation to help them determine
if they want to continue to graduate school in the
mathematical sciences. Students take at least three
math courses each semester. They have the opportunity
to join a research team, working on a project with a
Smith faculty member. There are seminars on applying
to graduate school and taking the GREs to supplement
individual mentoring. The program is competitive
but open to all women who have graduated from col-
lege 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 permanent residents who are admitted to
the program.
The program consists of a minimum of 24 credits
in mathematics. Each student must pass or place out of
at least one course in algebra, one in analysis and one
at the level of 310 or higher. Only grades of B- or better
are counted. A student completing these requirements
will earn a Certificate of Completion. A student failing
to make satisfactory progress in one semester will not
be funded for a second semester.
Applications & Contact Information
For more information, or to request application materi-
als, please contact Ruth Haas, Department of Math-
ematics and Statistics, Smith College, Northampton,
MA 01063, telephone: (413) 585-3872, e-mail: math-
chair@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 January 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" andwww.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 information).
Graduate and Special Programs
59
Finances
Tuition and Other Fees
Application fee $60
Full tuition, for the year $35,810
16 credits or more per semester
Part-time tuition
Fee per credit $1,120
Summer Intern Teaching Program tuition for
degree candidates $2,500
Continuation fee, per semester $60
Room only for the academic year $6,030
Health insurance estimate
(if coverage will begin August IS) $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 35 and 36 for full information on
refunds.
Financial Assistance
Financial assistance for graduate students at Smith
1 College consists of fellowships, tuition scholarships,
and federal loans. Students interested in applying for
an) type of financial aid should read this section care-
fully in its entirety; required materials and deadlines
for application varj with the type of financial assistance
requested.
All applicants for financial assistance (fellowships,
scholarships) must complete their applications for
admission by January 15 (new applicants). Applicants
interested in federal student loans must complete an
application for financial assistance by February 15,
including all supplementary materials (required of
both returning students and new applicants).
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 2008-09, the stipend for
full teaching fellows is $1 1,910 for a first-year fellow
and $12,450 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 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.
60
Graduate and Special Programs
Loans
Loans are administered by Student Financial Services.
Federal William D. Ford Direct Loans may be included
in aid offered to graduate students on admission. Ap-
plicants 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 addition, the application for financial assis-
tance, with all materials described on that form, is due
by February 15 for both new applicants and returning
students.
In an effort to encourage liberal arts graduates
to enter the teaching professions, Smith College has
instituted a forgivable loan program for M.A.T. 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.
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.
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.
61
Courses of Study, 2008-09
Key: Division I The Humanities
Division 1 1 The Social Sciences and History
Division III The Natural Sciences
♦Currently includes Chinese (CHI), Japanese (JPN) and Korean (KOR)
Academic
Designation Division
Interdepartmental Minor in African Studies
AFS
I/II
Major and Minor in the Department of Afro-American Studies
AAS
I
Interdepartmental Major in American Studies
AMS
II
Interdepartmental Minor in Ancient Studies
ANS
I/II
Majors and Minor in Anthropology
ANT
II
Interdepartmental Minor in Archaeology
ARC
I/II
Majors and Minors in the Department of Art
ART
I
Minors: Architecture and Urbanism
ARU
I
Art History
ARH
I
Graphic Art
ARG
I
Studio Art
ARS
I
Major and Minor in the Five College Department of Astronomy
AST
III
Interdepartmental Minor in Astrophysics
APH
III
Interdepartmental Major in Biochemistry
BCH
III
Major and Minor in the Department of Biological Sciences
BIO
III
Major and Minor in the Department of Chemistry
CHM
III
Majors and Minors in the Department of Classical Languages
and Literatures
CLS
I
Major: Classical Studies
CST
I
Majors and Minors: Greek
GRK
I
Latin
LAT
I
Classics
CLS
I
Interdepartmental Major in Comparative Literature
CLT
I
Major and Minors in the Department of Computer Science
CSC
III
Minors: Digital Art
CDA
III
Digital Music
CDM
III
Systems Analysis
CSA
III
Computer Science and Language
CSL
III
Mathematical Foundations of Computer Science
CSF
III
Major and Minor in the Five College Dance Department
DAN
I
1 Major and Minor in the Department of East Asian Languages and
Literatures*
EAL
I
Major: East Asian Languages and Cultures
EAC
Minor: East Asian Languages and Literatures
Interdepartmental Major and Minor in East Asian Studies
EAS
I/II
Major and Minor in the Department of Economics
ECO
II
! Major and Minor in the Department of Education and Child Study
EDC
II
Major and Minor in the Department of Engineering
EGR
III
62
Major and Minor in the Department of English Language and
Literature
Interdepartmental Minor in Environmental Science and Policy
Interdepartmental Minor in Ethics
xMinor 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
Presidential Seminars
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
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
MES
MUS
I
NSC
III
PHI
I
PHY
III
PEC
II
PRS
I/II/III
PSY
III
PPL
Will
REL
I
RUS
I
RUL
I
RUC
I
SOC
II
SPP
I
SPN
I
SPB
I
SLS
SPN
I
SPB
I
SLS
'Portuguese language courses are designated POR.
Courses of Stuch
63
Interdepartmental Minor in Statistics
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 Study of Women and Gender
Kxtradepartmental Course in Accounting
Interdepartmental Courses in Philosophy and Psychology
Other 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 Asian/Pacific/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
STS
III
THE
I
TWD
I/I I
1 RS
I/I I
SWG
I/I I/I 1 1
ACC
II
PPY
I/I 1 1
EDP
IDP
FLS
AFC
APA
BDHC
MSCC
CNC
CHS
IRC
LAC
LOGC
MEC
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.
100 level Introductory courses (open to all
students)
200 level Intennediate 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.
400
Special Studies (variable credit,
as assigned)
408d
(full year, eight credits)
410
Internships (credits as assigned)
420
Independent Study (credits as assigned)
430d
Honors Thesis (full year, eight credits)
431
Honors Thesis (first semester only, eight
credits)
432d
Honors Thesis (full year, 1 1 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 identifiablv
distinct from the other offerings of a
department.
64
Courses of Study
A "j" after the course number indicates a course
offered for credit during Interterm, and a "d" or "y"
indicates a full-year course in which credit is granted
after two consecutive semesters. In "d" courses, the final
grade assigned upon completion of the second semester
is cumulative for the year.
A course in which the spring semester is a 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 2008-09
*2 absent fall semester 2009-10
** 1 absent spring semester 2008-09
**2 absent spring semester 2009-10
f 1 absent academic year 2008-09
t2 absent academic year 2009-10
§ 1 director of a Junior Year Abroad Program,
academic year 2008-09
§2 director of a Junior Year Abroad Program,
academic year 2009-10
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.
Courses of Stuck
65
(E): An "K "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.
(L): The history department uses an "L" in
parentheses after the course number to
designate lectures that are unrestricted in size.
Lectures and colloquia are open to all students
unless otherwise indicated.
(MI): The anthropology department uses "MI"
in parentheses after the course number to
designate a course that is method intensive.
(TI): The anthropology department uses TI"
in parentheses after the course number to
designate a course that is theory- intensive.
L: The dance and theatre departments use an "L"
to designate that enrollment is limited.
P: The dance and theatre departments use a "P"
to designate that permission of the instructor is
required.
Advanced Placement. See p. 50.
Satisfactory/unsatisfactory. See p. 48.
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 vear.
Course listings in this catalogue indicate in
curly brackets which area(s) of knowledge a
given course covers (see pp. 7-8 for a fuller
explanation). Please note that certain courses
do not indicate any designation as decided
by the department, program or instructor
involved, e.g., English 101. Students who
wish to become eligible for Latin Honors at
graduation must elect at least one course
(normally four credits) in each of the seven
major fields of knowledge; see page 7. (If a
course is fewer than four 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. 67-446 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
67
African Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisers and Members of the African Studies
Committee:
'j Elliot Fratkin, Professor of Anthropology
Albert Mosley. Professor of Philosophy
Katwiwa Mule, Associate Professor of Comparative
Literature
Catharine Newbury; Professor of Government
David Newbury, Professor of African Studies and of
History
Gregory White, Professor of Government, Director
Louis Wilson, Professor of Afro-American Studies
Caroline Melly, Instructor in Anthropology
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 disci-
plinary 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 Newbury (History)
Offered Spring 2009 at UMass with Mwangi wa
Githinji
Offered Spring 2010 at Smith College withjoye
Bowman
The African Studies Minor
The African studies minor at Smith allows students to
i 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
adviser, equivalent courses at other colleges may be
substituted for Five College courses.
Language. Students interested in African studies are
encouraged to study French or Portuguese. In addition,
a student who has achieved intermediate level 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 429).
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.
Courses:
AFS 300 Capstone Colloquium in African Studies
68 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 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 3 1 5 The Feminist Novel in Africa
DAN 377 Interpretation and Analysis of African
Dance
FYS 165 Childhood in the Literature of Africa and
the African Diaspora
MUS 220 Topics in World Music: African Popular
Music
Historical Studies
AAS 218 History of Southern Africa (1600-1900)
AAS 370 Seminar: Modern Southern Africa
HST 101 Biography and History in Africa
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 Environ-
ment Issues
ANT 27 1 Globalization and Transnationalism in
Africa
ANT 272 Women in Africa
ANT 348 Seminar: Health in Africa
ANT 2XX Women in Africa (pending CAP approval)
ANT 2XX African Migrations (pending CAP approval)
ECO 214 Economies of the Middle East and North
Africa
GOV 227 Contemporary African Politics
GOV 232 Women and Politics in Africa
GOV 233 Problems in Political Development
GOV 32 1 Seminar: The Rwanda Genocide in Com-
parative 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, B.A.
Andrea Hairston, M.A. (Theatre and Afro-American
Studies)
Louis E.Wilson, Ph.D.
Associate Professor
Kevin E. Quashie, Ph.D., Chair
Assistant Professor
n Daphne Lamothe, Ph.D.
Lecturers
Riche Barnes, M.A.
Adrianne Andrews, Ph.D.
Lynda J. Morgan
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. {8} 4 credits
Kevin Quashie
Offered Fall 2008
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 2009
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,
Phillis Wheatley. {L} 4 credits
Daphne Lamothe
Offered Spring 2009
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.
1 600- 1960. Particular emphasis will be given to: how
Africans influenced virtually every aspect of U.S. society;
slavery and constitutional changes after 1865; the
philosophies of W.E.B. DuBois, Booker T. Washington,
Marcus Garvey; and the rise and fall of racial segrega-
tion in the U.S. {H} 4 credits
Louis Wilson
Offered Fall 2008
202 Topics in Black Studies
Segregation: Origins and Legacies
This colloquium will explore the historical debates
about the causes and timing of racial segregation, its
effects on African Americans and social inequality, and
its more resistant legacy in the 20th century, residential
segregation. Violence against blacks, the use of gen-
der to bolster segregation, biracial alliances and the
onset of disfranchisement, the nationalist character of
segregation, and black resistance to segregation will
be prominent themes. Weekly readings will include
primary and secondary works, documentary films and
historical films. (E) {H} 4 credits
Lynda], Morgan
Offered Spring 2009
70
Afro-American Studies
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 manifest in various historical periods and cul-
tural forms. It will also consider how gender, national-
ism, sexuality, class and religion impact the discourse
of death and dying. Finally and necessarily, we will
consider death and dying's not-too-distant relatives:
memory, agency, loss, love. {L/H} 4 credits
Kevin Quashie
Offered Spring 2009
Anthropology of the African Diaspora
This course covering an expansive global distance, his-
torical 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 the diaspora and in
relation to Africa. African diaspora cultures considered
may include those residing in North America (includ-
ing the U.S., Mexico and Canada), Brazil, Cuba and
parts of Europe. {S} 4 credits
Riche Barnes
Offered Spring 2009
218 History of Southern Africa (1600 to about 1900)
The history of Southern Africa, which includes a num-
ber of states such as South Africa, Zimbabwe, Nambia,
Angola and Lesotho, is very complex. In addition to
developing a historical understanding of the Khoisan
and Bantu-speaking peoples, students must also know
the history of Europeans and Asians of the region. The
focus of this course will therefore be to understand the
historical, cultural and economic inter-relationships
between various ethnic groups, cultures, and political
forces that have evolved in Southern Africa since about
1600. {H} 4 credits
Louis Wilson
Offered Spring 2009
243 Afro-American Autobiography
From the publication of "slave narratives" in the 18th
century to the present, African Americans have used
first-person narratives to tell their personal story and
to testify about the structures of social, political and
economic inequality faced by black people. These au-
tobiographical accounts provide rich portraits of indi-
vidual experience at a specific time and place as well as
insights into the larger sociohistorical context in which
the authors lived. In addition to analyzing texts and
their contexts, we will reflect on and document how our
own life history is shaped by race. {L} 4 credits
Riche Barnes
Offered Fall 2008
245/ENG 282 The Harlem Renaissance
This course is a study of one of the first cohesive cultur-
al movements in African-American history. It 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. Enrollment limited
to 40. {L} 4 credits
Daphne Lamothe
Offered Fall 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 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: 1 17 and/or 270, or permission of
the instructor. Enrollment limited to 40. {H} 4 credits
Louis Wilson
Offered Spring 2009
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary7 knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from U.S. cultural history7 and learn, as a result, how
shared social meanings are created, commodified and
contested. Prerequisites: an introductory or methods
course in AAS, AMS, SWG and/or coursework in any
department focusing on race, gender and culture. En-
Afro-American Studies
71
rollment limited to 15 juniors and seniors. (E) {H/L/S}
4 credits
Kevin Quasbie (Afro-, \merican Studies) and Susan
Van Dyne (Study of Women and Gender)
Offered Spring 2009
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, its design is intended to
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, 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
Daphne Lamothe
Offered Spring 2009
Black Feminist Theories
This course will examine historical, critical and theo-
retical perspectives on the development of black femi-
nist theory/praxis. The course will draw from the 19th
century to the present but will focus on the contempo-
rary black feminist intellectual tradition that achieved
notoriety in the 1970s and initiated a global debate on
"Western" and global feminisms. Central to our explo-
ration will be the analysis of the intersection al relation-
ship between theory and practice and between race,
gender and class. We will conclude the course with the
exploration of various expressions of contemporary
black feminist thought around the globe as a way of
broadening our knowledge of feminist theory. {L}
4 credits
Riche Barnes
Offered Fall 2008
Black Women, Work and Family
Black women have always been in a precarious position
as it pertains to work and family. They have been por-
trayed as hard workers and "lazy" welfare queens. Thej
have held the position of cold, callous mothers to their
own children, and loving mamims to white children.
They have been hyper-sexualized erotic Jezebels and
domineering, unfeminine matriarchs. And when the
work and family sociological literature seeks answers
to the ways in which Americans balance the chal-
lenges of work and family in the contemporary global
economy, African American women and their families
are invisible. This seminar will provide students with
an analytic framework to understand the ways gender,
race and class intersect in defining the world of work
in our society and affect the available choices African
American women have to best support their families.
Utilizing ethnography, fiction, film and forms of popu-
lar culture, we will explore policies that affect both the
family and institutions of work, explore the ways that
black men and women balance the demands of fam-
ily, and pay particular attention to the development of
gender roles and strategies that affect African American
women's work and family decisions. {L/S} 4 credits
Riche Barnes
Offered Spring 2009
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-
2000. {H/S} 4 credits
Louis Wilson
Offered Fall 2008
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.
~1
Afro-American Studies
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 of
Jazz*
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 Minor
The Major
Requirements for the Major
Eleven four-credit courses as follows:
1 . Three required courses: 111,112 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.
Requirements for the Minor
Six four-credit courses as follows:
1 . Two of the three required courses: 111,112,117.
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
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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 Ethnici-
ties (Diversity) 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 United
States.
AAS 245 ENG 282 The Harlem Renaissance
This course is a study of one of the first cohesive cultur-
al movements in African-American history. It 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. Enrollment limited
to 40. {L} 4 credits
Daphne Lamothe
Offered Fall 2008
ANT 240 Anthropology of Museums
This course critically analyzes how the museum enter-
prise operates as a social agent in both reflecting and
infonning public culture. The relationship between the
development of anthropology as a discipline and the
collection of material culture from colonial subjects
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: 130 or pemiission of the instructor (Th
{S/H} 4 credits
Not offered 2008-09
ARH 101 Approaches to Visual Representation (C)
Tofuc: Advertising and I Jsual Culture
By analyzing advertisements — from ancient Pompeian
shop signs and graffiti to contemporary multi-media
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" ail
and "low" art, the significance of advertising in con-
temporary art, and the structuring principles of visual
communication. {H/A} 4 credits
Not offered during 2008-09
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 Treaty 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 pennission of the instructors. Reading
knowledge of Spanish recommended. Enrollment lim-
ited to 35. {A/L} ^ credits
Dana heibsobn and Nancy Sternbacb
Not offered during 2008-09
EDC 200 Education in the City
The course explores how the challenges facing schools
m America's cities an' 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? I sing
~4
American Ethnicities
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 2008
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 2008-09
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 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 online resources. A
reading knowledge of music is not required. {A/H}
4 credits
Richard Sherr
Not offered during 2008-09
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
Offered Spring 2009
PSY 313 Research Seminar in Psycholinguistics
Topic: Assessing Pragmatics in Child Language. The
seminar will explore the topic of pragmatics in child
language: how language is used in the service of social
discourse. How do children learn to take others' point
of view, to use language for different communicative
purposes, to understand nonliteral language such as
sarcasm? We will explore a variety of topics, including
new methods of assessment, and discuss throughout
the special challenges of pragmatics in children with
autism. Prerequisites: One of: PSY/PHI 213, PHI 236,
PSY 233, EDC 235 or permission of instructor. {N}
4 credits
Jill de Villiers
Offered Spring 2009
REL 266 Buddhism in America
Almost fifty different Buddhist groups can be found
within a twenty-mile radius of the Smith campus. This
class will explore the way Buddhism is practiced and
conceptualized by some of the more prominent and
representative groups in the area as a perspective from
which to reflect on the broader phenomenon of Bud-
dhism in America. It will involve participant observa-
tion, field trips and class visits from some of the area
teachers. Enrollment limiuted to 25 students. 4 credits
Peter N. Gregory
Offered Spring 2009
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 2009, Spring 2010
American Ethnicities
75
SOC 314 Seminar in Latina/o Identity
Topic: Latina/o Racial Identities in the I totted States.
Tins seminar will explore theories o\ race and ethnic-
ity and the manner in which those theories have been
confronted, challenged and/or assimulated by l.atina/
os in the I fnited Slates. 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
Guietta Caiulelurio
Offered Spring 2010
THE 141 Acting I
Introduction to physical, vocal and interpretative as-
pects of performance, with emphasis on creativity con-
centration and depth ol expression. Enrollment limited
to 1 4. {A} 4 credits
Sec [.Don Jordan, Fall 2008
Sec l\HoUy Derr, Fall 2008
Sec$.Daniek Varon, Fall 2008
Sec [-.NormiNoel, Spring 2009
Sec 2: Daniela Varon, Spring 2009
Offered Fall 2008, Spring 2009
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 U.S. over roughly the last 30 years, to explore the
relationships between politicized identities, communi-
ties and social movements. Students also practice writ-
ing memoirs. Prerequisites: SWG 150, and a literature
course. {L/H} 4 credits
Susan Van Dyne
Offered Spring 2009
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
Holly Deir
Offered Spring 2009
-6
American Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Rosetta Marantz Cohen, Ed.D., Professor of Education
and Child Study
fl Daniel Horowitz, Ph.D., Professor of American
Studies and of History
+1 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., Associate Professor of English
Language and Literature
+2 Kevin Rozario, Ph.D., Associate Professor of American
Studies
*' Steve Waksman, Ph.D., Associate Professor of Music
Richard Chu, Five College Assistant Professor of History
Nan Wolverton, Adjunct Assistant Professor
Kerry Buckley, Ph.D., Lecturer
Rebecca D'Orsogna, M.A., Lecturer
Laura Katzman, Ph.D., Lecturer
W.T. Lhamon, Jr., Ph.D., Lecturer
Sherry Marker, M.A., Lecturer
Sujani Reddy, Lecturer
Joan Leiman Jacobson Visiting Nonfiction Writer
Hilton Als
American Studies Committee
Rosetta Marantz Cohen, Ed.D., Professor of Education
and Child Study
11 Daniel Horowitz, Ph.D., Professor of American
Studies and of History
fl Helen Lefkowitz Horowitz, Ph.D., Professor of
American Studies and of History
Richard Millington, Ph.D., Professor of English
Language and Literature
n Christine Shelton, M.S., Professor of Exercise and
Sport Studies
+2 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
*' Floyd Cheung, Ph.D., Associate Professor of English
Language and Literature
Alice Hearst, J.D., Associate Professor of Government
Alexandra Keller, Ph.D., Associate Professor of Film
Studies and Literature
t2 Kevin Rozario, Ph.D., Associate Professor of American
Studies
*l Michael Thurston, Ph.D., Associate Professor of
English Language and Literature
*' Steve Waksman, Ph.D., Associate Professor of Music
and Literature
n Nina Antonetti, Assistant Professor of Landscape
Studies
Justin D. Cammy, Assistant Professor of Jewish Studies
and Literature
+2Jennifer Guglielmo, Ph.D., Assistant Professor of
History and Literature
'2 Daphne Lamothe, Ph.D., Assistant Professor of
Afro-American Studies
Frazer Ward, Ph.D., Assistant Professor of Art
Sherrill Redmon, Director of the Sophia Smith
Collection
James Hicks, Ph.D., Director, American Studies Diploma
Program
FYS 168 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 American
women writers. All wrestled with specific issues that
confronted them as women; each wrote about impor-
tant issues in American society. Enrollment limited to
15. Priority given to first year students. {L/H} WI
4 credits
Sherry Marker
Offered Fall 2008
American Studies
"
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
Floyd Cheung, Rebecca D'Orsogna. Kevin Rozario,
Spring 2009
Offered Spring 2009, Spring 2010
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: .VMS 201 or permission of the instructor.
Enrollment limited to American studies majors. {H/S}
4 credits
Kevin Rozario, Fall 2008
Steve Waksman, Spring 2009
Offered both semesters each year
220 Colloquium
Enrollment limited to 20. 4 credits
Asian-Pacific American History: 1850 to Present
This is an introductory survey course on Asian Pacific
American history- within the broader historical context
of imperialism in the Asian-Pacific region. We will
I examine the historical experiences of the Chinese,
Filipinos, Japanese, Koreans, Southeast Asians, Asian
, Indians and Pacific Islanders living in the U.S. The
objective of the course is to provide students with a
fundamental understanding of the A/P/A history that
is inextricably linked to the goal of the United States to
establish military, economic, and cultural hegemony in
( the world through its colonial and neo-colonial poli-
cies both in the U.S. and abroad. {H}
Richard Chu
Offered Fall 2008
221 Colloquium
Enrollment limited to 20. 4 credits
New England Material Culture, I860 1940
Students will acquire a vocabulary and syntax for
reading and interpreting the texts of material culture
objects. They will study architecture, artifacts, clothing
and textiles, furniture, photographs and paintings.
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. {H}
Kerry Buckley
Offered Spring 2009, Spring 2010
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 Mian 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,
citizenship, transnationalism, gender and class. Enroll-
ment limited to 20. {L} 4 credits
Sujani Redely
Offered Spring 2009
235 American Popular Culture
An analytical history of American popular culture since
1865. We start from the premise that popular culture,
far from being merely a frivolous or 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
78
American Studies
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 Fall 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. {H/A}
4 credits
Nan Wolverton
Offered Spring 2009, Spring 2010
340 Symposium in American Studies
Limited to senior majors.
did the underground idea come from? What happens
to politics and art when it is imagined as an "under-
ground" (as opposed to mainstream) activity? This
course offers a critical history of "The Underground"
from the underground slave railroad of the early 19th
century to the punk and hip hop undergrounds of our
own time. {H/A}
Kevin Rozario
Offered Spring 2009
America in 1925
Readings, discussions and student research projects will
explore the transformation of a "Victorian" American
culture into a "modernist" one by focusing on forms
of expression and sites of conflict in 1925 — the year
of Fitzgerald's The Great Gatsby, Bessie Smith's "St.
Louis Blues," Alain Locke's The New Negro, Chaplin's
The Gold Rash, the Scopes trial, and the expression of
powerful new ideas in the social sciences — to cite just
a few examples. {H/L}
Richard Millington
Offered Spring 2009
Things Come Together: Toward an interdisciplinary
cultural history
How might students and scholars of American studies
conceive and practice a genuinely interdisciplinary cul-
tural history? Members of the symposium will explore
this question by examining some important models
of such scholarship; by working with two case studies
in cultural transmission and transformation (one on
changing graphic images of black musical perfor-
mance, one on Lotte Lenya and Kurt Weill's influence
on Bob Dylan); and by engaging in and presenting
their own independent research projects. {H/A} 4 credits
W.TLhamon
Offered Fall 2008
351/ENG 384 Writing About American Society
An examination of contemporary American issues
through the works of literary journalists ranging from
Elizabeth Hardwick to Joan Didion; Frances Fitzgerald
to Adrian Nicole Le Blanc. Intensive practice in ex-
pository 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. Sample writing must be
submitted to be considered. {L/S} 4 credits
Hilton Als
Offered Spring 2009
341 Symposium in American Studies
Limited to senior majors.
American Undergrounds
Since the 1960s, "The Underground" has been imag-
ined as a privileged space of artistic innovation, politi-
cal radicalism and authentic selfhood. Even today,
hip hop and punk musicians describe themselves as
"underground" if they wish to emphasize their integ-
rity; it is the place to go to keep things real, to avoid
"selling out," to evade being co-opted by the dominant
order. But what does it mean to be underground? Where
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 by permission of the instructor and the
director. 8 credits
Full-year course; Offered each year
American Studies
79
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 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,
religion, and economics are especially encouraged to
apply. Those in project-related disciplines (e.g., art his-
tory) may consult their advisers about the possibility of
earning credit toward the major for work done on the
internship. Applications will be available at the begin-
ning of the second semester.
410 Tutorial on Research Methods at the Smithsonian
Individual supervision by a Smithsonian staff member.
I Given in Washington, D.C. {H/S} 4 credits
i Rosetta Marantz Cohen. Director
Offered Fall 2008, Fall 2009
411 Seminar: American Culture— Conventions and
Contexts
Exhibiting Culture: An Introduction to Museum
\ Studies in America. This seminar examines the his-
j 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
museums — through their policies, programs, ar-
chitecture and exhibitions — can define regional or
national values, shape cultural attitudes ami identities,
and influence public opinion about both current and
historical events, tethecouise 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
To be announced
Offered Fall 2008, Fall 2009
412 Research Project at the Smithsonian Institution
Tutorial supervision by Smithsonian staff members.
Given in Washington, D.C. {H/S} 8 credits
Rosetta Marantz Cohen, Director
Offered Fall 2008, Fall 2009
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 interdisciplinan7 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 so-
ciety 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, industri-
alization, the arts, the media, popular culture, compar-
ative American cultures) — which they will explore in
at least four courses. It is expected that several courses
in the major will explore issues outside the theme.
Because American Studies courses are located
primarily in two divisions, Humanities and Social Sci-
American Studies
ences, 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
devoted primarily to the years before the twentieth
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: Richard Millington
Honors Director: Kevin Rozario
430d Thesis
8 credits
Full-year course; Offered each year
431 Thesis
8 credits
Offered Fall 2008, Fall 2009
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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 differ-
ent 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 Larsen's Quicksand
and Tim O'Brien's The Things They Carried. Normally
for Diploma students only. 4 credits
James Hicks
Offered Fall 2008, Fall 2009
570 Diploma Thesis
4 credits
James Hicks
Offered Spring 2009, Spring 2010
si
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, Director.
Spring 2009
12 Joel Kaminsky, Professor of Religion
1-2 Barbara Kellum, Professor of Art
"' Susan Levin, Associate Professor of Philosophy,
Director, Fall 2008
1 Richard Lim, Professor of History
Suleiman Mourad, Associate 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 across-civilizational approach. No languages are
required.
ARH 212 Ancient Cities and Sanctuaries
Barbara Kellum
Offered Fall 2008
ARH 216 The Art and Architecture of the Roman World
Barbara Kellum
Not offered 2008-09
ARH 228 Islamic Art and Architecture
(Mellon Post-doctorate Fellow )
Offered Fall 2008
The Minor
Requirements: Six courses, in no fewer than three
j departments, selected from the list of related courses
' below
1 (Other courses may count toward the minor with per-
I mission of the students adviser.)
Related Courses
Please see home department for complete course de-
scriptions.
ARC 211 Introduction to Archaeology
Susan Allen
Offered Fall 2008
ARH 208 The Art of Greece
Rebecca Situs
Not offered 2008-09
ARH 285 Great Cities: Pompeii
Barbara Kellum
Not offered 2008-09
ARH 315 Studies in Roman Art
Tbpic: Ancient Cities and Sanctuaries
Barbara Kellum
Offered Spring 2009
ARH 352 Hellenistic Art and Architecture
Barbara Kellum
Not offered 2008-09
CLS 190 The Trojan War
justina Gregory
Offered Spring 2009 (at UMass)
CLS 227 Classical Mythology
Scott Bradbury
Offered Fall 2008
82
Ancient Studies
CLS 233 Gender and Sexuality in Greco-Roman Culture
Nancy Shumate
Offered 2009-10
REL 210 Introduction to the Bible I
Joel Kaminsky
Offered Fall 2008
CLS 235 Life and Literature in Ancient Rome
Maureen Ryan
Offered Fall 2008
CLS 236 Cleopatra: Histories, Fictions, Fantasies
Nancy Shumate
Offered Spring 2009
FYS 163 The Holy Land
Suleiman Mourad
Offered Fall 2008
GOV 261 Ancient and Medieval Political Theory
Patrick Coby
Offered Fall 2008
HST 202 Ancient Greece
Richard Lim
Offered Fall 2010
HST 203 Alexander the Great and the Hellenistic World
Richard Lim
Offered Spring 2011
HST 204 The Roman Republic
Richard Lim
Offered Fall 2009
REL 211 Wisdom Literature and Other Books in the
Bible
Joel Kaminsky
Offered Spring 2009
REL 213 Prophecy in Ancient Israel
Joel Kaminsky
Offered Spring 2010
REL 215 Introduction to the Bible II
Scott Brand
Offered Spring 2009
REL 219 Christian Origins: Archaeological and Socio-
Historical Perspectives
Elizabeth Penland
Not offered 2008-09
REL 310 Seminar: Hebrew Bible
Joel Kaminsky
Offered Fall 2010
REL 345 The Making of Muhammad
Suleiman Mourad
Offered Spring 2009
HST 205 The Roman Empire
Richard Lim
Offered Spring 2010
HST 206 Aspects of Ancient History
To be announced
Not offered 2008-09
PH1 124 History of Ancient and Medieval Philosophy
Susan Levin
Offered Fall 2008
PHI 324 Seminar in Ancient Philosophy
Susan Levin
Not offered 2008-09
83
Anthropology
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
Donald Joralemon, Ph.D., Chair
- Elliot Fratkin, Ph.D.
Associate Professors
'RavinaAggarwal, Ph.D.
": Suzanne Z. Gottschang, Ph.D.
Assistant Professor
Fernando Armstrong-Fumero, Ph.D.
Instructor
Caroline Melly
Lecturer
Joan than Shapiro Anjaria
Associated Faculty
Adrianne Andrews, Ph.D.
Margaret Sarkissian, 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
Suzanne Z. Gottschang, Fernando Armstrong-
Fumero, Jonathan Shapiro Anjaria, Fall 2008
Elliot Fratkin, Caroline Melly, Spring 2009
Suzanne Z. Gottschang, Fernando Armstrong-
Fumero, Jonathan Shapiro Anjaria, Fall 2009
Elliot Fratkin, Caroline Melly. Spring 2010
Offered both semesters each year
ANT 200 Colloquium in Anthropology
This course introduces students to the variety of
methods of inquiry used for research in the field of
anthropology: In the course of the semester, students
will be introduced to methods of locating and analyz-
ing information and sources, developing research ques-
tions, and writing. Normally taken in the sophomore
or junior year. Prerequisite: ANT 130 or permission of
instructor. Enrollment limited to 20. 4 credits
Humans and Nature: The Case of China
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 envi-
ronment in China. The human challenge to environ-
mental 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 hu-
man "progress" and the environment. This course
examines these forces as a way to understand past and
present Chinese society. {8} 4 credits
Suzanne Gottschang
Offered Spring 2009
Pets
The relationship between humans and select animals
treated as companions is explored, with attention to
the evolutionary history of domestication, the cultural
variability in how human/animal relationships are
defined, and contemporary American pet culture. The
class will develop a collective ethnograph) of pets in
Anthropology
the vicinity of Northampton, applying a full range of
research methods. Limited to anthropology majors and
minors. {S} 4 credits
Donald Joralemon
Offered Spring 2010
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. Permis-
sion of the instructor required. Enrollment limited to
30. {S/N} 4 credits
Elliot Fratkin
Offered Fall 2009
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 anthropology
of development and change, and post-modern interpre-
tation. The course explores the works of major anthro-
pologists including Franz Boas, Bronislaw Malinowski,
Margaret Mead, Evans-Pritchard, Claude Levi-Strauss,
Marvin Harris, Eric Wolf, Clifford Geertz, Sherry Ortner
and others. Prerequisite: ANT 130 or permission of the
instructor. (TI) 4 credits
Fernando Armstrong-Fumero
Offered Spring 2009, Spring 2010
234 Culture, Power and Politics
This course is a general introduction to anthropologi-
cal analysis of politics and the political. Through a
broad survey 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, symbols
and social networks in the political life of local com-
munities. Examples will be drawn from a number of
case studies in Africa, East 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.
Permission of the instructor required. Enrollment lim-
ited to 30. {S} 4 credits
Fernando Armstrong-Fumero
Offered Fall 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 Joralemon
Offered Spring 2010
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 develop-
ment 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. Enrollment limited to 30. Prefer-
ence given to anthropology majors and minors. Not
open to first-year students. Enrollment limited to 30.
{8} 4 credits
Elliot Fratkin
Offered Fall 2008, Fall 2009
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 2008, Fall 2009
249 Visual Anthropology
This course considers the unique perspectives, tech-
niques and theories that anthropology offers for
understanding the visual world. We focus both on the
production of visual materials (photographs and films,
Anthropology
85
in particular) h\ anthropologists, as well as the anthro-
pological analysis of visual artifacts produced by other
people. We will consider the historical (particularly
colonial) legacies of visual anthropologj as well as
its current manifestations and contemporary debates.
Particular attention will be paid to issues of representa-
tion, authority, authenticity, and circulation of visual
materials. Enrollment limited to 30. (MI) {8} 4 credits
Caroline Mel I v
Offered Fall 2008
251 Women and Modernity in East Asia
This course explores the roles, representations and
experiences of women in 20th-century China, Korea,
Vietnam and Japan in the context of the modernization
projects of these countries. Through ethnographic and
historical readings, film and discussion, this course
examines how issues pertaining to women and gender
relations have been highlighted in political, economic
and cultural institutions. The course compares the
ways that Asian women have experienced these pro-
cesses through three major topics: war and revolution,
gendered aspects of work, and women in relation to the
family. This course is co-sponsored by, and cross-listed
in, the East Asian Studies Program. {S} 4 credits
Suzanne Gottschang
Offered Fall 2009
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, {S} 4 credits
Suzanne Gottschang
Offered Fall 2008
255 Dying and Death
Death, the "supreme and final crisis of life" (Mal-
inowski), calls for collective understandings and com-
munal 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 anthropologj majors
and minors or by permission of the instructor. Prereq-
uisite: 1 30 or permission of the instructor. {H/S}
4 credits
Donald Joralemon
Offered Spring 2009
257 Urban Anthropology
This course considers the city as both a setting for an-
thropological research and as an ethnographic object
of study in itself. We aim to think critically about the
theoretical and methodological possibilities, challenges
and limitations that are posed by urban anthropology.
We will consider concepts and themes such as urban-
ization and migration; urban space and mobility; gen-
der, race and ethnicity; technology and virtual space;
markets and economies; citizenship and belonging;
and production and consumption. Enrollment limited
to 30. {8} 4 credits
Caroline Melly
Offered Fall 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 performances. Enrollment limited to 30.
Prerequisite: 130 or permission of the instructor. {A/S}
4 credits
Margaret Sarkissian
Offered Spring 2010
259 Writing Cultures
Ethnography, the fundamental component of the
discipline of anthropology, consists of two equally
important parts: participant observation research, and
the written account of this research. The goal of this
course is to develop students' skills in writing about
culture through a close study of the process of ethnog-
raphy from the fieldnote to the initial analysis to the
ethnographic monograph. Moreover, an essential part
of this course will be to develop skills in interpreting
86
Anthropology
ethnography, as well as to explore the key issues and
dilemmas that have emerged in the written representa-
tion of culture. Throughout the semester students will
work on individual ethnographic research projects that
incorporate the ideas and methods discussed in class.
Prerequisites: ANT 130 or permission of the instructor.
(E) {S} 4 credits
Jonathan Anjaria
Offered Spring 2009
267 Power, History and Communities in South Asia
This course introduces students to the culture, politics
and everyday life of India. Topics covered will include
religion, caste, gender and development, as well as
some of the key conceptual problems in the study
of India, such as the colonial construction of social
scientific knowledge, and debates over "tradition" and
"modernity." In this way, we will both study topics in
Indian culture and address the key scholarly, popular
and political debates that have constituted the terms
through which we understand Indian culture. Along
with ethnographies, we will study and discuss novels,
historical analysis, primary historical texts and popular
(Bollywood) and documentary film. {S} 4 credits
Jonathan Shapiro Anjaria
Offered Spring 2009
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 transnational
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
Fernando Armstrong-Fumero
Offered Fall 2008
271 Globalization and Transnationalism in Africa
This course examines how migrants move within, be-
tween and beyond African countries. Our goal will be to
think critically about these contemporary movements
and the shifting notions of home, nation, community,
and participation that they produce. We will pay close
attention to the economic, political and social impe-
tuses and impacts of rural-urban, intra-African, and
transnational migration from the perspective of Africa
and the diaspora. Of central concern are the gendered
dynamics of migration, the transformation of identi-
ties, national and international regulation of migra-
tion, the contesting and policing of borders, forced
migration and refugees, and the impact of remittances.
Enrollment limited to 30. {S} 4 credits
Caroline Melly
Offered Spring 2009
272 Women in Africa
This course will focus on the experiences and situations
of women in contemporary Africa. We aim to interro-
gate and complicate both popular and scholarly rep-
resentations that present African women as the West's
"other." The course will be organized around various
topics — such as marriage and family, economy and
markets, health and reproduction, and politics and
participation — and will present ethnographic insights
from various locations on the African continent. En-
rollment limited to 30. {S} 4 credits
Caroline Melly
Offered Spring 2010
Seminars
340 Seminar: Topics in Anthropology
Topic: Anthropology of Contemporary Issues. This
course explores how anthropology helps us understand
current events in the U.S. and around the world. The
topics of this course are shaped by the key national and
global conflicts, events and processes that are taking
place now. Thus, a major component of the course will
be to use cultural analysis to investigate the way news-
papers and other media represent contemporary issues.
In order to enhance this analysis, we will conduct
rigorous study — both historical and ethnographic —
of contemporary conflicts and controversies (such as
Darfur, Iraq, and the "head scarf affair" in Europe).
{S} 4 credits
Jonathan Shapiro Anjaria
Offered Fall 2008
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,
Anthropology
87
Africa and the I fnited 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.
{S} 4 credits
Suzanne Gottschang
Offered Spring 2009
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 impact of class
and ethnicity on disease patterns, the social structure
of medical systems, medical ecology, and world systems
models applied to health and disease. Prerequisite: ANT
248 or permission of the instructor
(TI){S) 4 credits
Donald Joralemon
Offered Spring 2009
348 Seminar: Topics in Development Anthropology
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
anthropologists have engaged in with organizations
such as Oxfam International, United Nations De-
velopment Program, or the United States Agency for
International Development. Prerequisite: ANT 241 or
permission of the instructor. {S} 4 credits
Elliot Fratkin
Offered Spring 2009
Health m Africa
This seminar focuses on issues of demography, health.
nutrition and disease on the African continent, contex-
tuali/.ed in the social, economic, and political activi-
ties 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 including malaria, tu-
berculosis, river blindness, measles, and HIV/AIDS, and
varying approaches to health care including traditional
medicine and the availability of western treatment.
Background in African studies or medical anthropology
preferred. {S} 4 credits
Elliot Fratkin
Offered Spring 2010
352 Seminar: Topics in Anthropology
Cannibalism and Capital: Topics in Colonialism.
Race and Political Economy
This course explores the interconnected histories of
coloniality, race relations and modernity. The unify-
ing thread will be a series of folklore traditions that
ascribe cannibalistic or vampiric practices 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 U.S./
Mexico border, and urban slums in Brazil. Permission
of the instructor required. Enrollment limited to 30. {S}
4 credits
Fernando Armstrong-Fumero
Offered Spring 2009
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
Anthropology
non-linguistic symbols can serve as a means of preserv-
ing collective memory. {S} 4 credits
Fernando Armstrong-Fumero
Offered Spring 2010
353 Seminar: Topics in Anthropology
Citizenship and Belonging
What does it mean to belong — to a city, a nation, a
global community — from an anthropological perspec-
tive? How do passports, blood tests, border checkpoints,
and voting ballots produce and reinforce ideas about
citizenship? How are global movements of people and
capital transforming notions of belonging? How does
globalization challenge conventional understandings
of citizenship as a particular relationship to a nation-
state? This seminar will consider the political, cultural,
and economic dimensions of citizenship and belong-
ing. Our perspective will be global and will take into
account both national and transnational identities and
practices. {8} 4 credits
Caroline Melly
Offered Fall 2008
Internet Connections and Digital Divides
The seminar will critically examine the transforma-
tive impact of the Internet and related technological
innovations from an anthropological perspective. We
will explore these issues from various geographical
locations in order to better understand how the Internet
is reshaping ideas about participation, geography and
space, global access to information and mobility. We
will pay particular attention to the emergent inequali-
ties, opportunities and identities that are created as
certain people and places become "wired." {S} 4 credits
Caroline Melly
Offered Fall 2009
Cross-listed and
Interdepartmental Courses
AAS 202 Topics in Black Studies
Topic: Anthropology of the African Diaspora
Riche Barnes
Offered Spring 2009
MUS 220 Topics in World Music
Topic: Popular Music of the Islamic World
Margaret Sarkissian
Offered Fall 2008
MUS 220 Topics in World Music
Topic: African Popular Music
Bode Omojola
Offered Spring 2009
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, Suzanne
Gottschang, Fernando Armstrong-Fumero
Advisers for Study Abroad: Africa and other areas: El-
liot Fratkin; Asia: Suzanne Gottschang; Latin America:
Donald Joralemon and Fernando Armstrong-Fumero
Requirements: Eight (8) courses in anthropology
including "Introduction to Cultural Anthropology"
(130), "History of Anthropological Theory" (233), and
"Colloquium in Anthropology" (200), preferably taken
in the sophomore year, and a Smith anthropology
seminar. The remaining three (3) courses for the major
may be more anthropology classes or courses in related
fields, including language, math or science (if these
are linked to the student's anthropological interests).
Students must show either a) competency in a foreign
language equivalent to four semesters of college level,
or b) two courses in a mathematical (M) and/or natu-
ral science (N) category above the 100 level, chosen in
consultation with the student's adviser. A maximum of
two language courses or quantitative/science courses
may count towards the three related courses category
for the major.
Anthropology
Students majoring In anthropologj are encouraged
to consider an academic program abroad (luring their
junior year. In the past, majors haw spent a term or
year in Chile. China. Costa Rica, Ecuador, India. Ke-
nya, Mexico, Nepal, Senegal and South Africa. Students
planning to spend the junior war abroad should take
at least one but preferabrj 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 this area at the University of Massachusetts
or enroll in a fieldwork program at a training univer-
sity during their junior year.
The Minor in Anthropology
Advisers: Elliot Fratkin, Donald Joralemon, Suzanne
Gottschang, Fernando Annstrong-Fumero
Requirements: Six (6) courses in anthropology includ-
ing: Introduction to Cultural Anthropology (130).
Honors
Director: Fernando Annstrong-Fumero
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
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
90
Archaeology
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisory Committee
n Scott Bradbury, Professor of Classical Languages and
Literatures
Bosiljka Glumac, Associate Professor of Geology
t2 Joel Kaminsky, Professor of Religion, Director
12 Barbara Kellum, Professor of Art
Dana Leibsohn, Associate Professor of Art
+1 Richard Lim, Professor of History
Christopher Loring, Director of Libraries
Suleiman Mourad, Assistant Professor of Religion
+1 Thalia Pandiri, Professor of Classical Languages and
Literatures and of Comparative Literature
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 interdisciplinary introduction to archaeological
inquiry. Students learn about the history of the field
and Smith's own pioneers. This class explores all
aspects of archaeology. Students practice survey and
illustration techniques and learn methods of excava-
tion, analysis and interpretation of artifacts, skeletal
and environmental remains. In addition, we investigate
issues of archaeological ethics and the political uses
of archaeology. How does archaeological theory and
investigator's perspective affect our reconstruction of
the past? Sites around the globe enrich our classroom.
Enrollment limited to 30. {H/S} 4 credits
Susan Allen
Offered Fall 2008
GE0 112 Archaeological Geology of Rock Art and Stone
Artifacts
What makes a mineral or a rock particularly useful as
a stone tool or attractive as a sculpture? Students in this
course will explore this and other questions by applying
geological approaches and techniques in studying vari-
ous examples or rock art and stone artifacts to learn
more about human behavior, ecology and cultures in
the past. This exploration across traditional boundaries
between archaeology and earth science will include
background topics of mineral and rock formation,
weathering processes, and age determination, as well
as investigations of petroglyphs (carvings into stone
surfaces), stone artifacts and other artifactual rocks
(building stone and sculptures) described in the litera-
ture, displayed in museum collections and found in the
field locally. {N} 4 credits
Bosiljka Glumac
Offered Spring 2009
CLS 215 Discovering Greece Through Material Culture:
From the Bronze Age to the Hellenistic East
This class will examine the archaeology and material
culture of the Greek world from the Late Bronze Age
through the Hellenistic period. Through the examina-
tion of burial form and other evidence of the Iron Age,
we will explore the emergence of concepts of citizenship
and social identity associated with the rise of the polis.
Through the lenses of sculpture, vase painting and
architecture we will consider evidence of political and
social competition. Using the instruments of archaeol-
ogy to examine political structures and economics,
we will attempt to gain a better understanding of the
position of women, non-citizens, and slaves within the
Classical Greek city state. Enrollment limited to 35. (E)
{H} 4 credits
Anthony Tuck
Offered Spring 2009
Archaeology
91
PRS 306 Beowulf and Archaeology
The Old English poem Beowulj may be the most
expressive document we possess tor the cultural world
of Europe from the 5th through 8th centuries AD,
even though it survives in a single copy from c. 1000.
Our interpretation of this poem hits been enhanced
by discoveries of the Sutton Hoo ship-burial in K ast
Anglia, a huge 6th-century hall in Denmark, and other
significant finds. This seminar will examine the way
archaeological investigation, historical research and
literary criticism all combine to create a more reveal-
ing, though still controversial "assemblage of texts"
from this formative phase of early European society.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Davis (English)
Offered Spring 2010
Four additional courses (il the archaeological project
carries academic credit I or five I it the archaeologi-
cal 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. A list of
approved courses is available on the Program Web site
at www.smith.edu/arch.
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.
400 Special Studies
By |)ermission 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
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.
92
Art
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
*' Marylin Martin Rhie, Ph.D. (Art and East Asian
Studies)
Dwight Pogue, M.F.A.
Gary L. Niswonger, M.Ed., M.EA.
Craig Felton, Ph.D.
*2 Susan Heideman, M.EA.
John Davis, Ph.D.
n Barbara A. Kellum, Ph.D., Chair
"2 A. Lee Burns, M.S., MSA., Associate Chair
fl Brigitte Buettner, Ph.D.
John Moore, Ph.D.
Kennedy Professor in Renaissance Studies
Rosemarie Mulcahy, Ph.D.
Professor-in-Residence
Barry Moser, B.S.
Associate Professors
Dana Leibsohn, Ph.D.
Lynne Yamamoto, M.A.
Harnish Visiting Artist
Paola Ferrario, M.EA.
Assistant Professors
Frazer Ward, Ph.D.
+1Fraser Stables, M.EA.
"'Andre Dombrowski, Ph.D.
John Slepian, M.EA.
Visiting Assistant Professor
Linda Kim, Ph.D.
Senior Lecturer
"'John Gibson, M.EA.
Lecturers
Carl Caivano, M.EA.
Katherine Schneider, M.EA.
§2 Martin Antonetti, M.S.L.S.
AjaySinha,Ph.D.
Christine Geiler Andrews, Ph.D.
Eric Poehler, MA
Jessica Nicholl, Ph.D.
Mellon Post-Doctoral Fellow and Lecturer
Saleema Waraich, Ph.D.
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 courses in literature, philosophy, religion,
and history taken in the first two years valuable. 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 inter-
pretation. Unless otherwise indicated, each section is
limited to 18, normally first years and sophomores.
'the Home as a Work of Art
I ising examples of domestic design throughout the
Art
93
world and the ages, we will examine in detail various
facets of the setting and the building, its spatial orga-
nization, materials, and accoutrements, and the wa\ it
serves and represents ideas about gender, the family as
asocial and productive unit, and moral and aesthetic
values. Enrollment limited to in. {H/A} 4 credits
inula Kim
Offered Fall 2008
Writing Art/Art Writing
In this museum-based, writing- in tensive class, students
will encounter at firsthand a range of art objects from
different periods and cultures, primarily in the Smith
College Museum of Art. Students will be introduced
to a variety of ways of writing about these objects —
descriptive, contextual, interpretive — considering
especially their setting in the museum. You will work
closely with objects in the museum and will learn how
they circulate through different institutional contexts.
We will assess what is at stake in different ways of writ-
ing about art, in relation to the contexts in which both
the art and the writing appear. \VI {A/H} 4 credits
Frazer Ward
Offered Fall 2008
Cities
Characteristic forms and building types, and the ritual,
symbolic, political, economic, and cultural significa-
tion of cities. Examples drawn from different historical
periods, with primary focus on Europe and the Ameri-
cas. 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 Fall 2008
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 computer-generated pictures. In some cases, this
Realist intention has meant designing the built envi-
ronment to human scale: in others it has meant trying
to record seasonal changes and simple human activi-
ties; in others 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 con-
sistently tried to transfer scenes from the "real world"
onto other surfaces or sites This course will explore the
artistic motivation of Realism formally, thematicalh
and contextually from ancient tunes to the present
{H/A} 4 credits '
Christine Andrews
Offered Spring 2009
Negotiating Difference m Image and pace
Differences in belief systems, communal affiliations,
and individual identities have been expressed through
visual media for millennia. This course will explore
the strategies by which self-identity and otherness have
been framed in visual terms over the course of many
centuries, with a particular focus on constructions of
race, religious affiliation, ethnicity, gender and sexual-
ity. {H/A} 4 credits
Saleem Waraicb
Offered Spring 2009
ARH 120 Introduction to Art History: Asia
This course presents a survey of the art of Mia 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
AjaySinha
Offered Fall 2008
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. ' toer
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 Fetion
Offered Fall 2008, Spring 20(H)
ARH 150 Introduction to Art History: Architecture and
the Built Environment
Pending cap approval.
What kinds of places do people call home, and when'
do the\ choose to bun their dead' How have com-
94
Art
munities marked their territories or cities reshaped
landscapes? What does it mean to enshrine the sacred,
nurture civic gardens or create a consumer paradise —
in 8th-century Spain or 1 lth-century New iMexico,
19th-century Beijing or contemporary Dubai? Working
across cultures, and from antiquity to the present, this
class highlights both global and distinct, local perspec-
tives on the history of architecture and the built envi-
ronment. {H/A} 4 credits
Dana Leibsohn
Offered Spring 2009
Lectures and Colloquia
Group I
ARH 212 Ancient Cities and Sanctuaries (L)
This course explores many different aspects of life in
the cities and sanctuaries of the ancient Near East,
Egypt, Greece, Etruria and Rome. Recurrent themes
will include urbanism, landscapes and patterns of wor-
ship, including initiation, sacrifice and pilgrimage.
We'll probe how modern notions of the secular and the
sacred influence interpretation and how sometimes the
seemingly most anomalous features of the worship of
Isis or of the juxtaposition of commercial and domestic
space within a city can potentially prove to be the most
revealing about life in another place and time. {H/A}
4 credits
Barbara Kellum
Offered Fall 2008
ARH 216 The Art and Architecture of the Roman World
(D
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
Eric Poehler
Offered Spring 2009
Group II
ARH 224 The Art of Japan (L)
The art of Japan, especially painting, sculpture, archi-
tecture and color prints. Particular attention given to
the roles of native tradition and foreign influences in
the development of Japanese art. {H/A} 4 credits
Marylin Rhie
Offered Spring 2009
ARH 228 Islamic Art and Architecture (L)
This course surveys the architecture, landscape, book
arts and luxury objects produced in Islamic contexts
from Spain to India, and from the 7th through the
20th centuries. Attention will be focused upon the rela-
tionships between Islamic visual idioms and localized
religious, political and socioeconomic circumstances.
In particular, lectures and readings will examine the
vital roles played by theology, royal patronage, cer-
emonial, gift exchange, trade and workshop practices
in the formulation of visual traditions. Recommended
background ARH 101 or 140. {H/A} 4 credits
Salema Waraich
Offered Fall 2008
ARH 240 Art Historical Studies (C)
Illuminated Manuscripts of the Later Middle Ages
The decorated book was one of the most important
forms of art making in the middle ages. This course
presents an integrative approach to the study of these
objects, taking into consideration their structure, text,
pictorial and decorative programs, and bindings. We
will investigate the patronage, production, use, and
after-life of a range of illuminated manuscripts in
the later middle ages made in Europe, including the
continuous traditions of monastic and courtly book
production, as well as the new development of urban
manuscript industries by lay artisans. Enrollment lim-
ited to 18. {H/A} 4 credits
Christine Andrews
Offered Spring 2009
Group III
ARH 240 Art Historical Studies (G)
The Age of Louis W(C)
An examination of the fundamental role of the visual
arts in fashioning an extraordinary and indelible image
of rulership. Ensembles and individual objects in many
media (painting, sculpture, architecture, landscape de-
sign, printmaking, furniture and tapestries, numismat-
ics, works commissioned in Rome, and literary produc-
tion) will be related to the centralized bureaucracy that
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came to define the French state. Some consideration of
the impact of Versailles on European courts of the late
17th and ISth centuries. {H/A} 4 credits
John Moore
Offered Spring 20(H)
Art in Spain During the Reigns of Philip 11 and Philip
Ill(C)
During the forty-two years of his reign. Philip II
( 1527-98) transformed the arts in Spain. The build-
ing of the Escorial and other royal residences attracted
painters and sculptors. Philip III has tended to be over-
shadowed by his illustrious father and consequenth
the art of his reign (1598-1621) is less well known.
Nevertheless, the period is rich in artistic talent and
includes painters and sculptors as well as two of the
most celebrated artists. El Greco and Velazquez. This
course will provide the opportunity for a close study of
art and patronage in Spain during the period 1556 to
1621. Enrollment limited to 18. {H/A} 4 credits
Rosemarie Mulcahy. Kennedy Professor
Offered Spring 2009
ARH 246 Renaissance Architecture (L)
Architectural, urban and landscape design in Western
Europe, from the central Italian communes of the
14th century to the villas of Andrea Palladio. Focus on
the mechanisms of patronage; the interest in Roman
antiquity; principles of design; the symbolic import of
articulated, decorated space; and the cultural implica-
tions of the ultramontane transmission (and transfor-
mation) of Italianate patterns in Spain, France, central
Europe and England. {H/A} 4 credits
John Moore
Offered Spring 2009
ARH 254 Baroque Art (L)
During this age of the consolidation of power — that of
Roman Catholicism and European national states —
explorations around the globe, investigations in science
and innovations in the concepts of artistic design led
to an explosion of styles, innovative and often revolu-
tionary, in art. Post Counter Reformation Italy and the
reconsideration of art theory and design at the Academy
of the Carracci in Bologna beginning about 1580, the
emergence of a new artistic interpretation brought
about by Caravaggio and his followers — first in Rome
and then across Europe, and the subsequent change
in styles to meet various political and regional needs
will be examined through painting and sculpture in
Italy. The class examines such artists as Annibale and
Ludovico Carracci. Caravaggio, Gian Lorenzo Bernini,
Pietro da Cortona. (inido Rem; France; Simon Youet.
Poussin, Claude and Georges de La Tour; and Spam: El
Greco, Ribera, Velazquez, and Zurbanin. {H/A} 4 credits
Craig l-'elton
Offered Fall 2008
ARH 260 Art Historical Studies
topic: Current Issues m Latin American . \rt (L)
This course examines recent scholarship and criticism
written in, and about Latin America, focusing upon
visual culture from 1 520— present. Among the works we
will consider: colonial paintings and festivals: urban
planning; representations of Frida Kahlo and Karl
Marx: Brazilian film; contemporary photograph} and
museum exhibitions. Of particular interest will be the
theoretical and methodological issues that characterize
writing on visual culture since 1980. and the ways they
challenge our response to the question "What is Latin
American art?" Prerequisite: one class in art history, or
the anthropology, history or literature of Latin America.
All classes will be taught in English, with written work
accepted in English and Spanish. {H/A} 4 credits
Dana Leibsohn
Offered Fall 2008
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, "anthro-
pologies," material objects, and pictorial and written
records, students analyze how travel to and through the
Americas reshaped the lives of consumers and think-
ers— from food and finery (chocolate and silver, sugar
and feathers) to published narratives and collections
of objects made in New Spain, New England and New
France. In addition to initial 16th-century contacts, we
discuss cultural practices — material, imagined, factual
or fantastical — that arose from the first encounters,
conquests and settlements. This seminar welcomes
students who are interested in art history, literature,
history, anthropology or the history of science and who
can read one relevant European language (French,
German, Italian, Portuguese or Spanish). Enrollment
limited to 15 juniors and seniors. (E) {A/H/L} 4 credits
Dana Leibsohn (Art) and. \nn Jones (Comparative
Literature)
Offered Fall 2008
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Art
Group N
ARH 260 Art Historical Studies (C)
Topic: Museums by Artists. The experience of art does
not take place in a vacuum: the museum, among other
institutions, bestows value upon the objects inside it.
In this class, we will examine an important body of art
since the 1950s, which has engaged critically with the
architectural, institutional and discursive frameworks
that are conditions for the experience of art. We will
examine works by artists including Michael Asher,
Marcel Broodthaers, Daniel Buren, Andrea Fraser, Hans
Haacke, Louise Lawler and Fred Wilson in terms of the
ways in which they reflect upon the contexts in which
they appear. We will also consider the current trend
toward the spectacularization of museum architecture
and the museum's status as a mass medium, and we
will look for future possibilities in the practice of insti-
tutional critique. Prerequisite: One 100-level art history
course, or permission of the instructor. Enrollment
limited to 18. {H/A} 4 credits
Frazer Ward
Offered Fall 2008
ARH 264 North American Art: Pre-Colonial to Civil
War (L)
Art and architecture of the English colonies, the early
U.S. 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 2008
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
Linda Kim
Offered Spring 2009
ARH 278 History of Photography (L)
A survey of photography, photographers and the litera-
ture of photography. Consideration of the formal, tech-
nical, historical and social factors in the development
and practice of photography since 1839- Recommended
background: ARH 101. {H/A} 4 credits
Linda Kim
Offered Spring 2009
ARH 280 Film and Art History (C)
Topic: Bollywood: Cinema of Interruptions. How
should we respond to Indian popular films, which are
notorious for their distracting song and dance num-
bers, meandering storylines, and visually overblown
spectacles? This colloquium will approach Indian
films as what film scholar Lalitha Gopalan has called
a "constellation of interruptions." Through critical
responses to scholarly articles, close analysis of feature
films, group projects and written assignments, we
will develop historical and theoretical perspectives for
understanding the visual as a major "interruption"
distinguishing these films in the context of world cin-
ema. Permission of the instructor required. Enrollment
limited to 18. (E) {H/A} 4 credits
Ajay Sinha
Offered Spring 2009
ARH 282 Art Since the 1960s (L)
This course surveys important global artistic tendencies
since the late 1960s, in their art-historical and socio-
historical contexts. The class considers such develop-
ments as postminimalism, earthworks, the influence
of feminism, postmodernism, the politics of identity,
contemporary conceptions of the site (and center/
periphery debates), postcolonialism, global publics and
the global culture of art, and the theoretical issues and
debates that help to frame these topics. Prerequisite:
One 100-level art history course or permission of the
instructor. {H/A} 4 credits
Frazer Ward
Offered Spring 2009
Other 200-Level Courses
ARH 293 The Artist's Book in the 20th Century (C)
A survey of the genre from its beginnings in the politi-
cal and artistic avant-garde movements of Europe at
the turn of the 20th century through contemporary
American conceptual bookworks. In particular, the
course will examine the varieties of form and expres-
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97
sion used by book artists and the relationships between
these artists and the socio-ciiltural, literary and graphic
environments from which thev emerged In addition
to extensive hands-on archival work in the library's
Mortimer Rare Book Room and the museum's Selma
Erving Collection of Livres d'Artistes, 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 AntonetH
Offered Fall 2008
ARH 294 Art History— Methods, Issues, Debates (C)
The meanings we ascribe to art works of any culture or
time period are a direct result of our own preoccupa-
tions and methods. This colloquium will give both a
broad overview of contemporary debates in the history
of art — including such issues as technologies of vision,
feminism, sexuality studies, globalism or material
culture — and locate these methods within art history's
own intellectual history. The course will consist of wide-
ranging weekly readings and discussion, and clarify
such key terms as iconography, formalism, connois-
seurship, and the Frankfurt and Vienna Schools. Rec-
ommended for junior and senior majors. Prerequisites:
One 200-level art history course, or permission of the
instructor. Enrollment limited to 18. {H/A} 4 credits
Dana l£ibsohn
Offered Spring 2009
Seminars
Seminars require advanced-level research and students
are expected to bring to class a solid and relevant
background in the general field and period of study. All
seminars require an oral presentation and a research
paper. Enrollment limited to 12 students.
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 2008
ARH 352: Studies in Art History (S)
Ancient Cities and Sanctuaries
The fabled cities of the ancient Mediterranean world —
Alexandria, Rome, Athens — and the sanctuaries which
drew worshipers from across the known world — the
Temple of Aphrodite at Ephesus, the Temple of Fortuna
Primigenia at Praeneste, the panhellenic sanctuary of
Zeus at Olympia or Apollo at Delphi — will be among
the subjects of this seminar. We'll study everything from
ground plans to the tourist goods produced at each site
to develop a multidimensional understanding. Each
student will select and research a particular city or
sanctuary, become the class expert on that site, present
it, and write a seminar paper on it. {H/A} 4 credits
Barbara Kellum
Offered Spring 2009
Science, Poetry. Prose
This seminar will provide a close study of the major
stylistic, artistic and aesthetic expressions in painting
and sculpture in Florence during the dynamic and ver-
satile flowering of the Renaissance between 1450 and
1500, the later Quattrocento, with a particular focus
on the patronage of the Medici family and their as-
sociates. Works by such artist as Donatello, Verrocchio,
Pollaiuolo, Botticelli, Fillipino Lippi and Ghirlandaio
will establish a foundation for our understanding of the
pursuits and achievements defining this era, to which
later artists and societies turned for inspiration. Our
goal is to understand why this is so. {H/A} 4 credits
Craig Helton
Offered Spring 2009
ARH 374 Studies in 20th-century Art
Topic: Sculpture Since 1945. This seminar investigates
the status of sculpture from the end of WW] 1 into the
21st century, from modernist three-dimensional objects
that operated within a relatively clearly defined realm,
through the "'expanded field" after minimalism, to
installations involving media that seem tenuously
connected to any stable category. Beginning with
post-war modernist sculpture, we will examine the
Art
dissemination of sculpture as an object as well as a
category, in developments including minimalism,
"earth" art, installation and "relational aesthetics."
{H/A} 4 credits
Frazer Ward
Offered Spring 2009
Cross Listed and Interdepartmental
Courses
The following courses in other departments, are par-
ticularly good supplements to the art major and minor.
AMS 302 The Material Culture of New England
1630-1860
Not for seminar credit.
ARC 211 Introduction to Archaeology
EAS 279 The Art and Culture of Tibet
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
Written project description required.
1 to 4 credits
Offered both semesters each year
ARH 408d Special Studies
Written project description required.
8 credits
Full-year course; Offered each year
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 study of
the basic principles of design. {A} 4 credits
A. Lee Burns
Offered Fall 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 14. {A}
4 credits
Lynne Yamamoto, 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, Dwight Pogue, Katherine Schneider,
Gary Niswonger, To be announced
Offered both semesters
B. Studio Courses
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.
ARS 164 Three-Dimensional Design
An introduction to design principles as applied to three-
dimensional form. {A} 4 credits
Lynne Yamamoto
Offered Spring 2009
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99
ARS 166 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 guest
artist visits, we will examine a range of technologically
mediated art practices, including digital imaging, sonic
art, interactive installations, physical / tactile comput-
ing, digital writing, computer mediated performance,
as well as emergent new media art and research topics.
Enrollment limited to 12. {A} 4 credits
Thomas Ciufo
Offered Fall 2008
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 261/ MUS 261 Sonic Art: Theory and Practice
Through readings, group discussion, listening sessions,
projects and critiques, we will examine and engage a
wide range of sonic art theory and practice. We will ex-
plore conceptual, theoretical and compositional aspects
of sound and listening, acoustics / psychoacoustics,
social-cultural contexts of sound and recording, sound
aesthetics and symbolism, soundscapes and acoustic
ecology, as well as sound in relationship to other
media. Prerequisites: at least one previous creative
production / project based class (from any department)
or permission of instructor. Enrollment limited to 12.
(E) {A} 4 credits
nomas Ciufo
Offered Spring 2009
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 2008
ARS 264 Drawing II
Advanced problems in drawing, including study of the
human figure. Prerequisite: 163 or permission of the
instructor Enrollment limited to IS. {A} i credits
lb be announced
Offered Spring 2009
ARS 266 Painting I
Various spatial and pictorial concepts arc Investigated
through the oil medium. Prerequisite: 16.S or permis-
sion of the instructor. Enrollment limited to IS. {A}
4 credits
{Catherine Schneider
Offered Spring 2009
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
DuigbtPogue
Offered Fall 2008
ARS 270 Offset Monoprinting
Printmaking using the flat-bed offset press with emphasis
on color monoprinting. Prerequisites: l6l or permission
of the instructor. Enrollment limited to 15. {A} 4 credits
DuigbtPogue
Offered Spring 2009
ARS 272 Intaglio Techniques
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 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 Bums
Offered Fall 2008
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, site-specificity, among others).
Coursework includes a series of projects, critiques, read-
ings and a paper. Prerequisite: ARS 164, or permission
100
Art
of the instructor. Enrollment limited to 15. {A}
4 credits
Lynne Yamamoto
Offered both semesters
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 typogra-
phy that includes the composing of type by hand and
learning the rudiments of printing type, and (3) an
introduction to digital typography. Prerequisite: Design
(ARS l6l or equivalent) or permission of the instructor.
Enrollment limited to 12. {A} 4 credits
Barry Moser
Offered Fall 2008
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
Reid Bertone-Johnson
Offered Fall 2008
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. Each sec-
tion will be either traditional film darkroom practice,
or digital output from scanned negatives. Enrollment
limited to 15 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. It is a process of discovery based on per-
sonal experience, the joy of exploration and a spirited
intuition. Gaining skills in graphic communication
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
To be announced
Offered Fall 2008
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. Note: LSS 255 can substitute for ARS 285
in the studio art major. {A} 4 credits
To be announced
Offered Spring 2009
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
Art
101
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
performance, installation. CD-ROM or Internet. Critical
examination and discussion of con tempo ran examples
of new media art will augment this studio course.
Prerequisites: ARS 162 and permission of the instructor.
Enrollment limited to 14. {A} 4 credits
John Slepian
Offered Spring 2009
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-
ment limited to 15. {A} 4 credits
Susan Heideman, Katherine Schneider
Offered both semesters
ARS 363 Painting III
Advanced problems in painting. Emphasis on thematic
self-direction and group critical analysis. Prerequisite:
ARS 362 and permission of the instructor. Enrollment
limited to 12. {A} 4 credits
Susan Heideman
Offered Fall 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
I height Pogue
Offered Spring 2009
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 2009
ARS 375 The Book: Theory and Practice II
An opportunity for a student already familiar with the
basic principles of the book arts and the 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 thorough!) augmented with study oi original
historical materials from the Mortimer Rare Book
Room. Prerequisite ARS 275 and/or permission oi the
instructor. Enrollment limited to 12. {A} \ credits
Barry Moser
Offered Spring 20(H)
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 2008-09 to include digital pho-
tography and digital printing). Prerequisites: 282 and
permission of the instructor. Enrollment limited to IS.
{A} 4 credits
Paola Ferrario, Fraser Stables
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 Ferrario
Offered Spring 2009
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: T\vo or more courses in the students cho-
sen sequence of concentration and permission of the
instructor. Tbpic: Working in Series. Looking at artists
who have used the series approach in their work as a
model for developing our own rationale. {A} 4 credits
Gary Niswonger
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.
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Art
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
To be announced
Offered Fall 2008
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
To be announced
Offered Spring 2009
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
To be arranged
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. It helps
students develop the critical judgment necessary for
evaluating the art work they have produced to date in
their selected studio sequence, and to cull and augment
this work as necessary. Course material will include
installation or distribution techniques for different me-
dia, curation of small exhibitions of each others' work
and development of critical discourse skills through
reading, writing and speaking assignments. In addition
to studio faculty, Smith museum staff may occasionally
present topics of conceptual and/or practical interest.
Prerequisites: ARS 163, ARS l6l 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 2008
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 2009
ARS 400 Special Studies
Normally for junior and senior majors. Written project
description required. 1 to 4 credits
Offered both semesters each year
ARS 408d Special Studies
Written project description required.
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 Yama-
moto
Art
103
ARH 430d Thesis
(S credits
Full-year course; Offered each year
ARS 430d Thesis
8 credits
Full-year course; Offered each year
Requirements and Presentation: ARH 294 is recom-
mended for art historj majors. All candidates will pres-
ent their work to the art department, in a public presen-
tation, late in April or early May. Guidelines and further
details can be found at the art department Web site.
The Major
Advisers: Martin Antonetti. Brigitte Buettner, Lee Bums,
John Davis, Andre Dombrowski, Craig Felton, John
Gibson, Susan Heideman, Barbara Kellum, Linda Kim,
Dana Leibsohn, John Moore, Gary Niswonger, Dwight
Pogue, Marylin Rhie, John Slepian, Fraser Stables,
Frazer Ward, Lynne Yamamoto
Art History Adviser for Study Abroad: John Moore
Art Studio Adviser for Study Abroad: A. Lee Bums
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
Group II: 220, 222, 224, 226, 228, 230, 232, 234
Group III: 240, 242, 244, 246, 250, 252, 254, 255, 258
Group IV: 260, 26l, 263, 264, 265, 270, 272, 273, 274,
276,278,280,281,282,283
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— 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 the history of art in a field in which
the student has relevant expertise. The seminar is
to be taken at Smith and does not count toward the
distribution.
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 164'
3. 1\vo 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 history7 courses, at least one of
which must 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
f. drawing
104
Art
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 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 concentration.
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
2007-08, the 200-level courses that focus on archi-
tecture are for the Fall semester: ARH 250, 264, 283,
285. For the Spring semester: ARH 205, 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 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: Martin Antonetti, Brigitte Buettner, John
Davis, Andre Dombrowski, Craig Felton, Barbara Kel-
lum, Linda Kim, Dana Leibsohn, John Moore, Marylin
Rhie, Frazer Ward
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.
Art 105
Advisers: A. Lee Burns, John Gibson, Susan Heideman.
Gary Niswonger. Dwight Pogue,John Slepian, Fraser
Stables, Lynne Yamamoto.
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 Kel-
lum. Dana Leibsohnjohn Moore, FrazerWard
Requirements:
1. One 1 00- 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-
lor 2007-2008, 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.
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.
106
Astronomy
Visiting faculty and some lecturers are generally appointed for a limited term.
Professor
*1 Suzan Edwards, Ph.D, Chair
Associate Professor
**2 James Lowenthal, Ph.D.
Laboratory Instructor
MegThacher,M.S.
Five College Faculty teaching in the undergraduate
program
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)
Houjun Mo, Ph.D. (Associate Professor, University of
Massachusetts)
Stephen E. Schneider, Ph.D. (Professor, University of
Massachusetts)
Ronald L. Snell, Ph.D. (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 or 1 17 and 1 18 and the
mathematics sequence up to Calculus II (MTH 112) 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 nonscience majors who would like to know
something about the universe are AST 100, AST 102,
AST 103, AST 109, 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 designated
"FC" may begin earlier or later than other Smith cours-
es. 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 nonscience
majors. {N} 4 credits
To be announced
Offered Fall 2008
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 section.
{N} 3 credits
James Lowenthal, Meg Thacher'
Offered Fall 2008
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 nonscience
majors. Enrollment limited to 20 students per section.
{N} 2 credits
Not offered in 2008-09
Astronomy
107
AST 109/PHY 109 The Big Bang and Beyond
According to modem science, the universe as \\v know-
it began expanding about 14 billion years ago from an
unimaginably hot, dense fireball. Win 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 nonscience majors. Enroll-
ment limited to 25. (E) {N} 4 credits
GatyFekkr
Offered Spring 2009
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 bowentbal
Offered Fall 2008
communicate astronomj to general public. Prerequi-
site: one science course in any field {H/N} -\ credits
Salman Hameed, at Hampshire
Offered Spring 2009
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 2008
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 1 IS, MTH 111, plus
one astronomy class. {N} 4 credits
Suzan Edwards
Offered Spring 2009
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 Lowentbal, Meg Thacher
Offered Spring 2000
220 FC20 Topics in Astronomy
Topic: Bringing Astronomy Down to Earth — The Art
of Communicating Science through Electronic Media.
Integrating creative science writing with \ isuali/.ation
through various forms of electronic media (podcasts/
vodcasts, animated gits, interactive Java applets, etc.) to
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 format making extensive use of com-
puter simulations and independent projects. Offered in
alternate years with 224. Prerequisites: PHY 1 IS. MTH
111, plus one astronomy class. {N} 4 credits
Suzan Edwards
Not offered in 2008-09
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, determinations 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 ;i> a science.
Prerequisites: MTH 1 1 1 and one physical science
course. (M) 4 credits
George Greenstem at Amherst
Offered Fall 2008
108
Astronomy
229 FC29 Astrophysics of Stars and Galaxies
A calculus-based introduction to the properties, struc-
ture, formation and evolution of stars and galaxies.
The laws of gravity, thermal physics and atomic physics
provide a basis for understanding observed properties of
stars, interstellar gas and dust. We apply these concepts
to develop an understanding of stellar atmospheres,
interiors and evolution, the interstellar medium, and
the Milky Way and other galaxies. Prerequisites: two
semesters of college-level physics (concurrent enroll-
ment is acceptable) and second-semester calculus. {N}
4 credits
Instructor to be determined at Mt. Holyoke
Offered Spring 2009
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 atmo-
sphere, 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
Offered Fall 2008
335 FC35 Astrophysics II: Stellar Structure
How astronomers determine the nature and extent
of the universe. Following the theme of the "Cosmic
Distance Ladder," we explore how our understanding of
astrophysics allows us to evaluate the size of the 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 2008
337 FC37 Observational Techniques in Optical and
Infrared Astronomy
An introduction to the techniques of gathering and
analyzing astronomical data, with an emphasis on
observations related to determining the size scale of the
universe. Telescope design and optics. 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 2009
352 FC52 Astrophysics III: Galaxies and the Universe
The application of physics to the understanding of
astrophysical phenomena. Physical processes in the
gaseous interstellar medium: photoionization in HII
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;
accretion disks; supermassive black holes. Prerequisites:
four semesters of physics beyond PHY 1 18. {N} 4 credits
Houjun Mo
Offered Spring 2009
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 year
The Major
Advisers: Suzan Edwards, James Lowenthal
The astronomy major is designed to provide a good
foundation in modern science with a focus on 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 111 or the equiva-
lent; 1 13; three astronomy courses at the 200 level,
including 224 or 225; one astronomy course at the 300
level; PHY 115 or 117 and 118. 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
Astronomy
109
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 225;
and PHY 115. The remaining courses may be selected
from at least one more astronomy course plus any
astronomy or physics offerings.
Honors
Director: James Lowenthal (Fall 2008), Suzan Edwards
(spring 2009)
430d Thesis
8 credits
Full-year course; Available to qualified students
ready for rigorous independent work.
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.
110
Biochemistry
Visiting faculty and some lecturers are generally appointed for a limited term.
Christine White-Ziegler, Ph.D. (Biological Sciences),
Director
Professors
**2 Stylianos P. Scordilis, Ph.D. (Biological Sciences)
Steven Williams, Ph.D. (Biological Sciences)
Associate Professors
*] David Bickar, Ph.D. (Chemistry)
**l*2CristinaSuarez, Ph.D. (Chemistry)
Adam Hall (Biological Sciences)
Assistant Professor
Elizabeth Jamieson (Chemistry)
Carolyn Wetzel, Ph.D. (Biological Sciences)
Senior Lecturer
*l Lale Aka Burk, Ph.D. (Chemistry)
Laborataory Instructor
Amy Bumside (Biochemistry)
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
David Bickar
Offered Spring 2009
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 2009
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 2008
Offered 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 2008
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 chronic disease and cancer and
as agents of bioterrorism. Specific emphasis on the
Biochemistry
111
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 then'
pathogens. Prerequisites: BIO 202 or Bio 204. Recom-
mended: BIO 306. {N} 3 credits
Christine Wbite-Ziegler
Offered Spring 20(H)
Biochemical liases 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 encephal-
opathies (e.g. "mad cow"). Lou Gehrig's, Alzheimer's
and Parkinson's. Prerequisite: Cell Biology. BIO 202.
{N} 3 credits
Adam Hall
Offered Spring 2010
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 DNA 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
1 5 1 ) is recommended but not required. Enrollment
limited to 80. {N} 4 credits
Michael Barresi, Richard Briggs, Carolyn Wetzel
Offered Fall 2008, Spring 2009
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 ISO, (normally taken
concurrently). {N} l credit
Members ol the department
Offered Fall 2008. Spring 2009
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, 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
Stvlianos Scordilis
Offered Fall 2008
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-
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 2008
BIO 230 Genomes, Transciptomes, and Proteomes
An exploration of genes and genomes that highlights
the connections between molecular biology genetics,
cell biology and evolution. Topics will include DNA and
RNA, and protein structure and function, gene orga-
nization, mechanisms and control of gene expression,
origins and evolution of molecular mechanisms, and
gene networks. The course will also deal with the prin-
cipal experimental and computational tools that have
advanced relevant fields, and will introduce students to
the rapidly expanding databases at the core of contem-
porary biology. Relying heavily on primary literature.
we will explore selected topics including the molecular
biology of infectious diseases, genetic underpinnings of
development, the comparative analysis of whole genom-
es 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
Steven Williams
Offered Spring 2000
112
Biochemistry
BIO 231 Genomes, Transciptomes, and Proteomes
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
Lori Saunders
Offered Spring 2009
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. Enrollment limited to 60 per lecture section, 16 per
lab section. {N} 5 credits
Members of the department
Laboratory Coordinator: Maria Bickar
Offered Fall 2008, Fall 2009
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
Laboratory Coordinator: Heather Shafer
Offered Fall 2008, Fall 2009
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: 111 or 118. Enrollment limited to
16 per lab section. {N} 5 credits
Members of the department
Laboratory Coordinator: Maria Bickar
Offered Spring 2009
CHM 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
Members of the department
Laboratory Coordinator: Rebecca Thomas
Offered Fall 2008, Faff 2009
CHM 224 Chemistry IV: Introduction to Inorganic and
Physical Chemistry
This final course in the chemistry core sequence pro-
vides a foundation in the principles of physical and
inorganic chemistry that are central to the study of
all chemical phenomena. Topics include coordina-
tion chemistry of transition metals and quantitative
treatment of thermochemistry, chemical equilibria,
Electrochemistry and kinetics of reactions. Prerequisite:
1 1 1 and 223; MTH 1 1 1 or equivalent; or permission of
the instructor. Enrollment limited to 1 6 per lab section.
{N} 5 credits
Members of the department
Laboratory Coordinator: Heather Shafer
Offered Spring 2009, Spring 2010
One
cours*
physiology
sefrom:
lecture and lab
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 by
specific environments. Prerequisites: BIO 150/151 and
CHM 1 1 1 or CHM 1 18. Laboratory (BIO 201) is optional
but strongly recommended. {N} 4 credits
Margaret Anderson
Offered Fall 2008
Biochemistry
113
BIO 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} l credit
Margaret Anderson
Offered Fall 2008
BIO 204 Microbiology
This course examines bacterial morphology, growth,
biochemistry, genetics and methods of controlling bacte-
rial activities. E mphasis is on bacterial physiology and
the role of the prokaryotes in their natural habitats. The
course also covers viral life cycles and diseases caused by
viruses. Prerequisites: BIO 1 50 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 Monserrate
Offered Spring 2009
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 Monserrate
Offered Spring 2009
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 111 or CHM 118.
Laboratory (BIO 313) is recommended but not re-
quired. {N} 4 credits
Carolyn Wetzel
Offered Spring 2009
BIO 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
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: MTH
112 or MTH 114. W 5 credits
Shizuka llsieh. KateQueeney, Spring 2009
Members of the department. Spring 2010
Offered Spring 2009, Spring 2010
CHM 335 Physical Chemistry of Biochemical Systems
A course emphasizing physical chemistry of biological
sj stems. 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
112. {N} 4 credits
Cristina Suarez
Offered Fall 2008
One elective from:
BIO 306 Immunology
An introduction to the immune system covering the
molecular, cellular and genetic bases of immunity to in-
fectious agents. Special topics include immunodeficien-
cies, transplantation, allergies, immunopathology and
immunotherapies. Prerequisite: BIO 202. Recommended:
BIO 152 or 230 and/or BIO 204. Laboratory (BIO $ 17 1 is
recommended but not required. {N} 4 credits
Christine White-Ziegler
Offered Fall 2008
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, or BIO 230, or permission of the instructor. Labo-
ratory (BIO 311) must be taken concurrently Enroll-
ment limited to 20. {N} 4 credits
Adam C Hall
Offered Fall 2008
114
Biochemistry
BIO 332 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, R\A 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 2009
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
bale Burk
Offered Spring 2009
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}
5 credits
To be announced
Laboratory Coordinator: Smita Jadhav
Offered 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, 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 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
CHM 338 Bio-NMR Spectroscopy and Imaging 1
This course is designed to provide an understanding of [ flg iVl 3,1 OF
mathematical formulations, 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
Not offered in 2008-09 or Fall 2009
Requirements: BCH 252 and 253. 352 and 353; BIO 150
and 151, 202 and 203, 230 and 231; CHM 111. 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-
Biochemistry 115
Students planning graduate stuck In biochemist^ are
advised to include a year of calculus and a year of phys-
ics in their program of study.
The S/IJ 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: lile Burk, David Bickar, Adam Hall, Eliza-
beth Jamieson, Stylianos Scordilis, Cristina Suarez,
Carolyn Wetzel, Christine White-Ziegler, Steven Wil-
liams
Honors Director: Elizabeth Jamieson
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 culminating in
a written thesis, an oral examination in biochemistry,
and an oral presentation of the honors research. Please
consult the director of honors or the departmental Web
site for specific requirements and application proce-
dures.
116
Biological Sciences
Visiting faculty and some lecturers are generally appointed for a limited term.
Stephen G. Tilley, Ph.D., Chair
"l Robert B.Merritt, Ph.D.
*2 Margaret E. Anderson, Ph.D.
"2 Richard F.Olivo, Ph.D.
"2 Stylianos P. Scordilis, Ph.D.
Steven A. Williams, Ph.D.
"2 Paulette Peckol, Ph.D.
n Richard T.Briggs, Ph.D.
*2 Virginia Hayssen, Ph.D.
1 Michael Marcotrigiano, Ph.D.
Laura A. Katz, Ph.D.
Associate Professors
§2 Robert Dorit, Ph.D.
Christine White-Ziegler, Ph.D.
L. David Smith, Ph.D.
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 Research Associate
Paul Wetzel, Ph.D.
Lecturer and Professor Emeritus
C.JohnBurk,Ph.D.
Senior Laboratory Instructor
Graham R. Kent, M.Sc.
Laboratory Instructors
Esteban Monserrate, Ph.D.
Gabrielle Immerman, B.A.
Lori Saunders, Ph.D.
Judith Wopereis, M.Sc.
Courses in the biological sciences are divided into five
main sections.
1) Introductory and non-majors courses
(See pp. 116-18)
2) Core courses, required of all biology majors
(See pp. 119)
3) 200 and 300 level courses, organized by core area
(See pp. 120-127)
4) Independent research
(See pp. 127-129)
5) Graduate courses
(See pp. 129-130)
Prospective majors are encouraged to refer to the
description 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 modem world.
Many of these issues present important choices that
must be made by individuals and by governments.
Biological Sciences
117
Topics will include cloning of plants and animals.
human cloning, stem cell research, geneticallv modi-
fied foods, bioterronsm. emerging infectious diseases
such as Ebola, SAKS and West Nile, gene therapy, DNA
diagnostics and forensics, genome projects, human
origins, human drversit) and others. The course will
include guest lectures, outside readings and in-class
discussions. {N} 4 credits
Steven Williams
Offered Fall 2008
103 Economic Botany: Plants and Human Affairs
A consideration of the plants which are useful or
harmful to humans; their origins and history, bo-
tanical relationships, 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. biodiversity7 issues,
genetic engineering and biotechnology. No prerequi-
sites. Enrollment limited to 25. (E) 3 credits
Robert Nicholson
Offered Spring 2009
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 and areas of current rel-
evance in the life sciences. Their writing-intensive and/
or quantitative-intensive small class formats are meant
| to foster discussion and encourage active participation.
I 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
subject matter, we will also be concerned with develop-
ing the 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 (0). written
work (W). laboratory exercises (L) and/or reading of
primary literature (R). Certain of these colloquia will
also fulfill the college requirement for a "writing-in-
tensive" 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
Women and Exercise — What Is Really Going On hi
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, hvpertrophies 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 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 com-
pensate for new exercise patterns. Enrollment limited
to 15. {N}
Stylianos Scordilis
Offered Fall 2009
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. Students will have the opportunity
to study their own genes and chromosomes in a week
devoted to laboratory exercises. Laboratories will meet
in alternate weeks. {N}
Robert Merritt
Offered Fall 2008
Island Biology (W,Q,R)
Islands represent hospitable environments surrounded
by areas that challenge living organisms. Using islands
as the context, we will explore several topics in basic
biology including evolution, genes and gene flow.
reproduction, physiology, biogeochemical cycles of
nutrients and energy and ecology. 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
118
Biological Sciences
stations and spaceships). Class time will be spent on a
combination of discussion, lecture, activities and short
field trips. {N}
Carolyn Wetzel
Offered Spring 2010
Tide 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 Fall 2011
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 evi-
dence 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 discus-
sion on race and intelligence. Readings will combine
primary literature with sections from biology textbooks.
Students will be required to research topics and to pro-
duce several written works. WI {N}
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, the 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 30. {N} 3 credits
Not offered 2008-09
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 15 per section. {N} 1 credit
Not offered 2008-09
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 30. {N} 3 credits.
Michael Marcotrigiano
Offered Spring 2009
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 15 per section. {N}
1 credit
Gabrielle Immerman
Offered Spring 2009
Biological Sciences
119
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-
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. {M) 4 credits
Michael Barresi, Carolyn Wetzel Christine White-
Ziegler
Offered Fall 2008, Spring 2009
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 2008, Spring 2009
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, transmission
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 attending lectures, each student
will participate in discussion sections that will focus on
reading primary literature and mastering genetics prob-
lems. Laboratory (BIO 153) is recommended but not
required. Enrollment limited to 60. {N} 4 credits
Robert Don't. Laura Katz. Robert Merrill. Steven
Williams
Offered Fall 2008, Spring 2009
153 Genetics, Genomics and Evolution Laboratory
Laboratorj 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 (normall) taken concur-
rently). {N} 1 credit
ion Saunders
Offered Spring 2009
154 Biodiversity, Ecology and Conservation
Students in this course will investigate the origin,
nature and importance of the diversity7 of life on Earth;
key ecological processes and interactions that create
and maintain communities and ecosystems; principle
threats to the biodiversity; and emerging conserva-
tion strategies to protect the elements and processes
upon which we depend. Throughout the semester, we
will emphasize the relevance of diversity and ecologi-
cal studies in conservation. Assessment is based on a
combination of quizzes, exams and a short writing
assignment. Laboratory (BIO 155) is recommended
but not required. Enrollment limited to 40 students. {N}
4 credits
Stephen Tilley, L David Smith, Laura Katz
Offered Fall 2008, Spring 2009
155 Biodiversity, Ecology and Conservation Laboratory
Laboratory 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 fnpotheses 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 (nomrally taken concurrently). {N} 1 credit
Members of the department
Offered Faff 2008, Spring 2009
Upper-level offerings in the Biological Sciences are
classified into three categories on the following pages,
corresponding to the areas treated by the core courses
listed above.
120
Biological Sciences
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
CHM 1 1 1 or CHM 1 18. Laboratory (BIO 201) is optional
but strongly recommended. {N} 4 credits
Margaret Anderson
Offered Fall 2008
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 2008
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 Scorditis
Offered Fall 2008
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 2008
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 111
or equivalent advanced placement courses. Laboratory
(BIO 205) must be taken concurrently. {N} 3 credits
Esteban Monserrate
Offered Spring 2009
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 2009
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
Not offered 2008-09
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
Biological Sciences
L21
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
Not offered 2008-09
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 or 202.
Laboratory (BIO 301) must be taken concurrently. {N}
4 credits
Richard Ol iro
Offered Spring 2009
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 2009
302 Developmental Biology
The field of developmental biology tries to address the
i age-old question of how a single cell can give rise to
'the complexity 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
unity many 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 reading textbook assign-
ments, students will learn to read and present primary
: 'iterature, design visual representations of developmen-
al processes and compose an abbreviated grant propos-
il. In order to fully engage students with the research
">eing presented in class, prominent developmental
biologists will web conference with our class.
Prerequisites: All three core courses are suggested, at
least BIO ISO and BIO 152 are required An upper level
course in cell biology (BIO 202 or 206) or genetics
(BIO 230 or BIO 234) is required. {N} 4 credits
Michael Barresi
Offered Spring 2009
303 Developmental Biology Laboratory
Students will design and earn' 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 Spring 2009
304 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. Prerequisite: BIO 202. Laboratory (BIO
305) is strongly recommended but not required. {N}
4 credits
Not offered 2008-09
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
Not offered 2008-09
306 Immunology
An introduction to the immune system covering the
molecular, cellular and genetic bases of immunity to
122
Biological Sciences
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 2008
307 Immunology Laboratory
This course focuses on the use of immunological tech-
niques in clinical diagnosis and as research tools. Ex-
perimental exercises include immune cell population
analysis, immunofluoresence, Western blotting, ELISA,
and agglutination reactions. An independent project is
completed at the end of the term. Prerequisite: BIO 306
(may be taken concurrently). Enrollment limited to 16
students. {N} 1 credit
Christine White-Ziegler
Offered Fall 2008
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. Laboratory (BIO 309) must be taken concur-
rently. Enrollment limited to 6. {N} 3 credits
To be announced
Not offered 2008-09
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
Judith Wopereis
Not offered 2008-09
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, or BIO 230, or permission of the instructor. Labo-
ratory (BIO 311) must be taken concurrently. Enroll-
ment limited to 20. {N} 4 credits
Adam C Hall
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
technology for studying gene expression in the brain.
The rest of the laboratory uses the Xenopus oocyte ex-
pression 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 Fall 2008
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, andCHM 111 or CHM 118.
Laboratory (BIO 313) is recommended but not re-
quired. {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.
Biological Sciences
123
Prerequisite: BIO 312 (should be taken concurrent l\ ).
{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 Bavstate Medical Center. Prerequisite: BIO 202. {N}
4 credits
Sfylianos ScordUis
Offered Fall 2010
321 Seminar: Topics in Microbiology
Topic. Molecular Pathogenesis of Emerging Infec-
tions 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,
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 or-
ganisms 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.
Recommended: BIO 306. {N} 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 pathways and the role of hormones in cancers, as
well as the pathologies of the diseases. Prerequisites:
BIO 202 and BIO 203. {M} 3 credits
Stylianos Scon til is
Offered Spring 2011
Courses on Genetics,
Genomics and Evolution
230 Genomes and Genetic Analysis
An exploration of genes and genomes that highlights
the connections between molecular biology, genetics,
cell biology and evolution. Topics will include DNA
and RNA, and protein structure and function, gene
organization, mechanisms and control of gene expres-
sion, origins and evolution of molecular mechanisms
and gene networks. The course will also deal with
the principal experimental and computational tools
that have advanced relevant fields, and will introduce
students to the rapidly expanding databases at the core
of contemporary biology. Relying heavily on primary
literature, we will explore selected topics including the
molecular biology of infectious diseases, genetic un-
derpinnings of development, 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
Steven Williams
Offered Spring 2009
231 Genomes and Genetic Analysis 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
Lori Saunders
Offered Spring 2009
232 Evolutionary Biology: 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
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 Tiller
Offered Spring 2009
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Biological Sciences
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 populations. Prerequisites: BIO 110
or 152. Laboratory (BIO 235) is recommended but not
required. {N} 4 credits
Robert MerrUt
Not offered in 2008-09
235 Genetic Analysis Laboratory
A laboratory course designed to complement the lec-
ture material in BIO 234. Investigations include an
extended, independent analysis of mutations in Droso-
phila, and several labs devoted to human genetics.
Prerequisite: BIO 234 (should be taken concurrently).
{N} 1 credit
Robert Menitt
Not offered in 2008-09
332 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 230. Labo-
ratory (BIO 333) is recommended but not required. {N}
4 credits
Steven A. Williams
Offered Spring 2010
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
Lori Saunders
Offered Spring 2010
334 Bioinformatics and Comparative Molecular Biology
This course will focus on methods and approaches in
the emerging fields of bioinformatics and molecular
evolution. Topics will include the quantitative exami-
nation of genetic variation; selective and stochastic
forces; shaping proteins and catalytic RNA; data
mining; comparative analysis of whole genome data
sets; comparative genomics and bioinformatics; and
hypothesis testing in computational biology. We will
explore the role of bioinformatics and comparative
methods in the fields of molecular medicine, drug
design and in systematic, conservation and population
biology. Prerequisite: BIO 152, or BIO 230, or BIO 232,
or permission of the instructor. Laboratory (BIO 335) is
strongly recommended but not required. {N} 3 credits
Robert Dorit
Offered Spring 2009
335 Bioinformatics and Comparative Molecular Biology
Laboratory
This lab will introduce the computational and quan-
titative tools underlying contemporary bioinformatics.
We will explore the various approaches to phylogenetic
reconstruction using molecular data, methods of data
mining in genome databases, comparative genomics,
structure-function modeling, and the use of molecular
data to reconstruct population and evolutionary his-
tory. Students will be encouraged to explore datasets
of particular interest to them. Prerequisite: BIO 334
(normally taken concurrently), or permission of the
instructor. Enrollment limited to 14. {N} 2 credits
Robert Dorit
Offered Spring 2009
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
Biological Sciences
L25
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 biology
(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
Antibiotics and Antibiotic 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 primary literature
in various fields and will take an explicitly multidisci-
plinary approach (molecular and evolutionary biology,
genetics, ecology, epidemiology and biochemistry) as
we address this critical public health threat. Prerequi-
site: BIO 152 or permission of the instructor. {N}
3 credits
Robert Don't
Offered Fall 2008
Epigenetics
There is increasing evidence of epigenetic phenomena
influencing the development of organisms and the
i transmission of information between generations.
These epigenetic phenomena include the inheritance of
acquired morphological traits in ciliates and the appar-
ent transmission of RNA caches between generations in
; plants, animals and microbes. This seminar explores
emerging data on epigenetics and discusses the impact
i of these phenomena on evolution. Participants will also
produce an independent research paper on a topic of
their choice. Prerequisite: BIO 152 or permission of the
instructor. {N} 3 credits
; Laura A?//:
. Offered Spring 2010
Courses on Biodiversity,
Ecology and Conservation
260 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 survey the extraordinary diversity of invertebrates,
emphasizing their form and function in ecological and
evolutionary contexts. Prerequisite: BIO 154. orpennis-
sion of the instructor. One required weekend field trip to
the New England coast. {N} 4 credits
L David Smith
Offered Fall 2008
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 permis-
sion of the instructor. Laboratory (BIO 263) is strongly
recommended but not required. {N} 4 credits
Carolyn Wetzel
Offered Fall 2008
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 2008
264 Plant Systematics
Classical and modern approaches to the taxonomy of
higher plants, with emphasis on evolutionary trends
126
Biological Sciences
and processes and principles of classification. Laborato-
ry (BIO 265) must be taken concurrently. {N} 3 credits
John Burk
Offered Spring 2009
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 2009
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:
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 Tilley
Offered Fall' 2008
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. Prereq-
uisite: BIO 266 (normally taken concurrently). {N}
1 credit
Stephen Tilley
Offered Fall 2008
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 2008
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
Paulette Peckol
Offered Fall 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 2009
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 2009
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
363 Animal Behavior: Methods
Research design and methodology for field and labora-
tory studies of animal behavior. Prerequisite, one of
the following: BIO 260, 272, 362, a statistics course, or
pemiission of the instructor. Enrollment limited to 15
students. {N} 3 credits
Virginia Hayssen
Offered Fall 2009
Biological Sciences
127
364 Plant Ecology
\\c 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-
microbe, 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 permission of the instruc-
tor. Laboratory (BIO 365) must be taken concurrently.
{N} 4 credits
Denise Idlo
Offered Fall 2008
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 fresh water
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 2008
366 Biogeography
A study of major patterns of distribution of life and of
the environmental and geological factors underlying
these patterns. The role of phenomena such as sea level
fluctuations, plate tectonics, oceanic currents, biologi-
cal invasions, and climate change in determining past,
present, and future global patterns of biodiversity will
be considered. Fundamental differences between terres-
trial and marine biogeography will be highlighted. Pre-
requisite: a course in ecology; evolution or organismal
biology; or permission of the instructor. (N) 4 credits
Pauktte Peckol
Offered Spring 2009
370 Microbial Diversity
This course focuses on the origin and diversification
of microorganisms, with emphasis on eukaryotic cells
(cells with nuclei). To provide context, the first weeks
of lecture will cover the basics of evolutionary an
and the origin and diversification of prokaryotic mi-
crobes. From there, we wi II focuson the diversification
of microbial eukaryotes, with specific lectures on topics
such as microbes and ADS, and the Origins ol plants.
animals and fungi. Evaluation is based on a combina-
tion of tests, discussions and a research paper on a
topic chosen by each student. Prerequisite: BIO 152 or
154. Laboratory (BIO 271) is recommended bul not
required. {N} 4 credits
Laura Kati
Offered Spring 2009
371 Microbial Diversity Laboratory
The laboraton assignments allow students to observe
microorganisms from diverse habitats. Students use
microscopy and molecular techniques for experimenta-
tion with these organisms. Emphasis is on completion
of an independent project. A one-day field trip is sched-
uled. BIO 370 must be taken concurrently. {N} 1 credit
Judith Wopereis
Offered Spring 2009
390 Seminar: Topics in Environmental Biology
Topic: Ecology of Coral Reefs-Pas/. Present and Fu-
ture. Coral reefs occupy a relatively small portion of
the earth's surface, but their importance to the marine
ecosystem is great. This seminar will examine coral
reefs in terms of their geologic importance, both past
and present, and their ecological interactions. 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: permission
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
128
Biological Sciences
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 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 should consult with biology faculty
in choosing their courses. In their first semesters, stu-
dents are encouraged to enroll in one of the introduc-
tory courses (BIO 100-149) and/or an appropriate core
course (BIO 150-156) as well as chemistry (CHM 111
or 118).
The following requirements for the major apply to stu-
dents declaring their major in the spring of 2007 and
beyond. 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 152/153: Genetics, Genomics and Evolution/lab
BIO 154/155: Biodiversity, Ecology and Conservation/
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:
All majors must take at least one upper-level course in
each of the following three core areas:
Cells, Physiology and Development:
BIO 200-207, 300-322
Genetics, Genomics and Evolution:
BIO 230-235, 332-351
Biodiversity, Ecology and Conservation:
BIO 260-273, 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
or 155) 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 students particular interests in biology
and are chosen in consultation with her adviser. Such
courses might include, but are not 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 biological sciences major. Up to two
Biological Sciences
129
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
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: Virginia Hayssen
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
430d Thesis
8 credits
Full-year course; Offered each year
431 Thesis
8 credits
Offered Fall 2008
432d Thesis
12 credits
Full-vear course; Offered each vear
Biochemistry
See pp. 110-115
Environmental Science and
Policy
Seep. 212-214
Marine Science and Policy
See pp. 307
Neuroscience
See pp. 330-334
Graduate
The Department of Biological Sciences maintains an
active graduate program leading to the Master of Sci-
ence Degree in Biological Sciences. The program of
study emphasizes independent research supported by
advanced 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 variety of fields,
including animal behavior, biochemistry', cell and
developmental biology, ecology, environmental science,
evolutionary 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 (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
130
Biological Sciences
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 biolog>r
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 must
be taken in both years of graduate residence. 2 credits
Members of the department
Offered Fall 2008
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
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.
590d Research and Thesis
8 credits
Full-year course; Offered each year
131
Chemistry
Visiting faculty and some lecturers are generally appointed for a limited term.
Professor
Robert G.Iinck.Ph.D.
Senior Lecturer
''LaleAkaBurk, Ph.D.
Associate Professors
David Bickar. Ph.D. Chair (spring semester)
"' '- Cristina Suarez, Ph.D., Chair (fall semester)
Kate Queeney, Ph.D.
*' Kevin Shea, Ph.D.
^ShizukaHsiel^Ph.D.
Laboratory Instructors
Maria Bickar. M.S.
Rebecca Thomas, Ph.D.
Heather Shafer, Ph.D.
Smita Jadhav, Ph.D.
Assistant Professors
Elizabeth Jamieson, Ph.D.
*2 Maureen Fagan, 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 (CHM 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 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. {A/N} 4 credits
LdleAka Bark. David Dempsey
Offered Spring 2009, Spring 2010
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. Spring 2009
Offered Spring 2009, Spring 2010
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
Members of the department
Laboratory Coordinator: Maria Bickar
Offered Fall 2008, Fall 2009
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
132
Chemistry
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
Laboratory Coordinator: Heather Shafer
Offered Fall 2008, Fall 2009
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 carbo-
nyl compounds will be studied in depth. Prerequisite:
1 1 1 or 1 18. Enrollment limited to 16 per lab section.
{N} 5 credits
Members of the department
Laboratory Coordinator: Maria Bickar
Offered Spring 2009
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
Members of the department
Laboratory Coordinator: Heather Shafer
Offered Spring 2009, Spring 2010
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
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
Members of the department
Laboratory Coordinator: Rebecca Thomas
Offered Fall 2008, Fall 2009
224 Chemistry IV: Introduction to Inorganic and
Physical Chemistry
This final course in the chemistry core sequence pro-
vides a foundation in the principles of physical and
inorganic chemistry that are central to the study of
all chemical phenomena. Topics include coordina-
tion chemistry of transition metals and quantitative
treatment of thermochemistry, chemical equilibria,
Electrochemistry and kinetics of reactions. Prerequisite:
326 Synthesis and Structural Analysis
Synthetic techniques and experimental design in the
context of multistep synthesis. The literature of chem-
istry, methods of purification and characterization with
a focus on NMR spectroscopy, mass spectroscopy and
chromatography. Recommended especially for sopho-
mores. Prerequisite: 223. {N} 3 credits
Kevin Shea, Maureen Fagen, Rebecca Thomas,
Spring 2009
Members of the department, Spring 2010
Offered Spring 2009, Spring 2010
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
Chemistn
133
current literature in the field Prerequisite: 223. ottered
in alternate years. {N} 3 credits
Wile Burk
Not offered in 2008-09
331 Physical Chemistry I
Quantum chemistry: the electronic structure of atoms
and molecules, with applications in spectroscopy. An
introduction to statistical mechanics links the quan-
tum world to macroscopic properties. Prerequisites: 224
and MTH H2orMTH 1 1 4. MTH 212 or PHY 210 and
PHY 1 15 or 117 are strongly recommended. {N}
4 credits
Robert Lmck. Fall 2008
Members of the department. Fall 2009
Offered Fall 2008, Fall 2009
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: MTH
1 12 or MTH 1 14. {N} 5 credits
Sbizuka Hsieh. Kate Queeney. Spring 2009
Members of the department. Spring 2010
Offered Spring 2009, Spring 2010
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 Saarez
Offered Fall 2008
336 Light and Chemistry
The interaction of light with molecules is central to
studies of molecular structure and reactivity. This
course builds on students" understanding of molecular
structure from the core sequence (CHM 1 1 1-CHM
224) to show how many types of light can be used to
interrogate molecules and to shed some light on their
behavior. The combined classroom/laboratory format
allows students to explore light-based instruments in
short, in-class exercises as well as in longer, more tradi-
tional labs. The course culminates with an independent
project that allows students to explore some of the
ways light is used in cutting-edge chemical research.
Prerequisites: CHM 224 or permission of the instructor.
{N} 3 credits
Members of the department
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. Examples
from the diverse use of biological NMR in the study of
protein structures, enzyme mechanisms, DNA, RN A.
etc., will be analyzed and discussed. A basic introduc-
tion to Magnetic Resonance Imaging (MRI) will
also be included, concentrating on its application to
biomedical issues. Prerequisite: A knowledge of N.MR
spectroscopy at the basic level covered in CHM 222 and
223. Offered in alternate years. {N} 4 credits
Cristina Suarez
Not offered in 2008-09
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
To be announced
Laboratory Coordinator: Smitha Jadhav
Offered Fall 2008
357 Selected Topics in Biochemistry
Topic: Pharmacolog}' and Drug Design. An introduc-
tion to the principles and methodology of phannacol-
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 2009
134
Chemistry
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: 331- {N} 4 credits
Elizabeth Jamieson
Offered Spring 2009
369 Bioinorganic Chemistry
This course will provide an introduction to the field of
bioinorganic chemistry. Students will learn about the flg Mai* Of
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
execution. BCH 352 is a prerequisite or must be taken
concurrently. {N} 2 credits
Amy Burnside
Offered Fall 2008, Fall 2009
400 Special Studies
1 to 4 credits as assigned
Offered both semesters each year
Advisers: Members of the department
Adviser for Study Abroad: Lale Burk
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 and ab initio
computations. Prerequisite: 331. Offered in alternate
years. {N} 4 credits
Robert Linck
Not offered in 2008-09
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 Thp M j nnf
224. Laboratory (BCH 353) must be taken concurrently A 1 1C iViil 1U1
by biochemistry majors; optional for others. {N}
3 credits
Elizabeth Jamieson, Fall 2008
David Bickar, Fall 2009
Offered Fall 2008, Fall 2009
Students planning graduate study in chemistry are
advised to include PHY 1 1 5 or 1 17 and 1 18 and MTH
212 or 211 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, 326,
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
The specified required courses constitute a four-
semester 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.
Chemistry [35
Required courses: l\ credits in chemistry that must
include 1 1 . :id 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/l' option.
Honors
Director: Kevin Shea
430d Thesis
8 credits
Full-year course: Offered each year
432d Thesis
12 credits
Full-year course: Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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.
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)
t: Scott A. Bradbury, PhD.
Nancy J. Shumate, Ph.D. Chair
Lecturer
Maureen B. Ryan. Ph.D.
Xonna Quesada. MA.
Majors are offered in Greek. Latin, classics and classi-
cal studies. Qualified students in these majors have the
opportunity of a semester's stud}' 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 2 13 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. {¥] 8 credits
Justina Gregory
Full-year course; offered each year
GRK 212 Attic Prose and Drama
Prerequisite: 100}-. {L/F} 4 credits
Xonna Quesada
Offered Fall 2008
GRK 213 Homer, Iliad or Odyssey
Prerequisite: 212 or permission of the instructor. {L/F}
4 credits
Norma Quesada
Offered Spring 2009
GRK 310 Advanced Readings in Greek Literature I & II
Authors read in GRK 310 van- 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
2 13 or permission of the instructor. {L/F} 4 credits
Demeter and Dionysus in Greek Religion
A study of two important divinities and their place in
Greek religion through readings of the Homeric Hymn
to Demeter and Euripides' Baccbae. the two principal
literary sources for study of these gods. The Hymn is our
major source for knowledge of Demeter and the Eleusin-
ian Mysteries, the oldest mystery cult in the Greek world.
Euripides" play is a deep and far-ranging meditation on
the nature of the most complex of all Greek gods. Our
approach will be both literary and historical.
Scott Bradbun
Offered Fall 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 vear
Classical Languages and Literatures
137
Graduate
GRK 580 Studies in Greek Literature
This will ordinarily be an enriched version of the 300-
level course currently offered. 4 credits
Offered both semesters each year
Adviser for Graduate Study: Justina Gregory
Latin
LAT 100y Elementary Latin
Fundamentals of grammar, with selected readings from
Latin authors in the second semester. {F} 8 credits
Maureen Ryan. Fall 2008
Scott Bradbury, Spring 2009
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:
LAT lOOy or the equivalent. {L/F} 4 credits
Maureen Ryan
Offered Fall 2008
LAT 213 Introduction to Virgil's Aeneid
Prerequisite: 212 or permission of the instructor. {L/F}
4 credits
Nancy Shumate
Offered Spring 2009
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
The Age of Nero
A study of the literary culture of the court of Nero
through readings from Tacitus' Annals. Petronius'
Satyricon, Lucan's DeBello Cirili and Seneca's Letters.
Attention to the social and political background, and
to the aesthetic sensibilities that distinguish this period
from the Augustan Age.
Nancy Shumate
Offered Fall 2008
Lyric and Elegiac Lore Poetry
What are the conventions of Latin love poetry? What
meters are appropriate to this genre, what attitudes does
it take toward Roman social and political life, and how
does it construct the poet/lover, the beloved and love
itself? Selected readings from Catullus, Horace, Tibul-
lus, Propertius, Sulpicia and Ovid. {L/F} 4 credits.
Scott Bradbury
Offered Spring 2009
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 vear
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 Willa Cather. Enrollment
limited to 16 first-year students. WI {L} 4 credits
Justina Gregory
Offered Fall 2008
138
Classical Languages and Literatures
GLS 215 Discovering Greece Through Material Culture:
From the Bronze Age to the Hellenistic East
This class will examine the archaeology and material
culture of the Greek world from the Late Bronze Age
through the Hellenistic period. Through the examina-
tion of burial form and other evidence of the Iron Age,
we will explore the emergence of concepts of citizenship
and social identity associated with the rise of the polis.
Through the lenses of sculpture, vase painting and
architecture we will consider evidence of political and
social competition. Using the instruments of archaeol-
ogy to examine political structures and economics,
we will attempt to gain a better understanding of the
position of women, non-citizens, and slaves within the
Classical Greek city state. Enrollment limited to 35. (E)
{H} 4 credits
Anthony Tuck
Offered Spring 2009
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-
tention to modern retellings and artistic representations
of ancient myth. {L/A} 4 credits
Scott Bradbury
Offered Fall 2008
CLS 235 Life and Literature in Ancient Rome
A study of the literature of Ancient Rome from its
legendary beginnings to the triumph of Christianity.
Emphasis on how literary culture intersects with its
social and historical context. Topics will include: popu-
lar entertainment; literature as propaganda; Roman
virtues — and vices; the Romans in love.
{L/H} 4 credits
Maureen Ryan
Offered Fall 2008
CLS 236 Cleopatra: Histories, Fictions, Fantasies
A study of the transformation of Cleopatra, a competent
Hellenistic ruler, into a historical myth, a staple of
literature, and a cultural lens through which the politi-
cal, aesthetic and moral sensibilities of different eras
have been focused. Roman, Medieval, Renaissance,
Orientalist, Postcolonial, Hollywood Cleopatras; read-
ing from, among others, Plutarch, Virgil, Boccaccio,
Shakespeare, Dryden, Gautier, Shaw, historical novel-
ists; some attention to Cleopatra in the visual arts.
{L/H} 4 credits
Nancy Shumate
Offered Spring 2009
Cross-listed and
Interdepartmental Courses
CLT 202/ENG 202 Western Classics in Translation, from
Homer to Dante
Offered Fall 2008
CLT 203/ENG 203 Western Classics in Translation, from
Chretien de Troyes to Tolstoy
Offered Spring 2009
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
Basis: 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
Classical Languages and Literatures
139
translation ((IS); and at Least two appropriate courses
in archaeology (ARC), art history (ARH), government
(GOV), ancient history (HST), philosophy (PHI) and/
or religion (RID. chosen in accordance with the inter-
ests 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 (intemiediate) 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.
Honors in Greek, Latin,
Classics or Classical Studies
Director: Justina Gregory
430d Thesis
8 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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
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 may be replaced by a course related
to classical antiquity offered either within or outside
the department, and taken with the department's prior
approval.
140
Comparative Literature
Visiting faculty and some lecturers are generally appointed for a limited term.
Katwiwa Mule, Ph.D. (Comparative Literature), Director
Professors
*2 Maria Banerjee, Ph.D. (Russian Language and
Literature)
Ann Rosalind Jones, Ph.D.
fl Thalia Alexandra Pandiri, Ph.D. (Classical Languages
and Literatures and Comparative Literature)
Janie Vanpee, Ph.D. (French Studies),
*2 Craig R. Davis, Ph.D. (English Language and
Literature)
Anna Botta, Ph.D. (Italian Language and Literature and
Comparative Literature)
Associate Professors
Reyes Lazaro, Ph.D. (Spanish and Portuguese)
Luc Gilleman, Ph.D. (English Language and
Literature)
Sabina Knight, Ph.D. (Chinese and Comparative
Literature)
fl Dawn Fulton, Ph.D. (French Studies)
Ambreen Hai, Ph.D. (English Language and Literature)
Assistant Professors
Justin Cammy, Ph.D. (Jewish Studies)
"2 Nicolas Russell, Ph.D. (French Studies)
Joel Westerdale, Ph.D. (German Studies)
Malcolm K. McNee, Ph.D. (Spanish and Portuguese)
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. 300-level courses require a previous
literature course at the 200-level or above.
Introductory Courses
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 Willa Gather. Enrollment
limited to 16 first-year students. WI {L} 4 credits
Justina Gregory (Classics)
Offered Fall 2008
FYS 157 Literature and Science: Models of Time and
Space
Though science and art are often presented as mutu-
ally exclusive fields of knowledge, scientific and liter-
ary discourses cross in many ways. We'll read across
the conventional boundaries of literary and scientific
discourse, focusing on texts by scientists, fiction writers
and playwrights that present new models of time and
space. Texts may include work by scientists such as
Lyell, Darwin, Einstein and Heisenberg, as well as by
such writers of fiction and drama as Wells, Vonnegut,
Stoppard, Brecht and McEwan. Key terms: deep time,
time travel, multiple or parallel universes, deep space,
wormholes, entropy.
Enrollment limited to 16 first-year students. WI {L}
4 credits
Luc Gilleman (English Language and Literature)
Offered Fall 2008
Comparative Literature
141
FYS 165 Childhood in the Literatures of Africa and the
African Diaspora
A study of childhood as an experience in the present
and a transition into adulthood and the way's in which
it is intimately tied to social, political and cultural
histories and identities. In Africa and the African
diaspora, such issues entail specific crises focused on
cultural alienation, economic deprivation, loss of lan-
guage, exile and memory: The course focuses on four
key questions: 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 cultural values and expectations shape narratives of
childhood in different contexts? How do narratives told
from the point of view of children represent and deal
with various forms of alienation? What are the relation-
ships between recollections of childhood and published
autobiography? Enrollment limited to 16 first-year
students. WI {L} 4 credits
KativiwaMule
Offered Fall 2008
GLT 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
KatwiwaMule
Offered Spring 2009
GLT 202 ENG 202 Western Classics in Translation, from
Homer to Dante {L} WI
Ann R. Jones, Luc (iilleman, Nancy Shumate.
Robert Hosmer
Offered Fall 2008
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.
CLT 203 ENG 203 Western Classics in Translation, from
Chretien de Troyes to Tolstoy {L} \\ I
Maria Banerjee, William Oram
Offered Spring 2009
Intermediate Courses
204 Writings and Rewritings
Mediterraneans
Three continents, Africa, Asia and Europe, share coast-
lines on the Mediterranean — 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 on issues
central to comparative literature today: competing
nationalisms, Eurocentrism, orientalism, tradition vs.
modernization, globalization. Literary texts by Homer,
Goethe, Lawrence, Amin Maalouf and Orhan Pamuk;
history7 and theory from Hesiod, Plato, Braudel, Natalie
Zemon Davis. Open to first-year students by permission
of the instructor. {L} 4 credits
Anna Botta
Offered Fall 2008
Antigones
A study of how literary texts written in a particular
historical and cultural moment are revised and trans-
formed in new geographies, ideological frameworks
and art forms. Oedipus' daughter Antigone, executed
for burying her brother against the decree of the tyrant
Creon, has been read as a sister defending family bonds
against state power, as a woman supporting private good
over civic law, and as a feminist resisting male domina-
tion. Why has she been interpreted in such different ways
in different times and places? We'll analyze her trans-
formations from ancient Greece to the 21st century in
drama and film from Sophocles to Anouilh. Brecht, the
Congolese dramatist Sylvain Bemba, and the modem
American playwright Martha Boesing. and in theorists
from Hegel to Levi-Strauss, Lacan, Derrida. Gayle Rubin.
Seyla Benhabib and Judith Butler. {L} 4 crediits
Ann R. Jones
Offered Spring 2009
142
Comparative Literature
205 Twentieth-Century Literatures of Africa
A study of the major writers of contemporary Africa, fo-
cusing on the relationship between traditional oral cul-
tures and written literatures. We will seek to understand
how African writers confront over a century of European
colonialism on the continent, and represent contempo-
rary postcolonial realities. Texts will include Achebe's
Wings Fall Apart, Ngugi's The River Between, Bessie
Head's Maru, Nawal el Saadawi's God Dies by the
River Nile, Mariama Ba's So Long A Letter, Soyinka's
Death and the King's Horseman and The Cry of Win-
nie Mandela. Open to students at all levels. {L}
Katwiwa Mule
Offered Fall 2008
218 Holocaust Literature
Creative responses to the destruction of European Jewry,
differentiating between literature written in extremis
in ghettos, concentration/extermination camps, or in
hiding, and the vast post-war literature about the Holo-
caust. How to balance competing claims of individual
and collective experience, the rights of the imagination
and the pressures for historical accuracy. Selections
from a variety of artistic genres (diary, reportage, poetry,
novel, graphic novel, film, monuments, museums),
and critical theories of representation. All readings in
translation. {L/H} 4 credits
Justin Cammy
Offered Fall 2008
GLS 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 modern retellings and artistic representa-
tions of ancient myth. Enrollment limited to 30. {L/A}
4 credits
Scott Bradbury
Offered Fall 2008
229 The Renaissance Gender Debate
In "La Querelle des Femmes" medieval and Renais-
sance writers (1350-1650) took on misogynist ideas
from the ancient world and early Christianity: woman
as failed man, irrational animal, fallen Eve. Writers
debated women's sexuality (insatiable or purer than
men's?), marriage (the hell of nagging wives or the
highest Christian state?), women's souls (nonexistent
or subtler than men's?), female education (a waste of
time or a social necessity?). In the context of the social
and cultural changes fuelling the polemic, we will
analyze the many literary forms it took, from Chaucer's
Wife of Bath to Shakespeare's Taming of the Shrew,
women scholars' dialogues, such as Moderata Fonte's
The Worth of Women, and pamphlets from the popular
press. Some attention to the battle of the sexes in the
visual arts. Recommended: a previous course in clas-
sics, medieval or Renaissance studies or the study of
women and gender. {L} 4 credits
Ann R. Jones
Offered Spring 2009
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 2009
CLS 236 Cleopatra: Histories, Fictions, Fantasies
A study of the transformation of Cleopatra, a competent
Hellenistic ruler, into a historical myth, a staple of
literature, and a cultural lens through which the politi-
cal, aesthetic and moral sensibilities of different eras
have been focused. Roman, medieval, Renaissance,
Orientalist, postcolonial, Hollywood Cleopatras; read-
ing from, among others, Plutarch, Virgil, Boccaccio,
Shakespeare, Dryden, Gautier, Shaw, historical novel-
ists; some attention to Cleopatra in the visual arts.
{L/H} 4 credits
Nancy Shumate
Offered Spring 2009
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
Comparative Literature
descriptions finally provide only metaphors for the self?
A study of classic travel narratives b\ such writers as
Calvino, T\vain, Goethe, Stendhal, Henry James, Paul
Theroux, Rebecca West, Isak Dinessen and others. {L}
4 credits
Michael Gorra
Offered Fall 2008
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) Japan's 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
ways in which Japan is represented as "other" by writ-
ers 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 transla-
tion. {L} 4 credits
Kimberly Kono
Offered Spring 2009
JUD 258 ENG 230 American Jewish Literature
Jewish literary engagement with America, from Yiddish
writing on the margins to the impact of native-born
authors and critics on the post-war literary scene.
Topics include narratives of immigration; the myth of
America and its discontents; the Yiddish literary world
on the Lower East Side and the New York Intellectuals;
ethnic satire and humor; crises of the left involving
Communism, Black-Jewish relations and '60s radical-
ism; the Holocaust in American culture; tensions be-
tween Israel and America as "promised lands"; and the
creative betrayal of folklore in contemporary fiction.
Must Jewish writing in America remain on the margins,
"too Jewish" for the mainstream yet "too white" for the
new multicultural curriculum? {L} 4 credits
Justui I). Cam my
Offered Spring 2009
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 lcj. {L} 4 credits
sabma Knight
Offered Fall 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 man)
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 Saporta Sternbach
Offered Spring 2009
275 Israeli Literature and Film in International Context
What role have writers and filmmakers played in
imagining, then challenging and refashioning Zionist
dreams and Israeli realities? Topics include tensions
between the universalizing seductions of exile and the
romantic appeal of homeland; varying landscapes in
the consolidation of a revolutionary culture (the desert,
the socialist kibbutz, cosmopolitan Tel Aviv, Jerusalem
of heaven and earth); ongoing conflicts between Arabs
and Jews; postmodern (and post-Zionist) anxieties
and transformations in contemporary Israeli society.
Hebrew novels, short stories, memoirs, poetry and films,
from the early 20th century until today, with counter-
texts from European, American and Palestinian au-
thors. All readings in translation. {L} 4 credits
Justin Cam my
Offered Fall 2009
ENG 277 Postcolonial Women Writers
A comparative study of primarily 20th-century women
writers in English from Africa, the Caribbean, South
Asia and Australia. We will read novels, short stories.
144
Comparative Literature
poetry, plays and autobiography in their historical, cul-
tural and political contexts as well as theoretical essays
to address questions such as: how have women writers
challenged both colonial and postcolonial assumptions
about gender, identity or nationhood, diaspora? How do
they call attention to or address issues often ignored by
their male contemporaries or forebears, such as sexual-
ity, desire, motherhood, childhood, sickness, poverty,
relations among women? Writers may include Attia
Hosain, Anita Desai, Kamala Das, Thrity Umrigar, Ama
Ata Aidoo, Bessie Head, Nawal-el-Saadawi, Jamaica
Kincaid, Michelle Cliff, Shani Mootoo, Zadie Smith,
Sally Morgan. Prerequisite: a WI course. {L} 4 credits
Ambreen Hai
Offered Fall 2008
285/HSC 285 Mnemosyne: Goddess or Demon
For the ancient Greeks, Mnemosyne (the Greek word
for memory) was a goddess who gave them control over
time and truth. More recently, the Western tradition
has described memory rather as a source of uncertainty
and chaos. But whether in fear or in awe, the West has
always described memory as central to human experi-
ence. This course will explore literary7 and scientific
descriptions of memory in several periods from antiqui-
ty to the present. Texts by Hesiod, Pindar, Plato, Augus-
tine, Aquinas, Petrarch, Marguerite de Navarre, Freud,
Proust, Borges and Kis, among others. {L} 4 credits
Nicholas Russell
Offered Fall 2008
288 Bitter Homes and Gardens: Domestic Space and
Domestic Discord in Three Modern Women Novelists
We will analyze the ways Edith Wharton, Colette and
Elizabeth von Arim depict domestic discord — loss,
rage, depression — through local landscapes and do-
mestic spaces: houses, rooms and gardens. Texts will
include Wharton's essays on landscape and domestic
design and novels, short stories, letters and autobio-
graphical writings by all three authors. {L} 4 credits
Ann Leone
Offered Spring 2009
Advanced Courses
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, 'anthro-
pologies,' material objects, and pictorial and written
records, students analyze how travel to and across the
Americas reshaped the lives of consumers and think-
ers— from food and finery (chocolate and silver, sugar
and feathers, corn and cochineal) to published narra-
tives and collections of objects made in New Spain, New
England and New France. In addition to 16th-century
initial contacts, we discuss cultural practices — be they
material, imagined, factual or fantastical — that arose
from the first encounters, conquests and settlements.
Students with strong interests in history, anthropology,
art history or the history of science are welcome. Read-
ing knowledge of French, German, Italian, Portuguese
or Spanish is required. Enrollment limited to 15 juniors
and seniors. (E) {A/H/L} 4 credits
Dana Leibsohn (Art) and Ann Jones (Comparative
Literature)
Offered Fall 2008
305 Studies in the Novel
Topic: 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 unresolvable 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,
Pynchon, Queneau and Vila-Matas as examples of open
encyclopedias, exhilarating voyages through a puzzling
cosmos that includes missing pieces. Theoretical texts
by writers such as d'Alembert, Deleuze and Guattari,
Eco, Foucault, Lyotard will help us to map the precon-
ditions of our postmodernity. {L} 4 credits
Anna Botta
Offered Spring 2009
EAL 360 Seminar: Topics in East Asian Languages and
Literatures
Writing Empire: Images of Colonial andPostcolo-
nialjapan.
This seminar will address the diverse reactions to Ja-
pan's colonial project and explore the ways in which
empire was manifest in a literary form. Examining lit-
erary texts produced in and about the Japanese empire
Comparative Literature
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 colo-
nialism. Through encounters with different voices from
inside and outside of Japan's empire, students will gam
a deeper understanding of the complexities of colonial
hegemony and identity Prerequisite: Permission of the
instructor {L} 4 credits
Kimberly Kom
Offered Spring 2009
JUD 362 Seminar in Modern Jewish Literature
Topic: Punchline: The Jewish Comic Tradition. What
makes a Jewish joke? Is Jewish humor self-deprecating,
or is it a minority's means to challenge and reshape
majority culture? From Yiddish folktales and types of
Eastern Europe (the wise fools of Chelm: shlemiels and
shlimazls) through the Jewish influence on 20th-cen-
tury American comedy. Focuses on Sholem Aleichem
( the Yiddish master of laughter through tears). Philip
Roth and Woody .Mien, with pauses to consider theories
of Jewish humor (beginning with Freud), immigrant
comedy, political satire and Jewish stand-up. How do
contemporary manifestations of popular culture (Curb
Your Enthusiasm: '/he Simpsons: Borat: The Daily
Show) draw on this broader Jewish tradition? {L}
4 credits
Justin Cam my
Offered Spring 2009
364 Tradition and Dissent: Don Juan, World/s Traveler
Don Juan is the quintessential myth of patriarchy. He
has been called a scoundrel, a hero, a macho, a homo-
sexual, a modem rebel. Different attitudes towards him
illustrate how countries and ages interpret conquest,
power, freedom, morals, masculinity, sex. This course
traces the reinterpretations of this character in plays,
opera, novels and films: from sinner and philosopher
in the 17th century (Tirso and Moliere), to monstrous
precursor of modernity (Mozart), and icon of nations
such as Spain (Zorrilla, Azorin) and contemporary
America (Levin, Jarmusch). The optional one-credit
course SPN 356 offers students the possibility to read
the Spanish texts in the original. {L} 4 credits
Reyes Ldzaro
Offered Fall 2008
SPN 356 Close-Reading Translation and Performance:
Don Juan
1 credit
Reyes Ldza
Offered Fall 2008
POR 381 Seminar in Portuguese and Brazilian Studies
To/tic: Angola. Brazil and Cuba: Race. Saturn and
Narrative. This course considers the formation and in-
terrogation of national identities in three post-colonial
settings: Angola, Brazil and Cuba. Our readings and
discussion will focus on notions of race, culture and
hybridity in the narration of these national identities.
How do different artists and intellectuals respond to the
urge for national, cultural and racial unity in the face
of dramatic diversity? How do they respond to the ra-
cialized legacies of colonialism and Eurocentrism? How
does privileging the hybrid, mulatto, Creole or mestizo/
mestico identity* both subvert and reinvent socio-
cultural and aesthetic hierarchies? The focus will be on
fiction and poetry but will also include film, music and
visual culture, as well as readings on socio-historical
contexts. Course taught in English. Students will have
the option of doing selected readings and written work
in Spanish and/or Portuguese. Enrollment limited to
12. {L} 4 credits
Malcolm K McNee
Offered Fall 2008
Critical Theory and Method
300 Foundations of Contemporary Literary Theory
The interpretation of literary and other cultural texts
by psychoanalytic. Marxist, structuralist and post-
structuralist critics. Emphasis on the theory as well as
the practice of these methods: their assumptions about
writing and reading and about literature as a cultural
formation. Readings include Freud, Lacan. Barthes.
Derrida and Foucault. Enrollment limited to 25. [I]
•i credits
lame Yanpee
Offered Fall 2008
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.
146
Comparative Literature
Foucault, Derrida, Lacan, Cixous, Kristeva, Irigaray,
Fanon, Deleuze, Baudrillard. Optional course. Graded
S/U only. (E) {L/F} 1 credit
Janie Vanpee
Offered Fall 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
Janie Vanpee
Offered Spring 2009
404 Special Studies
Offered both semesters, with the permission of the in-
structor and of the program director.
4 credits
The Major
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 courses that focus
on literary or cultural analysis in a foreign lan-
guage 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. (ENG 200 and above). 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, in-
cluding Old Norse or Basque, or in African, Middle
Eastern, Arabic, Chinese, Japanese, Jewish (Yiddish,
Hebrew or Ladino) 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 rationale for her choice;
Of these thirteen courses taken for the major, 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 require-
ment.) One course must include substantial selec-
tions of poetry. Each student will consult with her
adviser to make sure her courses meet these require-
ments.
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: Sabina Knight
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
147
Computer Science
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
Michael 0. Albertson, Ph.D. (Mathematics and
Statistics)
Joseph O'Rourke, Ph.D., Chair
Ileana Streinu, Ph.D.
Associate Professors
': Dominique F. ThieTiaut, Ph.D.
''Judy Franklin, Ph.D.
Judith Cardell, Ph.D. (Clare Booth Luce Associate
Professor of Computing Engineering)
"'Nicholas Howe, Ph.D.
Assistant Professors
Eitan Mendelowitz
Five computer science courses have no prerequisites.
These are CSC 102 (How The Internetworks), CSC 103
(How Computers Work), CSC 104/FYS 164 Issues in
Artificial Intelligence, CSC 106 (Introduction to Com-
puting and the Arts) and CSC 1 1 1 (Computer Science
I). Students who contemplate a major in computer
science should consult with a major adviser early in
their college career.
102 How The Internet Works
An introduction to the structure, design, and operation
of the Internet, including the electronic and physical
structure of networks; packet switching; how email and
web browsers work, domain names, mail protocols, en-
coding 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 familiarity with word
processing. Enrollment limited to 30. The course will
meet for half of the semester only. {M} 2 credits
Nicholas Howe. Fall 2008
Joseph O'Rourke. Spring 2009
Offered second half of the semester in the fall, first
half of the semester in the spring
103 How Computers Work
An introduction to how computers work. The goal of the
course is to provide students with a broad understanding
of computer hardware, software and operating systems.
Topics include the history of computers; logic circuits;
major hardware components and their design, includ-
ing processors, memory, disks and video monitors;
programming languages and their role in developing
applications; and operating system functions, including
file system support and multitasking, multiprogram-
ming and timesharing. Weekly labs give hands-on
experience. Enrollment limited to 30. {M} 2 credits
Dominique Thiebaut
Offered first half of the semester, Fall 2008
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
Joseph O'Rourke
Offered second half of the semester, Spring 2009
106 Introduction to Computing and the Arts
This introductory course will explore computation
as an artistic medium, with creative approaches to
computer programming as the central theme. Through
readings, viewing, group discussion, labs, projects,
critiques, and guest artist/researcher presentations, we
will examine a range of computational art practices,
while developing a solid foundation in basic computer
programming approaches and techniques. Enrollment
limited to 15. (E) {A} 4 credits
Eitan Mendelowitz
Offered Spring 2009
111 Computer Science I
Introduction to a block-structured object oriented high-
level programming language. Will cover language
148
Computer Science
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
Eitan Mendelowitz, Fall 2008
Dominique Thiebaut and 'Judy Cardell, Spring 2009
Offered both semesters each year
112 Computer Science II
Elementary data structures (linked lists, stacks, queues,
trees) and algorithms (searching, sorting) are covered,
including a study of recursion and the object-oriented
programming paradigm. The language of instruction
is Java. The programming goals of portability, efficiency
and data abstraction are emphasized. Prerequisite: 1 1 1
or equivalent. Enrollment limited to 30. {M} 4 credits
Nicholas Howe, Fall 2008
Ileana Streinu, Spring 2009
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
Members of the department
Offered Spring 2010
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, POV-ray and
radiosity. The course will accommodate both CS majors,
for whom it will be programming intensive, and other
students with less technical expertise, by having two
tracks of assignments. Prerequisites for CSC major credit:
112, MTH 1 1 1 or permission of the instructor; otherwise,
CSC 1 1 1 or permission of the instructor. {M} 4 credits
Joseph O'Rourke
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 1 1 1 and MTH 153- {M} 4 credits
Judith Cardell
Offered Spring 2010
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 Spring 2009
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 2010
260 Advanced Computing and the Arts
Through analysis of existing computational art and
synthesis of original works, this course will expose
students to real-time graphics, data-visualization,
human-computer interaction, sensor networks, per-
vasive computing and physical computing. Weekly
Computer Science
L49
programming exercises will serve to reinforce concepts
from lectures and build a personal aesthetic. Students
will also be required to complete readings, a presenta-
tion and a final project. This project will challenge
the student conceptually, technically and aesthetically
Prerequisites: CSC 1 1 1 and either of CSC 1 12 or CSC
240 or pennission of instructor. Students majoring in
thi' \ isual or performing aits who haw programming
experience are encouraged to enroll, pending instruc-
tors pennission. {M} 4 credits
Eitan Menddowitz
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: 23 1 . {M} 4 credits
Trek Palmer
Offered Fall 2008
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 and
implement digital circuits during a weekly lab. Prereq-
uisite: 231. Enrollment limited to 12. {M} 4 credits
Dominique Thiebaut
Offered Spring 2009
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 111 or pennission of
the instructor; otherwise, CSC 1 1 1 or pennission of the
instructor. {M} 4 credits
Joseph o 'Rourbe
Offered Spring 2010
300 Research Methods in Computer Science
This course gives students the opportunity to explore
current topics in computer science, and experience how
research isconductfid in this field. The class will in-
clude lectures In students, (acuity and visitors on a wide
range of topics We will discuss a variety of computa-
tional problems and strive to understand the methods
used In solving them, connections with previous work
and the authors original contribution. The lectures
will be open to all students anil faculty; other meet-
ings are open onl) to students registered m the COUTSe.
Required course work includes an oral presentation.
Prerequisites: CSC 11 1, MTH 153 or CSC 250, and two
additional compi iter science or mathematics courses at
or above the 200 level, or permission of the instructor
Graded satisfactory/unsatisfactory Enrollment limited
to 15 students. {M} 2 credits
Ueana Streinu
Offered Spring 2009
334 Seminar: Topics in Computational Biology
Topic: Bio-Geometry of Proteins. Computational biolo-
gy is a rapidly emerging multidisciplinary field that uses
techniques from computer science, applied mathemat-
ics and statistics to address problems inspired by biology.
This seminar will expose the students to a variety of
topics of current interest in molecular computing and
bioinfonnatics. The focus of the Fall 2008 offering of
this course is the bio-geometry of proteins. Proteins are
the building blocks of life, as well as marvelous objects
to study mathematically and computationally Top-
ics covered include modeling, visualization, structure
determination, flexibility, motion, folding and evolution
of proteins, using geometric, algorithmic and physical
simulation methods. Background in molecular biology
is not a prerequisite. Prerequisites: CSC 1 1 1, 1 12, Calcu-
lus or permission of the instructor for computer science
majors. Biochemistry majors are encouraged to partici-
pate. Enrollment limited to 12. {M/N} 4 credits
Ueana Streinu
Offered Fall 2008
353 Seminar in Robotics
A seminar introduction to robotics. Topics include basic
mechanics, electronics ami sensors, basic kinematics
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
112.251. Calculus. 1 Hscrete Math or permission of the
instructor. {M} 4 credits
Ueana Streinu
Offered Spring 2010
150
Computer Science
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 2009
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 2010
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
retrieval and segmentation of tracking of objects.
Prerequisites: CSC 112, MTH 153- {N} 4 credits
Nicholas Howe
Offered Fall 2009
Cross-listed and
Interdepartmental Courses
FYS 164 Issues in Artificial Intelligence
An introduction to several current issues in the area of
artificial intelligence, and their potential future impact
on society. We start by exploring the nature of intel-
ligent behavior, and whether it is equivalent to rational
thought. Deep philosophical questions are explored
through the increasingly sophisticated game-playing
capabilities of computers. Next we turn to learning and
discovery by computers, and investigate fuzzy logic, neu-
ral networks and genetic algorithms. Finally we discuss
embodied intelligence, and in particular, robotics: its
current state and its future prospects. Here there are
serious implications for laborers as well as deep ethical
issues. Prerequisites: Fluency with computers, including
basic Web searching skills. Four years of high school
mathematics recommended. No programming experi-
ence necessary. Enrollment limited to 16. {M} 4 credits
Joseph O'Rourke
Offered Fall 2008
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 2008-09
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,
Eitan Mendelowitz, Joseph O'Rourke, Ileana Streinu,
Dominique Thiebaut
Requirements: At least 1 1 semester courses (44 graded
credits) including:
Computer Science
151
1. 111. 112,231,250;
2. a. One of MTI 1111. MTH 1 12, MTH 1 14; or MTH
125;
b.MTHlS.Y
c. One 200-level or higher math course,
3. Three distinct 200- or 3<>()-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.
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 249 (Networks) X
CSC 293 (Compilers) X X
ENG321 (Dig. Sig. Proc.) X
CSC 334 (Comp. Bio.) X 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:
111 Computer Science I
112 Computer Science II
T\vo 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, Eitan Mende-
lowitz, Nick Howe, Ileana Streinu, Dominique ThieT)aut
This minor is appropriate for a student with a strong
interest in 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
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: Eitan Mendelowitz, Joseph O'Rourke
152
Computer Science
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 computers.
Required courses:
1 1 1 Computer Science I
112 Computer Science II
250 Foundations of Computer Science
Two of:
280 Topics in Programming Languages
290 Introduction to Artificial Intelligence
293 Introduction to Translators and Compiler Design
294 Computational Linguistics
One of:
390 Seminar in Artificial Intelligence
354 Seminar in Digital Sound and Music Processing
5. Mathematical Foundations of
Computer Science (six courses)
Adviser: Michael Albertson
The goal of this minor is the study of algorithms, from
the points of view of both a mathematician and a 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 Math-
ematics
6. Digital Art (six courses equally
balanced between Computer
Science and Art)
Adviser: Judy Franklin, Eitan Mendelowitz, 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 111 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 112
instead).
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 CSC 102
2 CSC 111 Computer
Science I 4 none
CSC 112 Computer
Science II 4 CSC 111
3 CSC 240 Computer
Graphics 4 CSC 102
or CSC 111
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 162 or
ARS 361 Interactive Digital
Multimedia 4 ARS 162
Computer Science
153
On an ad hoc approval basis, substitution for one or
more of the required courses would be pennitted by
various relevant Five-College courses, including those
in the partial list below.
School
Number
Title
Smith
DAN 377
Expressive Technology and
Movement
Hampshire
CS 0174
Computer Animation I
Hampshire
CS 0334
Computer Animation II
Mount Holyokt
3CS331
Graphics
UMass
ART397F
Digital Imaging: Offset Litho
UMass
ART397F
Digital Imaging: Photo Etchg
UMass
ART397L
Digital Imaging: Offset Litho
UMass
ART697F
Digital Imaging: Photo Etchg
UMass
EDUC 591A
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, Eitan Mendelowitz, Joseph
O'Rourke
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 require mastery of the un-
derlying 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 1 12 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. Ml S 110 Analysis
and Repertory is an introduction to formal analysis
and tonal harmony, and a stud) 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,
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 Programming
4
CSC 112 or
CSC
250
Foundations of Compute]
Science
-4
CSC 111
MTH153
4
MUS
110
Analysis and Repertory
5
none
5
MUS
233
Composition
4
Ml SI 10 or
MUS
212
20th-century Analysis
4
MI'S 111
6
MUS
345
Electro-Acoustic Music
4
MUSllO
MUS 233
Permission
or
CSC
354
Seminar on Digital Sound \
CSC 112
and Music Processing
CSC 250
or 231
Permission
154 Computer Science
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
Mount Holyoke Music 102f Music and Technology
UMass Music 585 Fundamentals of Electronic
Music
UMass Music 586 MIDI Studio Techniques
Honors
Director: Joseph O'Rourke
430d Thesis
8 credits
Full-year course; Offered each year
431 Thesis
8 credits
Offered Fall 2008
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
155
Dance
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
Susan Kay Waltner, M.SL, Graduate Adviser
Rodger Blum, M.F.A., Chair
Visiting Artist-in-Residence
Donna Mejia, B.Sc.
Five-College Lecturer in Dance
Marilyn Middleton-Svlla
Musician/Lecturer in Dance Technique and
Performance
Mike Vargas, BA
Instructors in Dance
Candice Salvers, M.F.A.
Cathy Nicoli, M.F.A.
Five College Faculty
Paul Arslanian (Lecturer in Dance, University of
Massachusetts)
Billbob Brown, MA (Associate Professor, University of
Massachusetts)
Jim Coleman. M.F.A., Five College Dance Department,
Chair (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, 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., sabbatical 2008-09, (Professor,
Hampshire College)
Rebecca Nordstrom. M.F.A. (Professor, Hampshire
College)
Peggy Schwartz, MA (Professor, University of
Massachusetts)
Wendy Woodson, M.A. (Professor, Amherst College)
Teaching Fellows
Audra Carabetta
Jillian Grunnah
Caitlin Johnson
Nicole Kedaroe
Lona Lee
Michelle Marroquin
Katie Martin
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/sites/dance.
A. Theory Courses
Preregistration for dance theory courses is stronglv
recommended. Enrollment in dance composition
courses is limited to 20 students, and priority is given
to seniors and juniors. "P" indicates that pemiission of
the instructor is required. "L" indicates that enrollment
is limited.
156
Dance
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 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, col-
lage, structured improvisation and others.
All Dance Theory Courses: L {A} 4 credits
151 Elementary Dance Composition
L {A} 4 credits
Candice Salyers
Offered Spring 2009
252 Intermediate Dance Composition
Prerequisite: 151. L. {A} 4 credits
Susan Waltner
Offered Fall 2008
B. Scripts and Scores
To be announced
To be arranged
353 Advanced Dance Composition
Prerequisite: 252 or permission of the instructor. L. {A}
4 credits
A. Performance Studio
Not offered 2008-09
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} WI 4 credits
Candice Salyers
Offered Fall 2008
241 Scientific Foundations of Dance
An introduction to selected scientific aspects of dance,
including anatomical identification and terminology;
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 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-
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
Donna Mejia
Offered Spring 2009
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 Spring 2009
287 Analysis of Music from a Dancer's Perspective
This course provides an overview of essential issues in
music and sound as they relate to dancers and chore-
ographers. Particular attention will be paid to rhythm
in all its guises, music terminology and categories,
personal versus cultural meaning in music and sound,
and strategies for finding and making music. There
will be a strong emphasis on listening, formulation of
Dance
157
clear statements about music, ethical questions regard-
ing collaborating and communicating with musicians,
and the differences between working with recorded and
live music. The goal will be to develop an open-minded
and detailed intelligence about the various relation-
ships between dance and music. Prerequisite: one year
of dance technique (recommended for sophomore year
or later). Enrollment limited to 15. {A} 4 credits
UM (Arslanian), Fall 2008
Ml IC (Jones), Spring 2009
Offered Fall 2008, Spring 2009
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. Audition required. {A} 2 credits
Ballet Repertory
Rodger Blum, Fall 2008
Offered Fall 2008, Spring 2009
Modern Repertory
Candice Salyers, Spring 2009
Offered Fall 2008, Spring 2009
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. Audition required. {A} 4 credits
Modern Repertory
Cathy Nicoli
Offered Fall 2008
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. Prerequisite:
DAN 171 Dance in the 20th Century. (E) {A}.
Donna Mejia
Offered Fall 2008
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 8, 2008 at 4: 10 p.m. in the Green
Room, Theatre Building. Attendance is mandator}.
{A} 1 credit
To be announced
Offered Fall 2008
200 Dance Production
Same description as above. There will be one general
meeting on Monday. January 26. 2009 at 4: 10 p.m.
in the Green Room, Theatre Building. Attendance is
158
Dance
mandatory. May be taken four times for credit, with
maximum of two credits per semester. {A} 1 credit
To be announced
Offered Spring 2009
ballet or modem dance technique. Enrollment limited
to 20. {A} 2 credits
Rodger Blum
Offered Spring 2009
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 online at www.
fivecolleges.edu/sites/dance
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 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
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
Lona Lee
Offered Fall 2008, Spring 2009
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
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
Lona Lee
Offered Spring 2009
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
Susan Waltner
Offered Fall 2008, Spring 2009
114 Modern Dance II
For students who have taken Modem Dance I or the
equivalent. L. {A} 2 credits
Katie Martin, Fall 2008
Audra Carabetta, Spring 2009
Offered Fall 2008, Spring 2009
215 Modern Dance III
Prerequisite: 1 13 and a minimum of one year of mod-
em dance study. L. {A} 2 credits
Candice Salyers
Offered Fall 2008
216 Modern Dance IV
Prerequisite: 215. L. {A} 2 credits
Audra Carabetta
Offered Spring 2009
Dance
159
317 Modern Dance V
By audition/permission only. Prerequisite: 216. L and R
{A} 2 credits
Catby Nicoli
Offered Fall 2008
318 Modern Dance VI
Audition required. Prerequisite: 317. L and R
{A} 2 credits
Catby Nicoli
Offered Spring 2009
Ballet: Introductory through advanced study of the
principles and vocabularies of classical ballet. Class is
comprised 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: Nicole Keaaroe, Fall 2008
Section 2: Michelle Marroquin, Fall 2008
jilluin Grunnab, Spring 2009
Offered both semesters each year
121 Ballet II
For students who have taken Ballet I or the equivalent.
L. {A} 2 credits
Audra Carabetta, Fall 2008
To be an n< ni) iced. Spring 2009
Offered both semesters each year
222 Ballet III
Prerequisite: 121 orpermission of the instructor. L.
{A} 2 credits
Rodger ttlum
Offered Fall 2008
223 Ballet IV
L {A} 2 credits
Rodger Hlum
Offered Spring 2009
325 Ballet VI
By audition/permission only L {A} 2 credits
Rodger Blum
Offered Spring 2009
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 st) le.
130 Jazz I
L {A} 2 credits
Caitlin Johnson, Fall 2008
Lona tee, Spring 2009
Offered both semesters each year
131 Jazz II
For students who have taken Jazz I or the equivalent. L.
{A} 2 credits
Nicole Kedaroe
Offered both semesters each year
232 Jazz III
Further examination of jazz dance principles. L.
{A} 2 credits
To be announced
Offered Fall 2008
233 Jazz IV
Emphasis on extended movement phrases, complex
musicality, and development of jazz dance styles. L.
{A} 2 credits
Donna Mejia. Fall 2008
jillian Grunnab, Spring 2009
Offered Fall 2008, Spring 2009
334 Jazz V
Advanced principles of jazz dancing. L. By audition/
pemiission only. {A} 2 credits
Donna Mejia
Offered Fall 2008
324 Ballet V
By audition/pennission only. L {A} 2 credits
Rodger Blum
Offered Fall 2008
335 Jazz VI
Advanced principles of jazz dancing. L Bj audition
pemiission only. {A} 2 credits
fillian Grunnab
Offered Spring 2009
160
Dance
Cultural Dance Forms I And n
.-
~ng dance tradi-
- -
: distinct
move: at foe
re based on the fusion of two
- t
es.Thr • ~ arfude social.
conceit theatrical and i
itual dance and are framed in
:
be identified dance form. These
■
ie: beginning and
r :: ate and advanced (II) .
n movement fundamentals.
: and movemeni basic through com-
ic, ensemble and solo
plicable Some classes include
-omiance and therefore vary in credits.
142 Cultural Dance Forms I
.Dance
.-.traduces African dance, music and song
as a t: . . -ssion in various African
es appreciation and respect for
African culture and its profound influence on American
culture and art. Enrollment limited to 30. {A} 2 credits
Marilyn Svlla
MHCAC'fSyllaj
Offered Fall 2008. Spring 2009
Tribal Fusion
TrM .ted in die nomadic dance tradition
a. the Middle East and Asia. The form has
strong • Men's styles of Arabic folk dance and
: . ides the influences of Rom (Gypsy)
:rom India to Europe, Spanish, Flamenco,
Tribal forms, and more recently. American Hip
Hop. Punk and Gothic cultures. Enrollment limited to
k) 2 credits
Donna Mejia
Offered Fall 2008, Spring 2009
Latin Ballroom
Catilinjobn
Offered Spring 2009
243 Cultural Dance Forms II
West African
This c exploration of the various dance
orms and symbols attributed to the classical
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.
Djiolla Bambara, Wolof. Sauce, Malinke, Manding,
Yoruba and Twi peoples of these regions. Enrollment
limited to 30. {A} 2 credits
Marilyn Sylla
Offered Fall 2008. Spring 2009
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. Level II focuses on
increasing precision, complexity: speed and layering
of multiple movements. Enrollment limited to 30.
Permission of the instructor required. Prerequisite: DAN
142 Tribal Fusion I P. {A} 2 credits
Donna Mejia
Offered Fall 2008. Spring 2009
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
a student a broad view of dance in preparation
for a professional career or further study Students are
exposed to courses in dance history and anthropology,
creative and aesthetic studies, scientific aspects of dance,
the language of movement (labanotation and Laban
Movement Analysis), and dance technique and perfor-
mance. For studio courses, no more than four courses in
a single idiom will be counted toward the major. At least
two of these courses must be at the advanced level and
within the requirements of Emphasis I or II (see below).
History Dance in the 20th Century (DAN171) and
Dance and Culture (DAN Z1!) 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.
Dance
161
Creative and Aesthetic Studies (DAN 151,252,353
and 377) This sequence oi courses begins with the most
basic study of dance composition— space, time, ener-
gy— and focuses on tools for rinding and developing
movement The second and third level courses develop
the fundamentals of formal choreograph] 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.
7. DAN 4(H) (4 credit) must Iv taken in the senior
year
Emphasis II: Theoretical Practices Dance students ma)
prefer to concentrate on an academic emphasis instead
of dance performance. These students are also encour-
aged to stud) several dance tonus and styles, and they
are expected to reach intermediate level in one or more
tonus.
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. Two courses from the following: 309, 342, 577.
7. DAN 400 (4 credits) must he taken in the senior
year
Emphasis I: Technique and Performance A dancers
instrument is her body and it must be trained con-
sistently. Students are encouraged to study several
dance forms and styles. Students who will emphasize
performance and choreography are expected to reach
the advanced level in one or more forms. Public perfor-
mance, while optional and without additional credit, is
encouraged to realize dance skills before an audience
Requirements in Technique and Performance Emphasis:
D. The Minor
6.
171 and 272
241
285 or 287
151, 200 (2 credits) and 252
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.
Two courses from the following: 309, 342, 353, 375,
377.
Advisers: Members of the Smith College department
of Dance
Students ma\ 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 and272.
Three 2-credit studio courses; one in dance production:
200: and one other dance theory course chosen with the
adv iser. 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.
162
Dance
one course in dance production: 200; and one other
dance theoiy 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
Intermediate/Advanced Cultural Dance Forms
A. West African II
B. Comparative Caribbean Dance II
Modem Dance I
Modem Dance II
Modem Dance III
Modem Dance IV
Modem Dance V
Modem Dance VI
Ballet I
Ballet II
Ballet III
Ballet IV
Ballet V
Ballet VI
Jazz I
Jazz II
Jazz III
Jazz IV
Jazz V
Jazz VI
Tap I
Tap II
243
113
114
215
216
317
318
120
121
222
223
324
325
130
131
232
233
334
335
136
137
Honors
430d Thesis
8 credits
Full-year course; Offered each year
431 Thesis
8 credits
Offered each fall
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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
of studio work and weekly seminars. P. 5 credits
To be announced
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
To be announced
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
Dance
163
semesters of choreography. 5 credits
Susan Waltner
Offered Fall 2009
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
Constant ValisHill
Offered Spring 2009
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
texture, color, gesture, shape and movement. In addi-
tion to working on studies and projects, students will
be assigned weekly writing. Prerequisites: two semesters
of choreography (or equivalent), familiarity with basic
music theory, coursework in theatrical production (or
equivalent). 5 credits
Rodger Blum
Offered Fall 2008
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 2010
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
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
164
East Asian Languages and
Literatures
Visiting faculty and some lecturers are generally appointed for a limited term.
Professor
t2 Thomas Rohlich, Ph.D., Chair
Associate Professors
Maki Hirano Hubbard, Ph.D.
Assistant Professors
Kimberly Kono, Ph.D.
*'SujaneWu,Ph.D.
Visiting Assistant Professor
Yuri Kumagai, Ed.D.
Lecturers
Jing Hu, MA
Wenjie Liu, M.A.
SukMassey,C.A.G.S.
AtsukoTakahashi,M.S.Ed.
Ling Zhao, M.A.
Teaching Assistants
Reiko Kato, MA
Keiko Konoeda, M.A.
The Department of East Asian Languages and Lit-
eratures offers a major in East Asian languages and
cultures with concentrations in China or Japan, and
a minor in East Asian languages and literatures with
concentrations in China, Japan or Korea. Students
planning on spending their junior year abroad should
consult the department concerning the list of courses to
be credited toward the major or minor and must seek
final approval for the courses upon their return.
Courses in English
FYS 116 Kyoto Through the Ages
Kyoto is acclaimed by Japanese and foreigners alike as
one of the world's great cities, the embodiment in space
and spirit of Japan's rich cultural heritage. It is also a
thriving modern metropolis of over a million people,
as concerned with its future as it is proud of its past. In
this course, students will study Kyoto past and present,
its culture and people, so as to better understand how
it became the city it is today. Students who complete
the first-year seminar successfully may enroll in the
Interterm course in Kyoto (when it is offered) following
completion of the FYS course. Enrollment limited to 15
first-year students. {H} WI 4 credits
Thomas H. Rohlich
Offered Fall 2008
EAL 115j Kyoto Then and Now
This course is an on-site study of the city of Kyoto,
Japan. During a two-week stay in Kyoto students will
examine the spaces and places of one of Japan's most
famous cities, considered by many the cultural heart
of the country. Based on their work in the prerequisite
First-Year Seminar course, students will take rums
leading the group to selected museums, temples and
shrines, craft and entertainment centers, and other cul-
tural sites. Prerequisite: successful completion of FYS
116, "Kyoto Through the Ages." Enrollment limited to
15. Graded S/U only (E) 2 credits
Thomas H. Rohlich
Offered Interterm 2009
Three days at Smith and up to two weeks in Kyoto,
Japan during January 2009
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-Japa-
East Asian Languages and Literatures
165
nese War of 1895 to the present) and (2) an introduction
to the study of literature: (a) whywe 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
Salwui Knight
Offered Spring 2009
EAL 237 Chinese Poetry and the Other Arts
Poetry, painting, calligraphy, music, dance and other
visual and plastic arts are ways of telling living experi-
ences and forms of presenting Chinese aesthetics.
Chinese literati tend to view all of these arts as parts of
a whole. Through comparative study of the theoretical
and practical interaction of Chinese poetry with other
arts, we will explore the issues such as how poetry
and other arts are inextricably linked; what makes a
painting a poem — a silent poem, and a poem a lyrical
painting, and why a particular script of calligraphy
is chosen for a poem and a painting. All readings in
English translation and no background in Chinese
literature is required. {L} 4 credits
Sujane Wu
Offered Spring 2009
EAL 238 Literature from Taiwan
How do works from Taiwan contend with legacies of po-
litical trauma and the social consequences of modern-
ization and democratization? In the face of dislocation,
marginality and materialism, how does writing nurture
memory, belonging, social repair or change? Close read-
ings of stories and, in some semesters, essays, poetry,
novels or films will explore traditional aesthetics; the
modernist, nativist and localist movements of the 1960s
to 1980s; and the pluralism of the 1990s and since, with
special attention to 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 required. Enrollment limited to 19- {L} 4 credits
Sabina Knigbt
\ Offered Fall 2008
EAL 241 Literature and Culture in Premodern Japan:
Court Ladies, Wandering Monks and Urban Rakes
A study of Japanese literature arid 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 RoUkb
Offered Spring 2009
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 modem 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
Kimberly Kono
Offered Fall 2008
EAL 243 Japanese Poetry in Cultural Context
A study of Japanese poetry from earliest times to the
modem era, focussing on the two major verse forms,
the thirty-one-syllable waka and the seventeen-syllable
haiku. The tradition of Japan poetry reaches back over
a thousand years, with its first appearance as sacred
songs in national myths and histories. Relatively un-
complicated in form, Japanese poetry has long been
practiced by people of all social classes and occupa-
tions: court nobles and ladies, wandering Buddhist
monks, professional haiku masters, and in modem
times everyone from high school students to house-
wives and businessmen. This course will examine the
formal and social characteristics of Japanese poetry,
with particular attention to how it responded to chang-
ing historical and cultural circumstances. Taught in
English, with no Japanese required. {L} <* credits
Thomas Rohlich
Offered Spring 2009
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
influence the writing of women during the modem
166
East Asian Languages and Literatures
period? How do these texts reflect, resist and reconfigure
conventional representations of gender? We will explore
the possibilities and limits of the articulation of femi-
nine and feminist subjectivities, as well as investigate
the production of such categories as race, class and
sexuality in relation to gender and each other. Taught
in English, with no knowledge of Japanese required. {L}
4 credits
Mmberly Kono
Offered Fall 2008
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) Japan's 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
ways in which Japan is represented as "other" by writ-
ers 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 transla-
tion. {L} 4 credits
KimberlyKono
OfferedSpring 2009
EAL 360 Seminar: Topics in East Asian Languages and
Literatures
The Dream of the Red Chamber
Tlie Dream of the Red Chamber is the most studied
of all the novels in Chinese literature, and scholar-
ship on the novel now forms its own "Red School."
In modern times, the novel has also been frequently
transformed into TV drama series, movies, plays, operas
and dance performances. In this seminar, we will finish
reading the novel's 120 chapters and study the novel's
representations of both popular and high culture, from
traditional society, arts and poetry to garden, clothing,
food and other everyday customs. We will particularly
explore the interplay of illusion (dream) and reality,
love and enlightenment displayed in the novel. Prereq-
uisite: permission of the instructor. {L} 4 credits
Sujane Wu
Offered Spring 2009
Writing Empire: Images of Colonial andPostcolo-
nialjapan
This seminar will address the diverse reactions to Ja-
pan's colonial project and explore the ways in which
empire was manifest in a literary form. Examining lit-
erary texts produced in and 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 colo-
nialism. Through encounters with 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
OfferedSpring 2009
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. With the instructor's permission, advanced
language courses (CHI 350, CHI 351, JPN 350, JPN
351, KOR 350 and KOR 351) may be repeated when the
content changes.
A grade of C or higher in the preceding level is required
to enter a second-level East Asian language course.
Chinese Language
GH1 110 Chinese I (Intensive)
An intensive introduction to spoken Mandarin and
modem 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
East Asian Languages and Literatures
167
Chinese character. 5 credits
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
Jing Hu
Offered each Spring
CHI 220 Chinese II (Intensive)
Continued emphasis on the development of oral pro-
ficiency 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
Wenjie Liu. ling Zhao
Offered each Fall
CHI 221 Chinese II (Intensive)
A continuation of 220. Prerequisite: CHI 220 or permis-
sion of the instructor. {F} 5 credits
Wenjie Liu
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
Wenjie Liu
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
ling Zhao
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 modem
Chinese literal) texts. Students will explore literary
expression in original works of fiction, including short
stories, essays, novellas and excerpts of novels. Prereq-
uisite': 302 or permission of the instructor. With the in-
structor's permission, advanced language courses may
be repeated when the content changes. {F} 4 credits
ling Zhao
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 modem and con-
temporary texts and essays drawn from a variety of
sources, students will develop advanced reading, writ-
ing and discussion skills in Chinese and increase their
understanding of modem and contemporary China.
Prerequisite: 302 or permission of the instructor. With
the instructor's permission, advanced language courses
may be repeated when the content changes. {F} 4 credits
ling Zhao
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, katakana
and about 90 Kanji. Designed for students with no
background in Japanese. 5 credits
YuriKumagai
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
Offered each Spring
168
East Asian Languages and Literatures
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: 111 or permission of the
instructor. {F} 5 credits
Maki Hubbard
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
Atsuko Takahashi
Offered each Fall
JPN 302 Japanese III
A continuation of 301. Prerequisite: 301 or permission
of the instructor. {F} 4 credits
Atsuko Takahashi
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 modern Japan through
its contemporary texts. Prerequisite: JPN 302 or permis-
sion of the instructor. With the instructor's permission,
advanced language courses may be repeated when the
content changes. {F} 4 credits
Atsuko Takahashi
Offered Fall 2008
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 302 or
permission of the instructor. With the instructor's per-
mission, advanced language courses may be repeated
when the content changes. {F} 4 credits
Maki Hubbard
Offered Spring 2009
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 1 10. Prerequisite: 1 10 or permission
of the instructor. Enrollment limited to 15. {F} 4 credits
Suk Massey
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 Massey
Offered each Fall
K0R 221 Korean II
A continuation of 220. Prerequisite: 220 or permission
of the instructor. Enrollment limited to 15. {F} 4 credits
Suk Massey
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
Suk Massey
Offered Spring 2009
East Asian Languages and Literatures
169
Cross-listed courses
CLT 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 10. {L} 4 credits
Sabma Knight
Offered Fall 2008
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:
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). Stu-
dents whose proficiency places them beyond the
third year should substitute advanced language
or literature courses for this requirement.
With the permission of her adviser, a student who be-
gins her college-level study of an East Asian language
above the second-year level may fulfill the language
requirement b\ taking additional advanced language
or literature courses.
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.
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: Modem
Literary Texts
CHI 35 1 Advanced Readings in Chinese: Modem
and Contemporary Texts
JPN 350 Contemporary Texts I
JPN 351 Contemporary Texts II
KOR 35 1 Advanced Studies in Korean Language
and Literature
Courses taught in English:
FYS 1 16 Kyoto Through the Ages
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 Poetrv and the Other Arts
170
East Asian Languages and Literatures
EAL 238 Literature from Taiwan
EAL 240 Japanese Language and Culture
EAL 24 1 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 Modern Japanese
Women's Writing
EAL 245 Writing the "Other" in Modern Japanese
Literature
EAL 248 The Tale ofGenji and The Pillow Book
EAL 26l Major Themes in Literature: East-West
Perspectives (topic course)
EAL 360 Seminar: Topics in East Asian Languages
and Literatures (topic course)
CLT 260 Health and Illness: Literary Explorations
Honors
Director: Thomas Rohlich
430d Thesis
(8 credits)
Full-year course; Offered each year
431 Thesis
8 credits
Offered each Fall
Please consult the director of honors for specific re-
quirements and application procedures.
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.
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 II (CHI 220 and 221), Japanese II (JPN
220 and 221) or Korean II (KOR 220 and 221). (10
credits)
2. Four courses, at least two of which must be EAL
courses, chosen from the following:
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.
FYS 116
Kyoto Through the Ages
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 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 Premodern Japan
EAL 242
Modern Japanese Literature
EAL 244
Construction of Gender in Modern Japanese
Women's Writing
EAL 245
Writing, Japan and Otherness
EAL 248
The Tale ofGenji and The Pillow Book
EAL 261
Major Themes in Literature (topic course)
EAL 360
Seminar: Topics in East Asian Languages
and Literatures
EAL 400
Special Studies
CHI 301
Chinese III
CHI 302
Chinese III (A continuation of 301)
CHI 310
Readings in Classical Chinese Prose and
Poetry
CHI 350
Advanced Readings in Chinese: Modern
Literary Texts
CHI 351
Advanced Readings in Chinese: Modem
and Contemporary Society
JPN 301
Japanese III
JPN 302
Japanese III (A continuation of 301)
JPN 350
Contemporary Texts I
JPN 351
Contemporary Texts II
KOR 301
Korean III
KOR 302
Korean III (A continuation of 301)
KOR 351
Advanced Studies in Korean Language and
Literature
CLT 260
Health and Illness: Literary Explorations
171
East Asian Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
East Asian Studies Advisory Committee
*' Daniel K. Gardner. Professor of History
*' Marylin Rhie, Professor of Art and of East Asian
Studies
Peter N.Gregory, Professor of Religion
t2 Dennis Yasutomo, Professor of Government
"J Suzanne Z. GotLschang, Associate Professor of
Anthropology and East Asian Studies, Director
Mamie Anderson, Assistant Professor of History
Kimberly Kono. Assistant Professor of East Asian
Languages and Literatures
Jina Kim, Assistant Professor of East Asian Studies
Participating Faculty
"2 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
2 Sabina Knight, Associate Professor of Chinese and
Comparative Literature
' 2 Thomas Rohlich, Professor of East Asian Languages
and Literatures
*' Sujane Wu, Assistant Professor of East Asian
Languages and Literatures
The Major
The major in East Asian studies offers students an op-
portunity to develop a coherent and comprehensive un-
derstanding of the great civilizations of the Asia Pacific
region. The study of East Asia should be considered an
integral part of a liberal arts education. Through an In-
terdisciplinary stud\' 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 22 1 , 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-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.
II. Survey Courses
1 . One survey course on the pre-modem civilization of
an East Asian country: EAS 215, HST211, HST212
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 me list of ap
proved courses.
172
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
(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) One 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.
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. Please consult the director of honors or the depart-
mental Web site for specific requirements and ap-
plication procedures.
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 Woman's University for Korea.
Courses taken at JYA programs, as well as courses
taken away from Smith at other institutions, may
count toward the major under the following 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: Mamie Anderson, Daniel K. Gardner, Peter
Gregory, Marylin Rhie, Dennis Yasutomo, Suzanne Z.
Gottschang, Kimberly Kono, Jina Kim
EAS 100 Introduction to Modern East Asia
This course looks comparatively at the histories of
China, Japan, Korea from the late 18th 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
Marnie Anderson
Offered Fall 2008
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.
Korean Diaspora: Korea Inside and Outside
Modem Korea has had more than a century-long his-
tory of immigration and emigration. We will study
Korean emigrants and their communities around the
world as well as the new immigrant population now
being formed inside Korea. How has Korean diaspora
changed the landscape of Korean and world culture;
what are some new social problems of immigrants
inside and outside Korea; how can we begin to re-
conceptualize multicultural and multiracial identities?
We will explore this topic through our study of theories
of migration and demographics, history of immigra-
tion and law, theories of cultural adaptation and oral
histories. Prerequisite: EAS 100. Enrollment limited to
18. {S} 4 credits
jina Kim
Offered Spring 2009, Spring 2010
EAS 210 Colloquium: Culture and Diplomacy in Asia
The course explores the influence of Asian cultures
on the diplomacy and negotiating styles of East and
Southeast Asian countries. Specific countries include
Japan, China, North Korea and the Association of
Southeast Asian Nations. Case studies will be based on
East Asian Studies
173
current, on-going regional and global issues.
Enrollment limited to 18. (E) {S} 4 credits
Dennis Yasutomo
Offered Spring 2009
EAS 214 Korean Film and Culture
Topic Extreme Emotions. We will study Korean films
to think about expressions of and contemporary uses
of emotion. We will consider how these cinematic texts
serve as a site for theorizing and historicizing emo-
tion in modem Korea. In particular, we will explore
the most extreme, but also the most basic, human
emotions such as fear, pain, love and sadness. In addi-
tion, we will ask how Korean films produce versions of
emotional life that address various aspects of Korean
history, class, gender, sexuality and culture. Films will
be supplemented with theory, history, and popular
culture texts and draw on writings by both Eastern and
Western thinkers such as Confucius, Yi Sang, Foucault
and Sartre. {A/H} 4 credits
Jina Kim
Offered Fall 2009
EAS 215 Pre-modern Korean History: Public Lives,
Private Stories
This course is a survey of cultural, social, and political
history of Korea from early times to the 19th century.
We will explore major cultural trends, intellectual
developments, and political shifts during Korea's long
dynastic history. Some of the topics include literati
culture; nativism and folk culture; gender in traditional
Korean society; foreign relations; and Confucian-
ism and kingship. All of these topics will be explored
through the lens of changing perceptions of public
and private lives of those who had become part of both
public and private histories and stories of Korea. {H}
4 credits
Jina Kim
Offered Fall 2008
EAS 216 Urban Modernity in Colonized Korea
With a population of 12 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
j 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, polil
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 2010
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 2008
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 Summit. We will also consid-
er modernization, nationalism, industrialization and
urbanization, changing gender relations, the nuclear
issue and the Korean culture industry. {H} 4 credits
Jina Kim
Offered Fall 2009
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 2009
174
East Asian Studies
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 2010
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 Spring 2009
EAS 350 Seminar: Modern Girls and Marxist Boys:
Consumerism, Colonialism and Gender in East Asia
This course explores discourses of modem "femininity'1
and modem "masculinity" through the study of the
two iconic figures to emerge in the early 20th century:
Modem 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 18. (E) {H} 4 credits
Jina Kim
Offered Spring 2009
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
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
EAL231
The Culture of the Lyric in Traditional
China
EAL232
Modem Chinese Literature
EAL236
Modernity: East and West
EAL237
Chinese Poetry and the Other Arts
EAL238
Literature from Taiwan
EAL240
Japanese Language and Culture
EAL241
Court Ladies, Wandering Monks and Urban
Rakes: Literature and Culture in Premodem
Japan
EAL242
Modem Japanese Literature
EAL243
Japanese Poetry in Cultural Context
EAL244
Construction of Gender in Modem
Japanese Women's Writing
EAL245
Writing, Japan and Otherness
EAL248
The Tale of the Genji and The Pillow Book
EAL261
Major Themes in Literature: East-West
Perspectives (topics course)
EAL360
Seminar: Topics in East Asian Languages
and Literatures (topics course)
EAS 218
Thought and Art in China
EAS 270
Colloquium in East Asian Studies
EAS 279
Colloquium: The Art and Culture of Tibet
REL110
Politics of Enlightenment
REL260
Buddhist Thought
REL263
Zen
REL 266
Buddhism in America
REL270
Japanese Buddhism
REL 271
Japanese Buddhism in the Contemporary
World
REL 360
Seminar: Problems in Buddhist Thought
Approved Courses in the
Social Sciences
ANT 200 Topics in Anthropology: Humans and
Nature in China
ANT 2 5 1 Women and Modernity in East Asia
ANT 252 The City and the Countryside in China
ANT 253 Introduction to East Asian Societies and
Cultures
ANT 342 Seminar: Topics in Anthropology
EAS 200 Colloquium: Topics in East Asian Studies
EAS 215 Pre-Modem Korean History
EAS 219 Modem Korean History
EAS 270 Colloquium in East Asian Studies
EAS 279 Colloquium: The Art and Culture of Tibet
East Asian Studies
175
(i( )\ 228 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
GOV 348 Seminar in International Politics: Conflict
and Cooperation in Asia
HST211 The Emergence of China
HST 212 China in Transformation, A.D. 750-1900
HST 2 14 Aspects of Chinese History:
Topic: The World of Thought in Early
China
HST 2 16 Women in Chinese History
HST 217 World War TWo in East Asia
HST 218 Thought and Art in China
HST 220 Colloquium: Japan to 1600
HST 22 1 The Rise of Modern Japan
HST 222 Aspects of Japanese History: The Place of
Protest in Early Modern and Modem Japan
HST 223 Women in Japanese History7: From Ancient
Times to the 19th Century
PRS 304 Presidential Seminar: Happiness —
Buddhist and Psychological Understandings
of Personal Well-Being
a. One year of an East Asian language is strongly
encouraged and may constitute two elective
courses. (One semester of a language may not kj
counted as an elective).
b. At least three elective courses may be at the 200-
or300-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, Jina Kim
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;
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 Modem East Asia (nor-
mallv bv the second vear)
2. Five elective courses, which shall be determined in
consultation with the adviser.
176
Economics
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
fl Frederick Leonard, Ph.D.
n Andrew Zimbalist, Ph.D.
"l Randall Bartlett, Ph.D.
"' Robert Buchele, Ph.D.
n Roger T.Kaufman, Ph.D.
Karen Pfeifer, Ph.D.
Elizabeth Savoca, Ph.D.
n Deborah Haas-Wilson, Ph.D.
Charles P. Staelin, Ph.D., Chair
Nola Reinhardt, Ph.D.
Mahnaz Mahdavi, Ph.D.
Associate Professors
Thomas A. Riddell, Ph.D.
James Miller, Ph.D.J.D.
Assistant Professor
Roisin O'Sullivan, Ph.D.
Instructor
Susan Stratton, M.S.
Lecturers
Charles Johnson, A.B., M.B.A.
Thomas L. Bernardin, M.A.
Lecturer and Professor Emeritus
Mark Aldrich, Ph.D.
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 1 1 1,
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 economics.
Open only to junior and senior non-economics majors.
{8} 4 credits.
Karen Pfeifer
Not offered in 2008-09
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 Spring 2009
127 The Magic of the Marketplace
An introduction to capitalism. Markets have made the
average American richer than any medieval king. Take
this course to find out why. Other topics covered include
innovation, discrimination, prostitution, environmen-
tal economics, international trade, affirmative action,
business competition, price gouging, illegal drugs,
Internet piracy, baby auctions, inequality and IQ, the
Economics
177
stock market, the minimum wage, an economic love
story, the economics of government and why Africa is
poor. This course is less mathematical than Economics
150. Open only to junior and senior non-economics
majors who will never take ECO 150. (E) {S} 4 credits
James I). Miller
Offered Fall 2008
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 Buchele, Elizabeth Savoca
Offered both semesters each year
150 Introductory Microeconomics
How and how well do markets work? What should gov-
ernment do in a market economy? How do markets 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 policy is-
sues, 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, govern-
ment (monetary and fiscal) policies should be pursued
in order to achieve low inflation, full employment, high
economic growth and rising real wages. {8} 4 credits
Members of the department
Offered both semesters each year
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. Cannot be used for credit towards the economics
; major and no more than four credits in accounting
may be counted toward the degree. {8} 4 credits
I Charles Johnson
\ Offered Fall 2008, Spring 2009
190 Introduction to Statistics and Econometrics
Summarizing, interpreting and analyzing empirical
data. Attention to descriptive statistics and statistical
inference. Topics include elementary sampling, prob-
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. {S/M} 4 credits
Robert Buchele, Elizabeth Savoca
Offered Fall 2008
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
To be announced, Charles Staelin
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 1 1 1 or its equivalent. {S} 4 credits
Roger Kaufman, Roisin O'SuUwan
Offered both semesters each year
255 Mathematical Economics
The use of mathematical tools to analyze economic
problems, with emphasis on linear algebra and differ-
178
Economics
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
Not offered in 2008-09
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. {S} 4 credits
Robert Buchele
Not offered in 2008-09
272 Law and Economics
An economic analysis of legal rules and cases. Topics
include contract law, accident law, criminal law, the
Coase theorem and the economics of litigation. Prereq-
uisite: 250. {S} 4 credits
James Miller
Offered Spring 2009
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- {S} 4 credits
Frederick Leonard
Not offered in 2008-09
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 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 issues? In this
seminar we will study these questions and more from
both microeconomic and macroeconomic perspectives.
Prerequisites: ECO 250, 253 andl90. Enrollment lim-
ited to 15. {S} 4 credits
Elizabeth Savoca
Offered Fall 2008
363 Seminar: Inequality
The causes and consequences of income and wealth
inequality. Social class and social mobility in the
U.S. The role of IQ and education. The distributional
impact of technical change and globalization. Is there
a "trade-off" between equality and economic growth?
The benefits of competition and cooperation. Expert-
C. The American Economy
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
Not offered in 2008-09
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 Zimbalist
Offered Spring 2009
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
Not offered in 2008-09
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-
Economics
179
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: 1()(), 250, MTH 111.
{S} 4 credits
Mabnaz Mabdavi
Offered Fall 2008
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
equity; efforts to impede gender equity, among others.
Prerequisites: ECO I50and 190 {8} 4 credits
Andrew Zimbalist
Not offered in 2008-09
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 modem central
bank and the formulation and implementation of
monetary policy Prerequisite: 253- {8} 4 credits
Thomas Bernardm
Offered Spring 2009
284 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
Not offered 2008-09
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 2009
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 spoils 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
341 Economics of Health Care
An examination of current economic and public policy
issues in health care. Topics include markets for health
insurance, physician services and hospital services;
public policies to enhance health care quality and
access; the economics of the pharmaceutical industry;
and alternatives for reforming the U.S. health care
system. Prerequisites: 250 and 190 or permission of the
instructor. {S} 4 credits
Deborah Haas-Wilson
Not offered 2008-09
342 Seminar: Economic Issues in the Presidential
Election
An in-depth examination of several of the principal
economic issues in the 2008 Presidential Election.
Although the specific topics will depend upon which
candidates are nominated, they are likely to come from
the following list: (1) Extension of the Bush tax cuts;
(2) Health Care Reform; (3) Immigration Reform; and
(4) Economic Solutions to Global Climate Change.
Prerequisites: ECO 250, 253 and 190. (E) {S} 4 credits
Roger Kaufman
Offered Fall 2008
D. International and
Comparative Economics
211 Economic Development
\n 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 haw been the consequence's for
economic welfare these regions? Topics include trade
policy (protectionism versus free trade), financial
policy industrial development strategies, formal and
180
Economics
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
Not offered in 2008-09
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 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, GATT/WTO agricultur-
al agreements, and structural adjustment/globalization
policies. Prerequisite: 150. {S} 4 credits
Nola Reinhardt
Offered Fall 2008
214 Economies 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- {S} 4 credits
Karen Pfeifer
Offered Fall 2008
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. {S} 4 credits
Roisin O'Sullivan
Offered Spring 2009
295 International Trade and Commercial Policy
An examination of the trading relationships among
countries and of the flows of factors of production
throughout the world economy. Beginning with the
theories of international trade, this course moves on
to examine various policy issues in the international
economy, including commercial policy, protectionism
and the distribution of the gains from trade, multilat-
eral trade negotiations, preferential trade agreements,
the impact of transnational firms and globalization,
immigration, and trade and economic development.
Prerequisite: 250. {S} 4 credits
Charles Staelin
Offered Fall 2008
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- {8} 4 credits
Mahnaz Mahdavi
Offered Spring 2009
309 Seminar: Topics in Comparative Economic Systems
Does the neoliberal paradigm rule the world? In the
1980s, "supply-side" and monetarist policies in Britain
and the United States aimed to restore the free-market
paradigm to "first world" capitalist countries. Then the
"second world" was transformed by the demise of the
U.S.S.R. and the absorption of East and Central Euro-
pean socialist economies into western Europe's orbit,
while the "third world" witnessed the dizzying growth
Economics
181
of China and India and, elsewhere, structural adjust-
ment and economic "reform." Are there common pat-
terns among these three transfonuations and how do
they fit in the global economy today? Prerequisites: ECO
250 or 253 and one 200-level course in international
economics. {8} 4 credits.
Karen Pfeifer
Offered Spring 2009
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). {S} 4 credits
Roger Kaufman
Not offered in 2008-09
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 reforms implemented in response.
We consider the current status and future prospects of
the regions economies. Prerequisites: 211 and 250 or
253, or permission of the instructor. {S} 4 credits
Nola Reinhardt
Offered Fall 2008
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
h'oisin O Si ill i ra)i
Offered Spring 2009
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
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
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.
182 ^ Economics
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 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.
Honors
Director: Robert Buchele
430d Thesis
8 credits
Full-year course; Offered each year
431 Thesis
8 credits
Offered Fall 2008
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Education and Child Study
Visiting faculty and some lecturers are generally appointed for a limited term.
183
Professors
t,AlanLMarvelli.Ed.D.
Sue J. M. Freeman, Ph.D.
Alan N.Rudnitsky, Phi)., 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.
Cath) Weisman Topal, MAT.
Janice Gam; Ed.D.
Glenn Ellis, Ph.D.
Catherine Swift. Ed.M.
Carol B. Berner. M.S.Ed.
Lecturer and Professor Emeritus
Raymond A. Ducharme.Jr.
Director of Teacher Education
JohnJ.Czajkowski.Jr., M.Ed.
Teaching Fellows
Marielle L Emond. BA
Deanna L. Gagnon. BA
Linda D. McEvoy. B.A.
Cynthia Lee Oldenberg, BA
Michael A. Von Stange, BA
Anna E. Walton. A.B.
Advisory Committee
GwenAgna, M.Ed.
Carol Gregory. MA.
Johanna M. McKenna. MA
Suzanne Scallion, M.Ed.
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.
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 Spring 2009
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 2009
222 Philosophy of Education
The Western conception of the educated person. A close
examination of the works of Rousseau. Montessori,
Dewey, Whitehead, and other modem philosophers of
education. {S} 4 credits
Rosetta Cohen
Offered Spring 2009
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
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. I sing a cross-
disciplinary approach, this course will examine those
educational institutions central to adolescent life:
schools, classrooms, school extracumculais, arts-based
organizations, athletic programs, community youth
organizations, faith-based organizations, and cvber-
communities. Three issues will be investigated Rist,
184
Education and Child Study
what theoretical and socio-cultural perspectives shape
these educational institutions? Second, how do these
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 eve-
ning movie slots. Enrollment limited to 35. {S} 4 credits
Sam Intrator
Offered Spring 2009
552 Perspectives on American Education
Required of all candidates for the MA, the Ed.M., and
the MAT. degrees. 4 credits
Raymond Ducharme
Offered Spring 2009
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 environ-
ment. Our essential question asks how have urban edu-
cators and policy makers attempted to provide a quality
educational experience for youth when issues associated
with their social environment often present significant
obstacles to teaching and learning? Using relevant social
theory to guide our analyses, we'll investigate school
reform efforts at the macro-level by 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 opportunities available for stu-
dents. Enrollment limited to 35. {S} 4 credits
Sam Intrator
Offered Fall 2008
210 Literacy in Cross-Gultural 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. {8} 4 credits
Lucy Mule
Offered Fall 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 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
Carol Berner
Offered Fall 2008
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 2009
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 To be announced
Offered Fail 2008, Spring 2009
Education and Child Study
ISS
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. {S/NJ 4 credits
Alan Rudnitsky
Offered Fall 2008
240 How Do We Know Students Are Learning?
Assessment has become increasingly important in our
educational system. The "No Child Left Behind-' Act
is one example of a national move to determine the
effectiveness of our schools. This course will focus on
ways assessment is being done around the country
and how we might interpret the results of the ensuing
studies. Some of the questions to be discussed in this
course include: what is assessment? How is assessment
conducted? What are the limits of assessment? How do
we interpret assessment results? What are ways results
can be manipulated? Students will examine assessment
efforts underway and develop and interpret their own
research studies. Enrollment limited to 12. (E) 4 credits
Thomas C. Laughner
Offered Spring 2009
248 Individuals With Disabilities
A study of current ideas and trends in the educational,
political and social community of exceptional children
and adults. Focus on issues and experiences that tran-
scend specific disabilities through examination of case
studies. {S} 4 credits
Sue Freeman
Offered Fall 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
Sue Freeman
Offered Fall 2008
554 Cognition and Instructional Design
A course focusing on the latesl developments in cogni-
tiu' science and the potential impact of these develop-
ments on classroom instruction. Open to seniors by
permission of the instructor. 4 credits
Alan Rudnitsky
Offered Fall 2008
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 edu-
cation, and an assessment of school and community-
based programs. Students will be required to observe,
analyze and report on a local children's sports pro-
gram. {S} 4 credits
Donald Siegel
Offered Spring 2009
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 Spring 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 excit-
ing. In this class students explore multiple teaching/
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
Education and Child Study
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. {8/A} 4 credits
Cathy Topal
Offered Fall 2008
334 Creating and Analyzing Case Studies of Teaching
The strategic knowledge teachers use to inform 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 theoretical
analysis. All of these elements will work together to
explicate the strategic knowledge underlying the teach-
ing. Each semester a theme providing the theoretical
focus will be selected. Permission of the instructor is
required. Enrollment limited to 12. {S} 4 credits
Al Rudnitsky
Offered Spring 2009
336 Seminar in American Education
Topic: Youth Development and Social Entrepreneur-
ship. Designed for students who aspire to study the
theory and practice of programs devoted to serving
youth and how they are founded, funded and sustained.
We will examine theories that explain the factors that
perpetuate the achievement gap and explore programs
developed to redress these inequalities. This is a course
with a service learning commitment. Students will work
with youth in Springfield on a youth media project from
2-4:30 p.m. on Tuesdays and Thursdays. 4 credits
Sam Intrator and Donald Siegel
Offered Fall 2008
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, study group discussions, and field-based
experiences. Prerequisite: EDC 238. Open to juniors and
seniors only with permission. {S} 4 credits
Susan Etheredge
Offered Fall 2008
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 meeting
scheduled in April. {S} 12 credits
Cathy Swift (Ml), Alan Rud?iitsky (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 2008, Spring 2009
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.
{S} 4 credits
Sue Freeman
Offered Spring 2009
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
Lucy Mule, Sam Intrator
Offered Fall 2008, Spring 2009
Education and Child Study
187
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 Spring 2009
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 both
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 2008
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 2008
Smith College and Clarke
School for the Deaf
Graduate Teacher Education
Program
Foundations of Education of the
Deaf
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
Cynthia Forsyihe
Offered Spring 2009
Speech Science and Audiology
565 Hearing, Speech and Deafness
4 credits
Parti. Nature of Sound
Anatomy and physiology of hearing. Processes of audi-
tor}7 perception. Anatomy, physiology and acoustics of
speech. TVpes, causes and consequences of hearing im-
pairment. Characteristics of the speech of deaf children.
Part II. Nature of Communication
Speech as a code for language. Speech perception and
the effects of sensorineural hearing loss. Auditor}' train-
ing and lip-reading instruction. Use of hearing in the
development of speech-production skills. 4 credits
Hollis Altman and Danial Sail itcci
Offered Summer 2008
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
Hollis Altman and Danial Salrucci
Offered Fall 2008
573 Audiometry, Acoustics and the Role of the Teacher
(A) Auditory feedback loop, from speech production
to perception. (B) Cochlear Implants: Introduction —
188
Education and Child Study
History 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, lan-
guage, evaluation. (C) Communication Access Assistive
Devices. (D) Audiograms, amplification, classroom
acoustics, IEP's — putting it all together. Prerequisites:
EDC 565 and 566. Limited to candidates for the M.Ed,
degree. (E) 2 credits
Hollis Altman and Danial Salvucci
Offered Spring 2009
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
and modem approaches to language development.
4 credits
Joyce Fitzroy and Linda Findlay
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 Fall 2008
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
Judith Sheldon and Michael O'Connell
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 2009
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 Gattr
Offered Spring 2009
Special Studies
400 Special Studies
1 to 4 credits
Offered both semesters each year
Education and Child Studv
189
The Major
Requirements: Ten 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: Jack Czajkowski
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.
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.
BarryJ.WadsworthJr.MAT.
Thomas M. Weiner, M.Ed.
The Minor
Required courses: EDC 235, Child and Adolescent
Growth and Development; EDC 238, Educational Psy-
chology.
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 With Hearing Loss (e)
EDC 347 Individual Differences Among Learners (e)
EDC 350 Learning Disabilities (e)
b. Child Development/Earlv
Childhood
Adviser: Janice Gatty
EDC 23 1 Foundations and Issues of Early Childhood
Education
EDC 341 The Child in Modern Society (e)
EDC 345d Elemental}7 Curriculum and Methods (e)
EDC 347 Individual Differences Among Learners (e)
c. Learning and Instruction
Advisers: Sam Intrator, Rosetta Cohen, Al Rudnitsky
EDC 232 The American Middle School and High
School (e)
EDC 333 Information Technology and Learning (e)
EDC 338 Children Learning to Read (e)
EDC 343 Multicultural Education (e)
EDC 345d Elementary Curriculum and Methods (e)
EDC 356 Curriculum Principles and Design (e)
EDC 540 Critical Thinking and Research in
Education (e)
EDC 554 Cognition and Instruction (e)
d. Middle School or High School
Advisers: Rosetta Cohen, Sam Intrator, Lucy Mule
EDC 232 The American Middle School and High
School
EDC 342 Growing Up American
EDC 346 Clinical Internship in Teaching
EDC 347 Individual Differences Among Learners e)
EDC 352 Methods of Instruction
190
Education and Child Study
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 2 1 0 Literacy in Cross-Cultural Perspective (e)
EDC 222 Philosophy of Education
EDC 232 The American Middle School and High
School
EDC 234 Modern 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: Al Rudnitsky
431 Thesis
8 credits
Offered first semester each year
432d Thesis
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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-
Baccalaureate
Biology 5-8, 8-12
Chemistry 5-8, 8-12
Earth Science 5-8, 8-12
English 5-8, 8-12
Education and Child Study 191
History 5-8, 8-12
Foreign Language 5 1 2 French
Foreign Language 5 1 2 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-
HearingPre-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. Students who are anticipating
licensure at the elementary level should take two math
courses. All students seeking Educator Licensure must
take and pass the Massachusetts Tests for Educator
Licensure (MTEL). Smith College's pass rate for 2007
was 90 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.
192
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.
Professor
"l*2 Ruth Haas, Ph.D. (Mathematics and Statistics and
Engineering)
Associate Professors
TlBorjanaMikic, Ph.D.
Glenn Ellis, Ph.D.
"l*2 Susan Voss, Ph.D.
Andrew Guswa, Ph.D.
t2 Donna Riley, Ph.D.
Judith Cardell, Ph.D., Clare Booth Luce Associate
Professor of Computer Engineering
Assistant Professors
"'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 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.
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, prototype 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 chal-
lenge students to critically analyze contemporary issues
related to the interaction of technology and society. {N}
4 credits
Susan Voss, Paul Voss, Fall 2008
To be announced, Spring 2009
Offered Fall 2008, Spring 2009
191D Engineering Forum
This forum series provides scholarly talks on a broad
range of topics related to engineering with the goal of
introducing students to types of research activities that
are available at Smith College and other locations.
Students will prepare for the talks by reading relevant
papers and come prepared with written questions. Each
presentation will include substantial time for discus-
sion and questions. Each student will have the chance
Engineering
193
to go to lunch with one of the speakers. An additional
goal of the forum is to provide an atmosphere for engi-
neering students at all levels to interact and learn from
one another. 1 credit
To be announced
Offered 2008-09 (full-year course)
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 1 1 1 and 1 12 or the
equivalent. Enrollment limited to 20. {N/M} 4 credits
Malgorzata Zielinska-Pfabe
Offered Fall 2008, Spring 2009
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: 2 10 or MTH 111, 112, 211, and 212 or
permission of the instructor. {N/M} 4 credits
. Malgorzata Zielinska-Pfabe
Offered even 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 Atela. Christophe Gole
Offered every Spring
220 Engineering Circuit Theory
Analog and digital circuits are the building blocks of
computers, medical technologies and all things electri-
cal. This course introduces both the fundamental prin-
ciples necessary to understand how circuits work and
mathematical tools that have widespread applications
in areas throughout engineering and science. Topics
include Kirchhoff's laws, The'venin and Norton equiva-
lents, superposition, responses of first-order and second-
order networks, time-domain and frequency-domain
analyses, frequency-selective networks. Prerequisites (or
(©requisites): PHY 1 18 and PHY 210 (or equivalents) or
permission of the instructor. {N} 4 credits
ludith Cardell
Offered Fall 2008
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 every Fall
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: 1 12 or permission
of the instructor. {M} 4 credits
Dominique Thiebaut
Offered every Fall
251 CSC 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. Prereq-
uisite: 231. Enrollment limited to 12. {M} 4 credits
Dominique Thiebaut
Not offered in 2008-09
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
serve as the basis for the analysis of steady-state and
transient behavior of reactive and non-reactive systems.
194
Engineering
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: MTH
112, GHM 111. (H) 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 12 (or the
equivalent) or permission of the instructor. {N} 4 credits
Glenn Ellis
Offered every 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 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
Andrew Guswa
Offered Spring 2009
272 The Science and Mechanics of Materials
This course introduces students to the fundamentals of
mechanics of materials from a static failure analysis
framework. Structural behavior will be analyzed, along
with the material and geometric contributions to this
behavior. Lecture topics will be complemented with
hands-on laboratory work designed to help students
make connections between the theoretical and experi-
mental behavior of materials. Prerequisite: EGR 270.
Co-requisite: EGR 273- {N} 4 credits
To be announced
Offered every Spring
273 Mechanics Laboratory
This is a required noncredit laboratory course that meets
once a week. Co-requisites: EGR 271 and/or EGR 272.
To 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 permission of the instructor. {N}
4 credits
Donna Riley
Offered every Fall
302 Materials Engineering Science
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. {N} 4 credits
Lindajones
Offered everv Fall
Engineering
195
311/GEO 301 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 understanding
principles of pH, alkalinity, equilibrium therm<xlynamics,
mineral solubility, soil chemistry, redox reactions, acid
rain and acid mine drainage. The laboratory will em-
phasize 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
CUM 111. Enrollment limited to 9- {N} 4 credits
Amy Rhodes
Offered 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
Offered Fall 2009
315 Ecohydrology
This course focuses on the measurement and modeling
of hydrologic processes and their interplay with ecosys-
tems. Material includes the statistical and mathematical
representation of infiltration, evapotranspiration, plant
uptake and runoff over a range of scales (plot to water-
shed). The course will address characterization of the
temporal and spatial variability of environmental pa-
rameters and representation of the processes. The course
includes a laboratory component and introduces students
to the Pioneer Valley, the cloud forests of Costa Rica, Afri-
can savannas and the Florida Everglades. Prerequisites:
MTH 112 or 114 and MTH 245 or24l. 4aedits
Andrew Guswa
Offered Fall 2009
319/GE0 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-
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 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 pro-
cessing techniques (e.g., medical imaging and speech
recognition), 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 discrete time
Fourier analysis, Laplace and Z transforms, sampling,
stability, feedback, control and modulation. Examples
will be utilized from electrical, mechanical, biomedi-
cal, environmental and chemical engineering. Prereq-
uisites: EGR 220 and PHY 210. {M} 4 credits
Susan Voss
Offered every Spring
322 Acoustics
Acoustics describes sound transmission through solids
and fluids; the focus of this course is sound transmis-
sion through air. This course provides an overview of
the fundamentals of acoustics, including derivation of
the acoustic wave equation, the study of sound wave
propagation (plane and spherical waves), the study of
sound transmission through pipes, waveguides, and
resonators impedance analogies, an overview of the
acoustics related to the human auditory system and an
introduction to room acoustics. The course includes
several short hands-on experiments to help understand
the relevant concepts. Prerequisite: EGR 220 Enroll-
ment limited to 12. {N/M} 4 credits
Susan Voss
Offered Fall 2009
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 21 1 or permission of the instructor.
{N} 2 or 4 credits
Doreen Weinberger
Not offered in 2008-09
196
Engineering
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. Coursework 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
technologies for meeting a region's electricity needs.
Prerequisite: EGR 220. {N} 4 credits
Judith Cardell
Not offered in 2008^09
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. (E) {N}
4 credits
Donna Riley
Offered Spring 2009
333 Technological Risk Assessment and Communication
Risk abounds in our everyday life; technology can play
a central role in both inducing and reducing risk. This
course covers topics in risk analysis including risk as-
sessment (modeling and estimating risks), risk abate-
ment (strategies and technologies for reducing risk),
and risk management (public or private processes for
deciding what risk levels are acceptable). We will ex-
amine the psychology of risk perception, judgment and
decision making, and human factors issues in engi-
neering design that increases or reduces risk. Students
will develop an understanding of the complex relation-
ships between risk and benefit, and learn to design and
evaluate risk communication materials. Prerequisites:
MTH 241 or some other introduction to probability or
permission of the instructor. The course relies upon
some knowledge of basic probability. {S/N} 4 credits
Donna Riley
Offered Fall 2008
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
Not offered in 2008-09
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 Fall 2008
354/GSG 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 modem-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 and 231. {M} 4 credits
Dominique Thiebaut
Offered Fall 2008
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:
Engineering
197
EGR 260 and either EGR 271 or EGR 290.orpemiis-
sion of the instructor. 4 credits
To be announced
Offered Fall 2008
372 Advanced Solid Mechanics and Failure Analysis
Building on the fundamentals of solid mechanics and
materials science introduced in EGR I'll, 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 2009
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 biomechanical
integrity of the tissues composing the skeletal system
are established during development, maintained dur-
ing 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. [H] 4 credits
Borjana Mikic
Offered Spring 2010
389 Techniques for Modeling Engineering Processes
The goal of this course is to introduce students to sev-
eral approaches used to model, understand, simulate
and forecast engineering processes. One approach to
be covered is the use of artificial neural networks — a
branch of artificial intelligence (AI) with connections
to the brain. Other approaches to be covered are based
upon probability and statistics and will include auto-re-
gressive moving average (ARIMA) processes. Although
students will leam about the theory behind these ap-
proaches, the emphasis of the course will be on their
application to model processes throughout the field
ol engineering. Some examples include earthquake
ground motion, financial markets, water treatment
and electrical systems, \cknowledging the interdisci-
plinary nature of AI, students will also investigate the
possibilities of machine consciousness. Prerequisite or
co-requisite: MTH 241. {N} 4 credits
Glenn Ellis
Offered Fall 2008
Special Studies
Available to sophomore students with permission of
their major adviser and engineering department.
Variable credit 1-4 as assigned
410D Engineering Design Clinic
This two-semester course leverages students' previous
coursework to address an actual engineering design
problem. Students collaborate in teams on real-world
projects sponsored by industry' and government. These
projects are supplemented by course seminars to pre-
pare students for engineering design and professional
practice. Seminars include such topics as the engineer-
ing design process, project management, team dynam-
ics, 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. Pre-
requisite: EGR 100 and senior standing in engineering
or permission of the instructor. 8 credits
Susannah Howe
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 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
Engineering
broad study of the theoretical scientific underpinnings
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 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 cur-
riculum 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 and
written communication.
Liberal Arts Breadth
Students are required to demonstrate breadth in their
curriculum by either:
1. fulfilling the Latin Honors distribution require-
ments;
2. fulfilling the requirements for another major or
minor within Div I or Div II; or
3. by submitting a cogent proposal describing an
alternative approach including all courses that the
student will take to acquire curricular breadth for
consideration and approval by the engineering fac-
ulty and program chair.
Students are strongly encouraged to take an additional
course in the natural sciences (e.g., biology, geology).
Mathematical Skills
Students will be assessed during their first semester for
their mathematical skills and comprehension. A j-term
math skills studio is required for students whose math
assessment scores are low
Additionally, an engineering-physics problem solving
course is offered during orientation period each fall.
Students requiring the additional problem solving
skills needed to complete the physics requirements are
required to take this one-week course.
Requirements of the Major
Math: MTH111&1 12 (or 1 14), MTH 204, MTH 241
Physics: PHY 117, PHY 118*, PHY 210
Chemistry: CHM 1 1 1 or higher
Computer Science: CSC 111
Engineering Core: 100, 220, 260, 270, 271, 272, 273,
290, 320, 410 (8-credit Design Clinic)
*Normally students will take PHY 1 18. However, stu-
dents may petition to substitute an upper-level science
course in order to achieve a specific educational objec-
tive. This petition must be approved by their adviser
and program director.
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.
The Engineering Minor
Some students may wish to minor in engineering as a
way to complement their major and supplement their
education.
Major advisers also serve as advisers for the minor.
The requirements for the minor in engineering com-
prise a total of five (5) courses. These courses must
include:
1. EGR 100
2. PHY 117
3. One course from PHY 210 (EGR 201), MTH 204,
MTH 241, EGR 220, EGR 260, EGR 270, EGR 271,
EGR 272, EGR 290
4. One course from EGR 220, EGR 260, EGR 270,
EGR 271, EGR 272, EGR 290 (not the same as in 3
above)
5. One course from EGR 302, EGR 312, EGR 315, EGR
320, EGR 321, EGR 325, EGR 330, EGR 340, EGR
346, EGR 372, EGR 373, EGR 380, EGR 390, EGR
410D and other 300-level EGR courses as they are
added by EGR faculty.
Engineering 199
Princeton-Smith Exchange
Engineering Exchange Program
An exchange program between Princeton I niveisit)
and Smith College permits students from Smith's
Picker Engineering Program to study at Princeton and
engineering students from Princeton to study at Smith.
Both programs share the goal of producing leaders for
the 21st centurj and the belief that successful engineers
can identify the needs of society and direct their talents
toward meeting them. This program is available to
student in the spring semester of their sophomore or
junior year
Before applying for admission to the program, a
student will discuss the course and research opportuni-
ties with her academic adviser. Applications must be
submitted to the director of engineering by October 20,
and the candidates will be notified by November 15.
If accepted, the Smith student must submit a leave of
absence form to the junior class dean by December 1.
Honors
Director: Linda E.Jones
430d Thesis
8 credits
Full-year course; Offered each year
432d Thesis
1 1 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
200
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.
*2 Sharon Cadman Seelig, Ph.D.
Michael Gorra, Ph.D.
Richard Millington, Ph.D.
"' Nora E Crow, Ph.D.
*2 Craig R. Davis, Ph.D.
"2 Patricia Lyn Skarda, Ph.D.
Naomi Miller, Ph.D.
Nancy Mason Bradbury, Ph.D., Chair
Professor-in-Residence
Paul Alpers, Ph.D.
Elizabeth Drew Professor
Sue Miller, MA
Grace Hazard Gonkling Writer-in-Residence
Nikky Finney, B.A.
Joan Leiman Jacobson Visiting Nonfiction Writer
Hilton Awls (English and American Studies)
Joan Leiman Jacobson Visiting Nonfiction Writer
Hilton Als (English and American Studies)
Associate Professors
n Gillian Murray Kendall, Ph.D.
Cornelia Pearsall, Ph.D.
Luc Gilleman, Ph.D.
*' Michael Thurston, Ph.D.
Ambreen Hai, Ph.D.
n Floyd Cheung, Ph.D.
Senior Lecturers
Robert Ellis Hosmer, Jr., Ph.D.
"l*2 Ann E.Boutelle, Ph.D.
Lecturers
Julio Alves, Ph.D.
Debra L. Carney, M.F.A.
Holly Davis, M.A.
Mary Koncel, M.F.A.
Brian Turner, M.F.A.
Ellen Dore Watson, M.F.A.
Samuel Scheer, M.Phil.
Sara Eddy, Ph.D.
Mendenhall Fellow
Maria C. Ramos
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 se-
mester. In 2008-09, English 120, 199, 200 (seel) 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 in the following pages.
English Language and literature
201
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 IS 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 Aires
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. WI
Brian Turner
Offered Fall 2008
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. WI
Melissa Bagg
Offered Fall 2008, Spring 2009
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. WI
Holly Davis
Offered Fall 2008
Aspects of Blackness
Reading and writing about aspects of black history,
identity and politics. WI
Julio Alves
Offered Fall 2008
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) WI
4 credits
Julio Alves
Offered Spring 2009
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. WI
Debra Carney
Offered Fall 2008
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. WI
Mary A. Koncel
Offered Fall 2008
First-Year Seminars
For course descriptions, see First-Year Seminar section
202
English Language and Literature
FYS 118 Groves of Academe
Patricia Skarda
Offered Fall 2008
FYS 128 Ghosts
Cornelia Pearsall
Offered Fall 2008
FYS 157 Literature and Science: Models of Time and
Space
Luc Gilleman
Offered Fall 2008
FYS 158 Reading the Earth
Sharon Seelig
Offered Fall 2008
FYS 160 The End of the World as We Know It: The Post-
Apocalyptic Novel
Gillian Kendall
Offered Fall 2008
FYS 162 Ambition and Adultery: Individualism in the
19th-century Novel
Michael Gorra
Offered Fall 2008
FYS 167 Icelandic Saga
Craig Davis
Offered Fall 2008
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
alternate with readings by visiting poets. Graded Sat-
isfactory/Unsatisfactory only. Course may be repeated.
{L} 2 credits
Marshajanson
Offered Fall 2008
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. WI {L}
To be announced
Offered Fall 2008, Spring 2009
The Gothic in Literature
Terror, guilt, and the supernatural in novels, tales and
poems from the 18th to the 20th centuries. Authors
include Walpole, Lewis, Austen, Coleridge, Mary Shelley,
Byron, Charlotte Bronte and James. WI {L}
Nora F. Crow
Offered Fall 2008
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. WI {L}
Ann Boutelle
Offered Fall 2008
Modern Irish Writing
An introduction to the major Irish poets and storytellers
of the 20th century, with some attention to drama and
autobiography. Readings in Joyce, Yeats, Beckett, Frank
O'Connor, Edna O'Brien, Heaney, Kavanaugh and oth-
ers. WI{L}
Dean Flower
Offered Fall 2008
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. WI {L}
Sara Eddy
Offered Fall 2008
Literature of the Fantastic
A study of fantasy — the nonreal, surreal, strange and/
or eccentric in literature, focusing particularly on texts
that cross boundaries between life and death, male
English Language and Literature
and female, human and inhuman. Authors to include
Shakespeare, Swift, Woolf, Malamud, Hong Kingston.
Morrison and others. \\ I {L}
Gillian Kendall
Offered Spring 2009
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 bj Sophocles. Shakespeare and Stoppard and a
film ortwo. Wl {L}
Nancy Bradbury
Offered Spring 20(H)
Contemporary Coming-of-Age Stories
Analysis of recent forms taken by the coming-of-age
story, emphasizing novels, short stories, and memoirs
written in the past thirty years, chiefly in America.
Emphasis on the diversity and individuality of each
coming-of-age experience and on how the forms and
techniques of these stories shape their meanings.
Discussion of such questions as what "growing up"
means in different families, individuals, genders, social
classes, ethnicities and cultures; whether coming of age
is a rite of passage that everyone experiences; and how
writing about the experience changes it. Wl {L}
Dean Flower
Offered Spring 2009
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 modem 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 2000
Level II
Courses numbered 199-249. Open to all sophomores,
juniors and seniors, and to qualified first-year students.
Gateway Courses
Ttiese four classes serve as entrj 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 oi
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 who are well-equipped to take on
complex texts. This gateway course for prospective
English majors is not recommended for students
simply seeking a writing-intensive course. Readings in
different sections will van; but all will involve active
discussion and frequent writing. Wl {L} 4 credits
Ambreen Hai. William Oram. Robert Hosmer. Fall
2008
Michael Gorra. Floyd Cheung Richard Millington,
Spring 2009
Offered both semesters each year
200 The English Literary Tradition I
A study of the English literary tradition from the Middle
Ages through the eighteenth century Recommended
for sophomores. {L} 4 credits
Douglas Patew Sharon Seelig
Offered Fall 2008
201 The English Literary Tradition II
A study of the English literary tradition from the nine-
teenth centUTJ to modern times. \\ I {L} \ credits
Cornelia Pcarsall. Lac Gilleman
Offered Spring 2000
231 American Literature before 1865
Astudv of American writers as the) seek to define a
role for literature in their changing societj Emphasis
on the extraordinary burst of creativity thai took place
between the 1820s and the Civil War. Works by Cooper,
Hawthorne, Emerson, Thoreau, Melville. Douglass.
204
English Language and Literature
Stowe, Whitman, Dickinson and others. {L} 4 credits
Richard Millington
Offered Fall 2008
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 Aeneid;
Dante's Divine Comedy. WI {L} 4 credits
Lecture and discussion
Ann R. Jones (Comparative Literature)
Luc Gilleman (English Language and Literature)
Robert Hosmer (English Language and Literature)
Nancy Shumate (Classics)
Offered Fall 2008
203/CLT 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 of Cleves; Goethe's Faust; Tolstoy's War and
Peace. Prerequisite: ENG 202/CLT 202. Wl {L} 4 credits
Lecture and Discussion
Maria Banerjee (Russian)
William Oram (English Language and Literature)
Offered Spring 2009
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; King Lear and^
Tloousand 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 2009
207/HSC 207 The Technology of Reading and Writing
An introductory exploration of the physical fonns 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 memory7 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 2009
212 Old Norse
An introduction to the language and literature of medi-
eval Iceland, including the mythological texts and the
family sagas. {L} 4 credits
Craig R. Davis
Offered Fall 2008
230/JUD 258 American Jewish Literature
Jewish literary engagement with America, from Yiddish
writing on the margins to the impact of native-born
authors and critics on the post-war literary scene.
Topics include narratives of immigration; the myth of
America and its discontents; the Yiddish literary world
on the Lower East Side and the New York Intellectuals;
ethnic satire and humor; crises of the left involving
Communism, Black-Jewish relations, and '60s radical-
ism; the Holocaust in American culture; tensions be-
tween Israel and America as "promised lands"; and the
creative betrayal of folklore in contemporary fiction.
Must Jewish writing in America remain on the margins,
"too Jewish" for the mainstream yet "too white" for the
new multicultural curriculum? {L} 4 credits
Justin D. 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, Chesnutt, Jewett
and Sui Sin Far, along with a selection of the poetry of
the era. {L} 4 credits
Dean Flower
Offered Spring 2009
English Language and Literature
205
235 Modem American Writing
American writing in the first half of the 20th century,
with emphasis on modernism Fiction by Gather, Hem-
ingway, Fitzgerald, Hurston, Faulkner; poetry by Frost.
Stevens, Eliot, Pound and Bishop. {L} 4 credits
Michael Thurston
Offered Spring 2009
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, 1\vain, Goethe, Stendhal, Henry James, Paul
Theroux, Rebecca West, Isak Dinessen and others. {L}
4 credits
Michael Gorra
Offered Fall 2008
240 Modern British and American Drama
A study of recent developments in British and American
drama, emphasizing interconnectedness and cross-
fertilization: theatre of passion; absurdism; language-
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 2009
244 The Novel Now
Representative works of recent fiction, chosen from
across the English-speaking world with an eye to
suggesting the range, variety and possibilities of the
contemporary novel. Readings will vary from year
to year, but likely suspects include Salman Rushdie,
Nadine Gordimer, Philip Roth, J. M. Coetzee, Toni Mor-
rison, Pat Barker, Michael Ondaatje, Alice Munro, Don
DeLillo, Peter Carey and Cormac McCarthy, along with
a selection of younger figures. {L} 4 credits
Michael Gorra
Offered Spring 2009
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 Fall 2008
255 Seventeenth-Century Poetry
An exploration of the remarkable variety of seven-
teenth-century lyric poetry, which includes voices
secular and sacred, witty and devout, bitter and sweet,
male and female. Attention to poetic forms, conven-
tions and imagery, to response and adaptation of those
forms. Particular emphasis on Donne, Jonson, Herbert
and Marvell, set in the context of their time and their
contemporaries. {L} 4 credits
Gillian Kendall
Offered Spring 2009
256 Shakespeare
A Midsummer Night's Dream, As You Like It, I Henry
N, Measure for Measure, King Lear, Macbeth, Corio-
lanus, The Tempest. Enrollment in each section lim-
ited to 25. Not open to first-year students. {L} 4 credits
William Oram, Naomi Miller
Offered Fall 2008
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
William Oram
Offered Spring 2009
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 F. Crow
Offered Fall 2008
206
English Language and Literature
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
Sharon Seelig
Offered Spring 2009
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 2008
265 The Victorian Novel
The English novel from Dickens and Thackeray to Con-
rad. Emphasis on the genre's formal development —
narrative voice and perspective, the uses of plot, the rep-
resentation of consciousness — but with some attention
to social-historical concerns. {L} 4 credits
Margaret Bruzelius (Comparative Literature)
Offered Fall 2008
270 The King James Bible and Its Literary Heritage
A 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 2009
275/REL 203 Reading and Rereading the American
Puritans
The course combines close study of the 17th-century
writings of Pilgrim Separatists and Puritan settlers
in North America with study of texts in later periods
(1820-1850, 1920-1950 and after) that use the Pil-
grims and Puritans to dramatize and imagine resolu-
tions to the crises of their own historical moments.
Prerequisite: a course in American literature, American
history or American studies. {L} 4 credits
Michael Thurston
Offered Spring 2009
276 Contemporary British Women Writers
Consideration of a number of contemporary women
writers, mostly British, some well-established, some not,
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 Spring 2009
277 Postcolonial Women Writers
A comparative study of primarily twentieth-century
women writers in English from Africa, the Caribbean,
South Asia and Australia. We will read novels, short
stories, poetry, plays and autobiography in their histori-
cal, cultural and political contexts as well as theoretical
essays to address questions such as: How have women
writers challenged both colonial and postcolonial
assumptions about gender, identity or nationhood,
diaspora? How do they call attention to or address
issues often ignored by their male contemporaries
or forebears, such as sexuality, desire, motherhood,
childhood, sickness, poverty, relations among women?
Writers may include Attia Hosain, Anita Desai, Kamala
Das, Thrity Umrigar, Ama Ata Aidoo, Bessie Head,
Nawal-el-Saadawi, Jamaica Kincaid, Michelle Cliff,
Shani Mootoo, Zadie Smith, Sally Morgan. Prerequisite:
a WI course. {L} 4 credits
Ambreen Hai
Offered Fall 2008
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 (Study of Women and Gender)
Offered Fall 2008
English Language and Literature
207
282/AAS 245 The Harlem Renaissance
A stud\- of one of the first cohesive cultural movements
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 urhan 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 (Afro-American Studies)
Offered Fall 2008
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 explores a
range of literary, visual and scientific representations
of Victorian sexuality. We read novels, nonfiction prose
and poetry by authors such as Darwin, Dickens, H.
Rider Haggard, Christina Rossetti and Oscar Wilde.
Literary readings are informed by Victorian sexologists
such as Freud, Krafft-Ebing and Havelock Ellis, as
well as contemporary historical and theoretical writ-
ings. We also make use of visual materials, including
Pre-Raphaelite paintings, Aubrey Beardsley illustra-
tions and photographs. Prerequisite: ENG 120, 199 or
equivalent writing-intensive course. {L} 4 credits
Cornelia Pearsall
Offered Fall 2008
285 Introduction to Contemporary Literary Theory
What is literature? Why and how should it be studied?
How does literature function in culture and society?
Does the meaning of a text depend on the author's in-
tention or on how readers read? What counts as a valid
interpretation? How do changing understandings — of
language, the unconscious, history, class, gender,
race or sexuality — change how we read? This course
introduces some of the major 20th-century philosophi-
cal questions that have shaped literary studies today,
drawing upon a variety of disciplines, and influential
movements or approaches such as the New Criticism,
structuralism, poststructuralism, Marxism, psycho-
analysis, postcolonialism, gender and cultural stud-
ies. Strongly recommended for students considering
graduate studies. Prerequisite: ENG 199 or a 200-level
literature course. {L} 4 credits
Ambreen Hoi
Offered Spring 2009
299 Green Victoria
Drawing on the resources of the Smith Botanic Garden
and library collections, this course explores a variety
of landscapes Victorians created or imagined, designed
or desired. Topics include the Victorian language of
flowers, transplantation of the seeds and fruits of the
Empire, and fascination with the process of decomposi-
tion. Readings include theoretical writings of Charles
Darwin and John Ruskin, as well as literary and visual
representations of botanical longing or dislocation by
such authors and artists as Lewis Carroll, Charles Dick-
ens, Frances Hodgson Burnett, Beatrix Potter, Christina
Rossetti, Dante Gabriel Rossetti and Virginia Woolf.
Prerequisite: a Wl course; enrollment limited to 25. {L}
4 credits
Cornelia Pearsall
Offered Spring 2009
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 Dore Watson
Offered Spring 2009
208
English Language and Literature
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
Hilton Als
Offered Fall 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 Fall 2008
295 Advanced Poetry Writing
Admission by permission of the instructor. {L} 4 credits
Nikky Finney
Offered Faff 2008, Spring 2009
296 Writing Short Stories
Admission by permission of the instructor. {L} 4 credits
Sue Miller
Offered Fall 2008, Spring 2009
384/AMS 351 Writing About American Society
An examination of contemporary7 American issues
through the works of literary journalists ranging from
Elizabeth Hardwick to Joan Didion; Frances Fitzgerald
to Adrian Nicole Le Blanc. Intensive practice in ex-
pository 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. Sample writing must be
submitted to be considered. {L/S} 4 credits
Hilton Als
Offered Spring 2009
Level IV
30-level courses, but not seminars. These courses are
intended primarily for juniors and seniors who have
taken at least two literature courses about the 100-level.
Other interested students need the permission of the
instructor.
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 2008
Level V
Seminars
Seminars are open only to juniors and seniors, 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.
PRS 306 Beowulf and Archaeology
The Old English poem Beowulf 'may be the most
expressive document we possess for the cultural world
of Europe from the 5th through 8th centuries AD,
even though it survives in a single copy from c. 1000.
English Language and Literature
209
Our interpretation of this poem has been enhanced
by tliscoveries of the Sutton Hoo ship-burial in East
Anglia, a huge 6th-century hall in Denmark, and other
significant finds. This seminar will examine the way
archaeological investigation, historical research and
literary criticism all combine to create a more reveal-
ing, though still controversial "assemblage of texts"
from this formative phase of early European society.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Davis (English)
Offered Spring 2010
310 Early Modern Women: "The Life of Me': Early
Modern Women's Lives"
Beginning with the early diaries and autobiographies
of some remarkable women writers, moving to more
imaginative narrative and dramatic forms, and finally
to an early novel, we will consider the developing
modes of self-understanding and self-representation,
from fact to fantasy, record-keeping to romance, in the
17th and early 18th centuries. Admission by permis-
sion. Enrollment limited to 12. 4 credits
Sharon Seelig
Offered Spring 2009
333 Seminar: A Major British or American Writer
Stoppard and Bennett
Comparative study of the plays, films and television
dramas of Tom Stoppard and Alan Bennett, in their
roles as intellectual entertainers, experimenters in
different media and transmitters of English tradition.
The works to be read or viewed include rewritings of
Shakespeare (Rosencrantz & Guildenstern Are Dead)
and Oscar Wilde (Travesties); films and dramas about
espionage (Enigma, A Question of Attribution, An
Englishman Abroad); a series of television mono-
logues (Talking Heads); reassessments of history, both
private (The Invention of Love) and public (The Mad-
ness of George III); plays and films about school life
(Forty Years On and The History Boys); drama about
actors (The Real Thing): drama about a slightly de-
ranged street person (The Lady in the Van). Admission
by permission. Enrollment limited to 12. {L/A} 4 credits
Jefferson Hunter
Offered Fall 2008
Evelyn Waugb
Reading and discussion of all Waugh's novels (and
some of his travel-books and journalism), from Ins
earl) satires of the 1920s and '30s such as Decline
and Fall and I lie Bodies, through his turn to explicit
religious polemic in Brideshead Revisited and Helena,
to his recreation of the Second World War in the trilogy
Sword of Honour. {LH} 4 credits.
Admission by permission. Enrollment limited to 12.
Douglas Pater
Offered Fall 2008
Virginia Woolf
A close study of representative texts from the rich
variety of Woolf s work: novel, essay, biography and
short story. Preliminary; essential attention to the life,
with particular concern for the Victorian/Edwardian
world of Woolf s early years and the Bloomsbury Group.
Works to be studied will include Mrs. Dalloway To the
Lighthouse. Orlando, rThe Waves, Between the Acts,
A Room of One's Own and Three Guineas, as well as
essays drawn from The Common Reader and stories.
Supplementary readings from biographies of Woolf
and her own letters, journals and diaries. Admission by
permission. Enrollment limited to 12. {L} 4 credits
Robert Hosmer
Offered Spring 2009
350 Literature, Folklore and Fakelore
This seminar asks how and why writers have collected,
published, adapted and fabricated oral traditions.
Readings include theoretical backgrounds; field studies
of living traditions; historical scholarship on the collec-
tion of folktales and ballads (including scandals and
forgeries); and powerful literary recreations of legends,
folktales and folksongs. Admission by permission. En-
rollment limited to 12. {L} 4 credits
Nancy Bradbury
Offered Spring 2009
353 Seminar: Advanced Studies in Shakespeare
Topic: Unnatural Shakespeare: The Eerie and the
Strange. Ghosts, darkness, a forest that moves, gods
who usurp the stage, more ghosts, uncanny doubles,
statues that come alive, a magic handkerchief. Eerie
and strange elements penneate Shakespeare's plays,
making them places of deep enchantment. In a num-
ber of Shakespeare's plays, we will explore his use of the
210
English Language and Literature
uncanny, and we will attempt to uncover its function in
plays that would seem to have little place for the en-
thrallments of magic. We may look at 4 Midsummer
Night's Dream, Antony and Cleopatra, Macbeth,
Cymbeline, The Winter's Tale, Richard III and/or The
Tempest, Hamlet, Othello. {L} 4 credits
Admission by permission. Enrollment limited to 12.
Gillian Kendall
Offered Fall 2008
382 Readings in American Literature
Topic: Hemingway and His Heirs. The powerful influ-
ence of Ernest Hemingway's fiction on contemporary
writers prompts the inquiry of this seminar. What is
there about Hemingway's innovative style or obses-
sive themes or mythologized persona that generates
such strong, sometimes hostile but always productive
reactions? In the first eight weeks, we will study Hem-
ingway's early achievement: the emergence of his style;
problems of masculinity and gender; obsessions with
war, love and death; and his treatment of marriage and
identity. Biographical interpretation will come into play
as the discussion moves into Hemingway's later career,
when the "Papa Hemingway" persona emerged. In the
latter stages of the seminar we will read a series of con-
temporary works — by such writers as Raymond Carver,
Annie Proulx, Cormac McCarthy and Ann Beattie —
who have been deeply influenced by Hemingway. The
final essay will be an exploration of some facet of the
seminar's theme, involving one recent writer's work.
Admission by permission. Enrollment limited to 12. {L}
4 credits.
Dean Flower
Offered Fall 2008
Cross-listed and
Interdepartmental Courses
CLT 205 Twentieth-Century Literature of Africa
CLT 237 Traveller's Tales
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 class of 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 early canonical
authors: 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 early canonical
authors: Chaucer (250), Shakespeare (256 or 257)
and Milton (260);
4. A seminar;
5. Five additional courses
In 2008-09 the following courses fulfill requirement
#2: 200, 202, 203, 212, 231, 238, 250, 255, 256, 257,
259, 260, 263, 270, 350 and 353.
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
English Language and Literature
211
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.
In exceptional circumstances the department will
permit a student to submit a work of fiction, poetry or
creative nonfiction for honors.
Graduate
580 Graduate Special Studies
Independent study for graduate students. 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
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 (2008-09)
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.
212
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
*2 Elliot Fratkin, Professor of Anthropology
*2 Virginia Hayssen, Professor of Biological Sciences
"2 Paulette Peckol, Professor of Biological Sciences
L. David Smith, Associate Professor of Biological
Sciences
*2 Maureen Fagan, Assistant Professor of Chemistry
n Shizuka Hsieh, Assistant Professor of Chemistry
Andrew J. Guswa, Associate Professor of Engineering
**' Paul Voss, Assistant Professor of Engineering
Robert M. Newton, Professor of Geology
Amy Larson Rhodes, Associate Professor of Geology
Donald C. Baumer, Professor of Government
Gregory White, Professor of Government
n David Newbury, Professor of History and of African
Studies
Jeffry Ramsey, Associate Professor of Philosophy
Nathanael Fortune, Associate Professor of Physics
**' Leslie King, Associate Professor of Sociology
Michelle Joffroy, Associate Professor of Spanish and
Portuguese
The environmental science and policy (ES&P) minor
is designed for students with a serious interest in envi-
ronmental issues and sustainability and a commitment
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,
geology 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 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 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. No
more than one course may be taken S/U; EVS 300 may
not be taken S/U.
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
Environmental Science and Polio
213
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,
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 alter-
natives. May not be taken S/U and count towards the
minor. Prerequisite: all courses completed or concur-
rent for the environmental science and policy minor or
by permission of the instructor. {S/N} 4 credits
L David Smith
Offered Spring 2009
EVS 400 Special Studies
Admission by permission of the instructor, the program
director and ES&P's curricular subcommittee. Special
studies are open only to qualified juniors and seniors,
and in appropriate cases, to sophomores. 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
j 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 interdisciplinary 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 students. (E) Wl 4 credits
Leslie Ymg and Paul Wetzel
Offered Fall 2008
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 2009
Chemistry
CHM 108 Environmental Chemistry
GEO 301 Aqueous Geochemistn
EGR 260 Mass and Energy Balances
EGR 3 1 2 Thermochemical Processes in the
Atmosphere
Ecology
BIO 1 10 Introductory Colloquia: Life Sciences for
the 21st Century: Conservation Biology
BIO 154 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 Biology: 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
EGR 315 Ecohydrology
Environmental Policy
ANT 230 Africa: Population, Health and Enviro-
mental Issues
ANT 236 Economy. Ecology and Society
ANT 24 1 Anthropology of Development
ECO 284 Environmental Economics
GOV 254 Politics of the Global Environment
GOV 306 Politics and the Environmenl
214
Environmental Science and Policy
PPL 222 Colloquium: U.S. Environmental History
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:
BIO 103
Economic Botany: Plants and Human
Affairs
Introductory Colloquia: Bacteria: The Good,
The Bad and the Absolutely Necessary
Introductory Colloquia: Island Biology
Invertebrate Diversity and lab
Plant Systematics and lab
Vertebrate Biology
Biogeography
Engineering and Global Development
Hydrosystems Engineering
Seminar: Advanced Topics in Engineering:
Science, Technology and Ethics
EVS 150/GEO 150 Modeling our World: An Introduc-
tion to Geographic Information Systems
The Science and Politics of Food, Water
and Energy
Politics of Public Policy
Ecology and History in Africa
Environmental Ethics
Colloquium in Applied Ethics: Sustain-
ability
Solar Energy and Sustainability
Public Policy Analysis
World Population
Topics in Latin American and Iberian
Studies: Women, Environmental
Justice and Social Action
SWG 230 Feminisms and the Fate of the Environment
BIO 110
BIO 110
BIO 260
BIO 264
BIO 272
BIO 366
EGR330
EGR346
EGR390
FYS 147
GOV 207
HST299
PHI 238
PHI 304
PHY 100
PPL 220
SOC 232
SPN372
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 Maritime Studies Program of Williams College
and Mystic Seaport. 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)
215
Ethics
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisers
John M. Connolly, Professor of Philosophy', Director
' 2 Elizabeth V. Spelman, Professor of Philosophy
Donald Joralemon, Professor of Anthropology
Albert Mosley, Professor of Philosophy
"' Susan Levin, Associate Professor of Philosophy
n Donna Riley, Associate Professor of Engineering
Ernest Alleva, lecturer of Philosophy
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
even 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
EGR 390
Topics in Engineering: Science.
Technology and Ethics
PHI 221
Ethics and Society
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 pro-
gram.
216
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., Chair, Spring
**1 Barbara Brehm-Curtis, Ed.D, Chair, Fall
t2 Christine M.Shelton, M.S.
Lecturers
Jane M. Stangl, Ph.D.
Lynn Oberbillig, M.BA
Tim Bacon, MA
Jacqueline Blei, M.S.
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 B. Messer
Jo Schneiderman, M.Ed.
Rachel Hackett, B.A.
Cindy Schmelpfenig
Dorothy Steele
Katrina O'Brien
Jaime Ginsberg
Lynn Hersey
Julie Perrelli
Teaching Fellows
Kathleen Boucher
Lacee Carmon
Sarah Cox
Sheila Gisbrecht
EricaHollot,BA
Jeremy Ivey, B.S.
David Senary
Hannah Shalett, B.A.
Jennifer Williams, B.A.
Laura Williamson, BA
A. Theory Courses
100 Interdisciplinary Perspectives on Exercise and
Sport
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 Tim Bacon
Offered Fall 2008
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
Exercise and Sport Studies
217
110 Introduction to Coaching
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
public high school coaches in many states including
Massachusetts. Enrollment limited to 20. {S} 4 credits
Tim Bacon
Offered Spring 2009
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
To be announced
Offered Spring 2009
150 Nutrition and Health
An introduction to the science of human nutrition. We
: will study digestion, absorption and transportation of
nutrients in the body, and the way nutrients are used to
. support growth and development and maintain health.
We will also examine how personal dietary choices
i affect nutritive quality of the diet and health of an
( individual. The relationship between diet and health
i will be explored throughout this course. Special topics
: will include diet and physical fitness, weight control,
| vegetarianism and women's nutrition concerns. High
school chemistry recommended but not required. {N}
4 credits
| Barbara Brehm-Curtis
Offered Fall 2008
175 Applied Exercise Science
An experiential course designed to introduce students to
applied exercise physiology and kinesiology. Energy ex-
penditure, energy systems, aerobic power, exercise fuels,
effort perception, applied anatomy and training princi-
ples are studied using a system of lecture and laboratory
sessions. Enrollment limited to 20. {N} 2 credits
James Johnson
Offered Fall 2008
175j Applied Exercise Science
Same description ;is 175 above.
Jennifer Williams and Lacee Carmon
Offered during Interterm
IDP 208 Women's Medical Issues
A stud) of topics and issues relating to women's health.
including menstrual cycle, contraception, sexual 1\
transmitted diseases, pregnane}, 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
Lesliejajfe
Offered Spring 2009
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
Jamesjohnson
Offered Spring 2009
225 Education Through the Physical: Youth Sports
This course is designed to explore how youth sports
impact 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 Col-
lege. {S} 4 credits
Donald Siegel
Offered Spring 2009
230 Mediated Images of Sport and Physical Activity
An exploration of sporting images as projected through
the media with primary emphasis on print and elec-
tronic journalism — to include written narratives,
photography, television, film and digital images. The
course will examine the (re) presentation and (re)pro-
218
Exercise and Sport Studies
duction of the athletic or healthy body as the standard
for fitness. The topic will include issues on embodi-
ment, cultural symbolism, political and moral ideolo-
gies, as well as commercialization. {S} 4 credits
jane Stangl
Offered Spring 2009
EDG 336 Seminar in American Education
Topic: Youth Development and Social Entrepreneur-
ship. Designed for students who aspire to study the
theory and practice of programs devoted to serving
youth and how they are founded, funded and sustained.
We will examine theories that explain the factors that
perpetuate the achievement gap and explore programs
developed to redress these inequalities. This is a course
with a service learning commitment. Students will work
with youth in Springfield on a youth media project from
2-4:30 p.m. on Tuesdays and Thursdays. 4 credits
Sam Intrator and Donald Siegel
Offered Fall 2008
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. This course may not be taken for the S/U grad-
ing option. Enrollment limited to 14. {N} 4 credits
Barbara Brehm-Curtis
Offered Fall 2008
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.
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 KLinger, Fall 2008
Diane Williams, Spring 2009
Offered both semesters
Advanced Beginning Swimming
This course will focus on the improvement of swim-
ming skills. Performance 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
Intermediate Swimming
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 2008
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
Exercise and Sport Studies
219
Scuba Diving 1
The use and care of equipment, safety, and the physiol-
ogy and techniques of SCI IBA diving. A series of open-
water dives leading to N \t I certification is available.
Prerequisite: satisfactory swimming skills and permis-
sion of the instructor. There is a fee. Enrollment limited
to 17. 1 credit
David SHU nun i
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
To be an flounced
Offered Spring 2009
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, el-
ementary backstroke, sidestroke. breaststroke, survival
stroke and surface dive) at ARC Level VI proficiency
Enrollment limited to 10. 2 credits
Kim Bierwert
Offered Spring 2009
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 2009
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 2009
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
220
Exercise and Sport Studies
semester, class meets last six weeks. Enrollment limited
to 10 per section. 1 credit
Wendy Walker, Sarah Cox, Fall 2008
Lynn Hersey, Sarah Cox, Spring 2009
Offered both semesters
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 an-
ticipated. Equipment is provided. Class is designed with
the continuing Golf I student in mind. Prerequisite: Golf
I or an entry-level skills test. Class meets first seven weeks
of the fall semester. Spring semester, class meets last six
weeks. Enrollment limited to 10 per section. 1 credit
Wendy Walker
Offered Fall 2008
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 intenriediate to advanced levels on the flat and
over fences. Prerequisite: Equitation II. 1 credit
Suzanne Payne, Rachel Hackett, Cindy Schmelpfenig
Offered both semesters
Equitation IV
For students in their fourth semester of riding at Smith.
Intermediate 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
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 2008
Katrina O'Brien, Spring 2009
Offered both semesters
940 Outdoor Skills
Canoeing
An introduction to solo and tandem canoeing. Students
progress from flatwater lake paddling to faster river
running in this adventure class. Students are also
taught how to take a multi-day canoe trip and learn
such touring skills as map reading, portaging, cooking
and planning. Class meets the first seven weeks of the
fall semester. Prerequisite: satisfactory7 swimming skills.
Enrollment limited to 10. 1 credit
Katrina O'Brien
Offered Fall 2008
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
Scottjohnson
Offered Spring 2009
Exercise and Sport Studies
221
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
Katriua o 'Brien
Offered Spring 2009
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 10. (burse will meet the first seven weeks of
the fall semester. In the spring semester, class meets last
six weeks. 1 credit
Jennifer Good-Schi/J
Offered both semesters
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. Safety 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 climbing
techniques and top-rope anchor building. Safety issues
will remain a strong emphasis in this course. The ma-
jority of class time will take place off-campus at nearby
cliffs. Prerequisite: Rock Climbing I or permission of the
instructor. Class meets for the first seven weeks of the fall
semester. Enrollment limited to 8. 1 credit
Scott Johnson
Offered Fall 2008
945 Physical Conditioning
. \erobics
Exercise to music. Various exercise styles will be
introduced. This class will also cover basic exercise
principles, injury prevention and the fundamentals ol
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 Pen
Offered both semesters
hickboxing I
This class is recommended for both the curious begin-
ner and the experienced kickboxer. It incorporates
martial art forms, a variety of strength/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 B. Messer
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
Cork Coffey, Fall 2008
Sheila Gisbrecht. Spring 2009
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 tonus of exercise
and how to design an individualized exercise program.
Students are expected to exercise outside of class.
Enrollment limited to 14. 1 credit
Jennifer Williams. Kathleen Boucher. Fall 2008
Sarah Cox, David Scbary, Spring 2009
Offered both semesters
Athletic Pitney
A vigorous fitness course designed for students inter-
ested in high level training. Individual assessments are
222
Exercise and Sport Studies
made to assess aerobic and anaerobic power. We will
assess V02 max, lactate threshold, power, speed and
agility. Individualized training programs will be devel-
oped and administered. Class meets first eight weeks of
the semester. Enrollment limited to 12. 1 credit
James Johnson
Offered, Fall 2008
Resistance Training for Women
This course introduces students to multiple methods of
resistance training. There is a strong emphasis on un-
derstanding anatomical structure and how to stress and
train specific parts of the body. Students will participate
in a structured, periodized, resistance training program
designed to improve body function. Class limited to 14.
Lacee Carmon and Sheila Gisbrecht
Offered Spring 2009
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 2009
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, 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 6 weeks. Prerequisite:
satisfactory swimming skills. Enrollment limited to 10
per section. 1 credit
David Schary
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
Judith Strong
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
Donald Siegel
Offered Spring 2009
Exercise and Sport Studies
965 Tai Chi
Ten CM I
An introduction to the Chinese martial art that was de-
veloped over 300 years ago. Emphasis will be on learn-
ing and understanding the unique movements of Chen
Taijiquan, proper practice for health and self-defense
applications. No prerequisites. Enrollment limited to 26
per section. 1 credit
Richard Cesario
Offered both semesters
Ten Chi 11
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 2009
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. Dorothy Steele, Fall 2008
Erica Hollot. Spring 2009
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
Dorothy Steele, Fall 2008
Christine Davis. Dorothy Steele. Spring 2009
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.
Prerequisite: Tennis II or pemiission of the instructor.
Enrollment limited to 16 per section. 1 credit
Christine Davis. Fall 2008
Erica Hollot, Spring 2009
Offered both semesters
Tennis 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 permission of the instructor. Enrollment
limited to 16 per section. 1 credit
Dorothy Steele
Offered Spring 2009
975 Yoga
Yoga I
An introduction to basic hatha yoga poses, breath tech-
niques, 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 Thompson, Lynne Paterson, Jo Schneider-
man. Fall 2008 and Spring 2009
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
Lynne Paterson
Offered Spring 2009
Riding
In addition to riding classes for credit, noncredit riding
instruction and participation in competitive riding are
224
Exercise and Sport Studies
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
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. This class
meets for the last seven weeks of the semester. 2 credits
Jane Stangl
Offered Fall 2008
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. This class meets for the first six weeks of the
semester. 2 credits
Julie Perrelli
Offered Fall 2008
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 'Neil,
Bonnie May, Jane Stangl, 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,
Bonnie May Jane Stangl, 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 experiences and
problems. May be repeated for credit. 1 credit
Jane Stangl
Offered Spring 2009
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 2009
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
Exercise and Sport Studies 225
alternative perspectives of leadership including some 590d Thesis
contemporary collaborative models and students will 8 credits
build a personal model and philosophy of leadership Full-year course
that they can put to immediate use in their coaching.
(E) 3 credits
Christine Shelton
Offered Fall 2008
550 Women In Sport
A course documenting the role of women in sport as
parallel and complementary 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. ( H'tered in alternate years. Admission of
undergraduates by permission of the instructor. {S}
4 credits
Christine Shelton
Offered Spring 2009
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 Siei>el. Christine Shdton, Lynn Oberbilli^
Offered Fall 2008
575 Sports Medicine: Concepts in Care and Prevention
of Athletic Injury
Theory and practice of sports medicine with emphasis
on injury prevention, protection and rehabilitation.
Prerequisite: 210 or the equivalent. Enrollment is lim-
ited. {N} 2 credits
Kelt i Steele
Offered Spring 2009
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
226
Film Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Associate Professor
Alexandra Keller, Ph.D., Director
Assistant Professor
Jenny Perlin (Five College Visiting Artist in Film
Studies)
Lecturers
Margaret Bruzelius, Ph.D.
Lucretia Knapp, M.F.A.
Advisers
Anna Botta, Professor of Italian Language and
Literature
fl Darcy Buerkle, Assistant Professor of History
fl Dawn Fulton, Associate Professor of French Studies
"'Jefferson Hunter, Professor of English Language and
Literature
Alexandra Keller, Associate Professor of Film Studies
n 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
This course offers an overview of cinema as an artis-
tic, industrial, ideological and social force. Students
will become familiar with the aesthetic elements of
cinema (visual style, editing, cinematography, sound,
performance, narration and formal structure, etc.),
the terminology of film production, and the relations
among industrial, ideological, artistic and social issues.
Films (both classic and contemporary) will be dis-
cussed 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 2008
241 Genre/Period
Topic: American Cinema and Culture from the De-
pression to the Sixties
This course explores the relationship between film and
culture during some of the most crucial decades of
"The American Century." It looks at the evolving con-
nection between films and their audiences, the extent
to which films are symptomatic of as well as influential
on historical periods, major events and social move-
ments, and the ways in which film genres evolve in
relation to both cultural change and the rise and fall
of the Hollywood studio system. Among the questions
we'll consider: How did the Depression have an impact
on Hollywood film style and form? How were evolv-
ing ideas about American motherhood puzzled out in
American cinema of the period? What were some of
the important differences between the way mainstream
U.S. cinema and European film represented World War
II? How did Civil Rights and the Red Scare become
appropriate topics for Westerns? Did the lighthearted
veneer of the fluffy sex comedies of the sixties actually
hide some serious questions about labor, independent
female subjectvitity and heteronormativity? Particular
and sustained attention will be paid to relations among
gender, genre, race and class. {A/H} 4 credits
Alexandra Keller
Offered Spring 2009
Topic: Screwball Comedy
Classic screwball comedies were produced in a ten-year
period, from Capra's // Happened One Night (1934)
to Sturges's Miracle at Morgan's Creek (1944). The
class will screen 20 films from these years, although
it will include a few later films: Wilder's Some Like It
Hot (1959), Mann's Zwer Come Back (1962) and the
Coen Brothers' Intolerable Cruelty (2003). We will
examine the genre in its historical context and exam-
ine elements of the system — studios, writers, produc-
Film Studies
227
ers, clothes and set designers, actors — that produced
this astonishingly witty and short-lived film genre. (E)
{A} 4 credits
Margaret Bruzelius
Offered Spring 2009
280 Introduction to Video Production
This course involves both an introduction to the history
and contemporary practice of experimental video and
video art, as well as the acquisition of the technical.
analytical and conceptual skills to complete individual
video projects. Students will be engaged in screenings
and discussion and class exercises and will produce
three to four (short) individual video projects. Projects
are designed to develop basic technical proficiency in
the video medium as well as practical skills for the
completion of the video projects. This is a beginning
course that will cover the basics of shooting, lighting,
audio and digital editing. Prerequisite: 200 (which may
be taken concurrently). Priority given to Smith College
film studies minors and Five College film studies ma-
jors. Permission of the instructor required. Enrollment
limited to 13. {A} 4 credits
Lucretia Knapp
Offered Fall 2008, Spring 2009
282 Advanced Video Seminar
Topic: Duration, Space and Memory-Advanced
Production.
According to Henri Bergson, duration, not time, best
describes how we experience the world. Duration is a
continuous flow stretching and contracting. Time, on
the other hand, is an artificial construction, measured
and formal. Duration will be the focus of this advanced
production seminar. Screenings/viewings will include
works by Akerman, Atget, Douglas, Export, Huyghe,
Jarman, Jonas, Kentridge, Kiarostami, Lockhart, Lumi-
ere Brothers, Marker, Nauman, Porter, Sander, Snow,
Warhol, Weerasethakul, Vertov and more. Readings will
come from Benjamin, Bergson, Borges, Chion, Davis,
Deleuze, Doane, Proust, Smithson, Stein and more.
This course is an advanced production seminar and
requires a commitment to the work both in and outside
of class time. Students may work towards final projects
in film, video, installation, new media and other forms.
In addition to the final project, readings, screenings,
presentations, papers and collaborative assignments are
required. Students must have prior experience in film/
video production and digital video editing. Registration
by application to the Film Studies office. {A} 4 credits
Jenny Perlvn, Five College \ Ming Artist in FUm
Studies
Offered Fall 2008
Ibpic: Smoke and Mirrors, Paper Plates and Dry Ice:
Special affects in FUm, 1 ideo and Television Produc-
tion.
This advanced video seminar 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.
Discussion and screenings will include early in-camera
effects, stop-motion animation, chroma-keying and
present-day digital compositing, including the films 4
Trip to the Moon, Dr. Jekyll and Mr. Hyde, Jason and
the Argonauts, Eraserhead, Ed Wood, Waking Life
and Ihe Science of Sleep. In addition to his narrative
film work, we will consider the music videos of Michel
Gondry and the compressed world of visual shorts.
(In addition we will briefly engage with the virtual
landscape of New Media.) Readings will examine the
relationship between the development of selected im-
agery/special effects and contemporaneous historical
or political events. This course also involves hands-on
examination of visual manipulation. There will be
group exercises as well as individual experimentation
and projects. A significant part of the class will involve
shooting and editing, animating and compositing in
Final Cut Pro. Prerequisite: FLS 280 or permission of
the instructor. Enrollment limited to 13. {A} 4 credits
Lucretia Knapp
Offered Spring 2009
351 Film Theory
This seminar will explore central currents in film the-
ory, including formalist, realist, auteurist, 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 theory readings will be understood
through the socio-cultural context in which they are
developed. Particular attention will also be given to the
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 written texts (Bazin. Eisenstein,
Kracauer, Vertov, Metz, Mulvey. DeLauretis, Doty, Hall.
Coiners du Cinema, the Dogme Collective, etc.), but
228
Film Studies
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 prior exposure to film
theory. Fulfills film theory requirement for the major
and minor. Enrollment limited to 12. Prerequisite: 200
or the equivalent. Priority given to Smith College film
studies minors and Five College film studies majors.
Priority given to seniors, then juniors. {A} 4 credits
Alexandra Keller
Offered Spring 2009
400 Special Studies
1-4 credits
Offered both semesters each year
Crosslisted Courses
ARH 280 South Asian Film and Art History
Topic: Bollywood: Cinema of Interruptions.
Ajay Sinha
Offered Spring 2009
ENG 333 Seminar: A Major British or American Author
Topic: Stoppard and Bennett.
Jefferson Hunter
Offered Fall 2008
FRN 244 French Cinema
Topic: "On The Move: " Restlessness in French Cinema.
Marline Gantrel
Offered Spring 2009
FYS 127 Adaptation
Jefferson Hunter
Offered Fall 2008
GER 230 Topics in German Cinema
Topic: Weimar Film
Joel Westerdale
Offered Fall 2008
ITL 280 Italian Cinema
Topic: Style Matters: The Power of the Aesthetic in
Italian Cinema.
Anna Botta
Offered Spring 2009
ITL 281 Italian Cinema (Discussion Session in Italian)
Topic: Style Matters: The Power of the Aesthetic in
Italian Cinema.
Anna Botta
Offered Spring 2009
P0R 221 Topics in Portuguese and Brazilian Literature
and Culture
Topic: Envisioning Lusofonia — A Focus on Film
from the Portuguese-Speaking World.
Malcolm K McNee
Offered Spring 2009
SPN 245 Topics in Latin American and Peninsular
Studies
Topic: Teledictadura — Historical Narrative in
Spanish TV.
Reyes Ldzaro
Offered Fall 2008
THE 261 Writing for the Theatre
Leonard Berkman, Andrea Hairston, Fall 2008
Leonard Berkman, Spring 2009
Offered Fall 2008, Spring 2009
THE 262 Writing for the Theatre
Leonard Berkman, Andrea Hairston, Fall 2008
Leonard Berkman, Spring 2009
Offered Fall 2008, Spring 2009
THE 361/ 362 Screenwriting
Andrea Hairston
Offered Spring 2009
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
Film Studies
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.
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.
The Minor
Advisers: Anna Botta, Darcy Buerkle, Dawn Fulton,
Jefferson Hunter, Alexandra Keller, Barbara Kellum,
i Richard Millington, 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 ;is 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:
IIS 200 Introduction to Film Studies
FLS351 Film Theory
Electives:
ENG 120 Colloquia in Literature:
Shakespeare and Film
FLS 240 Film and Music
IIS 24 1 Genre/Period
FLS 245 British Film and Television
FLS 280 Introduction to Video Production
FLS 282 Advanced Video Seminar
FLS 350 Questions of Cinema
FRN 244 French Cinema
FYS 127 Adaptation
FYS 146 Contemporary Theatre and Film in China
GER 230 German Cinema
ITL342 Italian Cinema
SPN 245 Topics in Latin American and Peninsular
Studies
Topic: Latin American Film as \ isual
Narrative
SPN 246 Topics in Latin American Literature
Topic: Reinterpreting Magical Realism in
literature and Film
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
230 Film Studies
Alexandra Keller, Associate Professor of Film Studies,
Director
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
Honors
Director: Alexandra Keller
430d Thesis
A thesis on a film studies topic or a creative project.
8 credits
Members of the department
Full-year course; offered every year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
First-Year Seminars
Visiting faculty and some lecturers are generally appointed for a limited term.
231
First-Year Seminars (FYS) are inter- or multi-disciplin-
ary courses that enable faculty and first-year students
to engage in extensive inquiry about an issue, topic or
problem that is of special interest to the instmctor(s).
First-Year Seminars are focused on the seminar-style of
investigation; they are not survey courses or introduc-
tions to a specific discipline. They afford the faculty and
students an opportunity to explore a subject broadly
and intensively.
First-Year Seminars are voluntary, but we encourage
students to enroll in them since they aim to give new-
students a unique introduction to college-level learn-
ing. First-Year Seminars are small in size (16 students,
20 if team-taught) and are restricted to first-year
students. They incorporate training in the use of intel-
lectual capacities that form the foundation of a suc-
cessful liberal arts education. These capacities include
some or all of the following: writing, speaking, library-
research, accessing databases, working in small groups,
quantitative reasoning and critical thinking. First-Year
Seminars are also effective in showing students how to
integrate student support sendees into their academic
pursuits.
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. Wl {S} 4 credits
Elizabeth V. Spelman (Philosophy)
Offered Fall 2008
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 van' across communities, classes and profes-
sions? How is it related to individual and group iden-
tity? Mow 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) WI {S} 4 credits
Ernest 'Altera (Philosophy)
Offered Fall 2008
FYS 116 Kyoto Through the Ages
Kyoto is acclaimed by Japanese and foreigners alike as
one of the worlds great cities, the embodiment in space
and spirit of Japan's rich cultural heritage. It is also a
thriving modern metropolis of over a million people,
as concerned with its future as it is proud of its past. In
this course students will study Kyoto past and present,
its culture and people, so as to better understand how
it became the city it is today. Students who complete
the first-year seminar successfully may enroll in the
Interterm course in Kyoto (when it is offered) following
completion of the FYS course. Enrollment limited to 15
first-year students. {H} WI 4 credits
Thomas H. Rohlich (East Asian Languages and
Literatures)
Offered Fall 2008
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
232
First-Year Seminars
their own. In addition to generating some serious ana-
lytical essays, students will make presentations (alone
and with others) on the works material in the Smith
archives, and the issues under consideration. Enroll-
ment limited to 16 first-year students. WI {L} 4 credits
Patricia Skarda (English)
Offered Fall 2008
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 2008
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 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 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. WI {H/S}
4 credits
Erika Laquer (History)
Offered Fall 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. WI {L/A} 4 credits
Jefferson Hunter (English)
Offered Fall 2008
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. WI {L} 4 credits
Cornelia Pearsall
Offered Fall 2008
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
First- Year Seminars
Greece and 20th-century Europe and North America,
including Homer's Odyssey, the Homme Hymn to
Demeter. the poems of Sappho and novels by Alain-
Fournier, Thomas Mann and Willa (lather. Enrollment
limited to 16 first-year students. \\ I {L} 4 credits
lustina Gregory (Classics)
Offered Fall 2008
FYS 130 Lions: Science and Science Fiction
This seminar will explore lions from many perspec-
tives. We will look at how lions are viewed b\ 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
Cherryh. J Crowley, G Schallar and others. Enrollment
limited to 16 first-year students. \VI Quantitative Skills,
{N} 4 credits
l trginia Hayssen (Biological Sciences)
Offered 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 P.{N}WI 4 credits
John Brady (Geology)
Offered Fall 2008
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
exploration is largely unknown. Who were these wom-
en? 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 documents,
study navigation (including celestial), and develop
their ability' to make oral and written presentations.
Enrollment limited to 16 first-year students. \\ I Quanti-
tative Skills 4 credits
James Johnson (Exercise and Sport Studies)
Offered Fall 2008
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 Blanchard (Psychology)
Offered Fall 2008
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 nonliterary 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 2008
FYS 142 Reacting to the Past
Reacting to the Past is an interdepartmental, first-year
seminar based on historical role-playing. In it students
enact 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 com-
petitive 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"; Henn VIII and the Reformation
234
First-Year Seminars
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
example, students constitute themselves as the Athe-
nian Assembly after the Peloponnesian War; assigned
roles corresponding to the factions of the day, they
quarrel about such issues as the democratic character
of the regime, the resumption of an imperial foreign
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 Hutchinson, 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 ad-
viser. Students work in groups, debate issues, negotiate
agreements, cast votes, and strive to achieve the group's
objectives. Some students take on individual roles, such
as Thomas More in the "Henry 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
and classic texts (e.g., Plato's Republic, the Analects of
Confucius, Machiavelli's The Prince, Rousseau's Social
Contract). Papers are all game- and role-specific; there
are no exams. WI {H} 4 credits
Sections:
Section: Patrick Coby (Government)
Section: David Cohen (Mathematics)
Section: Daniel Gardner (History)
Section: Richard Sherr (Music)
Offered Fall 2008
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 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
rich history. Enrollment limited to 16 first-year stu-
dents. WI {L} 4 credits
Dapfoie Lamothe
Offered Fall 2008
FYS 149 An Even Playing Field? Women, Sport and
Equity
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 partici-
pation in sport. Field trips to local sporting events and
venues will be part of this seminar. Enrollment limited
to 16. (WI)
Christine Shelton
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,
First-Year Seminars
235
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 stones 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
U first-year students. WI {L/N} 4 credits
Larry Meinert
Offered Fall 2008
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) WI {H/8} 4 credits
Susan Heuck Allen
Offered Fall 2008
flies, SNL and others), the print media and advertising
industry, and will conduct their own original research
into the creation and uses of "German-ness" in the 21st
century. Counts toward German studies major. Enroll-
ment limited to 16 first-year students. WI {A} 4 credits
Joseph McVeigh (German studies)
Offered Spring 2009
FYS 157 Literature and Science: Models of Time and
Space
Though science and art are often presented as mutu-
ally exclusive fields of knowledge, scientific and liter-
ary discourses cross in many ways. We'll read across
the conventional boundaries of literary and scientific
discourse, focusing on texts by scientists, fiction writers
and playwrights that present new models of time and
space. Texts may include work by scientists such as
Lyell, Darwin, Einstein and Heisenberg, as well as by
such writers of fiction and drama as Wells, Vonnegut,
Stoppard, Brecht and McEwan. Key terms: deep time,
time travel, multiple or parallel universes, deep space,
wormholes, entropy. Enrollment limited to 16 first-year
students. WI {L} 4 credits
Luc Gilleman (English Language and Literature)
Offered Fall 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) WI {S} 4 credits
Alice Hearst (Government)
Offered Fall 2008
FYS 156 Beyond the Hitler Channel: Fantasies of
German-ness in American Popular Culture
This seminar will explore the evolution and construc-
; tion of "German-ness" — or those characteristics as-
sociated in the American mind with German ethnicity
and culture, in the American popular media since
World War II. Participants will examine this evolution
in a variety of media, including motifs from films {Tl)e
Great Lebowski, The Producers, Dr. Strangelove
Marathon Man, Indiana Jones and others), television
series {The Simpsons, Frasier, South Park, TheX-
FYS 158 Reading the Earth
This course focuses on natural observation, to be
practiced on the Smith campus and in the Connecticut
River Valley; on recording what we see; and asking
questions about how and why we see. About half our
time will be given to noticing and recording and the
rest to consideration of other observers, such as Darwin,
Thoreau, Aldo Leopold, Barry Lopez, Edward Abbey.
Students will keep journals of their observations, present
these in a variety of forms, and prepare a final project
that may involve other media besides the written word
and engage other periods besides the present. Enroll-
ment limited to 16 first-year students. WI {L} 4 credits
Sharon Seelig (English Language and Literature)
Offered Fall 2008
FYS 159 What's in a Recipe?
What stories do recipes tell? What cultural and familial
information is embedded in a recipe? Who wrote the
recipe? Why? How does it reflect her or his life and
times? What do we learn about the geography, history
and political economy of a location through recipes?
Are recipes a way for an underrepresented group to tell
its story? Does a recipe bolster or undemiine national
236
First-Year Seminars
cooking? This seminar will look at recipes and cook-
books from the Spanish-speaking world (in English)
and theories of recipes from a variety of different
sources. Our reading will inform our writing as we try
to establish such connections as the politics of choco-
late, olive oil cooperatives, avocado farms, the traveling
tomato, potatoes and the cultural milieu from which
each recipe emerged. Knowledge of Spanish is useful
but not required. Enrollment limited to 16 first-year
students. WI {L} 4 credits
Nancy Saporta Sternbach (Spanish and Portuguese)
Offered Fall 2008
FYS 160 The End of the World as We Know It: The Post-
Apocalyptic Novel
We will be exploring a wide range of literary scenarios
that depict the collapse of civilization in the wake of
plague-like disease and/or nuclear war. The motif of
the post-Apocalyptic novel has become common, yet its
roots go back as far (and farther than) Jack London's
The Scarlet Plague and Mary Shelley's The Last Man.
In the works we will be examining, we will witness the
attempts of the few survivors of catastrophe to create
a new world or merely to live in a world in which the
past casts a vast shadow over the present. The society
that comes forth from these worlds can be anarchic,
dystopic, Utopian or a combination of these. Some
works we will explore included/toy, Babylon, On the
Beach, Riddley Walker, The Postman, A Canticle for
Leibowitz, The Chrysalids, The Road and others. Film
adaptations will be shown as part of the course. Enroll-
ment limited to 16 first-year students. WI {L} 4 credits
Gillian Kendall (English Language and Literature)
Offered Fall 2008
FYS 161 Immigration and the New Multiethnic
Societies: From the Italian-American Experience to
the Multicultural Italy of Today
The first part of this course traces the histoiy of
emigration from Italy to the United States. Students
will read historical, literary and sociological texts,
and study the representation of Italian Americans in
movies and on television. The second part of the course
studies contemporary Italy. In the last twenty years
Italy has become a country of immigration. Questions
of race, ethnicity, color, religion, gender, language
and nationality are at the center of the formation of
a new Italian identity. Some immigrants are starting
to express their opinions on these issues. We will read
some of their writings and compare them to the writings
of Italian Americans. Are there experiences shared
by all immigrants across the boundaries of time and
culture? Can past migrations teach us something about
stereotypes and intolerance? Do globalization and
modem society, along with technological advances in
communication, change the immigrant experience? En-
rollment limited to 16 first-year students. WI {L} 4 credits
Giovanna Bellesia (Italian)
Offered Fall 2008
FYS 162 Ambition and Adultery: Individualism in the
19th-century Novel
We will use a series of great 19th-century novels to
explore a set of questions about the nature of individual
freedom, and of the relation of that freedom —
transgression, even — to social order and cohesion.
The books are paired — two French, two Russian; two
that deal with a woman's adultery, and two that focus
on a young man's ambition — Balzac, Pere Goriot;
Flaubert, Madame Bovary; Dostoevsky, Crime and
Punishment; Tolstoy, Anna Karenina (there are some
additional readings in history, criticism and political
theory). Enrollment limited to 16. WI {L} 4 credits
Michael Gorra (English)
Offered Fall 2008
FYS 163 The Holy Land
This course 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 as 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 the 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. Enrollment limited to 16. WI {H} 4 credits
Suleiman Mourad (Religion)
Offered Fall 2008
FYS 164 Issues in Artificial Intelligence
An introduction to several current issues in the area of
Artificial Intelligence, and their potential future impact
on society. We start by exploring the nature of intel-
First-Year Seminars
237
ligent behavior, and whether it is equivalent to rational
thought. Deep philosophical questions are explored
through the increasingly sophisticated game-playing
capabilities of computers. Next we turn to learning and
discovery by computers, and investigate fuzzy logic,
neural networks and genetic algorithms. Finally we dis-
cuss embodied intelligence, and in particular, robotics:
its current state and its future prospects. Here there are
serious implications for laborers as well as deep ethical
issues. Prerequisites: Fluency with computers, includ-
ing basic Web-searching skills. Four years of high
school mathematics recommended. No programming
experience necessary. Enrollment limited to 16. {M}
4 credits
Joseph O'Rourke (Computer Science)
Offered Fall 2008
grim humor and desperate religion that expresses the
distinctive saga view of the world. \\ I {L} i credits
Craig Davis (English)
Offered Fall 2008
FYS 168 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 American
women writers. All wrestled with specific issues that
confronted them as women; each wrote about impor-
tant issues in American society. Enrollment limited to
15. Priority given to first year students. {L/H} WI
4 credits
Sherry Marker (American Studies)
Offered Fall 2008
FYS 165 Childhood in the Literatures of Africa and the
African Diaspora
A study of childhood as an experience in the present
and a transition into adulthood and the ways in which
it is intimately tied to social, political and cultural
histories and identities. In Africa and the African
diaspora, such issues entail specific crises focused on
cultural alienation, economic deprivation, loss of lan-
guage, exile and memory. The course focuses on four
key questions: 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 cultural values and expectations shape narratives
of childhood in different contexts? How do narratives
told from the point of view of children represent and
deal with various forms of alienation? What are the
relationships between recollections of childhood and
published autobiography? Enrollment limited to 16.WI
{L} 4 credits
Katwiwa Mute (Comparative Literature)
Offered Fall 2008
FYS 169 Women and Religion
An exploration of the roles played by religion in
women's private and public lives, as shaped by and
expressed in sacred texts, symbols, rituals and insti-
tutional structures. Experiences of Christian, Hindu,
Jewish, Muslim and Wiccan women facing religious
authority and exercising agency. We will consider topics
such as feminism and gender in the study of religion;
God-talk and goddesses; women's bodies and sexual-
ity; family, motherhood and celibacy; leadership and
ordination; critiques of traditions, creative adaptations
and new religious movements. Sources will include
novels, films, poetry, and visual images in addition to
scriptural and religious texts. WI {L/H} 4 credits
Lois Dubin and Vera Shevzov (Religion)
Offered Spring 2009
FYS 167 Icelandic Saga
A reading in translation of the classic sagas of medieval
Iceland, including prose retellings of myths of the old
gods; accounts of the Viking Age in the North Atlantic;
the Norse settlement of Iceland and Greenland; the
foundation of the kingless Icelandic Commonwealth
(c. 930-1262 AD); the discover of the New World and
conversion to Christianity c. 1000; the blood feuds of
founding families and the powerful role of women in a
society of limited resources and scarce honor; and the
238
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 transla-
GER 227
Topics in German Studies
tion, 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
The 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 Troyes to
RUS 239
Major Russian Writers
Tolstoy (WI)
CLT260
Health and Illness: Literary Explorations
POR 280
Portuguese and Brazilian Voices in
CLT 275
Israeli Literature in International
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 238
Literature from Taiwan
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 Modem
Japanese Women's Writing
EAL 245
Writing, Japan, and Otherness
239
French Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
Mary Ellen Birkett, Ph.D., Chair
Ann Leone, (Professor of French Studies and Landscape
Studies), Ph.D.
Janie Yanpee, Ph.D.
EglalDoss-Quinby,Ph.D.
*' Martine Gantrel, Agre'ge'e de l'Universite, Docteur en
Litterature Frangaise, Chair
Associate Professors
Jonathan Gosnell, Ph.D.
'-Helene Visentin, M.A., D.E.A, Docteur de L'Universite
'Dawn Fulton, Ph.D.
Assistant Professor
"2 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.
Visiting Lecturer from the Ecole Normale Superieure
in Paris
Adeline Desbois, Agregee de l'Universite
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 La
Maison Frangaise, 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 war.
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
preregistration allowed. {F} 5 credits
Anouk Alquier, Eglal Doss-Quinby, Ann Leone
Offered each Fall
102 Accelerated Intermediate French
Emphasis on the development of oral proficiency, with
special attention to reading and writing skills using
authentic materials such as poems and short stories.
Students completing the course normally enter FRN
220. Prerequisite: FRN 101. Enrollment limited to 20
per section. Priority will be given to first-year students.
{F} 5 credits
Anouk Alquier, Ann Leone, Nicolas Russell
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
220. Enrollment limited to 20 per section. Four class
hours per week plus work in the Center for Foreign
240
French Studies
Languages and Cultures (CFLAC). {F} 4 credits
Christiane Metral
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
To be announced
Offered each Fall
220 High Intermediate French
Comprehensive review of language skills through weekly
practice in writing and class discussion. Materials may
include a movie or video, a comic book, a play and a
novel. Prerequisite: three or four years of high school
French, FRN 102 or 120 or permission of the department.
Students completing the course normally go on to FRN
230. Enrollment limited to 25 per section. {F} 4 credits
Anouk Alquier, Mary Ellen Birkett, Adeline Desbois
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
Mary Ellen Birkett, Jonathan Gosnell
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
To be announced, Fall 2008
To be announced, Spring 2009
Offered each Fall and Spring
240 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
Fabienne Bullot
Offered Spring 2009
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 2008
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 du Francais des Affaires, lerdegre
(DFA1) granted by the Paris Chamber of Commerce
and Industry and administered at Smith College. Pre-
requisite: a 300-level French course, a solid foundation
in grammar, and excellent command of everyday vo-
cabulary or permission of the instructor. {F} 4 credits
Eglal Doss-Quinby
Offered Spring 2009
Intermediate Courses in
French Studies
230 Colloquia in French Studies
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 criti-
French Studies
241
cal thinking in French. Materials studied in the course
include novels, films, essays and cultural documents.
Students ma\ receive credit tor only one section of FRN
230. Enrollment limited to 18. 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 tradi-
tion. Such authors as Maupassant, Flaubert, Myriam
Warner- Yieyra. J. -P. Sartre, Marguerite Duras. The
imagination, its powers and limits in the individual
and society.
Adeline Desbois
Offered Fall 2008, Spring 2009
A Reader's Romance with Paris
Visions of contemporary Paris, both mythical and real,
through novels, poetry, short stories, popular songs and
images.
Helene \ isentin
Offered Fall 2008, Spring 2009
Voices 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.
Anoak Alquier
Offered Fall 2008, Spring 2009
244 French Cinema
"On the More ": Restlessness in French Cinema
Even before the "road movie" became a cinematic
genre, the French NewWave 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 Frangois
Truffaut, Jean-Luc Godard, Agnes Varda, Claire Denis
and Manuel Poirier. Readings in film criticism and
film history. Students will be encouraged to develop a
specifically cinematic discourse through close analysis
of individual films. Papers and weekly screenings re-
quired. Course taught In French. Prerequisite: FRN 230
or permission of the instructor. {A/F} 4 credits
Martinedantrel
Offered Spring 20(H)
251 France on Line
Prerequisite: FRN 230 or higher. Students ma\ receive
credits tor only one topic of FRN 251. Topics as follows:
Speaking it ith the French — Cross-Cultural Connec-
tions
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 customized on-
line forum, as well as webcam and videoconferencing
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. Enrollment limited to
16. {S/F} 4 credits
Christiane Metral
Offered Spring 2009
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 such asLe
Monde. Le Figaro, Liberation. LeNouvel, Qbserva-
teur. L Express. {S/F} 4 credits
Jonathan Gosnell
Offered Spring 2009
253 Medieval and Renaissance France
An introduction to the main historical, socio-political,
artistic and intellectual currents that shaped pre-
modem 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 l6th 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 modem 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 refonn. Basis for the major.
Prerequisite: a course of higher level than FRN 220 or
242
French Studies
permission of the instructor. {L/S/F} 4 credits
Eglal Doss-Quinby, Fall 2008
Nicolas Russell, Spring 2009
Offered Fall 2008, Spring 2009
254 France Before the Revolution
Topic: Power and Resistance in theAncien
The 17th and 18th centuries gave rise to new social
dynamics in France. The "honnete homme," the
"precieuse," the "courtisan," and the "philosophe" co-
exist with — and often contest — the established social
order. We will examine the tension between these new
social categories and official power, expressed through
satire, literary and intellectual battles and other literary
genres. Basis for the major. Prerequisite: a course above
220 or permission of the instructor. {L/S/F} 4 credits
Helene Visentin, Fall 2008
Janie Vanpee, Spring 2009
Offered Fall 2008, Spring 2009
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
Christiane Metral
Offered Interterm 2009
256 From Revolution to Revolution: 1789 to 1968
An introduction to important transformations in 19th-
and 20th-century French society. We will examine
various historic events and analyze their impact on
political, social and cultural 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 2008
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 modern narratives. Prerequisite: FRN 253 or higher
(excluding FRN 255j) or permission of the instructor.
{L/F} 4 credits
Martine Gantrel
Offered Spring 2009
Advanced Courses in French
Studies
Prerequisite: Two courses in French studies at the 200
level or permission of the instructor.
FRN 301/CLT 301 Readings of Contemporary Literary
Theory in French
For students concurrently enrolled in CLT 300 wishing
to read and discuss in French the literary theory at the
foundation of contemporary debate. Readings of such
seminal contributors as Saussure, Iivi-Strauss, Barthes,
Foucault, Derrida, Lacan, Cixous, Kristeva, Irigaray,
Fanon, Deleuze, Baudrillard. Optional course. Graded
S/U only. (E) {L/F} 1 credit
Janie Vanpee
Offered Fall 2008
320 Women Writers of the Middle Ages
What genres did women practice in the Middle Ages
and in what way did they transfonn those genres for
their own purposes? What access did women have to
education and to the works of other writers, male and
female? To what extent did women writers question the
traditional gender roles of their society? How did they
represent female characters in their works and what
do their statements about authorship reveal about
their understanding of themselves as writing women?
What do we make of anonymous works written in the
feminine voice? Reading will include the love letters
French Studies
243
of Ileloise. the lais and fables of Marie de Prance, the
songs of the trobairitz and women troitrcrcs. and the
writings of Christine de Pi/an. {L/F} 4 credits
Eglal Doss-Qumby
Offered Spring 2009
343 Cultural Wars at the Theater
What effects does theater have on its audience and
society at large? Does it corrupt the public and society;
asJ.-J. Rousseau argued, or on the contrary, can it
morally reform its audience and society, as Diderot
believed? The debate about the moral and political
uses and misuses of theater animated the public, the
pbilosophes and their critics, as well as the state, from
the mid-17th century until the Revolution and on to
today. We will study the way authors, critics and the
theater itself responded to the debate, from the classical
drama of Racine and Moliere, to the street theater of
the Paris fairs and the influence of the Comedie itali-
enne, from the new genres of the drame bourgeois to
the liberation of the theater during the Revolution, and
in the 20th and 21st centuries from the uses of theatre
to resist the German occupation during WWII to the
recent debate about the censoring of a new staging of
Voltaire's he Fanatisme, ou Mahomet le Prophete, and
the contemporary theatre of Ariane Mnouchkine which
aims to raise the political consciousness of an audience
to the crisis of global migration today. There will be a
number of film screenings. {L/F} 4 credits
I Janie Vanpee
Offered Fall 2008
360 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 Spring 2009
"La France des 5 continents": Colonial or Post-
colonial France?
Can France be reproduced outside its geographic bor-
ders, far beyond European shores? What manifestations
of French culture, identity and language can be found
in the world toda\ and why? This course will examine
the objectives and consequences of French colonial
activity on three different continents — North America,
Asia and Africa — through a close reading of historical,
political, cultural and literary texts. {H/S/F} 4 credits
Jonathan GosneU
Offered Fall 2008
Seminars
Prerequisite: One course in French studies at the 300
level.
393 French Intellectuals: Observing and Contesting
Social-Order
We will study the figure of the intellectual from the
17th to the 20th century as well as some of the debates,
polemics, intellectual activism in each period concern-
ing subjects such as political power, intolerance, rac-
ism, fanaticism, feminism and the death penalty. We
will discuss how these debates have transformed French
society, intellectual life and political thought; and we
will examine the emergence of the public intellectual
('Tintellectuel engage") and the antecedents of this
recent concept by reading relevant scholarship and
analyzing controversal ideas expressed through satire,
philosophical texts and intellectual battles by authors
such as La Bruyere, Moliere, Voltaire, Hugo, Zola, Sar-
tre, Beauvoir, Bourdieu and Halimi. {L/F} 4 credits
Helene Vise? it in
Offered Spring 2009
404 Special Studies
Admission by permission of the department; normalK
for junior and senior majors and for qualified juniors
and seniors from other departments. 4 credits
Offered both semesters each vear
244
French Studies
Cross-Listed Courses and
Recommended Courses
from Other Departments
and Programs
CLT 253 Literary Ecology
Anne Leone
Offered Spring 2009
CLT 300 Foundations of Contemporary Literary Theory
Janie Vanpee
Fall 2008
Study Abroad in Paris or
Geneva
Advisers: Paris: Eglal Doss-Quinby
Geneva: Helene Visentin
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
251, 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
Requirements
Ten four-credit courses at the 230 level or above, in-
cluding:
1. The basis for the French Studies major: FRN 230;
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
three courses covering periods before the 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 offerings in other departments; the focus of
approximately 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 count-
ing toward the major may be taken for an S/U grade.
Students considering graduate school in French studies
are encouraged to take CLT 300/FRN 301, Contempo-
rary 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
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Advisers: Mary Ellen Birkett, Eglal Doss-Quinby, Dawn
Fulton, Martine Gantrel, Jonathan Gosnell, Ann Leone,
Nicolas Russell, Janie Vanpee
Graduate
Adviser: Mary Ellen Birkett
French Studies 245
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
246
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, Ph.D.
Professor-in-Residence
Lawrence Meinert, Ph.D.
Associate Professor
Bosiljka Glumac, Ph.D., Chair
Amy Larson Rhodes, Ph.D.
Assistant Professor
Sara B. Pruss, Ph.D.
Lecturer
MarkE.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 1 1 1, 108, FYS 134 or l6l in conjunction with a
non-lab 100-level geology course, and see a depart-
mental adviser 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 2008, Fall 2009
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, and the record of past great disasters
in myth and legend, rapid climate change and what
the future holds. Discussion sections will focus on uti-
lizing GIS (geographic information systems) to investi-
gate disaster mitigation. {N} 4 credits
H. Robert Burger
Offered Fall 2008, Fall 2009
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
Mark Brandriss, Spring 2009
Bosiljka Glumac, Spring 2010
Offered Spring 2009, Spring 2010
108 Oceanography: An Introduction to the Marine
Environment
An introduction to the global marine environment,
with emphasis on the carbon cycle, seafloor dynam-
ics, submarine topography and sediments, the nature
and circulation of oceanic waters, ocean-atmosphere-
climate interactions and global climate change, coastal
Geology
247
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. {N}
4 credits
Sara Pruss
Offered Spring 2009. Spring 2010
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-
tion and global climate change. {N} 4 credits
Amy Rhodes
Offered Spring 2009, Spring 2010
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
Amy Rhodes. Fall 2008
Robert Newton, Fall 2009
Offered Fall 2008, Fall 2009
112 Archaeological Geology of Rock Art and Stone
Artifacts
What makes a mineral or a rock particularly useful as
a stone tool or attractive as a sculpture? Students in this
course will explore this and other questions by applying
geological approaches and techniques in studying vari-
ous examples or rock art and stone artifacts to learn
more about human behavior; ecology and cultures in
the past. This exploration across traditional boundaries
between archaeology and earth science will include
background topics of mineral and rock formation,
weathering processes and age determination, as well
as investigations of petroglyphs (carvings into stone
surfaces), stone artifacts and other artifactual rocks
(building stone and sculptures) described in the litera-
ture, displayed in museum collections and found in the
field locally. {10 4 credits
Bosiljka Glumac
Offered Spring 2009
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. WI{N} 4 credits
John Brady
Offered Fall 2008, Fall 2009
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
[fit 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; leani
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. \\ I {L/N} 4 credits
Larry Memert
Offered Fall 2008. Fall 2000
248
Geology7
161 Exploring the Local Geologic Landscape
The Connecticut Valley region is rich with geologic
formations and features that can be reached by a short
van ride from Smith. This is a field-based course that
explores that geology through nine weekly trips and
associated assignments. Evidence for volcanoes, dino-
saurs, glaciers, ancient lakes, rifting continents and
Himalayan-size mountains in Western Massachusetts
will be explored. A required course textbook will pro-
vide important background information for the field
trips. Students who have taken GEO 1 1 1 Introduction
to Earth Processes and History or GEO 121/FYS 134
Geology in the Field are not eligible to take GEO 161.
This class, when taken in conjunction with a non-lab
100-level course, can serve as a pathway to the geology
major. Enrollment limited to 17. {N} 2 credits
Steve Gaurin
Offered Fall 2008, Spring 2009
221 Mineralogy
A project-oriented study of minerals and the informa-
tion they contain about planetary7 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
John Brady, Fall 2008
Mark Brandriss, Fall 2009
Offered Fall 2008, Fall 2009
222 Petrology
An examination of typical igneous and metamorphic
rocks in the laboratory 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: 221. {N} 4 credits
John Brady
Offered Spring 2009, Spring 2010
223j Geology of Hawaiian Volcanoes
A field-based course to examine volcanic materials
and processes on the island of Hawaii. Eruptive styles
and cycles, magmatic evolution, lava fountains, flows,
lakes and tubes, normal faulting, crater formation,
landscape development and destruction are among
the topics to be considered. Participants must be physi-
cally fit and prepared for considerable hiking in rough
terrain. Each student will complete a field report on a
geologic site in Hawaii. Prerequisites: completion of an
introductory-level geology' course and permission of the
instructor. Enrollment limited to 14. (E) {N} 1 credit
John Brady and Mark Brandriss
Offered January 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-biostratigraphic
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:
1 1 1, 108 or FYS 134; open without prerequisite to ma-
jors in the biological sciences. {N} 4 credits
Sara Pruss
Offered Fall 2008, Fall 2009
232 Sedimentology
A project-oriented study of the processes and products of
sediment formation, transport, deposition and lithifica-
tion. Modem 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: 1 1 1, 108 or FYS 134. {N} 4 credits
Bosiljka Glumac
Offered Fall 2008, Fall 2009
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, 1 1 1 or FYS 134 and 232 or 222. {N} 4 credits
Robert Burger
Offered Spring 2009, Spring 201 1
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
Geology
249
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 held trips to examine
landforms in the local area. Prerequisite: 1 11. 108 or
FYS 134. {11} 4 credits
Robert Newton
Offered Spring 2000. Spring 2010
270j Carbonate Systems and Coral Reefs of the
Bahamas
A field-oriented course to examine the diverse carbon-
ate sediment-producing, modem 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 16. {N} 3 credits
Bosiljka Gliimac and Paulette Peckol
Offered January 2010
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
I 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 2009
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, Fall 2010
311 Environmental Geophysics
Theory and environmental applications of geophysical
techniques including reflection and refraction seismol-
ogy, gravimetry, electrical resistivity and magnetics.
Extensive fieldwork including delineating aquifer
geometries, determining buried landfill boundaries and
mapping leachate plumes. Prerequisites: two geology
courses at the intermediate level and MTH 111. Enroll-
ment limited to 12. {N} 4 credits
Robert Burger
Offered Fall 2008
AST 330 FG30a 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. One 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 2009
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 2009
Bosiljka Glumac, Spring 2010
Offered Spring 2009, Spring 2010
250
Geology
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 cop-
per, 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 formed 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 2010
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.
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
basic principles to explore an area of interest through
an in-depth project. Prerequisite: EGR 272 or GEO 241.
{N} 4 credits
Glenn Ellis
Not offered in 2008-09
For additional offerings, see Five College Course Offer-
ings by Five College Faculty.
The Major
Advisers: for the class of 2009, Amy Rhodes; for the
class of 2010, Robert Newton; for the class of 2011, John
Brady; for the class of 2012, Sara Pruss
Advisers for Study Abroad: John Brady, 2008-09; Sara
Pruss, 2009-10
Basis: 1 1 1, or 108, or FYS 134, or l6l in conjunction
with a non-lab 100-level geology course.
Alternative Basis: GEO 161 (2 credits) plus one of GEO
104, 105, 106 or 109 (4 credits each); total of 6 credits.
EGR 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 112 or 114 and MTH 245 or 241.
4 credits
Andrew Guswa
Offered Fall 2009
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,
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,
Geology
251
251, 361 and an elective course. A student ooncemed
about environmental and resource issues might take
105, 111, 108, 109, 221, 232 and 309- Students contem
plating a minor in geologj should sir 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 100 level.
Honors
Director: Amy Rhodes, 2008-09
Robert Newton, 2009-10
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 an off-campus
field-based course for geology students. This course
ma\ be entirely during Intertenn. such ;ls 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 United States and abroad.
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
252
German Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
"1JocelyneKolb,Ph.D.
Joseph George McVeigh, Ph.D., Chair
Visiting Assistant Professor
Joel Westerdale, Ph.D.
Senior Lecturer
Judith Keyler-Mayer, MA
Lecturer
Anca Holden, MA
Professor Emerita
§1 Gertraud Gutzmann, Ph.D, Director, HamburgJYA
2008-09
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, 222 or higher course should consider taking the
Zertifikat Deutsch examination administered by the
Goethe Institute and offered each spring on campus.
The Zertifikat Deutsch is highly regarded by private and
public sector employers in all German-speaking coun-
tries as proof of well-developed communicative skills in
basic German. Students are also recommended to take
courses in other departments that treat a German topic.
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 1 lOy, 1 1 ly, 1 1 5,
200 or 220.
A. German Language
Credit is not granted for the first semester only of the
yearlong elementary language courses.
110y 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
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}
10 credits
Section I: Joel Westerdale
Section 2: Anca Holden
Section 3: Judith Keyler-Mayer
Full-year course; Offered each year
103 Conversation Practice for German 110
Guided practice in basic conversational situations
using everyday German. Discussion activities and role-
playing using topics and themes coordinated with in-
dividual short video units. Some short written exercises
based on listening comprehension. Optional course
only for students currently enrolled in German 1 lOy
and Illy. Graded S/U only. (E) {F} 1 credit
Margaret Zelljadt
Offered Fall 2008
104 Conversation Practice for German 110
Guided practice in basic conversational situations
using everyday German. Discussion activities and
role-playing using topics and themes coordinated with
individual 20-minute video units to be watched outside
of class. Some short written exercises based on listening
comprehension and classroom discussion. Optional
course available only to students currently enrolled in
German Studies
253
German I lOy and Illy. Graded S/U only. (E) {F}
1 credit
Margaret '/.elljadt
Offered Spring 2009
200 Intermediate German
A review of basic grammatical concepts mid the study
of new ones, with emphasis on vocabularj building. An
exploration of contemporary German culture through
literary and journalistic texts, with regular practice in
written and oral expression. Prerequisite: HOy, permis-
sion of the instructor, or by placement. {F} 4 credits
Sec. I. Joseph McVeigh
Sec. 1: Judith Kevler- Mayer
Offered Fall 2008
203 Intermediate Conversation Practice I
Guided practice in intermediate-level conversational
situations in everyday German. Through the use of
audio-visual and printed materials taken from contem-
porary German media, students will be able to practice
the grammatical structures, idioms and conversational
strategies commonly used in German-speaking Europe
today. Optional course only for students currently en-
rolled in GER 200. Graded S/U only. {F} 1 credit
Jocelyne Mb. Judith Keyler-Mayer, Joseph McVeigh,
Anca Holden
Offered Fall 2008
204 Intermediate Conversation Practice II
! A continuation of the intermediate-level conversational
. practice begun in GER 203. Optional course only for
students, currently enrolled in GER 220. Graded S/U
only. {F} 1 credit
Judith Keyler-Mayer, Joseph McVeigh, Anca Holden
Offered Spring 2009
220 Advanced Intermediate German
Introduction and practice of more advanced elements
of grammar, with an emphasis on expanding vocabu-
laiy, 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 In
placement. {F} 4 credits
Judith Keyler-Mayer
Offered Spring 20(H)
341 Language and Power
Language as the transmission of politics and culture:
a study of the German-language media (newspapers,
magazines, internet, television, supplemented by a va-
riety of films and texts to be chosen in accordance with
the interests and academic disciplines of students in the
class). Active and intense practice of written and oral
German through weekly compositions and linguistic
exercises, as well as discussions and presentations ana-
lyzing the manner in which linguistic nuances reflect
cultural and political practices. Conducted in German.
Prerequisite: GER 222, 229 or permission of the in-
structor or by placement. {F/L} 4 credits
Jocelyne Mb
Offered Fall 2008
B. German Literature
and Society (Taught in
German)
222 Topics in German Culture and Society
Pending Cap Approval.
Topic: Growing Up in Germaii-Speaking Europe.
This course will focus on the concept and the reality of
growing up in German-speaking Europe at different
points in the past and in the present. Participants will
examine texts and films for and about children and
analyze the societal role of children and young adults
and their education through the centuries. Readings of
texts by Pestalozzi, Goethe, Sigmund Freud, Thomas
Mann, Ludwig Thoma, Johanna Spyri, Waldemar
Bonsels, Erich Kastner and others. Taught in German.
Prerequisite: GER 220, permission of the instructor or
by placement. {F/L} 4 credits
Judith Keyler-Mayer
Offered Spring 2009
229 Topics in Literary Forms and Genres
A study of the form, function and fashions of literature
through a consideration of one particular literary
genre, lor example: lyric poetry; drama (comedy, trag-
254
German Studies
edy, Geschichtsdrama); short prose fiction; the novel
(epistolary novel, Bildungsroman, historical novel).
Through close reading, literary analysis and attention
to the historical and aesthetic context of the works in
question, students will gain intense practice in spoken
and written German. Prerequisite: 220, 222, or permis-
sion of the instructor. In German.
Topic: Lyric Poetry From Minnesang to Pop Song
From Medieval love lyrics (Minnesang ) to the seduc-
tive verses sung by Marlene Dietrich and beyond, we
will read closely, analyze and discuss a wide selection of
poetry including sonnets, ballads, Volkslieder, elegies,
forms of free verse and parodies of various kinds. We
will also study the musical settings of poems, classic
and popular. Among the poets discussed will be Goethe,
Heine, Annette von Droste-HuTshoff, Hugo von Hof-
mannsthal, Rilke, Gottfried Benn, Else Lasker-Schiiler,
Bertolt Brecht, Ernst Jandl and Ingeborg Bachmann.
{F/L} 4 credits
Jocelyne Mb
Offered Fall 2008
238 Topics in Media Studies
Topic: Media and Society in German-Speaking Eu-
rope From the Middle Ages to the Present. This course
will introduce the student to the basic principles and
methodologies of media studies and examine the evo-
lution of communications media from the Middle Ages
to the present in German-speaking Europe. The effect
of the media on the political, societal and economic de-
velopment of Central Europe will be a particular focus
of the course. Prerequisite: GER 220, 222 or permission
of the instructor. In German. {L/H/F} 4 credits
Joseph McVeigh
Offered in 2009-10
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.
Topic: Ingeborg Bachmann
Ingeborg Bachmann (1926-73) has been recognized
as one of the leading writers of the postwar decades in
German-speaking Europe. This seminar will examine a
cross-section of her writings, including her poetry, radio
plays, short prose and critical writings and set them in
the historical, political and intellectual context of the
times. Prerequisite: GER 222, 229 or permission of the
instructor. 4 credits {L/F}
Joseph McVeigh
Offered Spring 2009
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
FYS 156 Beyond the Hitler Channel: Fantasies of
German-ness in American Popular Culture
This seminar will explore the evolution and construc-
tion of "German-ness" — or those characteristics as-
sociated in the American mind with German ethnicity
and culture, in the American popular media since
World War II. Participants will examine this evolution
in a variety of media, including motifs from films (The
Big Lebowski, The Producers, Dr. Strangelove, Mara-
thon Man, Indiana Jones and others), television series
(Tide Simpsons, Frasier, South Park, TheX-files, SNL
and others), the print media, and advertising industry,
and will conduct their own original research into the
creation and uses of "German-ness" in the 21st cen-
tury. Counts toward German studies major. Enrollment
limited to 16 first-year students. WI {A} 4 credits
Joseph McVeigh (German Studies)
Offered Spring 2009
160 The Cultures of German-Speaking Europe
This course provides curious students with a practical
guide to the culture of German-speaking Europe from
Teutonic barbarians to Teutonic rap. The main focus
of this course will rest upon the interconnectedness of
many diverse areas of German culture through the
centuries (literature, art, philosophy, music, domestic
culture, popular culture) and their relationship to con-
temporary life and society. Class discussions and practice
sessions will emphasize the integration of this knowledge
into a wide variety of communicative settings from
casual conversation to more formal modes of address.
Conducted in English. No previous knowledge of Ger-
man culture or language required. {L/H} 4 credits
Joseph McVeigh
Offered Fall 2008
German Studies
230 Topics in German Cinema
Topic: Weimar Film, During the brief period between
the tall 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 W'iene,
Lang. Murnau. Pabst. Kuttmann. Sternberg. Sagan,
Riefenstahl. No knowledge of German required. {L/H/A}
4 credits
Joel Westerdale
Offered Fall 2008
248 Topics in the Culture of Science and Technology of
German-Speaking Europe
Tbpk: Laboratories of Modernity: 1800/1900. This
course investigates the interchange of ideas between
the realms of natural science, pseudo-science, philoso-
phy and literature at the turns of the 19th and 20th
centuries. We will examine the important influence
scientific developments played in cultural production
during these pivotal periods, while at the same time
■ exploring the cultural environments that fostered these
scientific innovations. We will consider issues that
continue to plav a central role in today's discourse —
' identity, sexuality, cognition — in terms of contempo-
rary developments in chemistry, biology and physics,
•■ as well as psychology and mathematics. To this end,
. scientific works from Mach, Weininger, Einstein and
1 Darwin, among others, will be brought into dialogue
with literary texts from writers such as Kafka, Goethe,
Lichtenberg and Musil, as well as theoretical texts from
Nietzsche and Freud. Readings and discussion in Eng-
lish. {L} 4 credits
Joel Westerdale
Offered Spring 2009
298 Nexus-Topics in German Culture
The two-credit courses are designed to bring together
thematically disparate courses from diverse disciplines
; through a unifying topic based in the culture of
' German-speaking Europe. Each topic will draw upon
1 specific aspects of each connected course in order to
amplify the intellectual experience of students in those
courses in an interdisciplinary environment. May be re-
peated for credit when the topic changes. (E) 2 credits
Topic: Cigarette Albums and Popular Education in
the Third Reich
Germany in the 1930s witnessed not only the rise of the
Nazis but also the massive manipulation of popular
culture in the service oi politics. Among the more
powerful propaganda tools of this era were the wildly
popular illustrated stickers in cigarette packs that
could be collected in a special album. Drawing upon
an extensive private collection of such albums, this
course will examine certain recurring themes of Nazi
propaganda presented in this form that relate to the fol-
lowing courses in other departments: Early Germanic
and medieval historj 1 1 1ST 227, ENG 21 8, PRS 306),
German colonies in Southern Africa (AAS 218), and
20th-century European history7 (HST 255). Conducted
in English. (E) {H} 2 credits
Joseph McVeigh
Offered Spring 2009
Cross-Listed Courses
CLT 218 Holocaust Literature
Creative responses to the destruction of European Jewry,
differentiating between literature written in extremis
in ghettos, concentration/extermination camps, or in
hiding, and the vast post-war literature about the Holo-
caust. How to balance competing claims of individual
and collective experience, the rights of the imagination
and the pressures for historical accuracy. Selections
from a variety of artistic genres (diary, reportage, poetry,
novel, graphic novel, film, monuments, museums)
and critical theories of representation. All readings in
translation. {L/H} 4 credits
Justin Gammy
Offered Fall 2008
JUD 110j 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 diree
parts: intensive language study every 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 larg-
est depositor.' of Yiddish books in the world. Admission
by permission of the instructor: contact Justin Camm)
prior to the November registration period. Smith enroll-
ment limited to 9. {H} 4 credits
256
German Studies
Taught on site at the National Yiddish Book Center. Of-
fered jointly with Hampshire College and the National
Yiddish Book Center.
Justin Cammy (Smith College), Rachel Rubinstein
(Hampshire College) and staff of the National Yid-
dish Book Center
Offered 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, Andreas Stuhlmann and staff
Offered Fall 2008 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 2008 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 2008 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 German fashion. In addition, there will be an
optional weekly phonetics tutorial. {F} 4 credits
Jutta Gutzeit
Offered Fall 2008 and Spring 2009 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. Prerequi-
site: 290 or by placement. {F} 4 credits
Jutta Gutzeit
Offered Fall 2008, Spring 2009 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
German Studies
257
of two German states; German-German relations dur
ing the Cold War; and the reunification of Germany.
Historical analysis; reading of selected Literary works;
screening of films. Prerequisite: 270, or permission of
the instructor. Limited to students enrolled in the JYA
program. {L/H/F} 4 credits
Rainer Nicolaysen
Offered Spring 2009 on the Junior Year in Hamburg
The Major
Advisers: Judith Ke\ ler-Mayer, Jocelyne Kolb (Fall).
Joseph Veigh, Joel Westerdale
Adviser for Study Abroad: Jocelyne Kolb (Fall); Joseph
McVeigh (Spring)
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.
Basis: GER 200 (Intermediate German)
Requirements: Ten courses (or 40 credits) beyond the
basis.
Required Courses:
GER 160 The Cultures of German-Speaking Europe
Advanced Intermediate German
Topics in German Culture and Society
( may be repeated as an elective with a
different topic)
Language and Power (must be taken at
Smith)
Advanced Topics in German Studies (must
be taken at Smith)
GER 220
GER 222
GER 341
GER 351
One of the following courses: GER 229, 238, 248, 258 or
two 298 courses (varied topics)
Electives:
Five courses (or 20 credits) from the following:
GER 170 America and the Germans
GER 190 Jews in German Culture
GER 227 Topics in German Studies
GER 229 Literary Forms
GER 230 Topics in German Cinema
GER238 Topics in MediaStudies
GER 248 Topics in the Culture of Science and
Technologj
GER 258 The Culture and Language of Economic Life
in German-speaking Europe
GER 298 NEXl S courses, 2 credits, varied topics
CLT 214 Literary Anti-Semitism
CLT 296 Enlightenment
Courses Available only on the
Hamburg JYA Program:
GER 260 Orientation Program in Hamburg
GER 270 German Historv and Culture from 1871 to
1945
GER 280 Contemporary German Theater
GER 290 Studies in Language II
GER 310 Studies in Language III
Students may count FYS 156 or GER 170 toward the
major, but not both.
Period Requirements: Students must take at least one
course representing each of the following periods: be-
fore 1832; 1832-1933; 1933-present
For any of the three periods a 10-page paper on a
specifically German topic may serve as fulfillment of
the requirement provided that:
1) students gain prior approval of the chair of the De-
partment of German Studies
2) the course for which the paper is written deals with
some aspect of European culture, history or society,
and
3) the paper substantially conforms to the topic of the
course.
Courses outside the Department of German Studies
may count toward the major with prior approval of the
department chair.
The Minor
Advisers: Judith Keyler-Mayer and Joel Westerdale
Baste: GER 200 (Intermediate German)
258 German Studies
Requirements: Six courses (or 24 credits) beyond the
basis
Required Courses:
Three courses are required:
GER 160 The Cultures of German-Speaking Europe
GER 220 Advanced Intermediate German
GER 341 The Politics of Language or GER 35 1
Advanced Topics on German Studies
Electives:
Three additional courses from those listed under the
major.
Honors
Directors: Jocelyne Kolb (Fall); Joseph McVeigh
(Spring)
430d Thesis
8 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
259
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.Baumer, Ph.D.
: Dennis Yasutomo, Ph.D.
Patrick Cobv. Ph.D.. Chair
Catharine Newbury, Ph.D.
Howard Gold, Ph.D.
Gregory White, Ph.D.
Associate Professors
Velma E. Garcia, Ph.D.
Alice L. Hearst, J.D., Ph.D.
Can I^hring, Ph.D.
Mlada Bukovansky, Ph.D.
Marc Lendler, Ph.D.
Adjunct Associate Professor
Robert Hauck, Ph.D.
Associated Faculty
Gwendolyn Mink, Ph.D. (Study of Women and Gender)
Alumna Coordinator, Picker Semester in Washington
Annie Russo Bellavia
Mellon Post-Doctoral Fellow
Christina Greer
Research Associate
Michael Clancv
For first-year students in their first semester, admis-
sion to 200-level courses is only by permission of the
instructor
Seminars require the permission of the instructor
and ordinarily presume as a prerequisite a 200-level
course in the same field.
100 Introduction to Political Thinking
A study of the leading ideas of the Western political
tradition, focusing on such topics as justice, power,
legitimacy, revolution, freedom, equality and forms of
government — democracy especially. Lecture/discus-
sion format taught in independent sections, with one or
more sections designated Writing Intensive (WI). Open
to all students. Entering students considering a major
in government are strongly encouraged to take the
course in their first year. Enrollment limited to 30 per
section. {S} 4 credits
Donna Divine. Steven Goldstein, lb be announced.
Fall 2008
Patrick Cobv. Donna Divine. Spring 2009
Martha Ackelsberg, Donna Divine. Gary Letting,
Fall 2009
Patrick Cob}\ To be announced. Spring 2010
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 2009, Spring 2010
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 I nited
States. Special emphasis is placed on how the major
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institutions of American government are influenced
by public opinion and citizen behavior, and how all
of these forces interact in the determination of gov-
ernment policy. The course will include at least one
internet-based assignment. {S} 4 credits
Donald Baumer
Offered Spring 2009, Spring 2010
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. {8} 4 credits
Alice Hearst
Offered Fall 2008, Fall 2009
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. {8} 4 credits
Alice Hearst
Offered Spring 2009, Spring 2010
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
MarcLendler
Offered Spring 2009, Spring 2010
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 2009
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, MarcLendler
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
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
often conflicting interests of citizens from 50 different
states and 435 separate Congressional districts. Enroll-
ment limited to 20. {8} 4 credits
Donald Baumer
Offered Fall 2008
210 Public Opinion and Mass Media in the United
States
This course examines and analyzes American public
opinion and the impact of the mass media on politics.
Topics include political socialization, political culture,
attitude formation and change, linkages between
public opinion and policy, and the use of surveys to
measure public opinion. Emphasis on the media's role
in shaping public preferences and politics. {8} 4 credits
Howard Gold
Offered Fall 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
MarcLendler
Offered Fall 2008, Fall 2009
215 Colloquium: The Clinton Years
This course examines 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. {8} 4 credits
Marc Lendler
Offered Spring 2010
Government
261
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
l elma Garcia
Offered Fall 2009
304 Seminar in American Government
Communism and Anti-Communism in America
A look at the controversies surrounding the American
Communist Party and the reaction to it. We will study
the party's creation, its relationship to the Soviet Union,
its various phases, the issue of espionage and its response
to the Cold War. We will look at the intertwined issue of
anti-Communism, including Congressional investiga-
tions, the McCarthy era and presidential responses. Read-
ings will include overviews of Communist Party history,
including material from newly opened Soviet archives,
memoirs and primary documents. {S} 4 credits
Marc Lendler
Offered Spring 2009
Revolution to Consolidation
A look at how American political thinkers and activists
justified a war for independence, puzzled through the
construction of a new political order, thought about
creating a democratic nation state, and argued over is-
sues such as individual rights, the role of political par-
ties and the capabilities of citizens for self-government.
We will look at specific debates between 1776 and 1800
and also an overview of the most important contribu-
tors: Jefferson, Madison, Hamilton and John Adams.
Prerequisite: Some previous course on American gov-
ernment or permission of the instructor. {S} 4 credits
Marc Lendler
Offered Fall 2009
305 Seminar in American Government
Topic Topics in the Black Experience- Black Politics,
Ethnicity and Identity. What is the future of black
politics in the U.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 multi-
faceted political identities of blacks currently residing
in the U.S. This course builds upon the literature that
explores immigration, changes in group public opin-
ion, tensions that exist between diversifying popula-
tions, the intersection oi 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 200S
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 2009, Spring 2010
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 2008
310 Seminar in American Government
Topic: Quantitative and Qualitative Research
Methods. There 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 survey 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
tools to expound upon that research during the course
of the semester. No prior statistics courses are necessarj
for this course. {S} 4 credits
Christina Greer
Offered Spring 2009
312 Seminar in American Government
Topic: Political Ikhavior in the I nited States. An
examination of selected topics related to American
political behavior. Themes include empirical analysis,
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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, Fall 2009
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 2008, Fall 2009
412 Semester-in-Washington Research Project
Open only to members of the Semester-in-Washington
Program. 8 credits
Donald Baumer
Offered Fall 2008, Fall 2009
413 Washington Seminar: The Art and Craft 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]. P. Hauck
Offered Fall 2008, Fall 2009
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 2010
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 2009, Spring 2010
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 2009
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 2009, Spring 2010
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 modem 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
Government
constitutional question, the international relations of
Africa, issues of peace and security, and Africa's political
economy. Enrollment limited to 35. {S} 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. {S} 4 credits
Dennis Yasutomo
Offered 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, society 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 power. {S}
4 credits
Steven Goldstein
Offered 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 b) social
scientists. {S} -\ credits
Catharine Newbury
Offered Fall 2008
233 Problems in Political Development
Why are so man) states of the world poor and "under-
developed?" What in the meaning of development, and
how can it be achieved? Focusing on areas of Africa,
Latin America and Asia, this course will explore the
role of the state in development, institutions, actors and
social movements that structure political interaction,
and the relationship between democratization and
development. {S} 4 credits
Catharine Newbury
Offered Spring 2010
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 U.S./Mexico border. Though
at the present time the border has become increasingly
militarized, the boundary dividing the U.S. and Mexico
has traditionally been relatively porous, allowing
people, capital, goods, and ideas to flow back and forth.
The course will focus on the border as a region histori-
cally marked both by conflict and interdependence.
Open to majors in government and/or Latin American
studies; others by permission of the instructor. Enroll-
ment limited to 20. {S} 4 credits
Velma Garcia
Offered Spring 2009, Spring 2010
321 Seminar in Comparative Government
Topic: The Ruanda Genocide in Comparative Per-
spective In I9c)4. 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 seminar explores parallels and con-
trasts between Rwanda and other cases of genocide and
mass murder in the 20th century Topics include the
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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 applicability7 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. {S}
4 credits
Catharine Newbury
Offered Fall 2009
322 Seminar in Comparative Government
Topic: Mexican Politics from 1910-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. {8} 4 credits
Velma Garcia
Offered Fall 2009
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 2010
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 the interactions of states in the international
system. Emphasis is given to the historical evolution
of the international system, security politics, the role
of international norms in shaping behavior, and the
influence of the world economy on international
relations. Not a course in current events. Enrollment
limited to 70. {S} 4 credits
Mlada Bukovansky, Fall 2008
Gregory White, Spring 2009
To be announced, Fall 2009, Spring 2010
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 permission of the instructor.
Enrollment limited to 40. {S} 4 credits
Gregory White
Offered 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
To be announced
Offered Fall 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 involve-
ment. A historical survey of the influence of Great
Power rivalry on relationships between Israel and the
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265
Arab States and between Israelis and Palestinian Arabs.
Consideration of the several Arab-Israeli wars and the
tensions, terrorism and violence unleashed by the dis-
pute. No prerequisites. {S} 4 credits
Donna Robinson Din fie
Offered Spring 2009, Spring 2010
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 "nonnal nation" status since World
War II. Special focus will be on 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. {8} 4 credits
Dennis Yasutomo
Offered 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
aspirations, 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 Union. Prerequisite: 241 or permis-
sion of the instructor. {S} 4 credits
Mlada Bukovansky
Offered Spring 2009
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 warming and envi-
ronmental security. Special attention is also accorded
to North-South relations and the politics of indigenous
peoples. Prerequisite: 241 or permission of the instruc-
tor. Enrollment limited to 20. {S} 4 credits
Gregory White
Offered Spring 2009
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, literalism and Marxism, paving 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. Vie also
explore more contemporary and critical approaches to
world politics and evaluate the competing explanatory
claims put forth. Government majors and international
relations minors with strong interest in theory may
substitute this course for GOV 241. Enrollment limited
to 20. {S} 4 credits
To be announced. Fall 2008
Mlada Bukovansky, Spring 2010
Offered Fall 2008* Spring 2010
343 Seminar in International Politics and Comparative
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 2009
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 2009, Spring 2010
347 Seminar in International Politics and Comparative
Politics
Topic: North Africa hi the International System. This
seminar examines the history and political economy
of Morocco, Tbnisia and Algeria — the Maghreb —
focusing 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
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Middle East), as well as its relationship to sub-Saharan
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 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, Marsilius and
others. {S} 4 credits
Patrick Coby
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 2009, Spring 2010
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
To be announced
Offered Spring 2009
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 Fall 2009
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 may
include Neo-Marxism, Feminism, Ideology, Postmod-
ernism and Multiculturalism. Successful completion of
GOV 100 and/or other political theory course is strongly
suggested. {S} 4 credits
Gary Lehring
Offered Fall 2009
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 2010
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
Government
267
much of the work on the status of the human subject
in post-modemit\. We will explore the theoretically
rich and dense approaches undertaken b) 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. Ifje Order of Things, and
Discipline and Punish to his later works including
The History of Sexuality. The Use of Pleasure, and The
Care of the Self attention will he 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
GaryLebring
Offered Spring 2010
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 theory 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}
To be announced
Offered Fall 2008
Cross-listed Courses
EAS 210 Colloquium: Culture and Diplomacy in Asia
(E) {S} 4 credits
Dennis Yasutomo
Offered Spring 2009
SWG 222 Gender, Law and Society
{S} 4 credits
Carrie Baker
Offered Fall 2008, Spring 2009
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, Marc Lendler, Catharine Newbury, Gregory
White, Dennis Yasutomo
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. Ttoo additional courses, one of which must be a
seminar, and both of which must be related to one
of the courses taken under (2); they may be in the
same subfield of the department, or they may be in
other subfields, in which case a rationale for their
choice must be accepted by the student and her
adviser: and
4. Three additional elective courses. Majors are en-
couraged to select 190 as one of their electives.
Majors may spend the junior year abroad if they meet
the college requirements.
268
Government
The Minor
Advisers: Same as those listed for the major.
Based on 100. The minor consists of six courses, which
shall include five additional courses, including at least
one course from two of the four fields identified as
requirements for the major.
Honors
Director: Howard Gold
430d Thesis
8 credits
431 Thesis
8 credits
Offered Fall 2008, Fall 2009
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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 cred-
its for a seminar in policymaking (41 1); two 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.
269
History
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
''Daniel K.Gardner. Ph.D.
David Newbury, Ph.D. (History and African Studies)
*' Ann Zulawski, Ph.D. (History and Latin American
Studies)
Richard I.im. Ph.D.
Associate Professor
Ernest Benz, Ph.D., Chair
Assistant Professors
flDarcyBuerkle,Ph.D.
- Jennifer Guglielmo, Ph.D.
Mamie Anderson, Ph.D.
Nadya Sbaiti, Ph.D.
Five College Assistant Professor of Russian History
: Sergey Glebov, Ph.D.
Associated Faculty
: ' Daniel Horowitz, Ph.D. (American Studies and
History)
fl Helen Lefkowitz Horowitz, Ph.D. (American Studies
and History)
Lecturer and Professor Emeritus
NeaJ Salisbury, Ph.D.
Lecturers
Kelly Anderson. M.A.
Jessica Delgado, M.A.
Peter Gunn, M.Ed.
Jennifer Hall-Witt, Ph.D.
W.Lane Hall-Witt. M.A.
Michelle Herder, Ph.D.
Jonathan Lipman, Ph.D.
Robert Weir Ph.D.
Research Associates
Daniel Brown, Ph.D.
Sean Gilsdorf, M.A.
Erika Laquer, Ph.D.
Ann Ramsey, Ph.D.
Samuel Roberts, Ph.D.
Marvlvnn Salmon, Ph.D.
Revan Schendler, Ph.D.
History courses at the 100- and 200-levels are open to
all students unless otherwise indicated. Admission to
seminars (300-level) assumes prior preparation in the
field and is by permission of the instructor.
A reading knowledge of foreign languages is highly-
desirable and is especially recommended for students
planning a major in History.
Cross-listed courses retain their home department
or program designations.
101 Introduction to Historical Inquiry
Colloquia with a limited enrollment of 18 and surveys
both designed to introduce the study of history to stu-
dents at the beginning level. Emphasis on the sources
and methods of historical analysis. Recommended for
all students with an interest in history and those con-
sidering a history major or minor.
Topic: Soviet History' Through Film
The course treats films produced during the Soviet
era as cultural artifacts. Studying these films in their
proper contexts introduces basic tools for historians:
how to approach a historical artifact, how to read
sources critically, and how to reconstruct intended
and unintended meanings. The course follows the
traditional outline of Soviet history, beginning with
the Bolshevik takeover in October 1917 and ending
with the post-Soviet period. Topics include the cultural
experimentation of the 1920s, collectivization, indus-
trialization, the Great Terror, World War II. the Cold
War, and the rise of the Soviet middle class in the
1960s and 1970s. Enrollment limited to first-years and
sophomores. {H} 4 credits
Sergey Glebov
Offered Fall 2008
270
History
Topic: Biography and History in Africa
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
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 2008
EAS 100 Introduction to Modern East Asia
This course looks comparatively at the histories of
China, Japan, Korea from the late 18th 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 modern 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
Offered Fall 2008
Lectures and Colloquia
Lectures (L) are normally limited to 40 students. Collo-
quia (C) are primarily reading and discussion courses
limited to 18. Lectures and colloquia are open to all
students unless otherwise indicated. In certain cases,
students may enroll in colloquia for seminar credit
with permission of the instructor.
Antiquity
204 (L) The Roman Republic
A survey of the developing social, cultural and political
world of Rome as the city assumed dominance in the
Mediterranean. Achievements of the Roman state, 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 Lim
Offered Fall 2009
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
family, law and society; military monarchy; persecu-
tion of Christians; pagans, Christians and Jews in late
Antiquity. {H} 4 credits
Richard lim
Offered Spring 2010
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 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. Special attention to
social changes affecting individuals and groups such as
women, workers and peasants. {H} 4 credits
Nadya Sbaiti
Offered Spring 2010
209 (C) Aspects of Middle Eastern History
Topic: Women and Gender 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
Historj
271
East Asia
211 (L) The Emergence of China
Chinese society and civilization from c. 1000 B.C. to
A.I). 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 2009
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-
official class, civil service examination system, Neo-
Confucian orthodoxy, poetry and the arts, Mongol con-
quest, popular beliefs, women and the family, Manchus
in China, domestic rebellion and confrontation with
the West. {H} 4 credits
Daniel Gardner
Offered Spring 2009, Spring 2010
214 (C) Aspects of Chinese History
Tbpic: The World of Thought in Early China
Readings from the major schools of Chinese thought,
such as Confucianism, Monism, Daoism, Legalism and
Buddhism. Open to first-year students. {H/L} 4 credits
Daniel Gardner
Offered Spring 2009
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 be-
fore the 20th century. {H} 4 credits
Daniel Gardner
Offered Spring 2010
216 (C) Women in Chinese History
The history of Chinese women from early classical texts
to the present: their places and behaviors in society and
culture, their relationships with one another and with
men, and the evolution of gender roles and attitudes in
China's long and complex story. Topics include ideals
of femininity and beauty, sexuality, women's place in
family life, life-cycles and rites of passage, the partici-
pation of women in the revolutions of the 20th century,
and contemporary women's lives. (E) {H} 4 credits
Jonathan Upman
Offered Fall 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
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 2009
223 (C) 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 history7. 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 seventh
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. (H/S) 4 credits
Mamie Anderson
Offered Spring 2009
EAS 215 Pre-modern Korean History: Public Lives and
Private Stories
This course is a survey of cultural, social and political
history of Korea from early times to the 19th century We
will explore major cultural trends, intellectual develop-
ments and political shifts during Korea's long dynastic
history. Some of the topics include literati culture;
nativism and folk culture; gender in traditional Korean
society; foreign relations: and Confucianism and king-
ship. All of these topics will be explored through the lens
of changing perceptions of public and private lives i »t
those who had become part of both public and private
histories and stories of Korea. {H} 4 credits
Jina Kim
Offered Fall 200S
272
History
Europe
225 (L) The Making of the Medieval World, 1000-1500
From the High Middle Ages through the 15th century.
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 expansion and consolidation of Europe, and the
Black Death and its aftermath. {H} 4 credits
Michelle Herder
Offered Spring 2009
227 (C) Aspects of Medieval European History
Topic: Outcasts: Minorities in Medieval Society. The
emergence of a persecuting society. The experiences of
heretics, Jews, Muslims, homosexuals, lepers and other
groups on the margins of a Europe that increasingly
defined itself as Christian. Differences in the treatment
of these various outcast groups, their depiction in art,
their legal segregation and their presumed association
with demonic activity. (E) {H} 4 credits
Michelle Herder
Offered Fall 2008
233 (L) A Cultural History of Britain and its Empire,
1688-1914
Rethinking 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 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 participated in these phe-
nomena. {L/H} 4 credits
Jennifer Hall-Witt
Offered Spring 2009
245 (L) Empire in the North: Native Peoples in Siberia
and Alaska under Russian and Soviet Rule
Over 500 years, Muscovy and the Russian Empire
expanded across Northern Asia and (from the 1780s to
the 1860s) North America, bringing into one continen-
tal state diverse populations stretching from Central
Asia to Beringia. The course explores the ways imperial
rule, the pressures of Socialist Modernity, and relentless
exploitation of natural resources affected the lives of
the native peoples. How can one discern the voices of a
scriptless culture beneath layers of documents written
by colonial administrators? {H} 4 credits
Sergey Glebov
Offered Spring 2009
246 (G) 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 re-
member history than to forget it? Not open to students
who have taken HST 101 Memory and History. {H}
4 credits
Darcy Buerkle
Offered Fall 2008
251 (L) Europe in the 20th Century
Ideological and military rivalries of the contemporary
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 Fall 2008
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 2008, Fall 2009
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
secondary literature in 20th-century European history
of women and gender. {H} 4 credits
Darcy Buerkle
Offered Spring 2009, Spring 2010
History
273
255 (C) 20th-century European Thought
The cultural context of fascism. Readings from Nietz-
sche, Sorel, Wilde, Pareto, Marinetti. Mussolini and Hit-
ler, as well as studies of psychology, degenerate painting
and music. Both politicians and artists claimed to be
Nietzschean tree spirits. Who best understood his call to
ruthless creativity? {H/S/A} 4 credits
Ernest Bern
Offered Spring 2009
Africa
256 (L) Introduction to West African History
The political, economic, cultural, religious and colo-
nial histories of Africa west of Lake ('had and south of
the Sahara desert, a region nearly as large ;is the conti-
nental U.S. Draws on articles, films, biographies, novels
and plays, and explores broad cultural continuities,
regional diversity and historical change, from AD 1000
to the present. Topics include the Sudanic empires;
slavery and the Atlantic slave trade; Islam; colonial
conquest, African initiatives under colonial rule; and
post-colonial problems in West Africa. {H/8} 4 credits
David Newbury
Offered Fall 200S
258 (L) History of Central Africa
Focusing on the former Belgian colonies of Congo,
Rwanda, and Burundi from the late 1800s, this course
seeks to explore, and then transcend, the powerful
myths that adhere to this area of the world, the setting
for Joseph Conrad's "Heart of Darkness." Topics include
precolonial cultural diversities; economic extraction
in the Congo Free State; the colonial encounter and
colonial experiences; decolonization and the struggles
over defining the state; and postcolonial catastrophes.
{H/S} 4 credits
David Newbury
Offered Spring 2009
AAS 218 History of Southern Africa (1600 to about
1900)
The history of Southern Africa, which includes a num-
ber of states such as South Africa, Zimbabwe. Nainbia,
Angola and Lesotho, is verj complex. In addition to
developing a historical understanding of the Khoisan
and Bantu-speaking peoples, students must also know
the history of Europeans and Asians of the region. The
focus of this course will therefore be to understand the
historical, cultural and economic interrelationships
between various ethnic groups, cultures and political
forceswhich have evolved in Southern Africa since
about 1600. (H) 4 credits
Louis Wilson
Offered Spring 2009
AAS 370 Modern Southern Africa
in l()()4 South Africa underwent a "peaceful revolution"
with the election of Nelson Mandela. This course is de-
signed to Stud) the historical events that led to this dra-
matic development in South Africa from 1948 to 2000.
Louis it ilsoti
Offered Fall 2008
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
cultural 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 ideologies
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
Jessica Delgado, Fall 2008
AnnZulawski, Fall 2009
Offered Fall 2008, Fall 2009
261 LAS 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 to bring social justice and
democracy to the region. {H} 4 credits
Ann Zulawski
Offered Spring 2009
United States
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-
274
History
tion; white Americans' final abandonment of the cause
of the freed people in the 1880s and 1890s. {H} 4 credits
Robert Weir
Offered Fall 2008
267 (L) The United States since 1877
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 im/rni-
gration, urbanization, the rise of mass culture, nation-
alism, world war, and liberatory movements for social
justice. Emphasis on class discussion and analysis of
original documents, with short lectures. {H} 4 credits
W. Lane Hall-Witt
Offered Spring 2009
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 forma-
tion, empire, im/migration, popular culture, citizen-
ship, education, religion, science, war, consumerism,
feminism, queer cultures and globalizing capitalism.
How have women contested and contributed to systems
of inequality? Emphasis on class discussion and analysis
of original documents, with short lectures. {H} 4 credits
Jennifer Guglielmo
Offered Fall 2008
280 (C) Inquiries into United States Social History
Topic: Globalization, Im/migration 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
anti-colonialism? 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 Guglielmo
Offered Spring 2009
AAS 202 Topics in Black Studies
Topic: Segregation: Origins and Legacies. This col-
loquium will explore the historical debates about the
causes and timing of racial segregation, its effects on
African Americans and social inequality, and its more
resistant legacy in the 20th century, residential segre-
gation. Violence against blacks, the use of gender to
bolster segregation, biracial alliances and the onset of
disfranchisement, the nationalist character of segrega-
tion, and black resistance to segregation will be promi-
nent themes. Weekly readings will include primary and
secondary works, documentary films and historical
films. (E){H} 4 credits
Lynda J. Morgan
Offered Spring 2009
AAS 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 his-
tory or Afro-American literature. Not open to first-year
students. Prerequisite: AAS 117 and/or AAS 270, or
permission of the instructor. Enrollment limited to 40.
{H} 4 credits
Louis Wilson
Offered Spring 2009
AMS 220 Golloquia
Topic: Asian-Pacific American History: 1850 to Pres-
ent. This is an introductory survey course on Asian
Pacific American history within the broader historical
context of imperialism in the Asian-Pacific region. We
will examine the historical experiences of the Chinese,
Filipinos, Japanese, Koreans, Southeast Asians, Asian
Indians and Pacific Islanders living in the U.S. The
objective of the course is to provide students with a
fundamental understanding of the A/P/A history that
is inextricably linked to the goal of the United States to
establish military, economic and cultural hegemony in
the world through its colonial and neo-colonial poli-
cies both in the U.S. and abroad. Enrollment limited to
20. 4 credits
Richard Chu
Offered Fall 2008
listorv
275
AMS 302 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. (Masses are held in Old Deerfield. MA.
Admission by permission of the instructor. {H/A}
4 credits
Nan Wolverton
Offered Spring 2009
relationships between women and the Great War. Be-
tween 1917 and the late 1920s, 47 Smith alumnae led
reconstruction efforts in the Somme valley in France.
one of the areas most devastated bv the war. Drawing
on materials in the Sophia Smith Collection — diaries.
letters, photograph albums, newspaper clippings and fi-
nancial records — the class compares this Bis! women's
college relief unit with other Americans and Europeans
who contributed to the war effort. {H/S} 4 credits
Jennifer Hall- Witt
Offered Fall 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 20th 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
minority communities have had in the United States.
Prerequisite SWG 150 or permission of the instructor.
{H} (E) 4 credits
Daniel Rivers
Offered Spring 2009
Seminars
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. Readings include primary source mate-
rials 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
Darcy Buerkle
Offered Spring 2009
355 Topics in Social History
Topic: Women and World War T. The Smith College
Relief Unit. Students undertake archival research in
the papers of the Smith College Relief Unit to explore
361 Problems in the History of Spanish America and
Brazil
Tbpic 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 Spring 2009
372 Problems in American History
Topic: Oral History and Women's Activism.
Women's activism over the past fifty years, with an
emphasis on second-wave feminisms. Texts include
secondary literature as well as primary sources from the
Sophia Smith Collection, including oral histories. Stu-
dents are introduced to the techniques of oral history,
and conduct, transcribe, edit and analyze their own
interviews for their final projects. {H/S} 4 credits
Kelly Anderson
Offered Fall 2008
Topic: Cross-Cultural Captivity in North America.
1500-1860.
The captivity of Europeans and European Ameri-
cans— 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 main
more instances in which Native Americans and other
non-Europeans were captives. Topics include captivity
in pre-colonial indigenous societies, the purposes and
rt
History
meanings of captivity for captors and captives, the uses
of captivity narratives as historical evidence, captivity
and cultural and ethnic identity, captivity and gender,
Xauve-American-African American relations and the
colonial-era slave trade in Native Americans. {H}
4 credits
Ned Salisbury
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 history7. 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 2009
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,
\ideos 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 2008
404 Special Studies
By permission of the department. 4 credits
Offered both semesters each vear
The Major
Advisers: Mamie Anderson, Ernest Benz, Darcy Buerk-
le, Daniel Gardner, Sergey Glebov, Jennifer Guglielmo,
David Newbury, Nadya Sbaiti, 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.
Sole: 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 ex-
amination 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-
History
277
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 study
abroad programs.
Adviser for Study Away: Nadya Sbaiti
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.
Honors
Director: Jennifer Guglielmo
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, 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. Please
consult the Director of Honors or the departmental Web
site for specific requirements and application procedures.
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:
1 . Field of concentration: four semester courses, at
least one of which is a Smith history department
seminar. Two of these may be historical ly oriented
courses at the 200-level or above in other disci-
plines, approved by the student's adv isec
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 geographic
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 re-
quirement. 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 ex-
amination 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.
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-year course; offered each year
278
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
§2 Robert Dorit, Associate Professor of Biological
Sciences
Craig Felton, Professor of Art
Nathanael 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
"2 Nicolas Russell, Assistant Professor of French Studies
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
Topic: The Century of the Gene. We are not solely or
only our genes, but we are not without them either.
How do we understand talk of genes? This course is a
historical, philosophical and sociological examination
of the power, promises and perils of genetic research
during the past 100 or so years. We will explore the
changing relation of the gene concept, genetic theories
and genetic experimental practices to other biological
disciplines such as evolutionary theory, cytology, devel-
opment and other biological practices such as genetic
engineering. We will also examine the influence of
genetic theories and perspectives in the larger culture.
{H/N} 4 credits
Jeffry Ramsey
Offered Spring 2009
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 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 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 Spring 2009
285/GLT 285 Mnemosyne: Goddess or Demon
For the ancient Greeks, Menmosyne (the Greek word
for memory) was a goddess who gave them control over
time and truth. More recently, the Western tradition
has described memory rather as a source of uncertainty
and chaos. However, whether in fear or in awe, the
West has always described memory as central to the
human experience. This course will explore literary
and scientific descriptions of memory in several periods
from antiquity to the present. Texts by Hediod, Pindar,
Plato, Augustine, Aquinas, Petrarch, Marguerite de
Navarre, Freud, Proust, Borges and Kis, among others.
{L} 4 credits
Nicolas Russell
Offered Fall 2008
Program in the History of Science and Technology
279
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 I'nited
States. Enrollment limited to 30. {S/N} 4 credits
Donald Jorcdemon
OfferedFall 2008
ARC 211 Introduction to Archaeology
An interdisciplinary introduction to archaeological
inquiry. Students learn about the history of the field
and Smith's own pioneers. This class explores all
aspects of archaeology. Students practice survey and
illustration techniques and learn methods of excava-
tion, analysis and interpretation of artifacts, skeletal
and environmental remains. In addition, we investigate
issues of archaeological ethics and the political uses
of archaeology. How does archaeological theory and
investigator's perspective affect our reconstruction of
the past? Sites around the globe enrich our classroom.
Enrollment limited to 30. {H/S} 4 credits
Susan Allen
Offered Fall 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
James Lowentbal, Meg Thacher
Offered Fall 2008
CHM 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. {A/N} 4 credits
IMeAka Bark. David Dempsej
Offered Spring 2009, tyring 2010
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) (WI) {H/S} 4 credits
Susan Heuck Allen
Offered Fall 2008
FYS 157 Literature and Science: Models of Time and
Space
Though science and art are often presented as mutu-
ally exclusive fields of knowledge, scientific and liter-
ary discourses cross in many ways. We'll read across
the conventional boundaries of literary and scientific
discourse, focusing on texts by scientists, fiction writers
and playwrights that present new models of time and
space. Texts may include work by scientists such as
Lyell, Darwin, Einstein and Heisenberg, as well as by
such writers of fiction and drama as Wells, Yonnegut,
Stoppard, Brecht and McEwan. Key terms: deep time,
time travel, multiple or parallel universes, deep space,
wormholes, entropy. Enrollment limited to 16 first-year
students. WI {L} 4 credits
Luc dilleman (English language and Literature )
Offered Fall 2008
GER 248 Topics in the Culture of Science and
Technology of German-Speaking Europe
Topic: Laboratories of Modernity: 1800/1900. This
course investigates the interchange of ideas between the
realms of natural science, pseudo-science, philosophy
and literature at the turns of the 19th and 20th centu-
ries. We will examine the important influence scientific
developments played in cultural production during
these pivotal periods, while at the same time exploring
the cultural environments that fostered these scientific
280 Program in the History of Science and Technology
innovations. We will consider issues that continue to
play a central role in today's discourse — identity, sexu-
ality, cognition — in terms of contemporary develop-
ments in chemistry, biology and physics, as well as psy-
chology and mathematics. To this end, scientific works
from Mach, Weininger, Einstein and Darwin, among
others, will be brought into dialogue with literary texts
from writers such as Kafka, Goethe, Lichtenberg and
Musil, as well as theoretical texts from Nietzsche and
Freud. Conducted in English. {L} 4 credits
Joel Westerdale
Offered Spring 2009
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
and philosophy, and cross-linguistic data as well as
English. Prerequisite: either PSY 1 1 1, PSY 233, PHI 100
or PHI 236, or permission of the instructor. {N} 4 credits
Jill de Villiers
Offered Spring 2009
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 Smithso-
nian 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.
International Relations
Visiting faculty and some lecturers are generally appointed for a limited term.
281
Advisers
'Steven Martin Goldstein, Professor of Government
'-Elliot Fratkin. Professor of Anthropology
Gregory White, Professor of Government
Mahnaz Mahdavi, Professor of Economics
Nola Reinhardt, Professor of Economics
*' Mlada Bukovansky, Associate Professor of
Government. Director
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:
ANT 230 Africa: Population, Health, and
Environmental Issues
ANT 24 1 Anthropology of Development
ANT 348 Seminar: Topics in Development
Health in Africa
ANT 352 Cannibalism and Capitol: Topics in
Colonialism, Race and Political Economy
ECO 2 1 1 Economic Development
ECO 213 The World Food System
ECO 214 The EU, the Mediterranean and the
Middle East: Hellenism or Bonapartism
EGR 330 Engineering and Global Development
GEO 105
GEO 109
GOV 233
GOV 246
GOV 252
GOV 254
GOV 341
HST238
Natural Disasters: Confronting and Coping
The Environment
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
2. One course in international economics or finance:
ECO 209 Comparative Economic Systems
ECO 295 International Trade and Commercial Policy
ECO 296 International Finance
ECO 375 Seminar: Theory and Practice of Central
Banking
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:
ECO 226 Economics of European Integration
GOV 221 European Politics
GOV 223 Russian Politics
GOV 352 Seminar in Comparative Government and
International Relations: European
Integration
HST239 Empire-building in Eurasia, 1552 Nit
282
International Relations
HST 247 Aspects of Russian History
HST 249 Early Modern Europe, 1618-1815
HST 250 Europe in the 19th Century
HST 25 1 Europe in the 20th Century
HST 253 Women and Gender in Contemporary
Europe
5. One course on the economy, politics, or society of
a region other than the United States and Europe:
Africa
MS 370
GOV 227
GOV 232
GOV 321
GOV 345
GOV 346
GOV 347
HST 258
Asia
ANT 251
ANT 252
ANT 253
ANT 267
EAS100
EAS219
EAS230
ECO 311
GOV 224
GOV 228
GOV 230
GOV 344
GOV 348
Modem Southern Africa
Contemporary African Politics
Women and Politics in Africa
Rwanda Genocide in Comparative
Perspective
Seminar in International Politics:
South Africa in the Globalized Context
Seminar in International Relations:
Regionalism and the International System
Seminar in International Politics and
Comparative Politic 19th and 20th Centuries
History of Central Africa
Women and Modernity in East Asia
City and Countryside in China
Introduction to East Asian Societies
and Cultures
Power, History and Communities in South
Asia
Introduction to Modem East Asia
History of Modern Korea
Women of Korea from the Three
Kingdoms to the Present
Seminar: Topics in Economic Development:
Topic: Economic Development in East Asia
Islam and Politics in the Middle East
Government and Politics of Japan
Government and Politics of China
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
Seminar in International Politics:
Conflict and Cooperation in Asia
GOV 349
HST 212
HST 213
HST 216
HST 217
HST 218
HST 221
HST 222
HST 223
HST 242
REL260
REL275
REL276
REL282
Seminar in International Relations and
Comparative Politics:
The Political Economy of the Newly
Industrializing Countries of Asia
China in Transformation A.D. 700-1900
Modernity with Chinese Characteristics
Women in Chinese History
World War Two in East Asia
Thought and Art in China: Confucian and
Taoist
Thought and Art
The Rise of Modem Japan
Aspects of Japanese History
Women in Japanese History
Modem Central Asia
Buddhist Thought
Religious History of India (Ancient &
Classical)
Religious History of India (Medieval &
Modern)
Violence and Nonviolence in Religious
Traditions of South Asia
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 Making of the Modem Middle East
HST 209 Aspects of Middle Eastern History
REL245 The Islamic Tradition
Latin America
ANT 237 Native South Americans: Conquest and
Resistance
ANT 269 Indigenous Cultures and the State in
Mesoamerica
ECO 318 Seminar: Latin American Economics
GOV 226 Latin American Political Systems
GOV 237 Politics and the U.S./Mexican Border
GOV 322 Seminar in Comparative Government:
Mexican Politics from 1910 to the Present
HST 261 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.
283
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:
"Book title" (1 credit)
Sectioned course
Margaret Bruzelius, Course Director
JUD 110 Elementary Yiddish (4 credits)
MTH/QSK 103 Math Skills Studio (2 credits)
MTH 289 The Mathematics of Knitted Objects
(2 credits)
MUS 905 Five College Opera Production
(1 credit)
SPN 218j Speaking Spanish in Context (4 credits)
THE 140 Commedia dell' Arte Workshop
(2 credits)
WTG 100 Popular Nonfiction(l credit)
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 prior to pre-registration in the fall.
PHI 253 Indo-Tibetan Buddhist Philosophy and
Hermeneutics (3 credits)
284
Italian Language and Literature
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
fl Alfonso Procaccini, Ph.D.
t2Giovanna Bellesia, Ph.D.
Anna Botta, Ph.D., Chair (Italian and Comparative
Literature)
Lecturers
§1 Serena Grattarola, M.A.
Maria Succi-Hempstead, M.A.
Bruno Grazioli, M.A.
Assistant
Giulia Benghi, 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 HOy, 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 in the spring of their sopho-
more 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 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
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. 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
Bruno Grazioli, Maria Succi-Hempstead
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 1 lOy 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 literary texts and cultural material.
Weekly conversation meetings and multimedia work
required. Prerequisite: ITL HOyorlTL 111 or permis-
sion of the department. {F} 5 credits
To be announced
Offered Fall 2008
Italian Language and Literature
285
230 High Intermediate Italian
Readings of contemporary literary texts. Review of
grammar, regular practice to improve oral and written
expression. Open bypermission only. Prerequisite: ITL
220 or ITL 1 lOv or 1 1 1 with permission of the depart-
ment. {F} 5 credits
Maria SuccirHempstead
Offered each Fall
231 Advanced Italian
A continuation of 220 or 250. with emphasis on refin-
ing linguistic expression. Speaking and writing are
strongly emphasized. Prerequisite: 220, 230 or HOy, or
1 1 1 with permission of the department. {F} 5 credits
Bruno Grazioli
Offered Fall 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. In the fall semester section 02 is open
only to seniors returning from JYA in Florence and to
very advanced students. Please check course schedule
for details. {F} 2 credits
Members of the department
Offered Fall 2008, Spring 2009
B. Literature and Culture
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.
movies and on television. The second part of the course
studies contemporary Italy. In the last twenty years
ltal\ has become a country of immigration. Questions
of race, ethnicity, color, religion, gender, language
and nationality are at the center of the formation of
a new Italian identity Some immigrants are starting
to express their opinions on these issues. We will read
some of their writings and compare them to the writings
of Italian Americans. Are there experiences shared
by all immigrants across the boundaries of time and
culture? Can past migrations teach us something about
stereotypes and intolerance? Do globalization and
modem society, along with technological advances in
communication, change the immigrant experience? En-
rollment limited to 16 first-year students. WI {L} 4 credits
Oiovanna Eellesia (Italian)
Offered Fall 2008
205 Savoring Italy: Recipes and Thoughts on Italian
Cuisine and Culture
The course will examine Italy's varied geography, his-
tory and artistic tradition to further appreciate Italy's
rich, delicious, yet simple cuisine. In our travels we will
move from the cage to ^pizzeria, to the trattoria.
to ihepasticceria, to the enoteca to probe the cultural
impact Italian cuisine has on promoting a holistic
philosophy for eating/drinking/speaking best reflected
by the now renowned Italian '"slow food" movement.
Taught in English. Graded S/U only. {L} 2 credits
Members of the department
Offered each Spring
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. One class a
week is dedicated to linguistic preparation of the text
studied. 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
FYS 161 Immigration and the New Multiethnic
Societies: From the Italian-American Experience to
the Multicultural Italy of Today
The first part of mis course traces the history of
emigration from Italy to the United States. Students
will read historical, literary and sociological texts,
and study the representation of Italian Americans in
251 Survey of Italian Literature II
A continuation of ITL 250, concentrating on representa-
tive literary works from the High Renaissance to the
Modem period. Normally to be taken duringjunior Year
in Florence. Maybe taken in Northampton as a special
studies with the pennission of the chair of the depart-
ment. Prerequisite: ITL 250 or pennission of the chair.
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CLT 204 HritwewiUmflM&
i i T .' Z z'-i
The Major in Italian
Langu. gE - - ture
and Italian Stud
ill Sf ~S
Offered Fall 2008
A _ i ;■ : > . * — > - _ ' . i _
Italian Language and Literature
Basis: ITL HOy or ITL 111, ITL 220 or ITL 230 (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, JYA-Survey 2 ITL
251, Stylistics ITL 240.
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 334 (Dante and Baccaccio)
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, 348, 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.
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
is: ITL 1 lOy 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 240 Stylistics (offered only in Florence)
ITL 250 and 251
Three (nonlanguage) 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 fulfill
the requirement (for instance CLT 305 or CLT 355)
when all written work is done in Italian. Independent
studies and honor theses may count as part of this
category.
Three courses in other Smith departments/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, 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
Italian).
One semester of ITL 332 or 334 (Dante or Boccaccio).
All work must be done in Italian.
The Minor in Italian
Language and Literature
Advisers: Giovanna Bellesia, Anna Botta, Serena Grat-
tarola
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.
Italian Language and Literature
289
Basis: ITL 1 lOy, ITL 220 or ITL 230, or ix^niiissioii ot
the department.
Required: Six semester courses including the following:
23 land 250. Choice of two from two different periods
including: 25 1 . 332, 334, 338, 340, 342, 343, 344, 346,
348, 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.
Honors in Italian Language
and Literature
Director: Giovanna Bellesia
ITL 430(1 Thesis
8 credits
Full-year course; Offered each year
Honors in Italian Studies
ITS 430d Thesis
8 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
550d Research and Thesis
8 credits
Full-year course; Offered each year
Graduate
Advisers: Giovanna Bellesia, Anna Botta
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.
290
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
n Joel Kaminsky, Professor of Religion, Co-Director
Ellen W. Kaplan, Professor of Theatre
**[ Jocelyne 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. The completion of 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
Joel Kaminsky, Fall 2008
Justin Cammy, Spring 2010
Offered Fall 2008, Spring 2010
Language
100y Elementary Modern Hebrew
A yearlong introduction to modern 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. No previous
knowledge of the language is necessary. Enrollment
limited to 18. {F} 8 credits
Ilona Ben-Moshe
Full-year course; Offered 2008-09, 2009-10
110j Elementary Yiddish
An introduction to Yiddish language in its cultural
context. Fundamentals of grammar and vocabulary de-
signed to facilitate reading and independent work with
Yiddish texts. The course is divided into three parts:
intensive language study every morning; a colloquium
on aspects of Yiddish cultural history; and an afternoon
service internship with the collection of the National
Yiddish Book Center, the largest depository of Yiddish
books in the world. Smith enrollment limited to nine;
admission by permission of the instructor. Taught on
site at the National Yiddish Book Center. {H} 4 credits
Justin Cammy (Smith College), Rachel Rubinstein
(Hampshire College), and stajf of the National Yid-
dish Book Center
Offered Interterm 2009
Jewish Studies
591
200 Intermediate Modern Hebrew
Continuation ofJUD 100\. Emphasizes skills necessarj
for proficiency in reading, writing and conversational
Hebrew. Elaborates and presents nevi grammatical
concepts and vocabulary, through texts about Jewish
and Israeli culture mid 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. Enrollment
limited to 18. Offered at Smith in alternate years. Of-
fered Fall 2008 at Mount Holyoke College; van service
from Smith may be provided. {FJ 4 credits
Bona Ben-Moshe
Offered Fall 2009
Additional opportunities for the study of modern
Hebrew, Biblical Hebrew or Yiddish may be available
through special studies at Smith, within the Five-
College consortium, or through summer study. Please
consult the Jewish studies Web site for an up-to-date list.
Classical Texts
REL 210 Introduction to the Bible
Joel Kaminsky
Offered Fall 2008
REL 211 Wisdom Literature
Joel Kaminsky
Offered Spring 2009
REL 215 Introduction to the Bible II
Robert Doran
Offered Spring 2009
History And Thought
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. Topics include the
effects of tsarist legislation, pogroms, Polish nation-
alism, the Russian Revolutions and Sovietization;
competition between new forms of ecstatic religious
expression (Hasidism) and the Jewish Enlightenment;
proto-feminist critiques of traditional society; variet-
ies of political Self-assertion SUCh as Zionism. Jewish
Socialism. Diasporism and Communism; folklore and
the birth of modem Jewish identities: and the tension
between memory and nostalgia in the aftermath of the
Holocaust. Enrollment limited to 18. {L} 4 credits
Justin Gammy
Offered Fall 2009
FYS 163 The Holy Land
Suleiman Mourad
Offered Fall 2008
REL 221 Jewish Spirituality: Philosophers and Mystics
Topic: Jewish Mystical traditions
Lawrence Fine
Offered Fall 2008
REL 223 The Modern Jewish Experience
Lois Ditbin
Offered Spring 2009
REL 224 Jews and Judaism in the Americas
Lois Duhin
Offered Spring 2010
GOV 229 Government and Politics of Israel
Donna Robinson Dime
Offered Fall 2008
GOV 248 The Arab-Israeli Dispute
Donna Robinson Divine
Offered Spring 2009
GOV 323 Warring for Heaven and Earth: Jewish and
Muslim Political Activism in the Middle East
Donna Robinson Divine
Offered Spring 2009
Literature And The Arts
GLT 218 Holocaust Literature
Creative responses to the destruction of European Jewry,
differentiating between literature written in extremis
in ghettos, concentration/extennination camps, or in
hiding, and the vast post-war literature about the Holo-
caust. How to balance competing claims of individual
and collective experience, the rights of the imagination
and the pressures for historical accuracy. Selections
from a variety of artistic genres (diary, reportage, poetry,
292
Jewish Studies
novel, graphic novel, film, monuments, museums),
and critical theories of representation. All readings in
translation. {L/H} 4 credits
Justin Cammy
Offered Fall 2008
258/ENG 230 American Jewish Literature
Jewish literary engagement with America, from Yiddish
writing on the margins to the impact of native-born
authors and critics on the post-war literary scene.
Topics include narratives of immigration; the myth of
America and its discontents; the Yiddish literary world
on the Lower East Side and the New York Intellectuals;
ethnic satire and humor; crises of the left involving
Communism, Black-Jewish relations, and '60s radical-
ism; the Holocaust in American culture; tensions be-
tween Israel and America as "promised lands"; and the
creative betrayal of folklore in contemporary fiction.
Must Jewish writing in America remain on the margins,
"too Jewish" for the mainstream yet "too white" for the
new multicultural curriculum? {L} 4 credits
Justin Cammy
Offered Spring 2009
260 (G) Yiddish Literature and Film
Why did Yiddish, the language of Eastern European
Jewry and millions of immigrants to America, so often
find itself at the bloody crossroads of art and politics?
Traces the emergence of a trans-Atlantic literary and
visual culture in the competition between Poland, the
Soviet Union and the Americas. Topics include creative
betrayals of folklore (dybbuks, Golems and demons);
modernist experimentation; sexual politics of Yiddish
expression; radicalism; ethnic performance; and the art
of memory. All texts in translation. {L} 4 credits
Justin Cammy
Offered Spring 2010
GLT 275 Israeli Literature and Film in International
Context
What role have writers and filmmakers played in
imagining, then challenging and refashioning Zionist
dreams and Israeli realities? Topics include tensions
between the universalizing seductions of Exile and the
romantic appeal of homeland; varying landscapes in
the consolidation of a revolutionary culture (the desert,
the socialist kibbutz, cosmopolitan Tel Aviv, Jerusalem
of heaven and earth); ongoing conflicts between Arabs
and Jews; postmodern (and post-Zionist) anxieties
and transformations in contemporary Israeli society.
Hebrew novels, short stories, memoirs, poetry and films,
from the early 20th century until today, with counter-
texts from European, American and Palestinian au-
thors. All readings in translation. {L} 4 credits
Justin Cammy
Offered Fall 2009
362 Seminar in Modern Jewish Literature
Topic for 2008-09: Punchline: TheJeuHsh Comic
Tradition. What makes a Jewish joke? Is Jewish humor
self-deprecating or is it a challenge to majority culture?
From Yiddish folktales and types of Eastern Europe (the
wise fools of Chelm; shlemiels and shlimazls) through
the Jewish influence on 20th-century American com-
edy. Focuses on Sholem Aleichem (the Yiddish master
of laughter through tears), Philip Roth and Woody
Allen, with pauses to consider theories of Jewish humor
(beginning with Freud), immigrant comedy, politi-
cal satire and Jewish stand-up. How do contemporary
manifestations of popular culture {Curb Your Enthu-
siasm; The Simpsons; Borat; The Daily Show) draw
on this broader tradition? {L} 4 credits
Justin Cammy
Offered Spring 2009
THE 220 Homelands: Mythmaking, Representation and
Debate in Israeli Drama
Ellen Kaplan
Offered Fall 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, Ellen Kaplan, Jocelyne Kolb
The major in Jewish studies comprises 12 semester
courses.
A. Requirements
1 . Basis: JUD 225 Jewish Civilization: Text and Tradi-
tion, normally taken in a student's first or second
year.
Jewish Studies
2. Language: JUD lOOy Elementary Modern 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, they 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, geographic
area or body of literature. A student defines her concen-
tration in consultation with her adviser. No more than
one 100-level course may count toward the concentra-
tion. 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, JUD 362, REL 310, REL 320, GOV 323)
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 100)' is the minimum requirement for
the major, the program strongly encourages students to
continue study of Hebrew, and to do so at Smith, when
appropriate courses are available: JUD 200 (Intermedi-
ate Modem 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) within the Five-College consortium
or at a approved program elsewhere.
With the approval of her adviser, a student may
count up to two Smith College courses that are not part
o! the approved list of Jewish studies courses toward the
major as electives, when such courses offer a broader
comparative framework for Jewish studies. In such
cases, a student writes at Least one of her assignments
for tht1 course on a Jewish studies topic. Such courses
do not count towards the breadth or concentration
requirement.
E Courses elsewhere
Courses in the Five-College consortium, on Junior Year
Abroad Programs or on other approved programs for
stud) 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 students courses shall be from the same
academic department.
Honors
430d Thesis
Full-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.
To be admitted to the honors program, a student must
have a 3.4 cumulative GPA through the junior year,
demonstrate an ability to do independent work, and
have her thesis approved by the program by the requi-
site deadline.
For honors guidelines, please consult the Jewish studies
Web site at www.smim.edu/jud/honors.html
294
Jewish Studies
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 year-long JUD lOOy counts as
one course toward the minor.
Study Away
The program encourages international study as away
to enhance knowledge of Jewish history, experience and
languages. The completion of JUD lOOy or equivalent is
required 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 study away. A list of approved programs in
Europe, Israel, Australia and the Americas is available
on the program Web site at www.smith.edu/jud.
Adviser for Study Away: Justin Cammy
Courses counting toward
the Jewish Studies major
and minor
I. Basis
JUD 225/REL 225 Jewish Civilization: Text and Tradi-
tion (formerly JUD 187)
II. Language
JUD lOOy Elementary Modern Hebrew
JUDllOj Elementary Yiddish
JUD 200 Intermediate Modern Hebrew
REL295 Hebrew Religious Texts I
REL296 Hebrew Religious Texts II
III. Classical Texts
REL 1 10 Archaeology of Israel and Palestine
REL 2 10 Introduction to the Bible I
REL 2 1 1 Wisdom Literature and Other Books from the
Writings
REL 213 Prophecy in Ancient Israel
REL 2 1 5 Introduction to the Bible II
REL 222 Sages, Strangers and Women: An Introduc-
tion to Rabbinic Literature
REL 310 Seminar: Sibling Rivalries — Israel and the
Other
IV. History and Thought
FYS 163 The Holy Land
GOV 229 Government and Politics of Israel
GOV 248 The Arab-Israel Dispute
GOV 323 Warring for Heaven and Earth: Jewish and
Muslim Political Activism in the Middle
East
HST 284/JUD 284 The Jews of Eastern Europe, 1750—
1945
JUD 283 The Spanish Inquisition
REL 220 Jews and Judaism in the Ancient World
REL 221 Jewish Spirituality: Philosophers and
Mystics
REL 223 The Modern Jewish Experience
REL 224 Jews and Judaism in the Americas
REL 227 Judaism/Feminism/Women's Spirituality
REL 320 Tying and Untying the Knot: Women,
Marriage and Divorce
V. Literature and the Arts
CLT 2 14 Literary Anti-Semitism
CLT218 Holocaust Literature
CLT 275 Israeli Literature and Film
CLT 277 At Home With Kafka: Modern Jewish Fiction
ENG 230/JUD 258 American Jewish Literature
GER 190 Jews in German Culture
GER230 Nazi Cinema
GER 35 1 Isn't It Ironic? Harry/Heinrich/Henri Heine
1797-1856 (in German)
JUD 260 Yiddish Literature and Film
Jewish Studies 295
JUD 362 Punchline: The Jewish Comic Tradition
SPN 246 Life Stories by Latin American Jewish
Writers (in Spanish)
SPN 280 Life St< tries by Latin American Jewish
Writers
THE 220 Homelands: Mythmaking. Representation
And Debate in Israeli Drama
THE 241 Stagingthejew
The following are examples of courses that touch
on Jewish studies and that may count as an elective
toward the major with the prior approval of an adviser.
Students must write one of their assignments for such
courses on an appropriate Jewish studies topic. Please
consult the offerings of other programs and depart-
ments, and your adviser, for additional possibilities:
GER 248 Laboratories of Modernity, 1800-1900
1 1ST 203 Alexander the Great and the Hellenistic
World
HST 205 The Roman Empire
HST 227 Outcasts: Minorities in Medieval Society
HST 243 Reconstructing Historical Communities
HST 246 Memory and History
HST 350 The History of Psychoanalysis
SPN 250 Sex and the Medieval City
SPN 332 The Middle Ages Today
SPN 332 Queer Iberia
296
Landscape Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Ann Leone, Professor of French Studies and Landscape
Studies, Director
Nina Antonetti, Assistant Professor in Landscape Studies
Reid Bertone-Johnson, Lecturer in Landscape Studies
Associated Faculty
Dean Flower, Professor of English Language and
Literature
fl Helen Lefkowitz Horowitz, Professor of American
Studies and of History
n Barbara Kellum, Professor of Art
Michael Marcotrigiano, Professor of Biological Science
and Director of the Botanic Garden
Douglas Patey, Professor of English Language and
Literature
LSS 100 Issues in Landscape Studies
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. {H/S/A} 2 credits
Ann Leone, Director; Reid Bertone-Johnson, Co-
Director
Offered Spring 2009
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
arts 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.
Priority7 given to LSS minors, and first and second years.
Enrollment limited to 30. {H/S/A} 4 credits
Nina Antonetti
Offered Fall 2008
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, identify how it improves its community and
consider how a dysfunctional space might be trans-
formed into a socialized landscape. This discussion-
based course will have a practical component insofar as
we will propose ways of socializing a real site for a cli-
ent. Prerequisite: LSS 105 or permission of the instruc-
tor. Enrollment limited to 20. {H/S/A} 4 credits
Nina Antonetti
Offered Spring 2009
Landscape Studies
297
LSS 210 Suburbia: The Middle Landscape
This course will explore suburbia as its own landscape
and as a borderland between countryside and city. From
the 19th-century town-planning Initiatives in England
to today's sprawl in America, we will consider such
communities as Port Sunlight near Liverpool, England;
Shaker Heights, Ohio; Levittown. New York; Columbia,
Maryland; and Celebration, Florida Readings on cul-
ture, politics, economics and regional planning will
highlight some of the contradictions that plague the
conception, development and future of suburbia, most
notablv transportation/isolation, homogeneity/inclu-
sion, safety/security, historicism/utopianism, biophilia/
biophobia, confonnity/comfort, and capitalism/pasto-
ral aesthetic. Prerequisite: LSS 105 or permission of the
instructor. Enrollment limited to 20. {H/S/A} 4 credits
Nina Antonetti
Offered Fall 2008
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 socially and
culturally constructed. A variety of media are used in the
design process including drawing, model-making, col-
lage and photography. Prerequisites: two LSS courses or
an equivalent accepted by the program or permission of
the instructor. Enrollment limited to 12. {A/S} 4 credits
Reid Bertone-Johmon
Offered Fall 2008
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 place-making. This studio emphasizes
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. Prerequisite: two LSS
courses or an equivalent accepted by the program or
permission of the instructor. Enrollment limited to 12.
{A/S} 4 credits
Reid Bertone-Jobnson
Offered Spring 2009
LSS 300 Rethinking Landscape
This capstone colloquium for the stud) of the built
environment will explore myriad issues In design —
including territory, expansion, sexuality, disjunction,
fantasy, dwelling, memory, nationalism — in the
context of critical approaches such as modernism,
dec< instruction, structuralism, poststructuralism.
phenomenology and gender. A full range of landscapes
will be studied, from rural to urban, ancient to contem-
porary, east to west. A group project will culminate in
independent research. By permission of the instructor.
Priority given to LSS minors and seniors and juniors.
Enrollment limited to 12. {H/S/A} 4 credits
Nina Antonetti
Offered Spring 2009
LSS 400 Special Studies
Admission by permission of the instructor and director,
for junior and senior minors. To be taken in conjunc-
tion with LSS 300 or as an extension to design work
begun during or after a landscape studies or architec-
ture studio. 1-4 credits
Nina Antonetti, Reid Bertone-Johnson
Offered Spring 2009
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}- 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
lb he announced
Offered Fall 2008
298
Landscape Studies
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
To be announced
Offered Spring 2009
ENG 299 Green Victoria
Pending Cap Approval
Drawing on the resources of the Smith Botanic Garden
and library collections, this course explores a variety
of landscapes that Victorians created or imagined,
designed or desired. Topics include the Victorian lan-
guage of flowers, transplantation of the seeds and fruits
of the Empire and fascination with process of decompo-
sition. Readings include theoretical writings of Charles
Darwin and John Ruskin, as well as literary and visual
representations of botanical longing or dislocation by
such authors and artists as Lewis Carroll, Charles Dick-
ens, Frances Hodgson Burnett, Beatrix Potter, Christina
Rossetti, Dante Gabriel Rossetti and Virginia Woolf.
Prerequisite: a WI course; enrollment limited to 25.
Cornelia Pearsall
Offered Spring 2009
Landscape Studies Related
Courses
Comparative Literature
GLT 288 Bitter Homes and Gardens: Domestic Space
and Domestic Discord in Three Modern Women
Novelists
Anne Leone
Offered Spring 2009
First-Year Seminar
FYS 141 Reading, Writing and Placemaking: Landscape
Studies
Ann Leone
Offered Fall 2008
The Minor in Landscape
Studies
Advisers: Fall 2008: Nina Antonetti; Spring 2009: Ann
Leone
Graduate Adviser: Nina Antonetti
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.
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 concen-
trate these three courses in one of the following areas:
— Landscape design, history7 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
299
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
Fernando Armstrong-Fumero, Assistant Professor of
Anthropology
1 Ibtissam Bouachrine, Assistant Professor of Spanish
and Portuguese
Susan C. Bourque, Professor of Government
Ginetta Candelario, Associate Professor of Sociology
and of Latin American and Latino/a Studies,
Director
Jessica Delgado, Lecturer in History
Velma Garcfa, Associate Professor of Government
.Maria Estela Harretche, Associate Professor of Spanish
and Portuguese
Marguerite Itamar Harrison, Associate 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 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
201 Colloquium in Latin American and Latino/a Studies
Topic: "The Bronze Screen ": Performing Latina/o on
Film and in Literature
This course examines the representation of Latinas/
os in contemporary film contrasted with contemporary
Latina/o literature. One of our efforts will be to learn to
cast a critical eye on those performances and the ste-
reotypes portrayed in them and to articulate those ex-
periences in written work. We will examine the special
circumstances of each of the three main Latino groups,
as well as contrast the dominant culture's portrayal of
Latinas/os with their own self-representation both in
literature and film. Questions of ethnicity, class, politi-
cal participation, privilege and gender will also inform
our readings and viewings. Class discussions will be in
English, but bilingualism will be encouraged through-
out the course. {L/A} 4 credits
Nancy Sternbach
Offered Spring 2009
LAS 244/SOC 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 comprise 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 thuir written projects. I
Prerequisites: SOC 101, LAS 100 or SWG 150. {H/S}
4 credits
Ginetta Candelario
Offered Spring 2009
300
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
Jessica Delgado, Fall 2008
Ann Zulawski, Fall 2009
Offered Fall 2008, Fall 2009
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 to bring social justice and
democracy to the region. Basis for the LALS major. {H}
4 credits
Ann Zulawski
Offered Spring 2009, Spring 2010
LAS 301 Seminar: Topics in Latin America and Latino/a
Studies
Topic: Culture and Society in the Andes. Andean
peoples' contributions to human culture and the ways
Andean societies have responded to and been changed
by outside forces. Readings on Andean cosmology and
principles of social and economic organization; social
differentiation and ethnicity under colonialism; capi-
talist expansion, migration and urbanization; indi-
genismo and the Left; guerrilla movements and identity
politics. {H} 4 credits
Ann Zulawski
Offered Spring 2010
404 Special Studies
4 credits
Offered both semesters each year
The Major
This major builds on a basic understanding of the
history of Latin America and a developing proficiency
in Spanish. (A reading knowledge of Portuguese is also
recommended.) Following this, 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 26l. 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-
Latin American and Latino/a Studies
301
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
2008-09:
Anthropology
237 Native South Americans
Offered Spring 2010
269 Indigenous Cultures and the State of Mesoamerica
Offered Fall 2008
340 Tales of Cannibalism and Capital in Latin America
Not offered in 2008-09
Art
260 Art Historical Studies
Topic: Current Issues in Latin American Art
Offered Fall 2008
Comparative Literature:
268 Latina and Latin American Women Writers
Offered Spring 2009
Economics
213 The World Food System
Offered Fall 2008
318 Latin American Economics Seminar
Offered Fall 2008
First Year Seminars
159 What's in a Recipe?
Offered Fall 2008
Government
216 Minority- Politics
Offered Fall 2009
220 Introduction to Comparative Politics
Offered Fall 2008
226 Latin American Political Systems
Offered Spring 2009, Spring 2010
237 Colloquium: Politics and the U.S./Mexico Border
Offered Spring 2009, Spring 20 1 0
307 Seminar 111 American Government
Tbpic: Latinos and Politics m the l nited suit^
Offered Fall 2008
321 Mexican Politics
Not offered in 2008-09
History
260 Colonial Latin America, 1492-1825
Offered Fall 2008, Fall 2009
261 National Latin America, 1821 to the Present
Offered Spring 2009
36l Problems in the History of Spanish America and
Brazil
Topic: Public Health and Social Change in Latin
America, 1850-Present
Offered Spring 2009
Presidential Seminars
301 Translating New Worlds
Offered Fall 2008
Sociology
214 Sociology of Hispanic Caribbean Communities in
the United States
Offered Fall 2009
314 Seminar in Latina/o Identity: Latina/o Racial
Identities in the United States
Offered Spring 2010
Spanish and Portuguese
POR 22 1 Topics in Portuguese and Brazilian
Literature and Culture
Topic: Envisioning 'lusofonia": A Focus
on Film from the Portuguese-Speaking
World
Offered Spring 2009
POR 381 Seminar in Portuguese and Brazilian
Studies
Topic: Angola, Brazil and Cuba. Race.
Nation and Narrative
Offered Fall 2008
SPN 230 Topics in Latin American and Peninsular
Literature
Topic The 'Indian Question ' m Peru and
Mexico: Identity Nation Building and
Cultural Autonomy
Offered Spring 2009
302
Latin American and Latino/a Studies
SPN230
Topics in Latin American and Peninsular
Literature
The Minor in Latin
Topic: A Transatlantic Search for Identity
American Studies
Offered Fall 2008
SPN230
Topics in Latin American and Peninsular
Requirements: Six courses dealing with Latin America
Literature
to be selected from anthropology, art, economics, gov-
Topic: Representations of Violence in
ernment, history and literature. They must include LAS
Latin American Literature
260/HST 260, LAS 261/HST 26l and SPN 260 or SPN
Offered Fall 2008
26l, and at least one course at the 300 level.
SPN240
From Page to Stage
Topic: Homage to Gabriel Garcia Mdrquez
Offered Spring 2009
Minor in Latino/a Studies
SPN246
Topics in Latin American Literature
Topic: Literary Constructions of Afro-
Requirements: Six courses which must include the
Cuban Identity
following: LAS 260/HST 260 or LAS 261/HST 261, SPN
Offered Fall 2008
260 or SPN 26l, one other class on Latin America to
SPN 246
Topics in Latin American Literature
be chosen from anthropology, art, economics, govern-
Topic: ''Enchanted Isle": Puerto Rican
ment, history or literature; and three classes in Latino/a
Culture and the Search for a National
Studies to be chosen from CLT 268, GOV 216, GOV 307,
Identity
SOC 214, SOC 314, or any other course in LALS, SPN,
Offered Spring 2009
etc. dealing with Latino/a studies. At least one of the six
SPN 260
Survey of Latin American Literature I
courses must be at the 300-level. Students may count
Offered Fall 2008
one course in Latino/a studies from another Five Col-
SPN 261
Survey of Latin American Literature II
lege institution towards the minor; students may also
Offered Spring 2009
substitute a Spanish-language class at the 200 level for
SPN 371
Latin American Literature in a Regional
Context
Topic: Centroamerica: Texts, Film, Music
SPN260/SPN261.
Offered Fall 2008
Honors
SPN 372
Topics in Latin American and Iberian
Studies
Director: Michelle Joffroy
Topic: Stages of Conflict: Performing
Memory and Change in Spain and Latin
430d Thesis
America
8 credits
Offered Fall 2008
Full-year course; Offered each year
SPN 372
Topics in Latin American and Iberian
Studies
431 Thesis
Topic: Women, Environmental Justice
8 credits
and Social Action
Offered each Fall
Offered Spring 2009
SPN 380
Advanced Literary Studies
Please consult the director of honors or the departmen-
Topic: Translating Poetry
tal Web site for specific requirements and application
Offered Spring 2009
procedures.
For Five-College Certificate in Latin American Studies
see the description on page 437.
503
Linguistics
Visiting faculty and some lecturers are generally appointed for a limited term.
Jill de ViUieis, 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
*2Craig Davis, Professor of English Language and
Literature
Peter de Villiers, 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
Joseph O'Rourke, Professor of Computer Science
' 'Thalia Pandiri, Professor of Classical Languages and
Literatures and Comparative Literature
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, 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 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 offer-
ings. For more offerings, consult the Five -College
Catalog and your 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
304 Linguistics
Education
EDC 210 Literacy in Cross-Cultural Perspective
EDC 249 Children With Hearing Loss
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 212
Old Norse
ENG 214
Medieval Welsh
ENG 218
Norse Poetry and Prose
Italian
ITL340
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
PSYl 50 Methods in Psychology: Language
PSY/PHI 213 Language Acquisition
PSY 313 Seminar in Psycholinguistics
Spanish and Portuguese
SPN 481 The Teaching of Spanish
505
Logic
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisers
"J 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,
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. WI {M} 4 credits
James Henle (Mathematics), jay Garfield (Philosophy)
Offered Fall 2008
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
elemental}' 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 2009
404 Special Studies
4 credits
Offered both semesters each year
The Minor
Minors in logic, to be designed in consultation with a
co-director, will consist of at least 20 credits including:
LOG 100 or PHI 202, but not both
MTH 153 or CSC 250
MTH 217 or PHI 220
Additional
list:
CSC 111
CSC 250
CSC 270
CSC 290
CSC 294
LOG 404
MTH 153
MTH 217
PHI 203
PHI 220
PHI 236
PHI 322
courses may be chosen from the following
Computer Science I
Foundations of Computer Science
Digital Circuits and Computer Systems
Introduction to Artificial Intelligence
Introduction to Computational Linguistics
Special Studies in Logic
Discrete Mathematics
Mathematical Structures
Topics in Symbolic Logic
Logic and the Undecidable
Linguistic Structures
Topics in Advanced Logic
306 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
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.
307
Marine Science and Policy
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisers L David Smith, Associate Professor of Biological
1'aulette Peckol, Professor of Biological Sciences, Sciences, Co-Director
Co-Director Sara Pruss, Assistant Professor of Geology
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
Invertebrate Diversity
364/36
5 Plant Ecology and required Concurrent
Laboratory
366
Biogeography
390
Topics in Environmental Biology
Coral Reefs: Past, Present and Future
400
Special Studies
Geology
231
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. 26 1: Fisheries Conservation and Management
Off-Campus Course Possibilities
Some students may elect to take two or three of their
courses for the minor away from Smith College by par-
ticipation in a marine-oriented, off-campus program.
In recent years Smith students have been enrolled in
the following programs:
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 Ma-
rine Laboratory.
308
Mathematics and Statistics
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
James Joseph Callahan, Ph.D.
"Michael O.Albertson, Ph.D.
"] David Warren Cohen, Ph.D.
**2JamesM.Henle,Ph.D.
Joseph O'Rourke, Ph.D. (Computer Science)
**2 Katherine Taylor Halvorsen, D.Sc.
"l*2Ruth Haas, Ph.D.
Ileana Streinu, Ph.D. (Computer Science)
PauAtela,Ph.D.
Christophe Gole, Ph.D., Chair
William Allan Neilson Professor
Janos Pach
Associate Professors
Patricia L.Sipe, Ph.D.
Nicholas Horton, D.Sc.
Assistant Professor
Elizabeth Denne, Ph.D.
Visiting Assistant Professor
Michael Bush, Ph.D.
Senior Lecturer
*l Mary Murphy, MAT.
Lecturer and Professor Emerita
Marjorie Lee Senechal, Ph.D.
Mellon Post-Doctoral Fellow
Michael Young, 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 (114) 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 (107) are intended for students not expecting
to major in mathematics or the sciences.
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 "A 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, 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
Mathematics and Statistics
509
of the instructor required. This course does not earn a
Latin Honors {M} designation. 4 credits
Catherine McCune
Offered Fall 2008, Spring 2009
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
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
lhomas Schicker
Offered Interterm 2008-09
105 Discovering Mathematics
Topic: To be announced. {M} 4 credits
To be announced
Offered Spring 2008, Spring 2010
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
Nicholas Horton
Offered 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 natural ly
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 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
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-
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 PSY 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
310
Mathematics and Statistics
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. Enrollment limited to 40. {M} 4 credits
Nicholas Horton, Katherine 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
pemiission 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
differential equations, foundations of physics, geometry
and other topics. Students may not receive credit for
both MTH 211 and MTH 221. Prerequisite: MTH 112 or
the equivalent, or MTH 1 1 1 and MTH 153; MTH 153 is
suggested. {M} 4 credits
Members of the department
Offered both semesters each year
212 Calculus III
Theory and applications of limits, derivatives, and
integrals of functions of one, two and three 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 21 1 be taken before or concur-
rently with MTH 2 12. {M} 4 credits
Members of the department
Offered both semesters each year
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. WI{M} 4 credits
David Cohen
Offered Fall 2008
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
Offered 2009-10
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
objects. Prerequisite: MTH 211 and MTH 212 or permis-
sion of the instructor. {M} 4 credits
Michael Albertson
Offered Fall 2008
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
Elizabeth Denne
Offered each Spring
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 that 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
Mathematics and Statistics
311
course has three main components: 1 ) Elements of
computer 3D Visualization, 2) Mathematical study of
the objects. 3) Construction {M} 4 credits
PauAiela
Offered Spring 2009
233 An Introduction to Modern Algebra
An introduction to the concepts of abstract algebra,
including groups, quotient groups, rings and fields.
Prerequisites: MTU 153 and and MTU 21 1, or permis-
sion of the instructor. {M} 4 credits
Michael Bush
Offered Spring 2009, Spring 2010
238 Topics in Number Theory
To[)ic: The integers, prime numbers, congruences,
Diophantine problems, arithmetical functions. Ap-
plications will be drawn from computing, cryptography
and coding theory. Prerequisite: MTH 153, MTH 21 1, or
permission of the instructor. {M} 4 credits
Michael Bush
Offered each Fall
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 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 1
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 24 1 and Mil 1 245 or
MTH 190. MTH 245 also satisfies the basis requirement
for psychology. Prerequisite: MTH 111, or MTH 153, ("'
one year of high school calculus, or permission of the
instructor. Lab sections limited to 24. {M} 4 credits
Nicholas Horton. 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
Katherine Halvorsen
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.
{M} 4 credits
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
312
Mathematics and Statistics
matrices and block designs. Necessary conditions and
constructions. Error correcting codes. Applications.
Prerequisites: MTH 153 and MTH 211 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, Ruth Haas
Offered Spring 2010
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
To be announced
Offered Fall 2008
300 Dialogues in Mathematics
In the class we don't do math as much as we talk about
doing math and the culture of mathematics. The class
will include lectures by students, faculty and visitors
on a wide variety of topics, and opportunities to talk
with mathematicians about their lives. This course is
especially helpful for those considering graduate school
in the mathematical sciences. Prerequisites: MTH 211,
MTH 212, and two additional mathematics courses at
the 200 level, or permission of the instructor. May be
repeated once for credit. This course is graded satisfac-
tory/unsatisfactory7 only. {M} 2 credits
Ruth Haas, James Henle
Offered Fall 2008, Spring 2009
301 Topics in Advanced Mathematics
Topic: Research in Mathematics. The course is specifi-
cally designed for students in the Center for Women
in Mathematics, but open to all serious mathematics
students. Prerequisites: At least one of MTH 233, 238 or
243 and permission of the instructor. {M} 2 credits
Ruth Haas
Offered Fall 2008, Spring 2009
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
Patricia Sipe
Offered Spring 2009
333 Topics in Abstract Algebra
Topic: Rings, Fields and Codes. Rings are abstract
algebraic objects that occur throughout mathematics.
The course will start with an introduction to the basic
results and constructions in ring theory. We will then
focus our attention on the special properties of poly-
nomial rings and their quotients. Applications in field
theory and the theory of error-correcting codes will be
given. 4 credits
Michael Bush
Offered Fall 2008
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 compactness)
and the definition and use of the fundamental group.
Prerequisites: MTH 211(Linear algebra), MTH 212 (mul-
tivariable 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
Mathematics and Statistics
313
analysis.) Prerequisites: MTH 233 or 238 and MTI 1 225
and 243 or permission of the instructor {M} 4 credits
Elizabeth Denne
Offered Fall 2010
343 Topics in Mathematical Analysis
Topic: Measure Theory and the Banach Tarski Para-
dox, Prerequisite: Either MTH 22S Advanced Calc or MTH
243 Analysis or pennission of instructor {M} 4 credits
To be announced
Offered Spring 2010
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
Kathertne Halvorsen
Offered Spring 2009 at Smith College
353 Advanced Topics in Discrete Applied Mathematics
Topic: Extremal Combinatorics. Prerequisites: xMTH
253 or 254 or permission of the instructor. {M} 4 credits
Michael Young
Offered Spring 2009
364 Advanced Topics in Continuous Applied
Mathematics
Topic: Dynamical Systems, Chaos and Phyllotaxis.
An introduction to the theory of Dynamical Systems
with a few applications. A dynamical system is a system
that evolves with time under certain rules. Philosophi-
cal implications, determinism and Laplace's "demon,"
chaos theory. Applications to Phyllotaxis. (See www.
math.smith.edu/phyllo.) We will study the appear-
ance of Fibonacci numbers when one counts spirals in
plants that exhibit them (e.g., artichokes, pine cones,
pineapples, asparagus, cauliflowers, palm trees, etc.)
Prerequisites: MTH 211 and MTH 212 or permission of
the instructor. {M} 4 credits
Pan Atela
Offered Fall 2009
400 Special Studies
By pennission 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
CSC 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 Calla-
han, David Cohen, Elizabeth Denne, 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 MTH
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 MTH 1 1 1 and above, with the fol-
lowing exceptions. At most 8 credits may be awarded
for MTH 111. MTH 1 S3, MTH 190 and either MTH 112
or MTH 1 14.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
314
Mathematics and Statistics
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 211) 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: 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, 247, 254,
255, 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, 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.
Honors
Directors: Patricia Sipe
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
A student majoring in mathematics and statistics may
apply for the Departmental Honors Program. An honors
project consists of directed reading, investigation and a
thesis. This is an opportunity to engage in scholarship
at a high level. A student at any level considering an
honors project is encouraged to consult with the direc-
tor of honors and any member of the department to
obtain advice and further information.
Eligibility and application: Normally, a student who
applies to do honors work must have an overall 3-0
GPA for courses through her junior year, and a 3-3 GPA
for courses in her major. A student may apply either in
the second semester of her junior year or by the second
week of the first semester of her senior year; we strongly
recommend the former.
Requirements: In addition to the credits required for
the major, students must take 430d or 432d (for either
eight or twelve credits). In unusual circumstances, a
student may instead take 431. The length of the thesis
depends upon the topic and the nature of the investiga-
tion, and is detemiined by the student, her adviser and
the department. The student will give an oral presenta-
tion of the thesis. The department recommends the
Mathematics and Statistics 3 1 5
designation of Highest Honors, High Honors, Honors,
Pass or Fail based on the following three criteria at the
given percentages:
60 percent thesis
20 percent oral presentation
20 percent grades in the major
Specific guidelines and deadlines for completion of the
various stages of an honors project are set by the de-
partment as well as by the college. The student should
obtain the department's requirements and deadlines
from the director of honors.
Graduate
580 Graduate Special Studies
4 credits
Offered both semesters each year
316
Medieval Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisers and Members of the Medieval Studies Council
Nancy Mason Bradbury, Professor of English Language
and Literature
'l Brigitte Buettner, Professor of Art
John Connolly, Professor of Philosophy
*2 Craig R. Davis, Professor of English Language and
Literature, Director
Eglal Doss-Quinby, Professor of French Studies
fl Alfonso Procaccini, Professor of Italian Language
and Literature
Vera Shevzov, Associate Professor of Religion
Federica Anichini, Assistant Professor of Italian Lan-
guage and Literature
t2 Ibtissam Bouachrine, Assistant Professor of Spanish
and Portuguese
Suleiman Ali Mourad, Associate Professor of Religion
Christine Geiler Andrews, Lecturer in Art
Michelle Herder, Lecturer in History
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
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
areHST224andHST225;
2. 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.
Students are encouraged to consult the current Five
College catalogue of courses for offerings at the other
four institutions. We also encourage medieval studies
Medieval Studies
317
majors to consider proposing a Special Studies project
or an Honors Thesis.
The Minor
Italian
332 Dante's Dhina Comtnedia-
33 5 1 tante's 1 tivina Commedia-
Paradiso
-Inferno
-Purgatorio and
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 2008-09 are as follows:
Art
240
Art Historical Studies
Topic: Illuminated Manuscripts of the Later
Middle Ages
English
212 Old Norse
250 Chaucer
French
1 S3 Medieval and Renaissance France
320 Women Writers of the Middle Ages
First Year Seminar
163 The Holy Land
167 Icelandic Saga
History
206 Aspects of Ancient History
Topic The Making of Late Antiquity, 300-600
207 Islamic Civilization to the 1 1th Century
225 The Making of the Medieval World, 1000-1 500
227 Aspects of Medieval European History
Topic: Outcasts: Minorities in Medieval Society
Latin
212 Introduction to Latin Prose and Poetry
213 Virgil's Aeneid
330 Advanced Readings in Latin Literature I & II
Topic: Ihe Age of Nero
Topic: Lyric and Elegiac Love Poetry
Philosophy
1 24 History of Ancient and Medieval Philosophy
226 Topics in the History of Philosophy: Human
Action and the Will in Aristotle and Medieval
Philosophy (Taught at Hampshire College)
Religion
231 The Malting of Christianity
245 The Islamic Tradition
Spanish and Portuguese
250 Survey of Iberian Literatures and Society I
Topic: Sex and the Medieval City
332 The Middle Ages Today
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-vear course; offered each vear
Honors
430d Thesis
Admission by permission of the Medieval Studies Coun-
cil. 8 credits
Full-year course; offered each year
Please consult the director of medieval dtudies or the
program Web site for specific requirements or applica-
tion procedures.
318
Middle East Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Members of Middle East Studies Committee
n Ibtissam Bouachrine, Assistant Professor, Spanish
and Portuguese
Justin Cammy, Assistant Professor, Jewish Studies
Donna Robinson Divine, Professor, Government,
Director
Suleiman Mourad, Associate 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 intermediate 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 —
e.g., 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
history and the social sciences.
Students who wish to conduct independent research
may approach an advisor 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, history and cultures. A list of Smith approved
programs is available from the Office of Study Abroad.
MES 400 Special Studies
Admission by permission of the Program in Middle
East Studies, normally for junior and senior minors
in Middle East studies, and for qualified juniors and
seniors from other departments. Offered both semesters
each year. 1-4 credits
Members of the program in Middle East Studies
Offered Fall 2008, Spring 2009
Middle East Studies Minor
319
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 East studies offered at Smith within the past
three years include:
Language
ARA 100y Elementary Arabic
A yearlong course that introduces the basics of modern
standard Arabic, this course concentrates on all four
skills: speaking, listening, reading, writing. Begin-
ning with a study 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. Enrollment limited to 18 students.
{F} 4 or 8 credits
Mohamed Hassan
Offered Fall 2008, Spring 2009
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 D\T)s, au-
dio and Web sites. Exercises include writing, social in-
teractions, role plays, and the interplay of language and
culture. Prerequisite is ARA lOOy or the equivalent. {F}
Mohamed Hassan
Offered Fall 2008
Advanced study in Arabic is offered by the Five Col-
leges Mentored Language Program, the Department of
Judaic and Near Eastern Studies (JUDNEA) at UMass-
Amherst, and the Asian Studies Program at Mount
Holyoke College.
JUD lOOy Elementary Modern Hebrew
A yearlong introduction to modern 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. No previous
knowledge of the language is necessary. Enrollment
limited to 18.(1} 8 credits
Ilona Ben-Mosbe
Full-year course; Offered 2008-09, 2009-10
JUD 200 Intermediate Modern Hebrew
Continuation of JUD lOOy. Emphasizes skills necessary'
for proficiency in reading, writing and conversational
Hebrew. Elaborates and presents new grammatical con-
cepts and vocabulary, through texts about Jewish and
Israeli culture and tradition, as well as popular culture
and day-to-day life in modern Israel. Newspapers,
films, and readings from Hebrew short stories and po-
etry Starts a transition from simple/simplified Hebrew
to a more literate one, and sharpens the distinction
between different registers of the language. Prerequi-
site: at least one year of college Hebrew or equivalent,
or permission of the instructor. Enrollment limited to
18. Offered at Smith in alternate years. Offered in Fall
2008 at Mount Holyoke College; van service from Smith
will be provided. {F} 4 credits
Ilona Ben-Moshe
Offered Fall 2009
Social Sciences
ECO 214 Economies of the Middle East and North Africa
An economic survey of the MEXA 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- (SI 4 credits
Karen Pfeifer
Offered Fall 2008
GOV 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 the)
320
Middle East Studies Minor
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 2009
GOV 229 Government and Politics of Israel
A historical analysis of the establishment of the State
of Israel and the formation of its economy, society7 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
GOV 248 The Arab-Israeli Dispute
An analysis of the causes of the dispute and of efforts
to resolve it; an examination of Great Power involve-
ment. A historical survey of the influence of Great
Power rivalry on relationships between Israel and the
Arab States and between Israelis and Palestinian Arabs.
Consideration of the several Arab-Israeli wars and the
tensions, terrorism and violence unleashed by the dis-
pute. No prerequisites. {S} 4 credits
Donna Robinson Divine
Offered Spring 2009, Spring 2010
GOV 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 that 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 2010
GOV 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 —
focusing 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-Saharan
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
History and Religious Thought
HST 207 (L) Islamic Civilization to the 11th Century
The Near East during the formative period of Islam
(600-1000). Topics include the geopolitics of the late
antique and early Islamic Near East; the career of the
Prophet Muhammad; the spread of Islam; trade with
Europe, Africa and the Far East; the transmission of
learning; medieval forms of piety and their social and
political expression; household and military slavery;
urban societies; Islamic religious and secular culture;
modem views on classical Islam. {H} 4 credits
Felix Racine
Offered Fall 2008
HST 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 2010
Middle East Studies Minor
321
HST 209 (C) Aspects of Middle Eastern History
Topic: Women and Gender m 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 Sbaili
Offered Spring 2009
FYS 163 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 2008
REL 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 modern 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 2008
REL 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 modem 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 2009
Literature and the Arts
CLT 275 Israeli Literature and Film in International
Context
What role have writers and filmmakers played in
imagining, then challenging and refashioning Zionist
dreams and Israeli realities? Topics include tensions
between the universalizing seductions of Exile and the
romantic appeal of homeland; varying landscapes in
the consolidation of a revolutionary culture (the desert,
the socialist kibbutz, cosmopolitan Tel Aviv; Jerusalem
of heaven and earth); ongoing conflicts between Arabs
and Jews; postmodern (and post-Zionist) anxieties
and transformations in contemporary Israeli society.
Hebrew novels, short stories, memoirs, poetry and films,
from the early 20th century until today, with counter-
texts from European, American and Palestinian au-
thors. All readings in translation. {L} 4 credits
Justin (.am my
Offered Fall 2009
ARH 228 Islamic Art and Architecture (L)
This course surveys the architecture, landscape, book
arts and luxury objects produced in Islamic contexts
from Spain to India, and from the 7th through the
20th centuries. Attention will be focused upon the rela-
tionships between Islamic visual idioms and localized
religious, political and socioeconomic circumstances.
In particular, lectures and readings will examine the
vital roles played by theology, royal patronage, cer-
emonial, gift exchange, trade and workshop practices
in the formulation of visual traditions. Recommended
background ARH 101 or 140 {H/A} 4 credits
To be announced
Offered Fall 2008
322
Middle East Studies Minor
SPN 332 The Middle Ages Today
The last decade has seen the publication in several lan-
guages of numerous books of fiction about al-Andalus
(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 Vafricain, Carme
Riera's Dims del darer blau, Noah Gordon's The Last
Jew, Salman Rushdie's The Moors 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 2009
gender construction and the militarization of society;
and other ongoing debates and competing political,
social, cultural narratives at work within the countrv.
(E) {L} 4 credits
Ellen Kaplan
Offered Fall 2008
THE 220 Homelands: Mythmaking, Representation and
Debate in Israeli Drama
The goal of this course is to introduce students to
salient issues in contemporary Israel through an in-
depth study of major works of Israeli drama. Selected
plays and supplementary texts emphasize multiple
dimensions of a dynamic society facing unique chal-
lenges and an array of inner contradictions. Challenges
which face the state today include the effort to integrate
multiple sectors and negotiate cleavages which exist
across ethnic, religious and political lines. Specifically,
Israel faces the task of reconciling competing identi-
ties and functioning as a society that benefits all of its
constituent elements while retaining its character as a
Jewish and democratic state. We examine the historical
context of Zionism, the establishment of the State of
Israel, the construction of national identities in evolv-
ing configurations: representations of the Holocaust:
the continued Arab-Israeli conflict; the religious/secu-
lar divide; recent immigrants and interethnic relations;
323
Music
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
*' *- Peter Anthony Bloom, Ph.D.
"2 Donald Franklin Wheelock, M.Mus.
"2 Richard Jonathan Sherr, Ph.D.
": Ruth Ames Solie, Ph.D.
': Karen Smith Emerson, M.M.
Jane Bryden, M.M., Chair
Raphael Atlas, Ph.D.
"' Margaret Sarkissian, Ph.D.
Associate Professors
''Joel Pitchon, M.M.
*' Steve Waksman, Ph.D.
Assistant Professor
Judith Gordon, B.Mus.
Senior Lecturers
Grant Russell Moss, D.MA
''Jonathan Hirsh, D.MA, Director of Orchestral and
Choral Activities
Lecturer and Assistant Director of Choral Activities
Ryan James Brandau. M.M. A.
Lecturers
Akiva Cahn-Lipman, M.M.
Ronald Gorevic, A.G.S.M.
Staff Pianist
CliftonJ.Noble,Jr.,MA
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 Colloquia
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}
RutbSolie, Fall 2008
Raphael Atlas, Spring 2009
Offered both semesters each year
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}
Ryan Brandau
Offered Fall 2008
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
periods — and the information conveyed on concert
324
Music
programs — can focus musical expectations and
heighten understanding and enjoyment. Attendance at
concerts will be stressed. {A}
Ruth Solie
Offered Spring 2009
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 2008
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 2008, Spring 2009
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-
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 2010
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 musical
repertory. Regular written exercises in harmony and
critical prose. Prerequisite: satisfactory performance
on a placement test or completion of Fundamentals of
Music. {A} 4 credits
Ruth Solie, Donald Wheelock
Offered Fall 2008
111 Analysis and Repertory
A continuation of 1 10. Prerequisite: 1 10 or permission
of the instructor. {A} 4 credits
Ruth Solie
Offered Spring 2009
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.
From Charlemagne to Bach
An introduction to the principal styles and monuments
of Western music from the Middle Ages to the mid-
18th century. Open to all students (including first-year
students) who have had some previous musical experi-
ence or who have obtained permission of the instructor.
{H/A} 4 credits
Richard Sherr
Offered Fall 2008
201 Music from the Pre-Classic to the Post-Modern
A historical survey of the principal styles 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-
Music
525
ous musical experience or who have obtained permis-
sion of the instructor. {H/A} 4 credits
Peter Bloom
Offered Spring 2010
210 Approaching the Score
The course develops the ability to read scores, especially
to recognize cadences, keys, standard harmonic pat-
terns and formal units. Repertory covers principal 18th-
and 19th-century genres, and includes piano sonatas,
l.ieder. string quartets, concertos and symphonies.
Prerequisite: MUS 1 1 1. {A} 4 credits
Raphael Atlas
Offered Fall 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 permission of
the instructor {A} 4 credits
Donald 11 hedock
Offered Fall 2008
242 German and French Diction for Singers
Prerequisite: voice or permission of the instructor. {A}
1 credit
Karen Smith Emerson
Offered Spring 2009
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 case of popu-
lar music. Despite this, there is an incredible variety
of vibrant popular music traditions throughout the
Islamic world. In this course, we will engage with Is-
lamic debates on popular music, explore a broad range
of case studies, and examine the ways each illuminates
different themes (forms of Islam, issues of diaspora,
gender considerations, musical diversity, etc.). No pre-
requisites, though MUS 101 will be helpful. {A} 4 credits
Margaret Sarkissian
Offered Fall 2008
Topic: Africa) 1 Popular Music
This course focuses on 20th century African popular
music; it examines musical genres from different parts
of the continent, investigating their relationships to the
historical, political and social dynamics of their respec-
tive national and regional origins. Regional examples
like highlife, soukous and mbaqanga will provide the
basis for assessing the significance of popular music
as a creative response to the colonial and postcolonial
environment in Africa. Themes explored include the
use of music in the construction of social identity and
the interaction of local and global elements. No prereq-
uisites. Maximum enrollment 30 students. {A} 4 credits
Olobode Omojola
Offered Spring 2009
251 The History of the Opera
History of the form from its inception to the present,
with emphasis on selected masterworks. {H/A} A credits
Richard Sherr
Offered Spring 2009
ANT 258 Performing Culture
261/ARS 261 Sonic Art: Theory and Practice
Through readings, group discussion, listening sessions,
projects and critiques we will examine and engage a
wide range of sonic art theory and practice. We will ex-
plore conceptual, theoretical and compositional aspects
of sound and listening, acoustics / psychoacoustics,
social-cultural contexts of sound and recording, sound
aesthetics and symbolism, soundscapes and acoustic
ecology, as well as sound in relationship to other
media. Prerequisites: at least one previous creative
production / project based class (from any department)
or permission of instructor. Enrollment limited to 12.
(E) {A} 4 credits
Thomas Ciufo
Offered Spring 2009
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} A credits
Richard Sherr
Offered Spring 2009
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-
326
Music
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 2010
308 Seminar in the Music of the 19th 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 2010
permission of the instructor. May be repeated for credit.
{A} 4 credits
Donald Wheelock
Offered Spring 2009
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
To be announced
Offered Spring 2010
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
310 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
Raphael Atlas
Offered Spring 2009
312 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: 111 or permission of the
instructor. {A} 4 credits
Raphael Atlas
Offered Fall 2008
331 Topics in Theory
Topic: The String Quartet. Analysis of representative
works of Haydn, Mozart, Beethoven, Schubert, Bartok
and others. {A} 4 credits
Donald Wheelock
Offered Spring 2009
341 Seminar in Composition
Prerequisite: a course in composition. Admission by
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
audition. To the extent that places in performance
courses are available, students are accepted on the
basis of musicianship, competence and potential abil-
ity. There are fees for all courses involving individual
instruction which are waived for declared music majors
and minors.
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, 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.
Music
327
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. T\vo 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 war. 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 3--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 perfonnance 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 pennission 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 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 pennission to register for organ in the first year.
l ndergraduate performance courses cam the following
numbering sequence, credits and section letters:
914y {A} 4 credits, first year of perfonnance study
924y {A} 4 credits, second year of performance study
928y {A} <S credits, music majors in second year of
perfonnance 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
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
pennission of the department. 8 credits.
A Piano
L
Oboe
B Organ
M
Clarinet
C Harpsichord
0
French Horn
D Voice
P
Trumpet
E Violin
0
Trombone
F Viola
R
Tuba
G Violoncello
S
Percussion
H Double Bass
T
Guitar
I Viola da Gamba
U
Lute
J Flute
V
Harp
K Recorder
w
Other Instruments
Piano. Judith Gordon
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 Brvden. Judith
Gray
Registration for perfonnance courses takes place at the
department office (as well as with the Registrar), and
is tentative until audition results are posted. Students
wishing to study perfonnance with other Five College
faculty must first obtain departmental approval.
Violin. Joel Pitcbon, Sarah Cornelius
Viola. Ronald Gorevic
Violoncello. Akira Cabn-Lipman, \oley Velletier
Double bass. (UMass)
328
Music
Viola da Gamba. Alice Robbins
Wind Instruments. Ellen Redman, flute; Kirsten Hod-
den Lipkins, oboe; Lynn Sussman, clarinet; Emily
Samuels, recorder; Rebecca Eldredge, bassoon
Brass Instruments. Donna Gouger, trumpet; Fred-
erick Aldrich, French horn; Thomas Tidsdell, saxo-
phone; trombone, tuba (UMass)
Percussion. (UMass)
Harp. Felice Swados
Guitar. Phillip de Fremery
Drum Set. Claire Arenius
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
Ryan Brandau
Offered Spring 2009
905j Five College Opera Production
Topic for 2009: Dido and Aeneas (Henry Purcell); The
Seven Deadly Sins (9ujrt Weill) Prerequisite: admis-
sion by audition.
S/U {A} 1 credit
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.
Margaret Sarkissian, Director
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.
Genevieve 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 performs 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
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
Music
329
The Five College Collegium
and Early Music at the Five
Colleges
The Five College Early Music Program seeks to provide Thp MlHOr
educational and musical experience for those interested
in the instrumental and vocal music of the Middle
Ages, the Renaissance and the baroque period. An
extensive 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.
Robert Eisenstein. Director
committee of the department, to substitute 940) (for 8
credits) in their senior year tor one or two of the courses
designated as "two further classroom courses above the
one-hundred level" in the requirements of the major
Advisers: Members of the department
Basis: 110, 111, 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
The Major
Advisers: Members of the department
Director: Ruth Solie
430d Thesis
8 credits
Adviser for Study Abroad: Richard Sherr
Full-year course; Offered each year
Basis for the major: 110, 111, 200 or 201 and 101 or
431 Thesis
8 credits
220.
Offered each Fall
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
may be substituted for one of these) .
Foreign languages: students are urged to acquire some
knowledge of Gennan, 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
Requirements: A GPA of 3.5 in classroom courses in
music through the end of the junior year: a GPA of 33
in courses outside music through the end of the junior
year. Honors students will fulfill the requirements of
the major, will present a thesis or composition (430d or
431) equivalent to eight credits, and will take an oral
examination on the subject of the thesis. The thesis in
history, theory or cultural studies will normally be a
research paper of approximately fifty pages. The thesis
in composition will normally be a chamber work of
substantial duration. The final grade (highest honors,
high honors, honors, pass) will be calculated as fol-
lows: thesis (60 percent); grades in music (20 percent):
performance on the oral examination (20 percent).
330
Neuroscience
Visiting faculty and some lecturers are generally appointed for a limited term
Neuroscience Committee
*2 Margaret E. Anderson, Professor of Biological
Sciences
Mary Harrington, Professor of Psychology
*2 Virginia Hayssen, Professor of Biological Sciences
"2 Richard Olivo, Professor of Biological Sciences
"2 Stylianos Scordilis, Professor of Biological Sciences
*' David Bickar, Associate Professor of Chemistry
Adam C. Hall, Associate Professor of Biological
Sciences, Director
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 test-
ing, design of experiments and data analysis. Prereq-
uisites: PSY210or 221 andCHM 111 or 118 or permis-
sion of the instructor. Not open to seniors. Enrollment
limited to 14. {N} 4 credits
Mary Harrington
Offered both semesters each year
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 2009
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: 2 1 0 or 22 1 , an intro-
ductory BIO course, or permission of the instructor. T ll6 M3J OF
Enrollment limited to 20. Laboratory sections limited to
10. {N} 5 credits
Nor offered 2008-09
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
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 Spring 2009
Core courses: BIO 150/151; CHM 111 or 118, 222,
223; either PSY 210 or 221; either BIO 200/201 or
202/203; 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, 230, 300/301, 302, 310,
362, 363, NSC 311, EGR 380, PSY 210, 218, 219, 221,
222.
Select one from NSC 312, 400 (special studies, 4 or 5
credits), 430d/432d (Thesis), BCH 380, PSY 326.
Neuroscience
331
A total of 54 credits is required in the major The S I
option may not t>e used for courses in the major A stu-
dent who places out of required courses with AP or IB
credits is exited to replace those courses with others
offered in the major Credits should be earned b\ taking
an additional elective. NSC 230 is not open to seniors.
BIO200,202,300,302,310orNSC3HandPSY210
or 11 1 may he taken as either core or elective, but one
course cannot be counted as both core and elective.
810 150 Cells, Physiology and Devlopment
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. W 4 credits
Michael Barresi, Christine White-Ziegler
Offered Ball 2008, Spring 2009
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 2008, Spring 2009
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 by
specific environments. Prerequisites: BIO 1S0/151 and
CUM lllorCHM 118. Laboratory (BIO 201) is optional
but strongly recommended. {N} 4 credits
Margaret Anderson
Offered Fall 2008
BIO 201 Animal Physiology Laboratory
Experiments will demonstrate concepts presented in
BIO 2(X) and illustrate techniques and data analysis
used in the stud) of physiology BIO 200 must be taken
concurrently {N} l credit
Margaret Anderson
Offered Fall 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 regulation,
signaling mechanisms, motility, bioelectricity, commu-
nication and cellular energetics. This course is a pre-
requisite for Biochemistry I. Prerequisites: BIO 150/151
and CHM 222. Laboratory (BIO 203) is recommended
but not required. {N} 4 credits
Stylianos Scordilis
Offered Fall 2008
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-
designed projects. Prerequisite: BIO 202. (should be
taken concurrently). {N} 1 credit
Graham Kent
Offered Fall 2008
230 Genomes and Genetic Analysis
An exploration of genes and genomes that highlights
the connections between molecular biology, genetics,
cell biology and evolution. Topics will include: DNA
and RNA, and protein structure and function, gene
organization, mechanisms and control of gene expres-
sion, origins and evolution of molecular mechanisms
and gene networks. The course will also deal with
the principal experimental and computational tools
that have advanced relevant fields, and will introduce
students to the rapidly expanding databases at the core
of contemporary biology. Reiving heavily on primary
literature, we will explore selected topics including the
molecular biology oi infectious diseases, genetic un-
deroinnings of development, the comparative analysis
of whole genomes and the origin and evolution of
genome structure and content. Prerequisites: BIO 1 10
332
Neuroscience
or 152. Laboratory (BIO 231) is recommended but not
required. {N} 4 credits
Steven Williams
Offered Spring 2009
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 Olivo
Offered Spring 2009
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 2009
BIO 302 Developmental Biology
The field of developmental biology tries to address the
age-old question of how a single cell can give rise to the
complexity 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 unify
many of the principles discussed in other courses. Obser-
vations 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 developmental biologists will have Web
conferences with our class. Prerequisites: All three Core
courses are suggested, at least BIO 150 and BIO 152 are
required. An upper-level course in cell biology (BIO 202)
and genetics (BIO 230 or BIO 234) is suggested, at least
one is required. {N} 4 credits
Michael Barresi
Offered Spring 2009
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 Spring 2009
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 permission of the instructor. Labora-
tory (BIO 311) must be taken concurrently Enrollment
limited to 20. {N} 4 credits
Adam C. Hall
Offered Fall 2008
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 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 Fall 2008
Neuroscience
333
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, 2'72, 362. a statistics course, or
permission of the instructor. Enrollment limited to 15
students. {N} 3 credits
Virginia Hayssen
Offered Fall 2009
BCH 380 Seminar: Topics in Biochemistry
Topic: Molecular Pathogenesis of Emerging Infec-
tious 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 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 White-Ziegler
Offered Spring 2009
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 encephal-
opathies (e.g., "mad cow"), Lou Gehrig's, Alzheimer's
and Parkinsons. Prerequisite: Cell Biology, BIO 202.
{N} 3 credits
Adam Hall
Offered Spring 2010
EGR 380 Neuroengineering
See course description in the Engineering section of
this bulletin. Prerequisite: MTH 1 1 1 and 112 and EGR
220 or PHY 1 16 and BIO ISO or permission of the in-
structor. {N/M} 4 credits
Not offered in 2008-09
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
Adam Hall
Offered Spring 2009
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 2008
PSY 218 Cognitive Psychology
Theory and research on current topics in cognition,
including attention, perception, concept formation,
imagery, memory, decision making and intelligence. Pre-
requisite: 1 1 1 or permission of the instructor. (N) 4 credits
Mary jane 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 1 10 or permission of the instructor. {N} 4 credits
Maryjane Wraga
Offered Spring 2010
334
Neuroscience
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 2009
Honors
Director: Virginia Hayssen
430(1 Thesis
8 credits
Full-year course; offered each year
432d Thesis
12 credits
Full-year course; offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
PSY 326 Seminar in Biopsychology
Topic: Multiple Sclerosis. We will discuss the history
of this disease, the underlying cellular and molecular
changes associated with multiple sclerosis, and the
range of symptoms. Both motor, cognitive and emo-
tional impacts will be studied. Current treatments and
potential future therapies will be covered. Prerequi-
sites: a course in experimental methods, a course in
statistics, a course in neuroscience and permission of
the instructor. Enrollment limited to 12. Enrollment
limited to 12. {N} 4 credits
Mary Harrington
Offered Spring 2009
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;BCH380.
The S/U option may not be used for courses in the
minor.
335
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.
t2 Elizabeth V. Spelman, Ph.D., Chair
Jay L Garfield, Ph.D.
Albert Mosley, Ph.D.
Nalini Bhushan, Ph.D.
Associate Professors
"'Susan Levin, Ph.D.
Jeffry Ramsey, Ph.D.
Lecturer
Ernest 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} WI 4 credits
James Henle (Mathematics), Jay Garfield (Philoso-
phy)
Offered Fall 2008
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,
modem and contemporary philosophers primarily in
the Western tradition. Designed to introduce beginning
students to problems and methods in philosophy and to
the philosophy department at Smith. Maximum num-
ber of students per section: 20. {H/S} 4 credits
Jeffry Ramsey
Offered Fall 2008
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 G. Mosley
Offered Spring 2009
336
Philosophy
124 History of Ancient and Medieval Western
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 2008
125 History of Early Modern European 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
Jeffry Ramsey
Offered Spring 2009
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 2009
210 Issues in Recent and Contemporary Philosophy
Topic: African-American Philosophy This course
explores debates about race, racism, moral status and
identity in recent and contemporary American philoso-
phy. While examining the very concepts of race and
racism, we will also investigate philosophical responses
to race issues in America. {8} 4 credits
Albert Mosley
Offered Fall 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 Prerequisites:
Previous work in philosophy is highly recommended.
In other cases, permission of the instructor will be re-
quired. {H/M} 4 credits
John Connolly
Offered Spring 2009
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
and philosophy, and cross-linguistic data as well as
English. Prerequisite: either PSY 1 1 1, PSY 233, PHI 100,
or PHI 236, or permission of the instructor. {N} 4 credits
Jill de Villiers
Offered Spring 2009
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
ErnestAlleva
Offered Spring 2009
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 2008
226 Topics in the History of Philosophy
Topic: Human Action and the Will in Aristotle and
Medieval Philosophy. The notion of the will has been a
crucial one in ethics and the philosophy of human ac-
tion from Aristotle to the present day. Yet treatments of
it have varied greatly over the centuries. A case in point
is the development of the notion, as inherited from
classical pagan thought, by the Christian thinkers of
the Middle Ages: Augustine, Aquinas, Duns Scotus and
Meister Eckhart. We will examine the development of
Philosophy
337
the concept of will (and 'weakness of will') in Aristotle
and these medieval thinkers. It is recommended that
students have read Aristotle's Ethics before taking this
course. To be taught at Hampshire College.
John Connolly
Offered Fall 2008
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? What is the role of art and the artist in
contemporary society? We will read essays on aesthetics
by Aristotle, Hume. Kant, Nietzsche, Heidegger, Bell,
Dewey, Danto, Benjamin, Berger, Sontag, Nochlin and
Lvotard, among others. Prior experience with art is
welcome but not required. Assignments will be hands-
on and applied, involving extensive use of the resources
of the Smith College Museum of Art. {S/A} 4 credits
Salmi Bbusban
Offered Spring 2009
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:
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,
amenable to reshaping? Are we in any sense responsible
I for our desires? {S} 4 credits
Elizabeth WSpelman
Offered Fall 2008
236 Linguistic Structures
Introduction to the issues and methods of modern
linguistics, including morphology, syntax, semantics,
phonology and pragmatics. The focus will be on the
revolution in linguistics introduced by Noam Chomsky,
and the profound questions it raises for human nature,
linguistic universals and language acquisition. {N/M}
4 credits
Jill c/elil hers
Offered Fall 2008
237 Nineteenth-Century Philosophy
Tbpic: Friedricb Nietzsche. This course will examine
the German philosopher Nietzsche's criticisms of such
traditional concepts as reason, understanding, truth
and morality, as it finds expression in the work of phi-
losophers such as Plato, Descartes and Kant, but also in
the actions of thoughtful human beings more gener-
ally It will explore Nietzsche's alternative approach to
valuing such concepts; his analysis of various forms of
suffering and the clue to their eradication; his critique
of nations and nationalism; and his conception of the
splendid individual. Finally, we will trace his influence
on later philosophy, especially existentialism, by read-
ing literature by Kafka, Kundera and Hesse, among
others. {H/S} 4 credits
Nalini Bbusban
Offered Fall 2008
238 Environmental Ethics
The goal of this course is to prepare students to under-
stand and critically evaluate various ethical perspectives
on human beings' interactions with nature and these
perspectives' applications to environmental issues. The
principal ethical perspectives studied are: anthropocen-
trism, biocentric individualism, environmental holism
and environmental pragmatism. We will study repre-
sentative descriptions and defenses of these perspectives
and will examine in particular whether they can validly
and effectively help us resolve environmental problems.
We will study controversies about biodiversity, wilder-
ness protection, global climate change and pollution.
Enrollment limited to 40. {S/H} 4 credits
Jeffty Ramsey
Offered Fall 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-
emy; 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
338
Philosophy
case-study method will be used. Not open to first-year
students. Enrollment limited to 40. {S} 4 credits
John Connolly
Offered Fall 2008
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
Offered Spring 2009
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? Some-
thing for 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 V. Spelman
Offered Spring 2009
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. Students
take daily classes in Buddhist philosophy, Indo-Tibetan
hermeneutics and Tibetan history and culture, taught
by eminent Tibetan scholars, and attend regular discus-
sion 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 Buddhist
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 2009
PRS 302 Whose Voice? Whose Tongue? The Indian
Renaissance and Its Aftermath
The Indian Renaissance in the mid- 19th century rep-
resented a resurgence of interest in and development of
classical Indian culture and learning. It also involved
an explosion of new art, political and social move-
ments and philosophy arising from the confluence
of indigenous Indian ideas and imports brought by
British colonialists and foreign-returned Indians who
traveled in the context of the colonial situation. The
ferment generated by the renaissance fueled the Indian
independence movement and is the context against
which contemporary Indian society is constituted. We
will examine India's vast contributions to contempo-
rary world culture against the backdrop of this fascinat-
ing period, reading the philosophy art, theatre, poetry,
politics and religious texts this period produced. Pre-
requisites: at least two intermediate-level courses either
in philosophy or south Asian history, including Indian
history, literature, art or philosophy. Enrollment limited
to 15 juniors and seniors. (E) {L/H} 4 credits
Jay Garfield and Nalini Bhushan (Philosophy)
Offered Fall 2008
PRS 303 Talking Trash
Questions about waste permeate our lives. Perhaps
most obviously there is the never-absent concern, across
time and culture, about what to do with the waste
humans generate in virtue of their biological pro-
cesses, their practices of production and their habits of
consumption. At the same time, deciding what counts
as waste is an inescapable part of our lives. "Waste,"
along with close relatives such as "trash," "rubbish,"
and "garbage," is part of the normative vocabulary we
employ in evaluating the usefulness of the people and
things around us, the projects we undertake, the way
we spend our time. Enrollment limited to 12 juniors
and seniors. (E) {S] 4 credits
Elizabeth V. Spelman (Philosophy)
Offered Spring 2009
310 Seminar: Recent and Contemporary Philosophy
Topic: Pragmatism: William James. This course will
examine the work of William James, one of America's
most profound and influential intellectuals. It will
cover his role in establishing pragmatism, America's
most important contribution to Western philosophy.
This will include his views on metaphysics, pluralism,
epistemology and morality; his explorations into the
nature of religion and his research into psychic phe-
Philosophy
539
nomena; and his contributions in psychology, especially
on the nature of experience and the emotions. 4 credits
Albert Mosky
Offered Fall 2008
330 Seminar in the History of Philosophy
Topic: Indian Madhyamaha. This special half-
semester seminar will examine the account of empti-
ness in Indian and Tibetan Madhymaka and its role
in grounding moral theory. We will read portions of
Nagarjuna's Ratnavaii ( Precious Garland of Advice ) .
Aryadeva's Catuhsataka (400 Stanzas), Candrakirti's
Uadhymakaiatara ( Introduction to the Middle Way)
S-dniidevXs Bodhicaryaratara (Guide to the Bodhisat-
tva's Way of Life) along with some Tibetan commentar-
ial material. Students will explore the way that meta-
physics and ethics are connected in this philosophical
tradition. Prerequisite: at least one intermediate-level
course in ethics, metaphysics or Buddhist philosophy.
Offered one day per week 2 1/2 his from Spring break
to end of semester. 2 credits
the ven Gesbe Ngawang Sam ten
Offered second half of Spring semester 2009
334 Seminar: Mind
Topic: Consciousness and Personal Identity. What
does it mean for a being to be conscious? What is
the relation between consciousness, identity and our
status as persons? We will explore answers to these
larger questions via topics such as weakness of the will.
self-deception and irrationality. Is there an authentic
identity that characterizes the typical, flourishing hu-
man being? We will consider the nature and possibility
of non-typical forms of consciousness and identity by
analyzing narratives involving individuals with autism,
I multiple personality and impersonator identity disor-
der. We will read essays by Hume, Nagel, Jaynes, Den-
nett, Humphrey, Davidson. Mele, Korsgaard, Hacking,
Williams, Parfit. Nussbaum, Baron-Cohen and Sacks,
among others. {M} 4 credits
Xalini Bbusban
Offered Spring 2009
Cross-Listed Courses
HSC 112 Images and Understanding
Topic: The Century of the dene. We are not solely or
only our genes, but we are not without them either.
How do we understand talk of genes? This course is an
historical, philosophical and sociological examination
of the power, promises and perils oi genetic research
during the past l(K) or so wars. We will exploit' the
changing relation of the gene concept, genetic theories
and genetic experimental practices to other biological
disciplines such as evolutionary theory, cytology, devel-
opment and other biological practices such as genetic
engineering. We will also examine the influence of
genetic theories and perspectives in the larger culture.
{H/N} 4 credits
Jeffry Ramsey
Offered Spring 2009
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
Advisers for Study Abroad: Jay L. Garfield (Fall);
Nalini Bhushan (Spring)
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, LOG 101 or PHI 202; three 200-level courses,
one each from three of the following areas (each of our
courses carries a number designation, including which
area it satisfies): 1) Value Theory; 2) Social/Political
Philosophy; 3) Culture and Material Life; 4) Metaphys-
ics and Epistemology; 5) Language and Logic; 6) Sci-
ence and Technology.
Students and their faculty advisers together will regu-
larly assess the student's progress in the major in light
of the following desiderata:
340
Philosophy
Skills and competencies: e.g., LOG 100, PHI 200, the
ability to write papers of varying lengths (from 2 to 25
pages to honors theses), knowing how to locate and as-
sess scholarly literature, being comfortable at present-
ing philosophical material orally. Philosophy majors
are expected to master all of these; and
Breadth and depth of understanding of texts, topics and
themes, traditions and perspectives. Each of the follow-
ing is a strong desideratum for a philosophy major:
1. systematic study of one or more major philosophical
texts;
2. topics and themes: e.g., human beings' relationship
to technology, to the environment; the relationship
between language and reality; the nature and func-
tions of human cognition; human flourishing; the
human body; the significance of race, gender, class,
etc.; the meaning of work; the meaning of life; end-
of-life care, etc.;
3. traditions: tracing philosophical dialogues through
time-ancient, medieval and modern philosophy,
continental philosophy, Indian philosophy, Bud-
dhism, African philosophy, etc.;
4. perspectives: understanding the joining or clashing
of perspectives across cultures or subcultures — e.g.,
courses such as The Meaning of Life, Cosmopolitan-
ism, Hermeneutics; Meaning and Interpretation,
and those that explore the significance of race, class,
gender and nation;
5. extensive study of the philosophy of a single major
figure;
6. an element of study in a related field or fields.
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.
The Minor
Advisers for the Minor: Members of the department
The minor in philosophy consists of at least five
courses: a two-course "basis," which typically will in-
clude a couse in LOG and a 100-level PHI course; and a
three-course "concentration," to be built bv the student
in close consultation with her adviser and with the
approval of the department.
Honors
Director: Jeff ry Ramsey
430(1 Thesis
8 credits
Yearlong course; Offered each year
431 Thesis
8 credits
Offered each Fall
432d Thesis
12 credits
Yearlong course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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
341
Physics
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
n Malgorzata Zielinska-Pfabe, Ph.D., Chair
": Piotr Decowski, Ph.D.
*' Nalini Easwar, Ph.D.
Associate Professors
11 Doreen A. Weinberger, Ph.D.
Nathanael A. Fortune, Ph.D.
Assistant Professor
Gary Felder, Ph.D.
Laboratory Instructors
Joyce Palmer-Fortune, Ph.D.
Meg Thacher, M.S.
Thomas Schicker, M.S.
Laboratory Supervisor
JerzyWPfabe,M.Sc.
Students planning to major in physics are advised to
elect both 1 15/1 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
115/117 and 118 for credit.
100 Solar Energy and Sustainability
The United States reliance on nonrenewable 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 un-
derstanding 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 Spring 2009
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
Not offered 2008-09
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 2008-09
342
Physics
PHY 109/AST 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 ubig 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 nonscience majors. Enroll-
ment limited to 25. (E) {N} 4 credits
GaryFelder
Offered Spring 2009
115 General Physics I
The concepts and relations describing motion of objects
(Newtonian and relativistic). Prerequisite: one semes-
ter of introductory calculus, (MTH 111 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 Computa-
tion and Power Series) OR corequisite MTH 112 (Calcu-
lus II) or permission of the instructor. Students cannot
receive credit for both PHY 1 15 and 1 17. {N} 5 credits
Gary Felder
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
Nathanael Fortune
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 1 1 1 and 1 12 or the equiva-
lent. {N/M} 4 credits
Malgorzata Zielinska-Pfabe
Offered both semesters each year
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
Not offered 2008-09
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:
115/1 17 and 1 18 or permission of the instructor. {N}
4 credits
Piotr Decowski
Offered every Fall
223 Modern Physics II
More detailed, rigorous, and extended discussion of
topics covered in PHY 222 Modem Physics I. Distribu-
tion functions. Wave description of the microworld:
atoms, molecules and nuclei. Quantum statistics.
Solids. High energy physics. Prerequisite: PHY 210 and
PHY 222. {N} 4 credits
Piotr Decowski
Offered Spring 2009
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
Physics
543
gates, operational amplifiers, timers, counters and
displays. Final individual design project. Prerequisik':
115/117 and 118 or permission of the instructor. {N}
4 credits
Nalini Easwar
Offered even Spring
250 Intermediate Physics Laboratory
This is a laboratory course in which students perform
advanced experiments covering topics of modem phys-
ics: properties of subatomic particles, atomic structure,
measurements of fundamental constants (speed of light,
Planck's constant), and other topics from condensed
matter physics and modem optics. Students select four
modules from the pool of experiments, prepare equip-
ment for the chosen experiment, perfonn measure-
ments, analyze data and write the final report. Each
module lasts three weeks. Enrollment limited to 10.
Prerequisites: PHY 1 1 5/117, PHY 1 18, PHY 222 or equiv-
alent. May be repeated once for credit. (E) {N} 4 credits
Piotr Decowski
Offered Spring 2009
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
Not offered 2008-09
314 EGR 324 Advanced Electrodynamics
A continuation of PITi 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 4 credits
Piotr Decowski
Not offered 2008-09
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: 2 10, 220 and 222. (MJ 4 credits
Piotr Decowski
Offered every Spring
341 Advanced Quantum Mechanics
A continuation of PHY 340. Applications of non-
relativistic quantum mechanics to systems oi identical
particles; perturbation theory analysis. Prerequisite:
PHY 340. (N) 2 or 4 credits
Not offered 2008-09
348 Thermal Physics
Statistical mechanics and introduction to thermody-
namics. Prerequisites: 210. 220, 111 or permission of
the instructor. {N} 4 credits
Gary I -elder
Offered even Fall
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. Prerequisites: 210, 214, 222; strongly
recommended: 340. {N} 4 credits
Not offered 2008-09
400 Special Studies
By pennission 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
Physics is a fundamental discipline that is rapidly
evolving as new tools open up new areas of study. A
foundation in physics opens the gateway to multiple
career options in physics and related fields including
astrophysics, applied physics and engineering, geophys-
ics, environmental studies, mathematics, chemistry,
metrology, biophysics and medicine.
The undergraduate physics curriculum at Smith
stresses the fundamental principles, concepts and
methods of physics with emphasis placed on analytical
reasoning, problem-solving, and the critical evaluation
of underlying assumptions in theory and experiment
Built around the core courses that achieve this goal.
the major allows options within the requirements that
provide flexibility to students primarily interested in in-
344
Physics
terdisciplinary applications of physics. The PHY courses
in the requirements are intended for students interested
in pursuing graduate work in physics, astrophysics and
allied fields. The EGR course options serve students
primarily interested in the applied aspects of physics,
the CHM options serve students primarily interested in
materials science and chemistry, and the GEO options
serve students interested in earth science.
The requirements for the major are as follows:
PHY 115/117, PHY 118
PHY 210, PHY 214, PHY 220, PHY 222
PHY 223 or EGR 271 or EGR 272 or GEO 221
PHY 224 or EGR 220
PHY 250 (at least 4 credits) or CHM 347
PHY 348 or EGR 290 or CHM 332
PHY 300, PHY 340 and one additional 300-level physics
course PHY 314, 341 or 360
Some courses in AST, BIO, CHM, EGR and GEO may be
used to replace the 300-level physics elective, includ-
ing AST 330, 335, 337, 352; CHM 335, 337, 338, 395;
EGR 302, 312, 320, 340, 373, 380; BIO 308-309; GEO
309. Students are advised to check with members of
the physics department to choose the appropriate op-
tions; other courses may qualify, with permission of the
department.
Students planning graduate study in physics are also
advised to take as many 300-level physics courses as
possible. Students should also acquire a facility in
computer programming and numerical analysis, and
complete a machine shop project.
The Minor
Advisers: Members of the department
The minor consists of: 115/1 17, 1 18, 222 and at least
two additional 200- or 300-level courses from the list of
major requirements above.
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
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
345
Political Economy
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisers
+1 Martha Ackelsberg, Professor of Government
Tl Richard Fantasia, Professor of Sociology
Karen Pfeifer, 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 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
I economy minor in that department.
! At the discretion of the adviser, equivalent courses may
be substituted.
1. Theory
GOV 2-i 1 International Political Economy
GOV 263 Political Theory of the 19th Century
SOC250 Theories of Societv
2. History
ECO 204 American Economic History: 1870-1990
GOV 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
Urban Economics
GOV 204
Urban Politics
GOV 207
Politics of Public Policy
GOV217
The Politics of Wealth and Poverty in the
United States
GOV 254
Politics of the Global Environment
GOV 311
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.
346
Presidential Seminars
Visiting faculty and some lecturers are generally appointed for a limited term.
Presidential Seminars (PRS) are interdisciplinary
seminars that provide advanced students (juniors and
seniors) with an opportunity to grapple with complex,
challenging problems that require multiple disciplin-
ary- perspectives and methods to analyze them. These
seminars enable juniors and seniors to bring to bear
their talents and apply their acquired knowledge to
problems of significance.
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, "anthro-
pologies," material objects, and pictorial and written
records, students analyze how travel to and through the
Americas reshaped the lives of consumers and think-
ers— from food and finer}' (chocolate and silver, sugar
and feathers) to published narratives and collections
of objects made in New Spain, New England and New
France. In addition to initial 16th-century contacts, we
discuss cultural practices — material, imagined, factual
or fantastical — that arose from the first encounters,
conquests and settlements. This seminar welcomes
students who are interested in art history, literature,
history, anthropology, or the history7 of science and who
can read one relevant European language (French,
German, Italian, Portuguese, or Spanish). Enrollment
limited to 15 juniors and seniors. (E) {A/H/L} 4 credits
Dana Leibsohn (Art) and Ann Jones (Comparative
Literature)
Offered Fall 2008
British colonialists and foreign-returned Indians who
traveled in the context of the colonial situation. The
ferment generated by the renaissance fueled the Indian
independence movement and is the context against
which contemporary Indian society is constituted. We
will examine India's vast contributions to contempo-
rary world culture against the backdrop of this fascinat-
ing period, reading the philosophy, art, theatre, poetry,
politics and religious texts this period produced. Pre-
requisites: at least two intermediate-level courses either
in philosophy or south Asian history, including Indian
history, literature, art or philosophy. Enrollment limited
to 15 juniors and seniors. (E) {L/H} 4 credits
Jay Garfield and Nalini Bhushan (Philosophy)
Offered Fall 2008
PRS 303 Talking Trash
Questions about waste permeate our lives. Perhaps
most obviously there is the never-absent concern, across
time and culture, about what to do with the waste
humans generate in virtue of their biological pro-
cesses, their practices of production, and their habits of
consumption. At the same time, deciding what counts
as waste is an inescapable part of our lives. "Waste,"
along with close relatives such as "trash," "rubbish,"
and "garbage," is part of the normative vocabulary we
employ in evaluating the usefulness of the people and
things around us, the projects we undertake, the way
we spend our time. Enrollment limited to 12 juniors
and seniors. (E) {S} 4 credits
Elizabeth V. Spelman (Philosophy)
Offered Spring 2009
PRS 302 Whose Voice? Whose Tongue? The Indian
Renaissance and its Aftermath
The Indian Renaissance in the mid- 19th century rep-
resented a resurgence of interest in and development of
classical Indian culture and learning. It also involved
an explosion of new art, political and social move-
ments and philosophy arising from the confluence
of indigenous Indian ideas and imports brought by
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Weil-Being
What is happiness? What is personal well-being? How
are they achieved? This course will examine the core
ideas of the Buddhist science of mind and how they are
being studied and employed by psychologists, neuro-
scientists, cognitive scientists and psychotherapists. The
focus of the course will be the notion of "happiness," its
Presidential Seminars 347
cross-cultural and cross-disciplinary definition as well
as the techniques advocated for its achievement by both
the Buddhist and the psychologist. Prerequisite: PSY
111 orREL 105. Enrollment limited to 15 juniors and
seniors. (E) {S/N} 4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2008
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from U.S. cultural history; and learn, as a result, how
shared social meanings are created, commodified and
contested. Prerequisites: an introductory or methods
course in AAS, AMS, SWG, and/or prior coursework in
any department focusing on race, gender, and culture.
Enrollment limited to 15 juniors and seniors. (E)
{H/L/8} 4 credits
Kevin Quashie (Afro-American Studies) and Susan
Van Dyne (Study of Women and Gender)
Offered Spring 2009
PRS 306 Beowulf and Archaeology
The Old English poem Beowulf 'may be the most ex-
pressive document we possess for the cultural world of
Europe from the fifth through eighth centuries A.D.,
even though it survives in a single copy from c. 1000.
Our interpretation of this poem has been enhanced by
discoveries of the Sutton Hoo ship-burial in East An-
glia, a huge sixth-century hall in Denmark, and other
significant finds. This seminar will examine the way
archaeological investigation, historical research and
literary criticism all combine to create a more reveal-
ing, though still controversial "assemblage of texts"
from this formative phase of early European society.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Dai is (English)
Offered Spring 2010
Psychology
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
Jill G. de Villiers, Ph.D. (Psychology and Philosophy)
Peter A. deVilliers, Ph.D.
*M Randy O.Frost, Ph.D.
Fletcher A. Blanchard, Ph.D., Chair
Mary Harrington, Ph.D.
Philip K. Peake, Ph.D.
Patricia M. DiBartolo, Ph.D.
Adjunct Professors
Maureen A. Mahoney, Ph.D.
Marsha Kline Pruett, Ph.D., M.S.L.
Associate Professors
Bill E.Peterson, Ph.D.
"] Lauren E. Duncan, Ph.D.
MaryjaneWraga, Ph.D.
Nnamdi Pole, Ph.D.
Assistant Professors
Byron L. Zamboanga, Ph.D.
Benita Jackson, Ph.D.
Lecturers
Beth Powell, Ph.D.
David Palmer, Ph.D.
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, Nnamdi Pole, Peter de Villiers
Offered Fall 2008
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. Enrollment limited to 40. {M} 4 credits
Philip Peake, Fall 2008, Fall 2009
Katherine Halvorsen, 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 psychology such as observational, experimental
and survey methods. Sections will differ in the par-
ticular content theme used to illustrate these methods.
PSY 1 1 1 or equivalent is required for PSY 192 and it
is recommended that students take PSY 190/MTH 190
Psychology
349
prior to enrolling in this course. Enrollments limited to
14 per section. {N} 4 credits
Fall 2008
Lauren Duncan: Content theme: Gender and
Personality
Benito Jackson: Content theme: Health
Jill de I ////(7 s Content theme: Language
Spring 2009
Beth Powell: Content theme: Physiological/Animal
Behavior
Bill Peterson: Content theme: Personality and
Development
Patricia DiBartolo: Content theme: Abnormal/
Clinical
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 I illiers
Offered Spring 2010
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
Adam Hall
Offered Spring 2009
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 PSY 1 1 1, PSY 233, PHI 100
or PHI 236, or permission of the instructor. {N} 4 credits
fill de \ illiers
Offered Spring 2009
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 2010
218 Cognitive Psychology
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
Maryjane Wraga
Offered Spring 2009, Spring 2010
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 2010
NSC 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
10. {N} 5 credits
Not offered 2008-09
NSC 312 Seminar in Neuroscience
topic: 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-
350
Psychology
requisite: either BIO 202, 200, 300 or 310. Enrollment
limited to 12. {N} 4 credits
Adam Hall
Offered Spring 2009
Topic: 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 2009
313 Research Seminar in Psycholinguistics
Topic: Assessing Pragmatics in Child Language. The
seminar will explore the topic of pragmatics in child
language: how language is used in the service of social
discourse. How do children learn to take other's point
of view, to use language for different communicative
purposes, to understand nonliteral language such as
sarcasm? We will explore a variety of topics, including
new methods of assessment, and discuss throughout
the special challenges of pragmatics in children with
autism. Prerequisites: One of: PSY/PHI 213, PHI 236,
PSY 233, EDC 235, or permission of instructor. {N}
4 credits
Jill 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 film makers use
to capitalize on these processes, as well as the general
portrayal of cognition by film makers. 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 instruc-
tor. Enrollment limited to 12. N} 4 credits
Mary Harrington
Offered Spring 2010
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
Not offered 2008-09
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 2008, Fall 2009
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 2009, Spring 2010
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
Psychology
351
responses in a pigeon and will experiment with instruc-
tional technology with humans. Enrollment limited to
16. {N} 4 credits
David Palmer
Offered Fall 200'. Fall 2009
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 behaviors;
how the mind influences specific physical health con-
ditions 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 2009, Spring 2010
324 Seminar: 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
i health. Emphasis will be placed on critically evaluat-
: ing primary sources, drawing from empirical studies
i in behavioral medicine, public health and nursing, as
II well as psychology. Prerequisite: a previous 200-level
course in the health and physiology of behavior track
(i.e., 220, 221,224). Enrollment limited to 12. {N/S}
4 credits
Benita Jackson
Offered Fall 2008. Fall 2009
325 Research Seminar in Health Psychology
Topic: Issues in Mind/ Body Medici ne 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 permission of the instructor. {N} 4 credits
Benita Jackson
Offered Spring 2009, Spring 2010
326 Seminar in Biopsychology
Topic: Neuroscience Ethics, and Policy. This seminar
will highlight ethical and controversial issues that have
arisen as a result of advances in the fields of behavioral,
clinical and cognitive neuroscience. Topics might in-
clude neuroscience and the law, medical genetics, brain
enhancement, Big Pharma and so forth. The analysis
of these issues will be done through the reading of
primary and secondary literature outside of class and
audiovisual presentations, group discussions, and lively
debates in class. An emphasis will be placed on under-
standing the ramifications of these advances on our
personal lives, health-care and public health policy. {N}
4 credits
Marx Harrington
Offered Fall 2008
326 Seminar in Biopsychology
Topic: Multiple Sclerosis. We will discuss the history
of this disease, the underlying cellular and molecular
changes associated with multiple sclerosis and the
range of symptoms. Both motor, cognitive and emo-
tional impacts will be studied. Current treatments and
potential future therapies will be covered. Prerequisites:
a course in experimental methods, a course in statis-
tics, a course in neuroscience, and permission of the
instructor. Enrollment limited to 12. {N} 4 credits
Mary E. Harrington
Offered Spring 2009
AAS 366 Seminar: Contemporary Topics in Afro-
Americana Studies
Topic: Stress and Coping of Black Women in the
( nited States. This interdisciplinary course will exam-
ine the stress and coping of black women in the U.S. We
will review definitions of stress and brieflv examine re-
search on the psychosocial and physiological pathways
through which it acts. We will explore the various forms
and sources of stress experienced by black women of the
African diaspora in the U.S., the multitude of coping
strategies employed by these women, and their resilience
352
Psychology
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
of stress and coping. This course will examine multi-
disciplinary literature (e.g., psychology, Afro-American
studies, 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.
Not offered in 2008-09
C. Culture and Development
PHI 210 Issues in Recent and Contemporary Philosophy
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. (E) {S} 4 credits
Not offered in 2008-09
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. Viewed from biological, cognitive
and cultural perspectives. One observation period to be
arranged. {S/N} 4 credits
Peter de Villiers
Offered Spring 2009, Spring 2010
EDC 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 Rndnitsky
Offered Fall 2008
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. {S/N} 4 credits
Byron L. Zamboanga
Offered 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 stability7 and psychological
adjustment to the myths and realities of age. {S/N}
4 credits
Bill Peterson
Offered Fall 2008, Fall 2009
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. {S} 4 credits
Bill Peterson
Offered Spring 2009, spring 2010
247 Psychology of the Black Experience
Designed to facilitate an understanding of Afro-Amer-
ican 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 generated
by psychologists attempting to redefine the study of the
black experience. {S/N} 4 credits
NnamdiPole
Offered Spring 2009
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
Psychology
353
psychological theory to interpret fictional and autobio-
graphical accounts of self. Possible texts include works
by Krikson, McAdams, Angelou and Ishiguro. {N}
4 credits
Bill Peterson
Offered Fall 2008, Fall 2009
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 2009
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
Not offered 2008-09
252 Abnormal Psychology
A study of psychopathology and related issues. Course
i will cover a broad range of mental and personality
disorders. Recent clinical and experimental findings
1 stressed, particularly as they relate to major concep-
tions of mental illness. Prerequisite: 111. {N} 4 credits
! Randy Frost Fall 2008, Fall 2009
I Offered both semesters
253 Child Clinical Psychology
, Survey of child psychopathology from a developmental
j 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 permission of the instructor. {N} 4 credits
Patricia DiBartolo
Offered Spring 2009, Spring 2010
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: 111
and 252, or permission of the instructor. {N} 4 credits
To be announced
Offered Spring 2009
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. Using a developmental perspective, we
will focus on risk factors, theoretical models and meth-
ods of assessment and intervention. Prerequisite: 1 1 1
and 252 or 254. Permission of the instructor required.
{N} 4 credits
Patricia DiBartolo
Offered Fall 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 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 2008, Fall 2009
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, PTSD, eating disorders and depression. Pre-
requisite: 192 and 252 and permission of the instructor.
{N} 4 credits
Patricia DiBartolo, Fall 2008
NnamdiPole, Spring 2009
Offered Fall 2008, Spring 2009
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 development
354
Psychology
of gender roles and stereotypes, and the impact of dif-
ferences in power within the family, workplace and pol-
itics on women's lives and mental health. This course
will emphasize how psychologists have conceptualized
and studied women and gender, paying attention to
empirical examinations of current controversies (e.g.,
biological versus cultural bases of gender differences).
Prerequisite: PSY 111 or SWG 150. {S/N} 4 credits
Lauren Duncan
Offered Spring 2010
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 2008-09
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. Enrollment limited to 18. {S/N}
4 credits
Fletcher Blanchard
Offered Spring 2009, Spring 2010
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.
Prerequisite: PSY 111 or PSY 269. {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 2008, Fall 2009
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?
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Weil-Being
What is happiness? What is personal well-being? How
are they achieved? This course will examine the core
ideas of the Buddhist science of mind and how they are
being studied and employed by psychologists, neuro-
scientists, cognitive scientists and psychotherapists. The
focus of the course will be the notion of "happiness," its
cross-cultural and cross-disciplinary definition as well
as the techniques advocated for its achievement by the
Buddhist and the psychologist. Prerequisite: PSY 111 or
REL 105. Enrollment limited to 15 juniors and seniors.
(E) {S/N} 4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2008
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, Spring 2010
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 2010, Spring 2012
Psychology
^SS
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 aru 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 2009, Spring 2010
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. Headings 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 2010
375 Research Seminar on Political Psychology
An introduction to research methods in political psy-
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: PSY
192 and PSY 266, 270 or 271 and permission of the
instructor. Enrollment limited to 16. {N} 4 credits
i Lauren Duncan
i Offered Fall 2009
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, PS\ 192, MTU 1 45 or a
score of 4 or 5 on the AP Statistics examination or the
equivalent Students ma) not receive credit tor both
MTH 248 and PSY 290/MTH 290. Enrollment limited to
20. {M} 4 credits
David Palmer
Offered 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
The Major
Advisers: Members of the department
Adviser for Study Abroad: Fletcher Blanchard
Basis: 1 1 1, PSY 190/MTH 190 and 192 or NSC 230.
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, as
well as adequate depth in at least one track. Normally,
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 sub-
stantive 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 depart-
ment. 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 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.
356 Psychology
Students planning careers in academic or professional
psychology, social work, personnel work involving
guidance or counseling, psychological research, or
paraprofessional occupations in mental health set-
tings 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
Advisers: Members of the department
Requirements: Six 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.
Honors
Director: Patricia DiBartolo
431 Thesis
8 credits
Offered each Fall
432d Thesis
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
357
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 Bartldt. Professor of Economics
' : 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 policy7 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 2009
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 2009
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 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 required. Enroll-
ment limited to 20 students. {H/S} 4 credits
Paid Newton
Offered Spring 2009
EGO 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: ISO. {S} 4 credits
Not offered in 2008-09
358
Public Policy
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) 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 environmental
science and policy. {S} 4 credits
Leslie King
Offered Spring 2010
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 2009
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 2009
EGR 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. Offered in alternating years. (E) {N}
4 credits
Donna Riley
Offered Spring 2009
ECO 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 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
Not offered 2008-09
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 America's universities. Prereq-
uisites: ECO 190 and 250. {S} 4 credits
Not offered 2008-09
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 2009
400 Special Studies
By permission of the director.
Variable credit
Offered both semesters each year
Public Polio- 359
The Minor
Director: Donald Baumer, Professor of Government
Advisers: Randall Bartlett (Economics); Donald
Baumer (Government); Deborah Haas-Wilson (Eco-
nomics)
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.
360
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 nonscience
majors. {N} 4 credits
To be announced
Offered Fall 2008
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 section.
{N} 3 credits
James Lowenthal, Meg Thacher
Offered Fall 2008
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 nonscience
majors. Enrollment limited to 20 students per section.
{N} 2 credits
Not offered in 2008-09
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 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. {N}
Stylianos Scordilis
Offered Fall 2009
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
Members of the department
Laboratory Coordinator: Maria Bickar
Offered Fall 2008, Fall 2009
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,
Quantitative Courses for Beginning Students
361
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 svstems. and an
investigation of chemical reactions and kinetics. The
laboratory deals with svnthesis, physical properties and
kinetics. The course is designed to prepare students for
CHM llllllh as well as replace both CUM 1 1 1 and
CUM .224. A student who passes 1 18 cannot take either
1 1 1 or 224. Enrollment limited to 32. {N} 5 credits
Robert Linck
Laboratory Coordinator: I leather Shafer
Offered Fall 2008, Fall 2009
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 proto-
cols, encoding and compression, http and HTML, the
design of Web pages, the operation of search engines,
beginning JavaScript; CSS. Both history7 and societal
implications are explored. Prerequisite: basic familiar-
it) with word processing. Enrollment limited to 30.
The course will meet for half of the semester only. {M}
2 credits
Nicholas Howe, Fall 2008
Joseph O'Rourke. Spring 2009
Offered second half of both semesters each year
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
fames Miller
Offered Fall 2008
EC0 150 Introductory Microeconomics
How and how well do markets work? What should
government do in a market economy? How do markets
set prices, determine what wall be produced, and decide
who will get the goods? We consider important econom-
ic 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
CSC 103 How Computers Work
| An introduction to how computers work. The goal of the
i course is to provide students with a broad understanding
' of computer hardware, software and operating systems,
i Topics include the history- of computers; logic circuits;
! major hardware components and their design, includ-
: ing processors, memory, disks and video monitors;
programming languages and their role in developing
applications; and operating system functions, including
file system support and multitasking, multiprogram-
ming and timesharing. Weekly labs give hands-on
experience. Enrollment limited to 30. {M} 2 credits
Dominique Thiebaut
Offered first half of the semester, Fall 2008
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
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 Buchele, 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 strongly encouraged to
take EGR 100 in the fall semester. Introduction to en-
362
Quantitative Courses for Beginning Students
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. Working
in teams, students will present their ideas frequently
through oral and written reports. Reading assignments
and in-class discussions will challenge students to criti-
cally analyze contemporary issues related to the inter-
action of technology and society. {N} 4 credits
Susan Voss, Paul Voss, Fall 2008
To be announced, Spring 2009
Offered Fall 2008, Spring 2009
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 2008-09
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
Cherryh, J Crowley, G Schallar and others. Enrollment
limited to 16 first-year students. WI Quantitative Skills,
{N} 4 credits
Virginia Hayssen (Biological Sciences)
Offered Fall 2008
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 2008-09
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 2008-09
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
exploration is largely unknown. Who were these wom-
en? 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 documents,
study navigation (including celestial), and develop
their ability to make oral and written presentations.
Enrollment limited to 16 first-year students. WI Quanti-
tative Skills. 4 credits
James Johnson (Exercise and Sport Studies)
Offered Fall 2008
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
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
363
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 (Psycbobgy)
Offered Fall 2008
FYS 139 Renewable Energy
Thi' I nited States reliance on nonrenewable 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
Nathanad Fortune ( Physics j
Not offered 2008-09
not be taken for credit with PHI 202. \VI {M} 4 credits
James Henle (Mathematics)) lay (airfield (Philosophy)
Offered Pall 2008
MTH 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
of the instructor required. This course does not cam' a
Latin Honors {M} designation. 4 credits
Catherine McCune
Offered Fall 2008, Spring 2009
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
To be announced
Offered each Fall
GOV 190 Empirical Methods in Political Science
j The fundamental problems in summarizing, inter-
i preting and analyzing empirical data. Topics include
I research design and measurement, descriptive statistics,
; sampling, significance tests, correlation and regression.
Special attention will be paid to survey data and to data
I analysis using computer software. {S/M} 4 credits
Howard Gold
•■ Offered Spring 2009, Spring 2010
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
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 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
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
364
Quantitative Courses for Beginning Students
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 2010
MTH 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
MTH 190/PSY 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
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 2008-09
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 2008-09
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 nonscience majors. It does not
involve mathematical tools. {N} 4 credits
Piotr Decowski
Not offered 2008-09
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 2008-09
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
Doreen Weinberger
Not offered 2008-09
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
Quantitative Courses for Beginning Students 365
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 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, GOV 190, MTH 245,
or SOC 201. {M} 4 credits
Philip Peake, Fall 2008, Fall 2009
Katberine Halvorsen, Spring 2009
Offered both semesters each year
366
Religion
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
Carol G.Zaleski, Ph.D.
Peter N. Gregory, Ph.D.
Jamie Hubbard, Ph.D. (Professor of Religion and
Yehan Numata Professor of Buddhist Studies)
Lois C. Dubin, Ph.D., Chair
t2Joel S. Kaminsky, Ph.D.
Associate Professors
Vera Shevzov, Ph.D.
+1 Andy Rotman, Ph.D.
Suleiman Ali Mourad, Ph.D.
Lecturer
Elizabeth E. Carr, Ph.D.
Research Associates
Benjamin Braude, Ph.D.
Philip Zaleski, B.A.
Edward Feld,M.H.L.
Harvey Hill, 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
modern 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 "Language
Courses."
100-Level Courses
Introduction to the Study of Religion
105 An Introduction to World Religions
An exploration of the religious texts and practices of
major traditions (Hindu, Buddhist, Chinese, Jewish,
Christian, Islamic) as well as those of smaller, more
localized communities. Diverse forms of classical and
contemporary religious experience and expression are
analyzed through texts, rituals and films as well as
through fieldwork. Consideration will also be given to
the role of religion in the American public sphere and
in current world events. {H} 4 credits
Lois Dubin, Carol Zaleski
Offered Fall 2008
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
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 Carr
Offered Spring 2009
Religion, Nature and the Environment
This course explores religious attitudes towards nature
and the environment. Beginning with an overview of
the environmental movement and the current envi-
ronmental crisis, the course examines traditional and
modern writings on the environment by Native Ameri-
cans, Buddhists and Christians, as well as considering
the religious elements (both implicit and explicit) in
Religion
367
contemporary environmentalism. Enrollment limited
to 20. (E){S)4 credits
Harvey Hill
Offered Spring 2009
FYS 163 The Holy Land
This course will examine the concept of the "Holy
Land" according to the religious traditions of Juda-
ism. Christianity and Islam. It will explore the \va\ 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 the 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. Enrollment limited to 16. WI {H} 4 credits
Suleiman Mourad
Offered Fall 2008
FYS 169 Women and Religion
An exploration of the roles played by religion in wom-
en's private and public lives, as shaped by and expressed
in sacred texts, symbols, rituals, and institutional struc-
tures. Experiences of Christian, Hindu, Jewish, Muslim
and Wiccan women facing religious authority and exer-
| cising agency. We will consider topics such as feminism
and gender in the study of religion; God-talk and god-
desses; women's bodies and sexuality; family, mother-
hood and celibacy; leadership and ordination; critiques
| of traditions, creative adaptations and new religious
movements. Sources will include novels, films, poetry
' and visual images in addition to scriptural and religious
I texts. Enrollment limited to 18. WI {L/H} 4 credits
Lois Dubin and Vera Shevzov (Religion)
Offered Spring 2009
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 stud) of particular
religious phenomena. {H/S} 4 credits
Joel Kaminsky, Suleiman Mourad
Offered Spring 2009
203 ENG 275 Reading and Rereading the American
Puritans
The course combines close study of the 17th-centur\
writings of Pilgrim Separatists and Puritan settlers
in North America with study of texts in later periods
(1820-1850, I92O-I95O and after) that use the Pil-
grims and Puritans to dramatize and imagine resolu-
tions to the crises of their own historical moments.
Prerequisite: a course in American literature, American
history or American studies. {L} 4 credits
Michael Thurston
Offered Spring 2009
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 2008
208 The Inklings: Religion and Imagination in the
Works of C.S. Lewis, J.R.R. Tolkien, the Their Circle
The Inklings were a group of Oxford intellectuals who
met in the Magdalen College rooms of the literary
historian, apologist and fantasist C.S. Lewis to read
aloud and discuss their works in progress (Tl)e Lord of
the Rings, Out of the Silent Planet, All Hal Ion s El v.
among others). This course examines the Inklings'
shared concerns, among them, mythology and the po-
etry of language, recover}' of the Christian intellectual
tradition, and resistance to "the machine." Readings
include essays and letters by Tolkien, Lewis, Charles
Williams. Owen Barfield and quasi-Inkling Dorothy
Savers, as well as selections from their major works of
fiction, theology and criticism. Enrollment limited to
25. {H/L} 4 credits
Carol Zaleski
Offered Spring 2009
368
Religion
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 sur-
vey of the Hebrew Bible and its historical and cultural
context. Critical reading and discussion of its narrative
and legal components as well as an introduction to the
prophetic corpus and selections from the wisdom litera-
ture. {H/L} 4 credits
Joel Kaminsky
Offered Fall 2008
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 some of the shorter narrative and poetic
texts in the writings such as Ruth, Esther and Song of
Songs. {L} 4 credits
Joel Kaminsky
Offered Spring 2009
215 Introduction to the Bible II
The literature of the New Testament in Jewish and
Greco-Roman context. This course will emphasize
literary genre, images of gender and social hierarchy,
and continuity with and distinction from Greco-Roman
Jewish texts. Enrollment limited to 25. {H/L} 4 credits
Robert Doran
Offered Spring 2009
Jewish Traditions
221 Jewish Spirituality: Philosophers and Mystics
Topic-Jewish Mystical Traditions. This course explores
Jewish mystical thought and practice, including the
poetic and mythic world of medieval Kabbalah in Spain
as represented by the literature of the Zohar; the great
renaissance of kabbalistic community in the Land of
Israel in the 16th century, especially the teachings of
Isaac Luria; and Hasidism, the popular pietistic mysti-
cal movement in early modern Eastern Europe. It also
addresses aspects of contemporary Jewish mysticism.
4 credits {H/L}
Larry Fine
Offered Fall 2008
223 The Modern Jewish Experience
A thematic survey of Jewish history and thought from
the l6th century to the present, examining Jews as a
minority in modern Europe and in global diaspora. We
will examine changing dynamics of integration and
exclusion of Jews in various societies as well as diverse
forms of Jewish religion, culture and identity among
Sefardic, Ashkenazic and Mizrahi Jews. Readings in-
clude major philosophic, mystical and political works
in addition to primary sources on the lives of Jewish
women and men, families and communities, and mes-
sianic and popular movements. We will pay attention
throughout to tensions between assimilation and cohe-
sion; tradition and renewal; and history and memory.
{H} 4 credits
Lois Dubin
Offered Spring 2009
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, cul-
tural and national reinvention at specific moments and
places in Jewish history. How do more recent expressions
of Jewishness seek inspiration and authority from their
engagement with text and tradition? {L/H} 4 credits
Joel Kaminsky Fall 2008
Justin Cammy Spring 2010
Offered Fall 2008, Spring 2010
Christian Traditions
231 The Making of Christianity
The formation of Christian thought and the varieties
of Christian experience from early through medieval
Christian times. Christian images and writings from
Palestine and Syria, the Egyptian desert, the Mediterra-
nean, Northern Europe, Africa and Asia. Topics include
the Bible and its interpreters; God, Christ and human-
Religion
369
ity; martyrs, monks and missionaries. Liturgical, devo-
tional, mystical and theological texts; art. music and
film. (E){H/U 4 credits
Vera Sbevzov, Carol Zaleski
Offered Spring 2000
238 Mary: Images and Cults
Whether revered as the Birth-Giver of God or remem-
bered as a simple Jewish woman, Man has both in-
spired and challenged generations of Christian women
and men. This course focuses on key developments
in the "history of Mary" since Christian times to the
present. How has her image shaped Christianity? What
does her image in any 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 and Orthodox Christians; apparitions
(e.g., Guadalupe and Lourdes); miracle-working icons;
Man, liberation and feminism. Liturgical, devotional
and theological texts, art and film. Enrollment limited
to 35. {H} 4 credits
Vera Sbevzov
Offered Fall 2008
263 Zen
"When you meel the Buddha, kill the Buddha." Sa\
ings Mich as this are often found in Zen koan, one of
the main forms of Zen instruction. By examining the
origin, development and use of koan in the Zen tradi-
tion, this course will explore the ways in which koan
express major teachings of the tradition. Enrollment
limited to 30 students. {H} 4 credits
Peter N. Gregory
Offered Fall 2008
266 Buddhism in America
Almost 50 different Buddhist groups can be found
within a 20-mile radius of the Smith campus. This
class will explore the way Buddhism is practiced and
conceptualized by some of the more prominent and
representative groups in the area as a perspective from
which to reflect on the broader phenomenon of Bud-
dhism in America. It will involve participant observa-
tion, field trips and class visits from some of the area
teachers. Enrollment limiuted to 25 students. 4 credits
Peter N. Gregory
Offered Spring 2009
Islamic Traditions
245 The Islamic Tradition
The Islamic religious tradition from its beginnings in
t seventh-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 Qui an, prophetic
I 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 2008
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 2008
271 Japanese Buddhism in the Contemporary World
Aspects of contemporary Japanese religious life, includ-
ing the impact of European thought. Buddhism and
Japanese nationalism, the export of Zen and import of
Christianity, contemporary monasticism and Buddhist
aesthetics. Particular attention to attempts at institu-
tional reform within traditional Buddhist sects and the
emergence of new religious movements. {H} 4 credits
Jamie Hubbard
Offered Spring 2009
South Asian Traditions
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 2009
370
Religion
277 South Asian Masculinities
This course considers the role of religion in the con-
struction of male identities in South Asia, and how these
identities function in the South Asian public sphere.
Topics to be considered will include Krishna devotion
and transgender performance; the cinematic phenom-
enon of the "angry young man"; hijras and the con-
struction of gender; wrestling and the politics of semen
retention; and the connection between Lord Ram and
the rise of militant Hindu nationalism. (E) {8} 4 credits
Andy Rotman
Offered Spring 2009
282 Violence and Nonviolence in Religious Traditions of
South Asia
How is violence legitimized and what is its legacy for
both perpetrator and victim? When are war and sacri-
fice not murder? What are the political implications of
a nonviolent morality? This course considers the rheto-
ric and phenomena of violence and nonviolence in a
variety of religious traditions in South Asia, both mod-
ern and premodern. Particular emphasis is placed on
the ethical and social consequences of these practices,
and the politics of the discourse that surrounds them.
Texts and films concerning Hinduism, Buddhism, Jain-
ism, Sikhism, Christianity and Islam. {HJ 4 credits
Andy Rotman
Offered Fall 2008
Religion in the Americas
ENG 275 Reading and Rereading the American Puritans
The course combines close study of the 17th-century
writings of Pilgrim Separatists and Puritan settlers
in North America with study of texts in later periods
(1820-50, 1920-50 and after) that use the Pilgrims
and Puritans to dramatize and imagine resolutions to
the crises of their own historical moments. Prerequisite:
a course in American literature, American history or
American studies. {L} 4 credits
Michael Thurston
Offered Spring 2009
290 Religion and Politics in America
This class examines the historical evolution of the
role of religion in American politics, beginning with
the colonial period and culminating with the current
elections. We will trace the role of religion in the public
life of the emerging United States as well as the impact
of certain political choices on the religious life of the
nation. The second half of the course will be devoted to
analyzing the configuration of religion and politics in
the United States today. (E) {H} 4 credits
Harvey Hill
Offered Fall 2008
300-Level Courses
Prerequisites as specified.
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Weil-Being
Presidential Seminar: What is happiness? What is per-
sonal well-being? How are they achieved? This course
will examine the core ideas of the Buddhist science of
mind and how they are being studied and employed
by psychologists, neuroscientists, cognitive scientists
and psychotherapists. The focus of the course will
be the notion of "happiness," its cross-cultural and
cross-disciplinary definition as well as the techniques
advocated for its achievement by both the Buddhist
and the psychologist. Prerequisite: PSY 111 or REL 105.
Enrollment limited to 15 juniors and seniors. (E) {S/N}
4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2008
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 2008
345 Islamic Thought
Topic: The Making oj '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 challenges
of reconstructing the historical Muhammad, representa-
Religion
371
tions of his character and teachings in the traditions of
Islamic theology, mysticism andsacred history, medieval
European presentation of the prophet of Islam and his
portrayal in modem film and fiction. The course offers
students an opportunity to investigate with some sophis-
tication questions that require careful attention to re-
search methods, critical theory and writing. {H} 4 credits
Suleiman Mourad
Offered Spring 2009
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
eighth through twelfth 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 2009
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 be-
hind the production and consumption of images, sculp-
ture and film? This course considers the visual world
of South Asia, focusing in particular on the religious
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 Fall 2008
400 Special Studies
By pemiission of the department, normally for senior
1 majors who have had four semester courses above the
introductory level. 2 to 4 credits
Offered both semesters each year
408d Special Studies
By pemiission 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 ancienl
or modem 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
elective outside the department (courses 11-12).
The Major
Advisers: Lois Dubin, Peter N. Gregory, Jamie Hubbard,
Joel Kaminsky, Suleiman Mourad, Andy Rotman, Vera
Shevzov, Carol Zaleski
Adviser for Study Abroad: Suleiman Mourad
Requirements for Majors
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; (vii) Religion in the Americas. In
fulfilling this requirement, a student 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 departmental introduc-
tory 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).
372
Religion
Seminar (Course 6)
A student will take a seminar in the religion department.
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 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 12 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:
ARH212 Ancient Cities and Sanctuaries
ARH352 Studies in Art History
CLS227 Classical Mythology
GOV 224 Islam and Politics in the Middle East
GOV 323 Warring for Heaven and Earth: Jewish and
Muslim Political Activism in the Middle East
JUD 258 American Jewish Literature
MUS 220 Topics in World Music — Popular Music in
the Islamic World
PHI 1 24 History of Ancient and Medieval Philosophy
Language course related to concentration
The Minor
Advisers: Same as for the major.
Requirements for Minors
Five 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; (vii)
Religion in the Americas. In fulfilling this require-
ment, 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.
Honors
Director: Peter N. Gregory
430d Thesis
8 credits
Full-year course; Offered each year
431 Thesis
8 credits
Offered each Fall
The religion department encourages majors to apply
to the departmental honors program and engage in a
significant research project of their own design. Stu-
dents in the honors program develop, research, write,
and defend a thesis in close consultation with a faculty
mentor. For further details please contact the director
of honors.
Russian Language and Literature
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
': Maria Nemcova Banerjee, Ph.D.
Alexander Woronzoff-Dashkoff, Ph.D.
Chair
Senior Lecturer
fl Catherine Woronzoff-Dashkoff, A.B.
Lecturer
Natalia Ermolaev M.Phil.
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 credits
Natalia Ermoleav
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, Fall 2008
Natalia Ermoleav. Spring 2009
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
Alexander Woronzoff-Dashkoff
Offered Fall 2008
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
Alexander Woronzoff-Dashkoff
Offered Spring 2009
338 Seminar in Language and Literature
Advanced study of a major Russian literary text. {L/F}
4 credits
Topic: The Women of Russian Modernism
Prerequisite: 332 or permission of the instructor.
Natalia Ermolaev
Offered Fall 2008
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 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, Tlirgenev, Tolstoy, Dostoevsky and Chekhov.
In translation. {L} 4 credits
Maria Banerjee
Offered Fall 2008
127 Readings in 20th-century Russian Literature
Topic: Literature and Revolution. The theme of revo-
lution as a central concern of Soviet literature. Authors
treated include Gorky. Bely, Blok. Mavakovskv. Pilnyak,
Zamiatin. (Iladkov, Babel, Sholokhov, Pasternak, Sol-
zhenitsyn. In translation. {L} 4 credits
. \lexander Woronzoff-Dashkoff
Not offered 2008-09
374
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
Offered Fall 2008
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
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 2008-09
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 Woronzoff-Dashkoff
Offered Spring 2009
340 Seminar in Russian Thought
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
representative works by male authors of the Russian
19th century. The primary texts are Pushkin's Eugene
Onegin, Tlirgenev's On The Eve, Chernyshevsky's What
Is To Be Done?, Dostoevsky's^ Gentle Spirit and Tol-
stoy's The Kreutzer Sonata. These novelistic narratives
will be supplemented with theoretical essays by Be-
linsky, J.S. Mill, Schopenhauer and Vladimir Soloviev.
{F/L} 4 credits
Maria Banerjee
Offered Spring 2009
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
Offered Spring 2009
CLT 305 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 Dostoevsky's Notes from the Underground,
Kafka's The Trial, Musil's Man Without Qualities and
Kundera's The Joke, The Farewell Party and The Un-
bearable Lightness of Being.
Not offered in 2008-09
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
Basis: 220y, 126 and 127.
Russian Language and Literature 375
Required courses: 331 and 332 and one semester of
338 and two of the following: 234, 235, 236, 237, 238,
239,01223,01305,01203
One required seminar: 340, 346, HST 340, REL 335.
Strongly recommended: 1 1ST 239, HST 247 and REL
236.
Russian Civilization
Advisers: Members of the department
Basis: 220y
Required courses: 33 1 and 332 and two of the follow-
ing: 126, L27, 234. 1^. iy. 238, 239, CLT223, CLT
305, CLT 203 and three of the following: ECO 209, GOV
221.1 1ST IV. 1 1ST 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 or Russian
Civilization
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
376
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.
CHM 100 Perspectives in Chemistry
CHM 108 Environmental Chemistry
CHM 1 1 1 Chemistry I: General Chemistry
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 110
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
CSC 102
How the Internet Works
CSC 103
How Computer Work
CSC 104
Issues in Artificial Intelligence
CSC 105
Interactive Web Documents
CSC 111
Computer Science I
CSC 112
Computer Science II
GEO 104
Global Climate Change: Exploring the Past,
the Present and Options for the Future
GEO 105
Natural Disasters
GEO 106
Extraordinary Events in the History of
Earth, Life and Climate
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
IDP 208
Women's Medical Issues
MTH102
Elementary Functions
MTH 105
Discovering Mathematics (Spring)
MTH107
Statistical Thinking
MTH 111
Calculus I
MTH 190
Statistical Methods for Undergraduate
Research
PHY 100
Solar Energy and Sustainability
PHY 105
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
377
Sociology
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
T| Richard Fantasia, Ph.D.
Nancy Whittier, Ph.D.
Associate Professors
Patricia V.Miller, Ph.D.
Marc Steinberg, Ph.D., Chair
Ginetta Candelario, Ph.D. (Sociology and Latin
American Studies)
"l': Leslie King, Ph.D.
Assistant Professors
t2EevaSointu,Ph.D.
Instructor
Tina Wildhagen
Lecturers
Jonathan Wynn, Ph.D.
Joshua Carreiro
The prerequisite for all sociology courses is 101a or b,
or permission of the instructor. All 300-level courses
require the pennission 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
Eera Saint u. Director; Jonathan Wynn, Tina Wild-
hagen, Fall 2008
Nancy Whittier. Jonathan Wynn Joshua Carreiro,
Spring 2009
Offered both semesters each year
201 Evaluating Information
An introduction to statistical and other strategies for
summarizing and evaluating sociological data. Topics
include descriptive statistics, probability theory, correla-
tion, presentation and assessment of research findings,
deduction and induction, error and bias, confidence.
{M} 5 credits
Leslie Kin<>
Offered Fall 2008, Fall 2009
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
To be announced
Offered Spring 2009, Spring 2010
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 2009, Spring 2010
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, homosexuality and homophobia and
rebellion. {S} 4 credits
Jonathan Wynn
Offered Spring 2009
378
Sociology
212 Glass 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. {S} 4 credits
Joshua Carreiro
Offered Fall 2008
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 2009, Spring 2010
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 2009
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,
feminist, civil rights and sexual identity movements.
{S} 4 credits
Marc Steinberg
Offered Spring 2010
217 Work and Social Change
This course ranges across a variety of historical and
cultural contexts and institutional settings to consider
the social organization of work. With particular atten-
tion to questions of authority, conflict and discrimina-
tion in the workplace, the course will examine such
issues as the transformation from an industrial to
post-industrial economy and workplace; the rise of
service-based employment; work and the self; work-
place inequality based on race, class, ethnicity, and
gender; immigration and employment; and workplace
resistance and change. {S} 4 credits
Joshua Carreiro
Offered Fall 2008
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 Fall 2008
219 Medical Sociology
This course analyzes — and at times challenges — the
ways in which we understand health, illness and medi-
cine. The course is divided in roughly three parts: first
dealing with definitions and representations of health
and illness; the second with the significance and impact
of biomedical dominance; and the third with the in-
tersections of health, illness and medicine with gender,
race, social class and sexual orientation. The course
encourages you to ask questions about the power exer-
cised by various medical practitioners, and about the
ways in which understandings of health and illness are
neither natural nor neutral, but invested with culturally
and historically specific meanings. Enrollment limited
to 35. Prerequisite: SOC 101. {S} 4 credits
Eeva Sointu
Offered 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,
Sociology
579
global cultural markets and the complex processes by
which cultural tonus are used, appropriated and trans-
formed by social groups. {8} 4 credits
Jonathan Wynn
Offered Spring 2009
226 Sociology of Education
What is the purpose of education? This question will
guide the theoretical and empirical investigations of
this course. Our consideration of the multiple and con-
tested answers to this question will lead us to examine
several theoretical views of education, ranging from
classic statements on education from early theorists to
more recent critical views. We will explore the rules of
schools in society, the social structure of schools, strati-
fication processes within and between schools, and the
outcomes of schooling. This course will play close atten-
tion to the dynamics of inequality in education in the
United States. Prerequisite: SOC 101. (E) {8} 4 credits
Tina Wildhagen
Offered Fall 2009, Fall 2010
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 Whittier
Offered Spring 2009, Spring 2010
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 environmental
science and policy. {S} 4 credits
Leslie King
Offered Spring 2010
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-G8offered ;ls 332 Seminar: Environment and
Society) (S) 4 credits
Leslie ¥m%
Offered Fall 2010
234 Contemporary Social Theory
This course provides an overview of significant theoreti-
cal perspectives used by contemporary social scientists.
We survey a representative spectrum of theories in
American sociology, including the symbolic interac-
tionist, neo-structuralist, rational choice, world-system
and feminist perspectives. It also highlights perspectives
that have significantly influenced American sociology
— for example, Bourdieu, structural Marxism, post-
modernism and poststructuralism. stnicturation, queer
and critical race theories. The course is not a system-
atic survey but focuses on a wide array of influential
perspectives. Readings will include both extracts from
original writings as well as secondary critical reviews.
Sociology 101 or permission of the instructor.
Enrollment limited to 40. {8} 4 credits
Marc Steinberg
Spring 2009
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 rela-
tionship between feminist thought, women's movements
and local/national contexts and conditions. The writ-
ings of Latin American and Latina feminists will con-
stitute 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 SWG 150. {H/S} 4 credits
(ji)h'tta Candetario
Offered Spring 20(H)
250 Theories of Society
Critical analysis and application of "classical" theories
of societv focused chieflv on the works of Marx, Weber
380
Sociology
and Durkheim, (and their feminist and African-Ameri-
can contemporaries), with emphasis on their theories of
societal development and social change, stratification,
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 2008, Fall 2009
308 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. SOC 309 must be taken concurrently. {S}
4 credits
Ginetta Candelario
Offered Fall 2008
309 Practicum in Community-Based Research Lab
Laboratory course to be taken concurrently with SOC
308. Time will be arranged individually by the instruc-
tor. {S} 1 credit
Ginetta Candelario
Offered Fall 2008
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-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. {S} 4 credits
Marc Steinberg
Offered Fall 2009
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 dichotomy.
A particular concern throughout the course will be the
theoretical and empirical relationship between Latina/o
racial, national, class, gender and sexual identities. Stu-
dents will be expected to engage in extensive and intensive
critical reading and discussion of course texts. 4 credits
Ginetta Candelario
Offered Spring 2010
316 Special Topics in Collective Action and Social
Movements
Sec. 1: Workers' Movements
This seminar will examine, from a sociological perspec-
tive, the roots and development of workers' movements
of various forms and in a range of social and geographi-
cal settings, primarily in the Modem era. In addition to
studying the relevant theoretical literature on workers
and social movements, the course will consider the
experience of early mutual aid societies, peasant move-
ments, 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 worker's 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 workers' movements
are granted official institutional recognition; the effects
of official sanction on the trajectory of labor move-
ments; as well as a consideration of unofficial workers'
groups and movements (dissident factions within
unions, informal work groups, movements of radical-
ism and syndicalism). The seminar will offer a par-
ticular focus on the dynamics of the contemporary U.S.
labor movement, including the process and problems of
labor organizing, the forms of mobilization by employ-
ers to counter it, and the prospects for its revival as a
social movement. Enrollment limited to 12. {S} 4 credits
Rick Fantasia
Offered Fall 2009
320 Special Topics in the Sociology of Culture
4 credits
The Sociology of Rock and Pop Music
This seminar will survey studies of rock and pop music
Sociology
381
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. Writ-
ing requirements will include weekly reading critiques
and a final research paper. Priority will be given to
senior majors and those who have taken SOC 220. {S}
4 credits
Marc Steinberg
Offered Spring 2009
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 theory. 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,
lesbian and gay, right-wing, self help, anti-abortion
and pro-choice movements. {S} 4 credits
Nancy Whittitr
Offered Fall 2008, Fall 2009
328 Sociology of Wellbeing
This seminar explores the rise of well-being across
varying contexts in contemporary 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 well-being historically, and relate the appearance of
today's cultures of well-being — and of varied embodied
well-being practices — to questions of self, subjectiv-
ity, gender and belonging. Prerequisites: SOC 101 and
permission of the instructor. Enrollment limited to 12.
{S} 4 credits
Bern Soil it it
Offered Spring 2009
332 Seminar in Environmental Sociology
This seminar will examine how sociologists have ap-
proached the study of peoples' relationships with their
environments. Perspectives include political ecology;
organizations; environmental justice and inequalities;
gender; culture and social movements. Writing require-
ments will include weekly reading critiques and a final
research paper. Priority will be given to senior sociology
majors and senior ES & P minors. Prerequisites: SOC
101. Permission of instructor. {S} 4 credits
Leslie ¥mg
Offered Spring 2010
General Courses
404 Special Studies
By 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, Eeva Sointu, Marc Steinberg, Nancy Whittier,
Tina Wildhagen
Adviser for Study Abroad: Eeva Sointu
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 31 1, 314, 31 5,
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
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-
tory/unsatisfactory basis.
382
Sociology
The Minor in Sociology
Advisers: Ginetta Candelario, Richard Fantasia, Leslie
King, Eeva Sointu, Marc Steinberg, Nancy Whittier,
TinaWildhagen
Requirements: 101, 201 and 250, three additional
courses at the 200 or 300 level.
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: Nancy Whittier
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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-
ductory 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 (431) 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
383
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 Lazaro, Ph.D.
Michelle Joffroy, Ph.D., Chair
' - Marguerite Itamar Harrison, Ph.D.
Assistant Professors
' Maria Helena Rueda, Ph.D.
- Ibtissam Bouachrine, Ph.D.
Malcolm K. McNee, Ph.D.
Senior Lecturer
"'J Patricia Gonzalez, Ph.D.
Lecturers
Silvia Berger, Ph.D.
Phoebe Ann Porter, Ph.D.
Hugo Viera, Ph.D.
Molly Falsetti-Yu, M.A.
Melissa Belmonte, MA
Teaching Assistant
Esther Cuesta, M.A.
Lecturer and Professor Emeritus
Charles Cutler, Ph.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 the first semester will
be on development of oral proficiency and acquisition
384
Spanish and Portuguese
of reading and writing skills. Second semester will also
include the use of music and videos to improve listen-
ing comprehension, as well as readings and discussion
of short texts by modern writers of the Portuguese-
speaking world from Brazil, Portugal, Angola, Mozam-
bique and Cape Verde. {F} 8 credits
Marguerite Itamar Harrison
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 K McNee
Offered Fall 2008, Spring 2009
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: POR 100y or POR
125 or its equivalent. {F} 4 credits
Marguerite Itamar Harrison
Offered Fall 2008
POR 215 Advanced Conversation and Composition
This course will focus on developing skills in both spo-
ken and written Portuguese and is designed for students
who have already mastered the fundamentals of gram-
mar. Topics for compositions, class discussions, and
oral reports will be based on short literary texts as well
as articles from the media, music and film. Prerequi-
site: POR125 or POR200 or permission of the instructor.
{F} 4 credits.
Marguerite Itamar Harrison
Offered Spring 2009
POR 221 Topics in Portuguese and Brazilian Literature
and Culture
Topic: Envisioning "Lusofonia: "A Focus on Film
from the Portuguese-Speaking World This course
will introduce the intertwined histories and diverse
cultures of Portuguese-speaking communities spread
across three continents through a survey of films from
Brazil, Angola, Cape Verde, Guine-Bissau and Portugal.
We will discuss through these films and a selection of
short, critical readings, questions of colonialism and
post-colonialism, immigration and diaspora, and the
historical and contemporary contours of a Portuguese-
language globalization. Course taught in Portuguese.
{F/A/L} 4 credits
Malcolm K McNee
Offered Spring 2009
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 Afri-
ca. 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, Drum-
mond de Andrade, Cecilia Meireles and others; the sec-
ond half will allow for independent work on a favorite
poet which will be part of a final course compilation.
Visits from local poet-translators; attendance 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 2009
POR 381 Seminar in Portuguese and Brazilian Studies
Topic: Angola, Brazil and Cuba: Race, Nation and
Narrative. This course considers the formation and in-
terrogation of national identities in three post-colonial
settings: Angola, Brazil and Cuba. Our readings and
discussion will focus on notions of race, culture and
hybridity in the narration of these national identities.
How do different artists and intellectuals respond to the
urge for national, cultural and racial unity in the face
of dramatic diversity? How do they respond to the ra-
cialized legacies of colonialism and Eurocentrism? How
does privileging the hybrid, mulatto, Creole, or mestizo/
mestigo identity both subvert and reinvent sociocultural
and aesthetic hierarchies? The focus will be on fiction
Spanish and Portuguese
385
and poetry' but will also Include film, music, and visual
culture, as well as readings on socio-historical contexts.
Course taught in English. Students will have the option
of doing selected readings and written work in Span-
ish and/or Portuguese. Enrollment limited to 12. {L}
4 credits
Malcolm K. McNee
Offered Fall 2008
POR 400 Special Studies in Portuguese and Brazilian
Literature
Bj permission of the department, normally for senior
majors. 1-4 credits
Offered both semesters each vear
SPN 125 Spanish for Heritage Speakers
This course is designed for students oi 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.
Through the study of grammar; composition and
culture students will formalize their understanding
of Spanish language grammar and composition, will
broaden their knowledge of the cultural regions that
compose the Hispanic world, and will develop their
linguistic abilities in comprehension, conversation,
reading and writing. {F} 4 credits
Michelle Joffroy
Offered Fall 2008
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
Hugo Viera, To be announced. Fall 2008
Hugo Viera, Melissa Belmonte, Spring 2009
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 infonnation 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
i hours. Students completing this course can go to SPN
' 220, if they receive an A- or higher. {F} 6 credits
Director: Molly Falsetti-Yu
Moll] ' FalsetH- ) ii . Phoebe Porter
Offered Fall 2008
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
1 12y, 120 or the equivalent. {F} 4 credits
Director: Maria Helena Rueda, Fall; Phoebe Porter,
Spring
Maria Helena Rueda, Molly Falsetti-Yu, Ibtissam
Bouachrine, Fall 2008
Phoebe Porter, Melissa Belmonte, Spring 2009
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, Patricia Gonzalez, Fall 2008
Molly Falsetti-Yu. Reyes Ldzaro, Michelle Joffroy
Phoebe Porter, Spring 2009
Offered both semesters each year
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Spanish and Portuguese
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: A Transatlantic Search for Identity
A quest for 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
(Darfo, Lorca, Vallejo). Special attention will be given
to the problems of subjectivity, gender and sexuality,
as poets searched within themselves: Agustini, Storni,
Parra and Pizarnik, four women. Students will have the
option of composing an original poem to supplement
their final grade. Prerequisite: SPN 200 or equivalent.
Enrollment limited to 19- {L/F} 4 credits
Maria Mela Harretche
Offered Fall 2008
Topic: Representations of Violence in Latin American
Literature
An overview of the representation of violence in Latin
American narratives from the 20th century. We will
study several literary works from different countries in
the region, written since the 1940s, to analyze how their
use of violence as a subject reflects on many conflicts
present in Latin American societies. Close attention
will be paid to how literary representation approaches
the many challenges posed by real life violence in the
region. Some related films will also be studied in this
class. Prerequisites: SPN 220 or above. Enrollment
limited to 19. {L/F} 4 credits
Maria Helena Rueda
Offered Fall 2008
Topic: The ''Indian Question " in Peru and Mexico:
Identity, Nation Building and Cultural Autonomy
This course will explore representations of some indig-
enous groups in Peru and Mexico by both indigenous
and nonindigenous authors, filmmakers and activists.
We will discuss "The Indian Question" from two per-
spectives: the Problem with Indians (as in, Indians as
problems), and the conditions endured by Indians. We
will analyze novels, short stories, poetry, plays, essays,
photographs, documentaries, as well as radio broad-
casts. Prerequisites: SPN 220 or above. Enrollment
limited to 19- {F/L} 4 credits
Molly Falsetti-Yu
Offered Spring 2009
SPN 240 From Page to Stage
Topic: Homage to Gabriel Garcia Mdrquez. In this
course we will read works by Gabriel Garcia Marquez,
one of the greatest Latin American writers of the XXth
century. In a world globally weakened by violence,
hunger, wars and repression, we will reconnect through
the magic scenes created by our author to memory and
love as sustainable antidotes to suffering and solitude.
Analyses of the texts (El amor en los tiempos del
colera. Ojos deperro azul, Doce cuentos peregri-
nos), research into the historical and cultural contexts
of the author, his time and his work (Vivirpara con-
tarla, films, journal articles), and the application of
actor-training methodologies will bring stories from
page to stage for a final presentation in Spanish. Per-
formance strategies will be utilized during the course to
deepen understanding of the texts and enhance foreign
language skills. Prerequisites: SPN 220 or equivalent.
No previous acting experience required. Enrollment
limited to 19- {L/F/A} 4 credits
Maria Mela Harretche
Offered Spring 2009
SPN 241 Culturas de Espana
A study of the Spain of today through a look at its past
in art, history, film and popular culture. The course
analyzes Spain's plurality of cultures, from the past
relations among Jews, Christians and Muslims to its
present ethnic and linguistic diversity. Highly recom-
mended for students considering JYA in Spain. Prereq-
uisite: SPN 220 or above, or permission of the instruc-
tor. Enrollment limited to 19- {F} 4 credits
Reyes Ldzaro
Offered Spring 2009
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
Spanish and Portuguese
387
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: Telediciadura. Historical Narrative in
Spanish TV
"Cuentame como pas6" is a pedagogical TV' series
which narrates the life of an average Spanish family
from the last years of Franco's dictatorship to the tran-
sition to democracy (1968-82). Through the Alcantara
family and complementary materials (historical, socio-
logical, cultural, literary) we will analyze both the
private and public history of this defining moment of
contemporary Spain. Prerequisite: SPN 220 or above, or
pennission of the instructor. {F/S/H} 4 credits
Reyes Ldzaro
Offered Fall 2008
Topic: Spanish Visual Arts
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, Dalf 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
considering JYA in Spain. A satisfactory command of
Spanish is required. Prerequisite: SPN 220 or above, or
the permission of the instructor. Enrollment limited to
19. {A/F} 4 credits
Iblissam Bouachriue
Offered Spring 2009
SPN 246 Topics in Latin American Literature
{L/F} 4 credits
Topic: Literary Const rial ions of Afro-Cuban Identity
This course addresses issues related to the Afro-Cuban
world in literature, history and culture through the
writings of Lydia Cabrera, Fernando Ortiz and Alejo
Carpentiei; the testimonies ol Miguel Bamel and the
poetry of Nicolas Guillen, spinal attention will be
given to "official" mulatto identity declared In the
Cuban State after 1959 and black participation in
cultural life. Exploration of the RegladeOcha religion
and its influence on \tm Cuban ritual theater toda)
will be studied, as well as plays by Eugenio Hernandez.
Gerardo Fulleda and Alberto Pedro. Prequisite: SPN 220
or above. Enrollment limited to 1(). {L/F} 4 credits
Patricia Gonzalez
Offered Fall 2008
topic: 'Enchanted Isle": Puerto h'ican Culture and
the Search for a National Identity
Through the analysis of a corpus of texts, we will
center our attention on the processes through which
20-century Puerto Rican cultural products, i.e., litera-
ture, music and visual narratives, have attempted to
organize, or reorganize a "truly national" narrative.
However the unresolved political "status" of Puerto
Rico and its ties to the mainland of the United States,
which mainly have revolved around economic, racial,
linguistic, and sovereign domain issues, have tended
to proliferate diverse strands of such narratives. In this
course we will explore primarily how selected cultural
works ask, and attempt to answer, questions of identity,
nationality and language. Prerequisite: SPN 220. En-
rollment limited to 19 students. {L/F} 4 credits
Hugo Viera
Offered Spring 2009
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 7he Book of the ('anon of Medicine b\
Ibn Sina, MUagros de Xuestra Senora bj Gonzalo de
Berceo, El Collar de la palomah) Ibn llazm. Medical
Aphorisms by Maimonides and/w Celestiua b\ Fernan-
do de Rojas. Enrollment limited to 19. {L/F} 4 credits
Iblissam Bouacbrine
Offered Fall 2008
SPN 251 Survey of Iberian Literatures, Art and Society II
A society and its artistic and cultural journeys will be
examined through the eyes of writers and other artists
and intellectuals who lived both in Spain itself as well
Spanish and Portuguese
as in exile. From Romanticism to the Post-Franco and
Postmodern eras (Goya to Almodovar). Prerequisite:
SPN 220 or above. Enrollment limited to 19. {L/F}
4 credits
Maria Mela Harretche
Offered Spring 2009
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
Silvia Berger
Offered Fall 2008
Chahine and others. All readings in Spanish transla-
tion. Enrollment limited to 12. {L/F} 4 credits
Ibtissam Bouachrine
Offered Spring 2009
SPN 356 Close-Reading, Translation and Performance:
Don Juan
Close-reading in the original Spanish of three of the
texts read in English. In CLT (Tirso de Molina, Zor-
rilla, Azorin). This course also provides opportunities
to perfect the language through brief translations and
performances. Requirement: Being enrolled in CLT
364. {F} 1 credit
Reyes Ldzaro
Offered Fall 2008
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
Silvia Berger
Offered Spring 2009
SPN 332 The Middle Ages Today
The last decade has seen the publication in several lan-
guages of numerous books of fiction about al-Andalus
(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 that is enriching the
field of medieval studies. For example, a new under-
standing of the position of women in medieval Iberia
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 Vafricain, Canne 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
SPN 371 Latin American Literature in a Regional
Context
Topic: Centroamerica: Texts, Film, Music. This course
charts the artistic experience in Central America from
the first Mayan texts to the revolutionary poetry of the
Sandinistas, from the eerie magnetic prose of Miguel
Angel Asturias to the indigenous struggles of today,
from poetry workshops for the masses to issues of politi-
cal and racial oppression. Using primary texts, both
visual and print, we will examine gender, sexuality, eth-
nicity and artistic expression, culminating in the New
Song movement. Readings include Rigoberta Menchu
and the controversy surrounding her, Gioconda Belli,
Ernesto Cardenal, Claribel Alegrfa and others. Enroll-
ment limited to 12. {L/F} 4 credits
Nancy Sternbach
Offered Fall 2008
SPN 372 Topics in Latin American and Iberian Studies
Topic: Stages of Conflict: Performing Memory and
Change in Spain and Latin America
A study of two societies (Spain and Argentina) at a criti-
cal moment in their histories. With theoretical readings
from an array of disciplines such as the political sci-
ences, history, theater and art, we will examine at least
two different responses to these societies' respectively
traumatic transition from dictatoiship to "democracy."
Through dramatic texts that vary from tragedy to farce,
and with the help of films, documentaries, diaries, jour-
nal articles, correspondence and graphic art, we will dis-
cuss repression, state-terrorism, censorship, corruption,
and the reciprocal roles of victim and oppressor. The
class will include training in methodologies of acting,
Spanish and Portuguese
389
and, at the end of the course, scenes from these texts
will be staged in Spanish. No previous acting experience
required. Enrollment limited to 12 {A/F/L} 4 credits
Marici Estela Harrefche
Offered Fall 2008
Topic: Women, Environmental Justice and Social
Ac/ion
This multidisciplinary course explores key debates
and theoretical approaches involved in understand-
ing environmental concerns, as well as the role of
art and cultural production in social movements, in
Latin America from a gender and justice perspective.
With Latin American women's and environmental
movements as our lens, we will map the politics and
poetics of environmental justice in Latin America from
the early 20th century to the present. Through films,
memoirs, ethnography, music and narrative fiction we
will explore how women's cultural and social activisms
have articulated the multiple ways that gender, class
and race mediate paradigms of political-environmental
justice. Enrollment limited to 12. {L/F} 4 credits.
Michelle Joffroy
Offered Spring 2009
SPN 380 POR 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 Af-
rica. 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, Drum-
mond de Andrade, Cecilia Meireles and others; the sec-
ond half will allow for independent work on a favorite
poet which will be part of a final course compilation.
Visits from local poet-translators; attendance 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 2009
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
Cross-Listed Courses
FYS 159 What's in a Recipe?
What stories do recipes tell? What cultural and familial
information is embedded in a recipe? Who wrote the
recipe? Why? How does it reflect her (or his) life and
times? What do we learn about the geography, history
and political economy of a location through recipes''
Are recipes a way for an underrepresented group to tell
its story? Does a recipe bolster or undermine national
cooking? This seminar will look at recipes and cook-
books from the Spanish-speaking world (in English)
and theories of recipes from a variety of different
sources. Our reading will inform our writing as we try
to establish such connections as the politics of choco-
late, olive oil cooperatives, avocado farms, the traveling
tomato, potatoes and the cultural milieu from which
each recipe emerged. Knowledge of Spanish is useful
but not required. Enrollment limited to 16 first-year
students. WI {L} 4 credits
Nancy Saporta Sternbach (Spanish and Portuguese)
Offered Fall 2008
GLT 268 Latina and Latin American Women Writers
This course examines the last 20 years of Latina writing
in this country while tracing the Latin American roots
of many of the writers. Constructions of ethnic identity,
gender, Latinidad, "race," class, sexuality and political
consciousness are analyzed in light of the writers' com-
ing to feminism. Texts by Esmeralda Santiago, Gloria
Anzaldua, Sandra Cisneros, Judith Ortiz Cofer, Denise
Chavez, Demetria Martinez and many others are in-
cluded in readings that range from poetry and fiction
to essay and theatre. Knowledge of Spanish is not re-
quired, but will be useful. First-year students must have
the permission of the instructor. {L} 4 credits
Nancy Sternbach
Offered Spring 2009
CLT 364 Tradition and Dissent: Don Juan, World/s
Traveler
Don Juan is the quintessential myth of patriarchy and
a perfect example of inseparability between literary and
folkloric themes and the historical times in which they
are produced. Don Juan has been called a scoundrel, a
hero, a macho, a homosexual, a modem rebel. Differ-
ent attitudes towards him illustrate how countries and
ages interpret conquest, power, freedom, religion, sex.
This course traces the reinterpretations of this character
390
Spanish and Portuguese
in plays, opera, novels and films: from sinner and
philosopher in the 17th century (Tirso and Moliere), to
monstrous precursor of modernity (Mozart), and icon
of nations such as Spain (Zorrilla, Azorin) and con-
temporary America (Levin, Jarmusch). The optional
one-credit course SPN 356 offers students the possibility
to read the Spanish texts in the original. {L} 4 credits
Reyes Ldzaro
Offered Fall 2008
LAS 201 Colloquium in Latin American and Latino/a
Studies
Topic: "The Bronze Screen ": Performing Latina/o
on Film and in Literature This course examines the
representation of Latinas/os in contemporary film con-
trasted with contemporary Latina/o literature. One of
our efforts will be to learn to cast a critical eye on those
performances and the stereotypes portrayed in them
and to articulate those experiences in written work.
We will examine the special circumstances of each of
the three main Latino groups, as well as contrast the
dominant culture's portrayal of Latinas/os with their
own self-representation both in literature and film.
Questions of ethnicity, class, political participation,
privilege and gender will also inform our readings and
viewings. Class discussions will be in English, but bi-
lingualism will be encouraged throughout the course.
{L/A} 4 credits
Nancy Sternbach
Offered Spring 2009
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 depart-
ment.
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 Maria Estela Harretche. For students interested
in going to Puebla: Silvia Berger, Patricia Gonzalez.
For students interested to go 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.
*All majors are encouraged to take a full year of
Portuguese, 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 26 1), Afro-
American studies, anthropology, art, dance, music,
economics and government.
Spanish and Portuguese 39J_
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 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 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
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
392
Statistics
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
"' Robert Buchele, Professor of Economics
Howard Gold, Professor of Government
"2 Katherine T. Halvorsen, Professor of Mathematics
and Statistics, Director
*l 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 Sociology
Patricia M. DiBartolo, Professor of Psychology
Associate Professor
Nicholas J. Horton, Associate Professor of
Mathematics and Statistics
Lecturer and 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 five 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 24 1 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
SOC201 Evaluating Information
The student must also take:
MTH 247 Regression Analysis
And take one of the following courses:
MTH 290 Research Design and Analysis
PSY 290 Research Design and 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.
393
Theatre
Visiting faculty and some lecturers are generally appointed for a limited term.
Professors
Leonard Berkman, D.FA
Catherine H. Smith, M.F.A.
Andrea Hairston, MA (Theatre and Afro-American
Studies)
Ellen W. Kaplan, M.FA, Chair
Associate Professor
sl*:KikiGounaridou,Ph.D.
Lecturer and Professor Emeritus
John D. Hellweg, Ph.D.
Senior Lecturer
Edward Check, M.FA
Lecturers
Nan Zhang, M.FA
Holly Derr, M.FA
Don Jordan
Normi Noel
PanWelland
Daniela Varon
Robert Kaplowitz (Five College Visiting Lecturer in
Sound Design)
100 The Art of Theatre Design
The course explores 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 influential designers,
past and present. Especially designed for those with a
limited background in theatre, it will involve discus-
sions 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 16. {A} 4 credits
Ed Check
Offered Spring 2009
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
Holly Derr
Offered Fall 2008
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 century to the
present. The focus will be on the theatres of Europe and
the United States and their relationship to tlieir respec-
tive cultures during the 18th, 19th and 20th centuries.
Non-Western issues in regard to Asian, African, Austra-
lian 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 discussion. {L/H/A} 4 credits
Holly Derr
Offered Spring 2009
A. History, Literature,
Criticism
213 American Theatre and Drama
This course will trace the sometimes competing, some-
times complimentary, forces of Puritanism and mer-
394
Theatre
cantilism on the American Theatre. Beginning with the
theatre of the colonies and the early days of indepen-
dence; moving through westward expansion, the Civil
War, industrialization and workers' rights movements;
continuing through the Golden Age of Broadway, the
Civil Rights movement, the identity politics-driven de-
cades of the 1970s, 1980s and 1990s; and including the
present day, the course will investigate the interplay of
commercial and social realities in defining what makes
American theatre American . {L/H/A} 4 credits
Holly Derr
Offered Spring 2009
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 Hansberry, Douglas Tlirner Ward,
Ntozake Shange, George Wolfe, Pearl Cleage, Carlyle
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 Hairston
Offered Fall 2008
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., Jarry, Artaud, Stein, Witkiewicz, Pirandello, Maya-
kovsky, Fleisser, early Brecht). Special attention to is-
sues of gender, class, warfare and other personal/politi-
cal foci. Attendance required at selected performances.
{L/H/A} 4 credits
Leonard Berkman
Offered Fall 2008
218 Modern European Drama II
Pioneering and influential contemporary7 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
Offered Spring 2009
220 Homelands: Mythmaking, Representation and
Debate in Israeli Drama
The goal of this course is to introduce students to
salient issues in contemporary Israel through an in-
depth study of major works of Israeli drama. Selected
plays and supplementary texts emphasize multiple
dimensions of a dynamic society facing unique chal-
lenges and an array of inner contradictions. Challenges
which face the state today include the effort to integrate
multiple sectors and negotiate cleavages which exist
across ethnic, religious and political lines. Specifically,
Israel faces the task of reconciling competing identi-
ties and functioning as a society that benefits all of its
constituent elements while retaining its character as a
Jewish and democratic state. We examine the historical
context of Zionism, the establishment of the State of
Israel, the construction of national identities in evolv-
ing configurations; representations of the Holocaust;
the continued Arab-Israeli conflict; the religious/secu-
lar divide; recent immigrants and interethnic relations;
gender construction and the militarization of society;
and other ongoing debates and competing political,
social, cultural narratives at work within the country.
(E) {L} 4 credits
Ellen Kaplan
Offered Fall 2008
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-
Theatre
Marie McDonald. Sally Clark and Sharon Pollock. {L/A}
4 credits
Leonard Berkman
Not offered in 2008-09
The following advanced courses in history literature,
and criticism may have limited enrollments as indi-
cated.
319 Shamans, Shapeshifters and the Magic If
To act. to perform is to speculate with your body. The-
atre is a transformative experience that takes performer
and audience on an extensive journey in the play-
ground of the imagination beyond the mundane world.
Theatre asks us to be other than ourselves. We can for a
time inhabit someone else's skin, be shaped by another
gender or ethnicity; become part of a past epoch or an
alternative time and space similar to our own time but
that has yet to come. As we enter this 'imagined' world
we investigate the normative principles of our current
world. This course will investigate the counterfactual,
speculative, subjunctive impulse in overtly speculative
drama and film with a particular focus on race and
gender. We will examine an international range of
plays by such authors as Caryl Churchill, Wole Soyinka,
Dael Olandersmith, Derek Walcott, Bertolt Brecht,
Lorraine Hansberry, Craig Lucas and Doug Wright, as
well as films such asQuilombo, Pan's Labyrinth.
Children of Men. Crouching Tiger Hidden Dragon,
X-Men. Contact and Brother From Another Planet.
Enrollment limited to 20. {L^} 4 credits
Andrea Hairston
Offered Spring 2009
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 X.Don Jordan, Fall 2008
Sec I: Holly Dm, Fall 2006
Sec. 3: Ihimela Varon. Fall 2008
Sec. Y.Normi Xoel. Spring 2009
Sec. 2: Daniela Varon. Spring 2009
Offered Fall 2008, Spring 2009
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 15. {A} 4 credits
Norms Noel, Fall 2008
Pan Wetland. Spring 2009
Offered Fall 2008, Spring 2009
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 8, 2008, at 4:10 p.m. Attendance
is mandatory; attendance at weekly production meet-
ings for some assignments may be required. Grading
for this course is satisfactory/unsatisfactory-. 1 credit
Ellen Kaplan
Offered Fall 2008. Spring 2009
201 Theatre Production
Same description as above. There will be one general
meeting on Monday, January 6. 2009. 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
Ellen Kaplan
Offered Fall 2008, Spring 2009
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 l4l ) or its
equivalent. Preference for admission to Acting II will be
396
Theatre
given to students who have completed Voice for Actors
(THE 142) or equivalent vocal training. 4 credits
Topic: Playing Shakespeare
This course will explore how to bring Shakespeare's
characters to life, find a personal connection with
Shakespeare's language, and discover a variety of
approaches to Shakespeare's text. Through group exer-
cises and individual, hands- on instruction, the course
aims to develop the actor's physical, vocal, emotional,
intellectual and imaginative responsiveness to the
demands and joys of playing Shakespeare. The students
will explore monologues and short scenes, through
detailed text analysis, including structure of the verse
and elements of language, and through work on
personalization, characterization, the actor-audience
relationship, and the Elizabethan world picture.
Daniela Varon
Offered Fall 2008
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 2009
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 character analysis and visualizing the
action of the play. Visual research, sketches, basic draft-
ing skills and model building are some of the areas in
which students will learn to develop their ideas. This
course will also emphasize the importance of collabo-
rating with even7 member of the creative team. {A}
4 credits
Edward Check
Offered Fall 2008, Spring 2009
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-
atre productions and production support experiences.
Enrollment limited to 12. {A} 4 credits
Nan Zhang
Offered Fall 2008
254 Costume Design I
The elements of line, texture and color, and their ap-
plication 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
Kiki Smith
Offered Fall 2008, Spring 2009
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 Hairston, Fall 2008
Leonard Berkman, Fall 2008, Spring 2009
Offered Fall 2008, Spring 2009
262 Writing for the Theatre
Intermediate and advanced script projects.
Prerequisite: 26 1. L and P. {A} 4 credits
Andrea Hairston, Fall 2008
Leonard Berkman, Fall 2008, Spring 2009
Offered Fall 2008, Spring 2009
312 Masters and Movements in Performance
Topic: Text into Performance. This course will be an
investigation of language, impulse and the practical
application of text in performance, exploring dramatic
discourse and the specific demands inherent in dif-
ferent styles of language and dramatic forms. We will
focus on five plays by Shakespeare, Oscar Wilde, Ten-
nessee Williams, Ntozake Shange and Tony Kushner,
through individual and group perfonuance projects
and a variety of exercises and assignments ranging
from the written to the sensory. 4 credits
Daniela Varon
Offered Spring 2009
Theatre
W
317 Movements in Design
Topic: Introduction to Sound Design. What is the-
atrical sound design? Introduction to Sound Design
attempts to answer this question, exploring what sound
design is, how to look at a text and launch your cre-
ative process, and how to take the ideas based on that
creative process and turn them into sounds to be used
in a show. This is all done through a series of introduc-
tory lab projects, followed by a completed design for a
short play, all while learning three new pieces of soft-
ware. This is a high!) interactive class, where student
participation is key; students will be expected to take
part in each others' projects, as well as creating their
own work. 4 credits
Robert Kaplowitz
Offered Spring 2009
318 Movements in Design
Topic: lighting Beyond Theatre. The course will
explore the role light plays as a medium of expression
in artistic creations other than the performing arts.
Attention will be given to fields such as architectural
lighting, interior design, installation, exhibition design,
industrial design, animation and computer games, etc.
Students might be expected to participate in the United
States Institute of Theatre Technology (USITT)'s an-
nual conference. Permission of the instructor required.
Enrollment limited to 12. {A} 4 credits
Nan Zhang
Offered Spring 2009
344 Directing I
This course focuses upon interpretative approaches to
perfonnance pieces (texts, scores, improvisations, etc.)
and how they may be realized and animated through
characterization, composition, movement, rhythm and
i style. Prerequisites: Acting I or its equivalent. Preference
: for admission to Directing I will be given to students
i who have completed Voice for Actors (THE 142) or
| equivalent vocal training. Enrollment limited to 12. {A}
i 4 credits
Daniela Yawn. Fall 2008
Ellen Knplan. Spring 2009
Offered Fall 2008, Spring 2009
345 Directing II
Theoretical and practical aspects of directing for the
1 stage. Structural analysis of dramatic texts, with em-
phasis on articulating a unique vision for a text. Work
on problems of visual composition, rehearsal tech-
niques and development, in collaboration with actors
and designers, of the inner score ot action and its physi-
cal expression on the stage. Fmal presentation will be
a substantial directing project (one-act play or equiva-
lent) tor 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
1 1 (Tl IE 242) and a 200-level design class are strongly
recommended, and may be taken concurrently. Enroll-
ment limited to 4. {A} 4 credits
Daniela Yawn. Fall 2008
Ellen Kaplan. Spring 2009
Offered Fall 2008, Spring 2009
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
Daniela Vawn. Fall 2008
Ellen Kaplan Spring 2009
Offered Fall 2008, Spring 2009
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
Not offered in 2008-09
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 2009
398
Theatre
354 Costume Design II
The integration of the design elements of line, texture,
color, gesture and movement into unified production
styles. Further study of the history of clothing, move-
ment in costume, construction techniques and render-
ing. Production work is required outside of the class
meeting time. Prerequisites: 254 and P. {A} 4 credits
Kiki Smith
Offered Spring 2009
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 2009
3. Three courses from Division B: Theory and Perfor-
mance. These must be chosen as follows: one acting
or four-credit dance course (141 or a four-credit
dance course); one design or technical course (151,
252, 253 or 254); one directing, choreography, or
playwriting course (344, 26l or DAN 353).
4. Four semesters (or four credits) of 200.
5. 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
362 Screenwriting
Intermediate and advanced script projects. Prerequisite:
361. Land P. {A} 4 credits
Andrea Hairston
Offered Spring 2009
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
Basis: 198 and 199-
Requirements: Ten semester courses, including the
following:
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.
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
Playwriting; and
c. Costume, Lighting or Scene Design.
Honors
Director: Leonard Berkman
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
Theatre 399
Please consult the director of honors or the departmen- 590 Research and Thesis Production Project
tal Web site for specific requirements and application * credits
procedures. Leonard Berkman, Andrea Hairston
Offered both semesters each year
Graduate
Adviser: Leonard Berkman.
M.F.A. 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
Leonard Berkman, Andrea Hairston, Ellen Kaplan
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
Leonard Berkman. Andrea Hairston
Full-year course; Offered each year
400
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
Nola Reinhardt, Professor of Economics, Director
Gregory White, Professor of Government
Catharine Newbury, Professor of Government
' ' David Newbury, Professor of History and African
Studies
**1' *2 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 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/Sociology
230 Africa: Population, Health and Environment Issues
234 Culture, Power and Politics
237 Native South Americans: Conquest and Resistance
Anthropology of Development
251 Women and Modernity in East Asia
Introduction to East Asian Societies and Cultures
267 Power and Political Revolt in South Asia
268 Anthropology of Contemporary Warfare
269 Indigenous Cultures and the State in Meso
America
271 Globalization and Transnationalism in Africa
272 Women in Africa
348 Seminar: Anthropology and Non-Government
Organizations
348 Seminar: Health in Africa
352 Cannibalism and Capital: Topics in Colonialism,
Race and Political Economy
SOC232 World Population
SOC 244/LAS 244 Feminisms and Women's Movements
EAS 200 Colloquium: Korean Diaspora — Korea
Inside and Outside
Economics
2 1 1 Economic Development
213 The World Food System
214 Economics of the Middle East and North Africa
3 18 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
233 Problems in Political Development
237 Colloquium: Politics and the U.S./Mexico Border
241 International Politics
242 International Political Economy
248 The Arab-Israeli Dispute
Third World Development Studies 401
252 International Organizations
254 Colloquium: Politics of the Global Environment
321 Seminar in Comparative Government:
The Rwanda Genocide in Comparative Perspective
322 Seminar in Comparative Government: Mexican
Politics from 1910 to the Present
323 Seminar in Comparative Government: Warring for
Heaven and Earth — Jewish and Muslim Political
Activism in the Middle East
343 Seminar in International Politics and
Comparative 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
EAS 210 Colloquium: Culture and Diplomacy in Asia
History
208 The Making of the Modern Middle East
209 Aspects of Middle Eastern History: Women and
Gender in the Middle East
212 China in Transformation, A.D. 700-1900
217 World War Two in East Asia: History and Memory
256 Introduction to West African History
258 History of Central Africa
260/LAS 260 Colonial Latin America, 1492-1825
261/LAS261 National Latin America, 1821-Present
36l Problems in the History of Spanish America and
Brazil
AAS 2 18 History of Southern Africa
AAS 370 Seminar: Modern Southern Africa
EAS 100 Introduction to Modern East Asia
EAS 215 Pre-Modern Korea
EAS 216 Urban Modernity in Colonized Korea
EAS 219 Modern Korean History
EAS 350 Seminar: Modern Girls and Marxist Boys —
Consumerism, Colonialism and Gender in
East Asia
LAS 30 1 Seminar: Culture and Society in the Andes
402
Urban Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Advisers
fl Martha Ackelsberg, Professor of Government
**' Randall Bartlett, Professor of Economics, Director
11 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 many
possible combinations but requires her to experience at
least three different disciplinary approaches.
The minor consists of six courses from the follow-
ing list but must contain choices from at least three
different 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
278 The '60s: A History of Afro-Americans in the
United States from 1954 to 1970
245 The Harlem Renaissance
Art
212 Ancient Cities and Sanctuaries
250 Building Baroque Europe
272 Art and Revolution in Europe, 1789-1889
281 Landscape Studies Introductory Studio
285 Great Cities
288 Colloquium: Architectural Studies
386 Topics in Architecture
388 Advanced Architecture
Economics
230 Urban Economics
Education
200 Education in the City
336 Seminar in American Education: Urban Youth
Development
English
239 American Journeys
French
230 Voices of/from the Outskirts*
360 The Year 1830
Government
204 Urban Politics
217 Colloquium: The Politics of Wealth and Poverty
in the U.S.
3 1 1 Seminar in Urban Politics
History
209 Aspects of Middle Eastern History
Topic: Spaces/Contested Places: Social and
Cultural
Histories of Non-Western Cities
227 (C) Aspects of Medieval European History
Topic: Paris From Its Origins Through the
16th Century
267 The United States, 1877-1945
279 (L) The Culture of American Cities
Landscape Studies
200 Socialized Landscapes: Private Squalor and
Public Affluence
Sociology
213 Ethnic Minorities in America
214 Sociology of Hispanic Caribbean Communities
in the United States
218 Urban Sociology
*certain topics only, consult with Urban Studies adviser.
Study of Women and Gender
Visiting faculty and some lecturers are generally appointed for a limited term.
403
Members of the Committee for the Program for the
Study of Women and Gender 2008-09
- Susan Van Dyne, Professor of the Study of Women
and Gender, Chair
1 Martha Ackelsberg, Professor of Government and the
Study of Women and Gender
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
"' Andre Dombrowski, Assistant Professor of Art
*' Paula Giddings, Professor of Afro-American Studies
t2 Jennifer Guglielmo, Assistant Professor of History
Ambreen Hai, Associate Professor of English Language
and Literature
fl Marguerite Itamar Harrison, Assistant Professor of
Spanish and Portuguese
Michelle Joffroy. Associate Professor of Spanish and
Portuguese
Kimberly Kono, Assistant Professor of East Asian
Languages and Literatures
Gary Lehring, Associate Professor of Government
n Gwendolyn Mink, Professor of the Stuck of Women
and Gender
Cornelia Pearsall, Associate Professor of English
Language and Literature
Kevin Quashie, Associate Professor of Afro-American
Studies and the Study of Women and Gender
Donna Riley, Associate Professor of Engineering
Daniel Rivers, Mellon Post-Doctoral Fellow in the Study
of Women and Gender
fl Marilyn Schuster, Professor of the Study of Women
and Gender
n Christine Shelton, Professor of Exercise and Sport
Studies
' : Elizabeth V. Spelman, Professor of Philosophy
Nancy Saporta Stembach, Professor of Spanish and
Portuguese
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 pro-
gram continues to examine the experiences, ideologies,
works and actions of women in a variety of national,
cultural, historical and political contexts. As an inter-
disciplinary' endeavor, the Study of Women and Gender
shows students how different academic disciplines view
the operation of gender in the labor market, the family,
political systems and cultural production. Research
and theory emerge from these everyday realities and
feminist theory, in turn, informs our analysis of politi-
cal choices. The Study of Women and Gender is joined
to an understanding of the fonns of activism around
the globe.
404
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
shall comprise SWG prefix courses and department-
based courses chosen from a list of possibilities com-
piled yearly by the Program for the Study of Women
and Gender. All Smith courses that might be considered
for major credit are listed on the SWG Web site, www.
smith.edu/swg. Requirements include:
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, 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:
a) forms of literary or artistic expression {L/A}; b)
historical perspectives {H}; c) forms of political/so-
cial/economic thought/action/organization (S};d) j , ,
modes of scientific inquiry {N/M} ; e) queer studies; AQVlSin.2
or f) 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.
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.
All members of the Program Committee for the Study
of Women and Gender serve as advisers for the major
and minor.
* 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 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. The senior statement and SWG
advising checklist are due to the faculty adviser by the
Friday before Spring break (or the Friday prior to Fall
break for January graduates.)
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. No
more than 4 special studies credits may be taken in any
academic year and no more than 8 special studies cred-
its total may be applied toward the major. 1 to 4 credits
Offered both semesters each year
Study of Women and Gender
405
430d Honors
An 8-credit two-semester thesis in addition to the 10
courses that fulfill the major. Eligibility requirements
for honors work, and supervision and evaluation of
the thesis are determined by the Program Committee
for the Study of Women and (lender as outlined on the
Program Web site at www.smith.edu/swg/honors.html.
8 credits
Director. Susan Van Dyne
Full-year course; Offered each year
Courses with SWG prefix or taught by SWG faculty in
2008-09
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
Offered Spring 2009
Further work in the Study of Women and Gender
usually requires SWG 150 as a prerequisite.
SWG 200 Queer Theories/Queer Cultures
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. {H/S} 4 credits
Daniel Rivers
Offered Fall 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 20th 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
minority communities have had in the United States.
Prerequisite SWG 150 or permission of the instructor.
{H} (E) 4 credits
Daniel Rivers
Offered Spring 2009
SWG 222 Gender, Law and Society
This course is an interdisciplinary exploration of die
legal status of women and men in the United States
historically and today, particularly focusing in the areas
of employment, education, reproduction, sexuality,
the family and violence. This course will examine I S.
constitutional and statutory laws affecting women's legal
rights and gender equality. Through a close reading of
406
Study of Women and Gender
judicial opinions, we will consider how the law histori-
cally 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 in-
form (or not) feminist law reform. Readings and lectures
will emphasize: 1) constitutional and statutory frame-
works for equality; 2) fundamental rights and intimate
life; and 3) legal remedies for inequality. Prerequisite:
SWG 150 or permission of the instructor. (E) {8} 4 credits
Carrie Baker
Offered Fall 2008, Spring 2009
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 devel-
opment of law and public policy on the issue. We will
study sexual harassment in a variety of contexts, includ-
ing the workplace, primary7 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. Read-
ings include first person accounts, feminist theory, legal
cases, social science research, and primary and second-
ary7 sources. Prerequisite: SWG 150 or permission of the
instructor. Enrollment limited to 18. (E) {S} 4 credits
Carrie Baker
Offered Fall 2008
SWG 230 Feminisms and the Fate of the Planet
We begin this course by sifting the earth between our
fingers as part of a community learning partner-
ship with area farms in Holyoke, Hadley and other
neighboring towns. Using women's movements and
feminisms across the globe as our lens, this course
develops an understanding of current trends in global-
ization. This lens also allows us to map the history of
transnational connections between people, ideas and
movements from the mid-20th century to the present.
Through films, memoirs, fiction, ethnography, witty
diatribes and graphic novels, this course explores wom-
en'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. (E) {H/S} 4 credits
Elisabeth Armstrong
Offered Fall 2008
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 U.S. over roughly the last 30 years, to explore the
relationships between politicized identities, communi-
ties and social movements. Students also practice writ-
ing memoirs. Prerequisites: SWG 150 and a literature
course. {L/H} 4 credits
Susan Van Dyne
Offered Spring 2009
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 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.
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from U.S. cultural history7 and learn, as a result, how
shared social meanings are created, commodified and
contested. Prerequisites: an introductory or methods
course in AAS, AMS, SWG, and/or prior coursework in
any department focusing on race, gender, and culture.
Enrollment limited to 15 juniors and seniors. (E)
{H/L/S} 4 credits
Kevin Quashie (Afro-American Studies) and Susan
Van Dyne (Study of Women and Gender)
Offered Spring 2009
Stuck of Women and Gender
407
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 changev 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 Wlnttier
Offered Fall 2008
SWG 315 Sexual Histories, Lesbian Stories
This seminar will focus on two moments in 20th-cen-
tury 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 impor-
tant 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 addition to his-
torical 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 continuities 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-' Prerequisites: SWG 150, one
additional course in the major and permission of the
instructor. {H/L} 4 credits
Marilyn Schuster
Not offered 200^-09
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 2008-09
SWG 319 Reading Woolf Reading Proust
Virginia Woolf was an early, avid reader of Proust.
In 1925 she wiote "The thing about Proust is his
combination of the utmost sensibility with the utmost
tenacity. He searches out these butterfly shades to the
last grain. He is as tough as catgut & as evanescent 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
Not offered 2008-09
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 condi-
tions that shape this market, including economics,
globalization, war and technology. We will examine the
social movements growing up around the trafficking
Study of Women and Gender
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 intersectional
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 permission of the
instructor. Enrollment limited to 15. (E) {S} 4 credits
Carrie Baker
Offered Spring 2009
EAL 238 Literature from Taiwan
Sabina Knight
Offered Fall 2008
EAL 244 Construction of Gender in Modern Japanese
Women's Writing
Kimberly Kono
Offered Fall 2008
EAL 245 Writing Japan and Otherness
Kimberly Kono
Offered Spring 2009
These courses may count toward the major and minor
in the Study of Women and Gender with the approval
of the adviser. Please see the SWG program Web site
or the Smith College Catalogue for descriptions.
EAS 280 Modern Girls and Marxist Boys: Consumerism,
Colonialism and Gender in East Asia
Jina Kim
Offered Spring 2009
AAS 366 Seminar: Contemporary Topics in Afro-
American Studies
Topic: Black Feminisms
Riche Barnes
Offered Fall 2008
AAS 366 Seminar: Contemporary Topics in Afro-
American Studies
Topic: Black Women, Work and Family
Riche Barnes
Offered Spring 2009
CLS 233 Gender and Sexuality in Greco-Roman Culture
Nancy Shumate
Offered 2009-10
CLS 236 Cleopatra: Histories, Fictions, Fantasies
Nancy Shumate
Offered Spring 2009
CLT 229 The Renaissance Gender Debate
Ann Jones
Offered Spring 2009
CLT 268 Latina and Latin American Women Writers
Nancy Sternbach
Offered Spring 2009
CLT 293 Writings and Rewritings
Topic: Antigones
Ann Jones
Offered Spring 2009
ENG 276 Contemporary British Women Writers
Robert Hosmer
Offered Spring 2009
ENG 277 Postcolonial Women Writers
Ambreen Hai
Offered Fall 2008
ENG 278 Writing Women
Topic: Asian American Women Writers
Floyd Cheung
Offered Fall 2009
ENG 279 American Women Poets
Susan Van Dyne
Offered Fall 2008
ENG 284 Victorian Sexualities
Cornelia Pearsall
Offered Fall 2008
ENG 292 Crafting the Memoir
Ann Boutelle
Offered Fall 2008
ENG 310 Early Modern Women: "The Life of Me':
Reading Early Modern Women's Lives"
Sharon Seelig
Offered Spring 2009
Study of Women and Gender
409
ENG 333 Seminar: A Major British or American Writer
Topic: Virginia Wool/
I Robert Hosmer
Offered Spring 2009
ENG 393 South Asian Fictions of Autobiography
. \mbreen Hat
Offered Fall 2009
ESS 340 Women's Health: Current Topics
Barbara Brehm-Curtis
Offered Fall 2008
ESS 550 Women in Sport
Chris Sbelton
Offered Spring 2009
FRN 320 Topics in Medieval and Renaissance Literature
Topic: Women Writers of the Middle Ages
Eglal Doss-Quinby
Offered Spring 2009
FYS 125 Midwifery in Historical and Cross-Cultural
Perspective
Erika Uiquer
Offered Fall 2008
FYS 159 What's in a Recipe?
Nancy Saporta Sternbach
Offered Fall 2008
FYS 168 Scribbling Women
Sherry Marker
Offered Fall 2008
FYS 169 Women and Religion
Lois Dubin and Vera Shevzov
Offered Spring 2009
GOV 232 Women and Politics in Africa
Catharine Newbury
Offered Fall 2008 "
GOV 347 Seminar in International Politics and
Comparative Politics
Topic: North Africa in the International System
Gregory white
Ottered Fall 2008
GOV 367 Seminar in Political Theory
Topic: Queer Theory
GaryLebring
Offered Fall 200S
HST 209 Aspects of Middle Eastern History
Topic: Women and Gender in the Middle East
Nadya Sbaiti
Offered Spring 2009
HST 216 Women in Chinese History
Jonathan Upman
Offered Fall 2008
HST 223 Women in Japanese History: From Ancient
Times to the 19th Century
Marnie Anderson
Offered Spring 2009
HST 252 Women and Gender in Modern Europe,
1789-1918
Darcy Buerkle or Jennifer Hall-Witt
Offered Fall 2008
HST 253 Women in Contemporary Europe
Darcy Burkle
Offered Spring 2009
HST 278 Women in the United States Since 1865
Jennifer Gugliemo
Offered Fall 2008
HST 355 Topics in Social History
Topic: The Smith College Relief I nit.
Jennifer Hall -Witt
Offered Fall 2008
GOV 269 Politics of Gender and Sexuality
Gary Lehring
Offered Spring 2009
HST 372 Problems in American History
Topic: Women s Activism and Oral History.
Kelly Anderson
Offered Fall 2009
410
Study of Women and Gender
HST 383 Research in U.S. Women's History:
The Sophia Smith Collection
Topic: American Women in the 19th and 20th
Centuries.
Jennifer Gugliemo
Offered Spring 2009
IDP 208 Women's Medical Issues
Lesliejajfe
Offered Spring 2009
ITL 344 Italian Women Writers: Women in Italian
Society Yesterday, Today and Tomorrow
Giovanna Betlesia
Offered Fall 2008
PRS 305 Cultural Literacy
Kevin Quashie and Susan Van Dyne
Offered Spring 2009
S0C 323 Seminar: Gender and Social Change
Nancy Whittier
Offered Fall 2008
SPN 230 Topics in Latin American and Peninsular
Literature:
Topic: A Transatlantic Search for Identity
Maria Mela Harretche
Offered Fall 2008
SPN 250 Survey of Iberian Literature and Society
Topic: Sex and the Medieval City
Ibtissam Bouachrine
Offered Fall 2008
SPN 372 Topics in Latin American and Iberian Studies:
Women, Environmental Justice and Social Action
Michelle Jojfroy
Offered Spring 2009
REL 110 Women Mystics' Theology of Love
Elizabeth Can
Offered Spring 2009
REL 238 Mary: Images and Cults
Vera Shevzov
Offered Fall 2008
SOC 213 Ethnic Minorities in America
Ginetta Candelario
Offered Spring 2009, Spring 2010
SOC 229 Sex and Gender in American Society
Nancy Whittier
Offered Spring 2009
THE 215 Minstrel Shows from Daddy Rice to Big
Momma's House
Andrea Hairston
Offered Fall 2008
THE 319 Shamans, Shapeshifters and the Magic If
Andrea Hairston
Offered Spring 2009
For a list of other courses that may count but are not
offered in 2008-09, visit the program Web site at www.
smith.edu/swg/crsmain.html.
SOC 244/ LAS 244 Feminisms and Women's Movements:
Latin American Women's and Latinas' Pursuit of Social
Justice
Ginetta Candelario
Offered Spring 2009
SOC 314 Seminar in Latina/o Identity
Topic: Latina/o Racial Identities in the United States.
Ginetta Candelario
Offered Spring 2010
411
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. It stresses concepts rather than procedures, 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 2008. Spring 2009
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 I'nder-
graduate Fellowships. Seminar to be taken twice —
once as a junior and once as a senior. Graded S/T only
( 2 SI credits each time taken). (E) 2 credits
Randy Bartlett
Offered Fall 2008
To be arranged to accommodate schedules of MM I IF
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 faculty and staff
Offered Interterm 2008-09
IDP 102 Thinking Through Race
This course offers an interdisciplinary and comparative
examination of race in the Americas, as well as in other
parts of the world, from the periods of discovery/con-
quest to the present. Although race is no longer held by
scientists to have any biological reality, it has obviously
played a central role in the formation of legal codes
(from segregation to affirmative action), economics
(slaveiy and labor patterns), culture, and identities
across the Americas and elsewhere. Where did the
concept of race come from? How has it changed over
time and across space? What pressures does it continue
to exert on our lives? By bringing together faculty from
a variety of programs and disciplines, and by looking
at a range of cultural texts, visual images and histori-
cal events where racial distinctions and identities have
been deployed, constructed and contested, we hope to
give students a much richer understanding of how race
matters. This course will meet for the first seven weeks
of the semester. Not open to students who have taken
VMS 102. Graded S/U only. (E) 1 credit
Kevin Rozario (American Studies) and Rick Milling-
ton (English Language and Literature)
Offered Fall 2008
IDP 105 The Arts Around Us
This course offers the opportunity tor 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.
412
Interdepartmental and Extradepartmental Course Offerings
and meet some of the performing artists involved in
performance events. Graded S/U only. No prerequisite.
(E) 1 credit
Carol Christ, Grant Moss
Not offered in 2008-09
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
Not offered in 2008-09
IDP 115 AEMES Seminar
This course teaches students to apply appropriate
learning strategies to extend and refine their academic
capacities with an emphasis on science, engineering
and mathematics. Course content includes research
on learning styles and multiple intelligences as well
as capacity-building application in critical thinking,
problem solving, active reading and information litera-
cy. The format consists of lectures, readings, discussion,
guest speakers, written and oral presentations as well
as weekly study groups for science, engineering and
mathematics courses. Enrollment limited to 20 AEMES
scholars. (E) 2 credits
Gail Thomas Qacobson Center for Writing, Teaching
and Learning)
Offered Fall 2008
IDP 135 Applied Learning Strategies in Science,
Engineering and Mathematics
This course teaches students to apply appropriate
learning strategies to extend and refine their academic
capacities with an emphasis on science, engineering
and mathematics. Course content includes research
on learning styles and multiple intelligences as well
as capacity-building application in critical thinking,
problem solving, active reading and information litera-
cy. The format consists of lectures, readings, discussion,
guest speakers, written and oral presentations as well
as weekly study groups for science, engineering and
mathematics courses. Priority will be given to first-year
students recommended by their advisers or class dean.
Enrollment limited to 18. Permission of the instructor
required. (E) 2 credits
Gail Thomas Qacobson Center for Writing, Teaching
and Learning)
Offered Spring 2009
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 repre-
sentation 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 2009
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, "anthro-
pologies," material objects, and pictorial and written
records, students analyze how travel to and across the
Americas reshaped the lives of consumers and think-
ers— from food and finery (chocolate and silver, sugar
and feathers, corn and cochineal) to published narra-
tives and collections of objects made in New Spain, New
England and New France. In addition to 16th-century
initial contacts, we discuss cultural practices — be they
material, imagined, factual or fantastical — that arose
from the first encounters, conquests and settlements.
Students with strong interests in history, anthropology,
art history or the history of science are welcome. Read-
ing knowledge of French, German, Italian, Portuguese,
or Spanish is required. Enrollment limited to 15 juniors
and seniors. (E) {A/H/L} 4 credits
Dana Leibsohn (Art) and Ann Jones (Comparative
Literature)
Offered Fall 2008
PRS 302 Whose Voice? Whose Tongue? The Indian
Renaissance and Its Aftermath
The Indian Renaissance in the mid- 19th century rep-
resented a resurgence of interest in and development of
classical Indian culture and learning. It also involved
Interdepartmental and Extradepartmenta] Couree Offerings
413
an explosion of new art. political and social move-
ments and philosophy arising from the continence
of indigenous Indian ideas and imports brought by
British colonialists and foreign-returned Indians who
traveled in the context of the colonial situation. The
ferment generated by the renaissance fueled the Indian
independence movement and is the context against
which contemporary Indian society is constituted. We
will examine India's vast contributions to contempo-
rary world culture against the backdrop of this fascinat-
ing period, reading the philosophy, art, theatre, poetry,
politics and religious texts this period produced. Pre-
requisites: at least two intennediate-level courses either
in philosophy or South Asian history, including Indian
history, literature, art or philosophy. Enrollment limited
to IS juniors and seniors. (E) {L/H} 4 credits
fay Garfield and Nalini Bbushan (Philosophy)
Offered Fall 2008
PRS 303 Talking Trash
Questions about waste penneate our lives. Perhaps
most obviously there is the never- absent concern, across
time and culture, about what to do with the waste
humans generate in virtue of their biological pro-
cesses, their practices of production and their habits of
consumption. At the same time, deciding what counts
as waste is an inescapable part of our lives. "Waste,"
along with close relatives such as "trash," "rubbish,"
and "garbage," is part of the normative vocabulary we
employ in evaluating the usefulness of the people and
things around us, the projects we undertake, the way
we spend our time. Enrollment limited to 12 juniors
and seniors. (E) {S} 4 credits
Elizabeth V. Spelman (Philosophy)
Offered Spring 2009
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Weil-Being
What is happiness? What is personal well-being? How
are they achieved? This course will examine the core
ideas of the Buddhist science of mind and how they are
being studied and employed by psychologists, neuro-
scientisLs, cognitive scientists and psychotherapists. The
focus of the course will be the notion of "happiness," its
cross-cultural and cross-disciplinary definition as well
as the techniques advocated for its achievement by the
Buddhist and the psychologist. Prerequisite: PSV 111 or
KIT. 105. Enrollment limited to 15 juniors and seniors.
(I-) {S/N} 4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2008
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from I I.S. cultural history, and learn, as a result, how
shared social meanings are created, commodified and
contested. Prerequisites: an introductory or methods
course in AAS, AMS, SWG, and/or prior coursework in
any department focusing on race, gender and culture.
Enrollment limited to IS juniors and seniors. (E)
{H/L/S} 4 credits
Kevin Quashie (Afro-American Studies) and Susan
Van Dyne (Study of Women and Gender)
Offered Spring 2009
PRS 306 Beowulf and Archaeology
The Old English poem Beowulf may be the most
expressive document we possess for the cultural world
of Europe from the 5th through 8th centuries AD,
even though it survives in a single copy from c. 1000.
Our interpretation of this poem has been enhanced
by discoveries of the Sutton Hoo ship-burial in East
Anglia, a huge 6th-century hall in Denmark, and other
significant finds. This seminar will examine the way
archaeological investigation, historical research and
literary criticism all combine to create a more reveal-
ing, though still controversial "assemblage of texts"
from this formative phase of early European society.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Davis (English)
Offered Spring 2010
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 applying,
pre-calculus mathematical skills. Students develop
their numerical, statistical and algebraic skills by
working with numbers drawn from avarietj ot current
414
Interdepartmental and Extradepartmental Course Offerings
media sources. Enrollment limited to 20. Permission
of the instructor required. This course does not count
toward the major. 4 credits
Catherine McCune
Offered Fall 2008
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
Catherine McCune, Thomas Schicker
Offered Interterm 2008-09
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 student's presentations and reviews them
in individual conferences. During one class meeting,
the students will also review and analyze videotapes
of notable speeches. Two sections, each limited to 10
students. Classes will be held for six weeks of the spring
semester, beginning on a date to be determined. 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
Going. 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 Koncel
Offered Spring 2009
SPE 105 Reach Out: Public Speaking and Community
Service
This course will provide students with an opportunity
to do community service during spring break as well as
to reflect on and speak about their 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' community 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/U only. (E) 1 credit
Mary Koncel
Not offered 2008-09
WTG 100 (C) Popular Nonfiction
Writing for the mainstream press can take many forms,
including conventional journalism, narrative journal-
ism, creative nonfiction 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 nonfiction
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 2009-
Enrollment limited to 15. (E) 1 credit
Julio Alves, Director, Jacobson Center for Writing,
Teaching and Learning
Offered Interterm 2008-09
Sec. 1 Popular Science Writing
Sec. 2 Travel Writing
Sec. 3 Nature Writing (Sam Hooper Samuels)
Sec. 4 Food Writing (Chip Brantley)
Sec. 5 Opinion Writing: Making Your Case (Francine
Kiefer)
415
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, Tlirkish,
Turkmen, Twi. Urdu, Voruba, 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 cur-
rently offered in the following languages: modem stan-
dard Arabic, colloquial Arabic (dialects are offered in
rotation), Hindi and Swahili. For further information,
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).
Government 232. Women and Politics in Africa
This course explores the genesis and effects of political
activism by women in Africa, which some believe
represents a new African feminism, and its implications
for state/civil society relations in 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
political crises of postcolonial African polities. Case
studies of specific African countries, with readings of
novels and women's life histories as well as anal . s
social scientists.
First semester. Smith College
Political Science 391G. 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
[ \. International Criminal Tribunal for Rwanda. We
will 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 Sierra Leone and
the Democratic Republic of the Congo.
First Semester. University of Massachusetts
Government 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 modem 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.
Second Semester. Smith College
416
Five College Course Offerings by Five College Faculty
Politics 398. The Rwanda Genocide in Comparative
Perspective
The 1994 genocide in Rwanda caused untold hu-
man suffering, left more than half a million people
dead and reverberated throughout the Central African
region. This course explores parallels and contrasts
between Rwanda and other cases of genocide and mass
murder in the 20th century. Topics include the 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.
Comparisons with the Armenian genocide, the Holo-
caust, the destruction of the Herero, and war in Sierra
Leone and the Democratic Republic of the Congo.
Second Semester. Mount Holyoke College
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.
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.
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 have 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 rec-
ommended for those who have chosen Arabic to be part
of their future career. (Time to be arranged)
First semester. Mount Holyoke College
{2-A 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-
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, 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 Novelist's 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 by them
to achieve a fuller and more equal participation in
all aspects of life. Furthermore, the seminar attempts
to identify 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, have been
clamoring for the betterment of condition for women
within their societies. Through these novels, students
can clearly identify discernible trends that have 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
Five College Course Offerings by five College Facult)
417
Architectural Studies
Thorn Long Assistant Professor of Architectural Studies
(at Hampshire College in the Five College Program).
HACU 279. Mutations in Expression— Unpacking
Cross-Pollination in Design and Representation
This interdisciplinary design course will explore various
themes and practices in design. We will roughly model
our studies after the Bauhaus, a highly influential, in-
terdisciplinary school existing in Germany in the early
1900s. In this course, we delve deep into the realm of
art and design and study it from many angles, search-
ing for patterns and overlaps in theory7 and production.
Both physical and digital tools will be introduced
to students who will be challenged not only to develop
their skills but to develop dialogues between skillsets
and methodologies. In the course we will explore type,
figures and forms — and discover how a simple con-
ceptual idea can develop and mutate as it is applied to
various media from paper to furniture to space.
We will also ask big questions about the performa-
tive nature of design and its effect on "everyday life,"
hoping to unpack the differences between techniques.
and other "strategies" and "tactics" (as Michel de Cer-
teau identified). Simultaneously, students will be asked
to read relevant theory and history within and outside a
given field and write critically about their work relative
to the larger agenda of the course and that of the Bau-
haus. We will be considering these operations of design
outside of their typical disciplinary frames — instead,
we will work with them in parallel with Karen Koehler's
Bauhaus exhibit at Smith — breaking the projects into
categories such as Construction and Destruction; Place
and Space; Spectacle and Display; and Mass Culture,
Motion and the Body. This course does not intend to
train designers (as in typcial studio design courses) but
thematically develop methods of thinking and produc-
ing. The course will strategically introduce design tools,
and then push students to think, design, and work in
new and unique ways.
There are no prerequisites to this course, but one
design or art studio is preferred.
Instructor permission required
First semester. Hampshire College
Art 205-1. Sculpting Space (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 ot 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 soke architectural
issues involving site, construction, inhabitation, func-
tion, 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.
First semester. Mount Holyoke College
HACU 307. Think. See. Do— Concentrations in Studio
Architecture
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 be marked by an intense reading
and discussion period, followed by both writing and
design production on topics culled from our readings
and individual student projects. The fundamental
thinking for this course is that the power of the art of
architecture lies not in the complexity of the object, but
in the complexity of the subject. Through this, our ap-
proach will be to dissect, unpack, analyze and critique
the nature and action of subjects (those inhabiting
architecture) to forumlate design responses and inter-
actions. We will work with multiple methodologies ami
techniques for addressing a wide range of issues from
the theoretical to the actual, incorporating new means.
methods and applications learned throughout the
course. Students must have an individual project ready
or in progress at the start of the term. Non-Hampshire
students should have an established work methologv
and taken several studios in architectural design and
418
Five College Course Offerings by Five College Faculty
intend on using this course to complete a compressed
thesis project.
Second semester. Hampshire College
Euro Studies 52/Art 16. Designing Across Borders and
Time
In this intermediate architectural design studio, we will
explore the intellectual and creative process of mak-
ing and representing architectural space. The focus in
this course is exploring the boundaries of architecture,
physically and theoretically, historically and presently,
through digital media. Our process will prompt us to
dissect 20th-century European architectures and urban
spaces, and explore their relationships to contemporary,
global issues. The capstone of the course will be a sig-
nificant design project (TBD) requiring rigorous studio
practices, resulting in plans, sections, elevations and
digital models. This course will introduce students to
various digital diagramming, drawing and modeling
software, while challenging students to question the
theoretical and practical implications of such media.
This course will combine lectures, reading, discussion
and extensive studio design.
Prerequisite: Drawing I; Recommended: 1 Studio Archi-
tecture Course
Instructor permission required
Second semester. Amherst College
Art and Technology
John Slepian. Assistant Professor of Art and Technology
(at Hampshire [home campus] and Smith Colleges in
the Five College Program).
IA 327 Division III Concentrators Seminar in Visual Art
This is an advanced studio/theory class open to
Division III visual art concentrators working in any
medium. The course will emphasize individual
process: beginning with generating ideas, developing
them formally and conceptually, understanding their
cultural context, and experiencing the iterative nature
of art making. The primary focus of the course will
be on group critique, but there will also be a series of
assigned readings (art criticism, cultural theory, artist
interviews, etc.) and some short written assignments,
including artist statements. Visiting artists will present
their own work and conduct individual critiques. We
will also discuss art practice beyond Hampshire (grants,
galleries, graduate school, etc.). Students should expect
to complete the semester with a body of completed
work, some clear ideas about what their Division III
exhibition will look like, what it will mean, and how
they plan to execute it. Instructor permission required.
First semester. Hampshire College
ARS 263. Intermediate Digital Media
This course will build working knowledge of multi-
media digital artwork through experience of Web
design and delivery, sound and animation software.
Prerequisite ARS 162.
First semester. Smith College
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 digital artworks, culminating in an interactive
multimedia final project. Readings will include essays
by diverse authors such as Richard Wagner, Walter
Benjamin, Norbert Weiner and Nam June Paik.
Second semester. Hampshire College
ARS 361. Interactive Digital Multimedia
This course emphasizes individual projects and one
collaborative project 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 course.
Prerequisites: ARS 162 and permission of the instructor.
Enrollment limited to 14.
Second semester. Smith College
Five College Course Offerings by Five College Faculty
419
Asian/Pacific/American
Studies
Richard Chu. Assistant Professor of History ( at the I fni-
versity of Massachusetts in the Five College Program).
History 247. "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
historv 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.
cronv capitalism, globalization and militarism.
Requirements include two exams and a final paper.
First Semester. University of Massachusetts
American Studies 221. Asian-Pacific American History
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. We 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.
The objective of the course is to provide the students
with a fundamental understanding of A/P/A history
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 Asia-
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-
sit)-, as well as the commonalities, of certain groups of
A/P/A community affected by American imperialism.
First Semester. Smith College
History 247. Asian-Pacific American History
This course is an introductory survey course in the
historv of Asian-Pacific-Americans within the broader
historical context of U.S. imperialism in the Asia-
Pacific region. We will compare and contrast the his-
torical 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 history
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 Asia-
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-
sit), as well as the commonalities, of certain groups of
A/P/A community affected by American imperialism.
Second Semester. University of Massachusetts
History 21. Chinese Diasporic Communities
How does a study of the Chinese diasporic communi-
ties in Southeast Asia and the United States help us
understand the questions of ethnic identity formation,
construction and negotiation? More specifically, how
does the study of their history and experiences force
us to rethink the concepts of "China" and "Chinese-
ness"? These are the main questions that we seek to
answer in this introductory course to the history of the
Chinese diaspora. We will begin by looking into some
of the historiographical issues in Chinese studies as
to what constitutes "China" and "Chineseness." then
we will take a look into the history of selected Chinese
diasporic communities in the world, specifically those
in Southeast Asia. North America and Australia. All
throughout the course we will examine how these
diasporic people and their families manipulate and
transgress attempts by dominant groups to control their
bodies and resources. Other questions to be discussed
are: What caused people from China to move, and to
where? What forms of discrimination and control did
they experience? How do their experiences and histories
deepen our understanding of "race." "empire" and
"transnationalism"? Themes to be included are ethnic-
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Five College Course Offerings by Five College Faculty
ity race, imperialism, gender, nationalism, transna-
tionalism and globalization.
Second Semester. Amherst College
SujaniReddy, Assistant Professor of American Studies
(at Amherst College in the Five College Program).
American Studies 32. The Asian American Experience
This course is an interdisciplinary introduction to
Asian/Pacific/American studies. We will begin by look-
ing at the founding of the field through the student-led
social movements of the 1960s and asking ourselves
how relevant these origins have been to the subsequent
development of the field. We will then use questions
that arise from this material to guide our overview of
the histories, cultures and communities that make up
the multiplicity of Asian/Pacific America. Topics will
include, but not be limited to the racialization of Asian
Americans through immigrant exclusion and im-
migration law; the role of U.S. imperialism and global
geo-politics in shaping migration from Asia to the US;
the problems and possibilities in a pan-ethnic label like
A/P/A; interracial conflict and cooperation; cultural
and media representations by and about Asian Ameri-
cans; diaspora; and homeland politics. In addition,
throughout the semester we will practice focusing on
the relationships between race, gender, class, sexuality
and nation. The ultimate goal of the course is to de-
velop a set of analytic tools that students can then use
for further research and inquiry.
First Semester. Amherst College
SS 235. Blacks and Asians
This course considers case studies from the long his-
tory of interactions among blacks and Asians. We will
focus specifically, though not exclusively, on U.S.-
based encounters. Possible topics include (but are not
limited to): the Indian Ocean world; the Non-Aligned
Movement; 1960s radicalism; competition/coopera-
tion between black and immigrant labor; the Rodney
King verdict and aftermath; the UN World Conference
Against Racism in Durban, 2001; immigrant detention
and the prison industrial complex; and the candidacy
of Barack Hussein Obama. Our case studies will serve
as lenses onto questions of imperialism, capitalism,
diaspora and racialized minorities/majorities. We will
ask ourselves how a "blacks and Asians framework"
expands our analysis of U.S. racial formation, as well
as consider its limitations and potential pitfalls.
First Semester. Hampshire College
American Studies xx. Racialization in the U.S.:
Immigration Nation
This interdisciplinary course defines, analyzes and
interrogates processes of U.S. racial formation with
a particular focus on immigration, immigrant com-
munities and the question of immigrant rights. We
will begin by understanding both race and racism as
elements in the historical process of "racialization"
and proceed by positing racialization as key to under-
standing the political, economic, social and cultural
dynamics of the United States. Our focus on immigra-
tion will begin in the late 19th century and follow
through to the present day. It will include an outline of
the basic patterns of migration to the United States; the
role that empire has played in creating these flows; the
relationship between immigration, racialization and
nation-state formation; questions of naturalization,
citizenship and family reunification; immigrant labor;
"illegal" immigrants; nativism and anti-immigration
movements; the relationships between gender, sexuality,
race, class and nation; and diaspora/transnationalism.
Throughout we will pay specific attention to the shape
of contemporary debates about immigration and their
relationship to the histories we consider.
Second Semester. Amherst College
American Studies 230. Asian American Experience
This course is an interdisciplinary introduction to
Asian/Pacific/American studies. We will begin by look-
ing at the founding of the field through the student-led
social movements of the 1960s and ask ourselves how
relevant these origins have been to the subsequent
development of the field. We will then use questions
that arise from this material to guide our overview of
the histories, cultures and communities that make up
the multiplicity of Asian/Pacific America. Topics will
include, but not be limited to the racialization of Asian
Americans through immigrant exclusion and im-
migration law; the role of U.S. imperialism and global
geo-politics in shaping migration from Asia to the U.S.;
the problems and possibilities in a pan-ethnic label like
A/P/A; interracial conflict and cooperation; cultural
and media representations by and about Asian Ameri-
cans; diaspora; and homeland politics. In addition,
throughout the semester we will practice focusing on
the relationships between race, gender, class, sexuality
and nation. The ultimate goal of the course is to de-
velop a set of analytic tools that students can then use
for further research and inquiry.
Second Semester. Smith College
Five College Course Offerings by Five College Faculty
421
Dance
Constance Valis Hill. Associate Professor of Dance (at
Hampshire College in the Five College Program).
HACU 125T. Reading, Writing, Biogging Dance
This class will develop and sharpen the skills needed
for looking at and writing about contemporary dance
and performance. We will focus on the practical
task of writing, using theoretical and critical
writings as an aid in capturing and conveying how
performance communicates and what it expresses.
We will experiment with different forms of writing,
from the critical and analytical to the experiential
(romps, reflections, images, after-images). The class
will also join together to form a dance blog Web site
(where dance entries and commentaries are written
in chronological order) to engage in temporal and
interactive modes of dance writing. As a dance-
writing collective, we will share a supportive space
for deepening our engagement and enhancing our
perceptions, receptivity and empathy with dance
performance. As we discover our own unique dialogue
with the art, dance writing is redefined as a personal
act of human response, with room for questioning,
passion, wisdom and humor. Hopefully, we will
tool the skills needed to synthesize the reality of the
performance with its poetic or cultural resonance.
Attendance at live dance performances across the
five colleges is mandator}: (Restricted to entering
Hampshire students.)
First Semester. Hampshire College
Theater and Dance 23. Fleeting Images: Choreography
on Film
This selected survey of choreography on film and video
indulges in the purely kinesthetic experience of watch-
ing the dancing body on film. We will focus on works
that have most successfully effected a true synthesis of
the two mediums, negotiating between the spatial free-
dom of film and the time-space-energy fields of dance,
the cinematic techniques of camera-cutting-collage,
and the vibrant continuity of the moving body. We will
discern the roles of the choreographer, director and edi-
tor in shaping and controlling the moving image and
explore the relationship of music and the dancing body.
We will also attempt to theorize the medium of the
"moving picture dance" and fomiulate a theoretical
understanding of the relationship between films and
viewers and tin- powerful effect oi the moving/dancing
image on v iewers. Putting theory to practice, we will
form small group collaborations to create an original
study in choreography for the camera.
First Semester. Amherst College
HACU 325. Twentieth-Century American Dance: Sixties
Vanguard to Nineties Hip-Hop
This survey of late 20th-century dance begins in the
sixties — a decade of revolt and redefinition in Ameri-
can modern dance when expressions of nonconformity
became a key theme for artists of the counterculture
who struggled for self-definition in defiance of tradi-
tional social values. The socio-political environment
of the sixties, particularly the Feminist Movement,
provoked new ideas about dance, the dancer's body
and a radically changed dance aesthetic; and produced
dance works that spoke of freedom, spontaneity, spiri-
tuality; experimentation, democratic participation and
the liberation of the body. The postmodern nature of
gender, ethnicity and sexuality in turn yielded theories
about the relationship between cultural forms and the
construction of identities from a new generation of
dancers, whose works emphasized dialogue and self-
reflection critique. Presenting dance as an art form and
embodied social practice, borrowing from spectacular
vernaculars, and blurring the traditional boundaries of
the modern and classical, these late-century renegades
moved dance (as performance art and prime subject for
cultural studies) from the margins to the mainstream.
Second Semester. Hampshire College
Dance 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
Second Semester. Smith College
English
Jane Degenhardt, Assistant Professor of English (at
the University of Massachusetts in the Five College
Program).
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Five College Course Offerings by Five College Faculty
English 300. Shakespeare and Empire
While Shakespeare and his contemporaries were writ-
ing plays for the English stage, England was attempt-
ing to advance its position on the world stage through
overseas exploration and commerce. Transatlantic,
Mediterranean and Far Eastern geographies suddenly
took on a new significance as European traders and
explorers visited them and reported back their find-
ings. In turn, the Renaissance theater produced a
large number of plays that were set in these distant
locales. This course will subject six of Shakespeare's
plays to in-depth scrutiny. We'll think about how these
plays used foreign settings to explore English concerns
about trade, cross-cultural contact and empire. For
example, how does Shakespeare imagine England's
future through the commercial world of The Merchant
of Venice? How do plays such as The Tempest and
Othello capture England's precarious position as both a
sovereign power hoping to expand and an insignificant
island that paled in comparison to larger empires? And
how does Shakespeare re-imagine England's imperial
past as a conqueror of France in Henry V, or as a na-
tion conquered by ancient Rome in Cymbeline?
This course will place significant emphasis on
strengthening writing skills through workshop and
revision. You will learn how to organize persuasive ar-
guments, articulate clear and specific thesis statements,
perform effective close readings, and write compelling
conclusions. Course requirements include regular at-
tendance and participation, two class presentations, one
midterm paper (five pages), and one research paper
(10 pages), plus drafting, peer review and revision.
First Semester. University of Massachusetts
English 35. Shakespeare
An exploration of selected comedies, histories, tragedies
and romances, with attention to issues of genre. We will
examine the language and form of the plays in relation
to their cultural history. Two class meetings per week.
Limited to 50 students.
First semester. Amherst College
English 891 "Renaissance Tragicomedy"
This course explores the rise of a popular genre of
stage plays that debuted in England around 1600 and
attracted every major playwright of the period. It will
analyze the tropes and conventions of tragicomedy in
relation to social and cultural politics, as well as the
literary models that preceded tragicomedy, especially
romance. We'll pay particular attention to the political
implications of genre. And we'll analyze closely the
formal structures and thematic content of tragicomic
plays, including the specific means by which they arrive
at comic resolutions and the tragic potentials that these
plays flirt with but refuse to play out. Primary sources
include Shakespeare's Measure for Measure and Two
Noble Kinsmen; John Fletcher's The Laws of Candy
and Tloe Queen of Corinth; Philip Massinger's The Ren-
egado; John Webster's The Devils Lawcase; Thomas
Dekker's The Witch of Edmonton; John Marston's The
Malcontent; and Robert Greene's Orlando Furioso, as
well as romances by Tasso, Cervantes, Chaucer and oth-
ers. Secondary readings includes both traditional genre
theory and emerging criticism on tragicomedy.
Second Semester. University of Massachusetts
English 312s. Seminar on Shakespeare's "Problem
Plays"
This course explores plays in Shakespeare's canon that
challenge or defy generic conventions. For example,
The Merchant of Venice's unsettling ending seems to
contradict the expectations of comedy, whereas Troilus
and Cressida transforms Homer's epic Iliad into a
dark and cynical story that seems to elude all generic
categories. We will locate these works in their historical
contexts and explore the relationship between cultural
critique and dramatic form. We'll also examine in
depth the cultural and political implications of disrupt-
ing generic expectations. Plays may include Measure
for Measure, The Merchant of Venice, Troilus and
Cressida, Alls Well That Ends Well, The Winter's Tale,
and Two Noble Kinsmen, as well as one or two non-
Shakespearean plays.
Meets Humanities I-A requirement. Prereq. jr, sr,
8 credits in department beyond English 101, includ-
ing English 21 1 or permission of instructor; 4 credits;
enrollment limited to 15; 1 meeting (3 hours); meets
English department seminar requirement; meets pre-
1700 requirement.
Second Semester. Mount Holyoke College
Film/Video
Baba Hillman, Assistant Professor of Video/Film
Production (at Hampshire College in the Five College
Program) will be on leave in 2008-09-
Jenny Perlin, Visiting Artist in Film Studies (at Mount
Holyoke College in the Five College Program).
Five College Course Offerings by Five College Faculty'
423
Film Studies 210. Eye and Ear Control. Beginning Video
Production
In this class we plunge into the multiple, overlapping
and contradictor)' histories and practices of what
are commonly called experimental film and video.
Experimental work is often perceived ;is messy, chaotic
or random. In this class, we will investigate the precise
structures and rhythms of experimental media and its
makers' deep understanding of craft and materials. As
a class, we seek to unpack the tenn "experimental" and
create our own videos that embrace, engage, dismantle
and even antagonize more traditional practices. We
begin by looking at early 20th-century films and
move into analyzing the works of contemporary
experimental media makers. We will learn traditional
and alternative approaches to video production and
postproduction. This is a beginning course that will
cover the basics of shooting, lighting, audio and digital
editing through individual and group assignments
and a final project. Other requirements are readings,
writing, in-class participation and evening screenings.
Course enrollment limited to 12 students. Instructor
permission only. Applications available online through
the Film Studies Program Web site, Mount Holyoke
College.
First Semester. Mount Holyoke College
Film Studies 282. Advanced Video Seminar: Duration,
Space, and Memory-Advanced Production
Henri Bergson, French philosopher of the early 20th
century, created and elaborated the philosophical
concept of duration. According to Bergson, duration,
not time, best describes how we experience the
world. Duration is a continuous flow stretching and
contracting. Time, on the other hand, is an artificial
construction, measured and formal. The way we
experience time through the moving image is strange
and unique. It is constructed and fixed, yet experiential
and elastic. Duration is the focus of our advanced
production seminar this semester. This concept will
repeat and resonate as we unpack a range of texts and
create our own projects.
Screenings/viewings will include works by: Aker-
man, Atget, Douglas, Export, Huyghe, Jannan, Jonas,
Kentridge, Kiarostami, Lockhart, Lumiere Brothers,
Marker, Nauman, Porter, Sander, Snow, Warhol,
Weerasethakul, Vertov and more. Readings come from
Benjamin, Bergson, Borges, Chion, Davis, Deleuze,
Doane, Proust, Smithson, Stein and more.
Please note: This course is an advanced produc-
tion seminar and requires a commitmenl to the work
both in and outside of class time. Students ma\ work
towards final projects in film, video, installation, new
media and other forms. In addition to the final project,
readings, screenings, presentations, papers and collab-
orative assignments are required. Students must have
prior experience in film/video production and digital
video editing. Registration by application/instructor
permission only. Application and information available
in the Film Studies program office at Smith College.
Contact: Cindy Furtek in the Film Studies Program.
cfurtek@email.smith.edu
First semester. Smith College
Film Studies 310. Language/Image: Advanced
Production Workshop
This advanced production course will examine
complex relationships between language and image
in film, video and contemporary art practices. Text on
screen, the grain of the voice, experimental screenplays,
online projects and installation will inspire research
and production. Prior work in video production is
required. Course is suitable for advanced students in
video, installation, and performance.
Students will also be required to write papers and
give in-class presentations. Screenings and readings
may include works by Acconci, Barthes, Benjamin, Bra-
khage, Cage, Chaplin, Chion, Edison, Frampton, Gat-
ten, Gunning, Howe, Joyce, Nauman, Melies, Murch,
Ono, Rainer, Rose, Saussure, Snow, Trinh, Williams
and more. Course registration by instructor permission/
application only.
Second semester. Mount Holyoke College
TBA
Second semester. University of Massachusetts
Geosciences
/ Michael Rhodes, Professor of Geochemistry (at the
University of Massachusetts in the Five College Pro-
gram).
Geo 591M. Geochemistry of Magmatic Processes
A detailed examination of how major, trace and
isotopic geochemical data can help us understand
magmatic processes. These include melting in the
424
Five College Course Offerings by Five College Faculty
mantle and the mixing, assimilation and fractionation
of the resulting magmas. Emphasis will be on basaltic
magmas, especially those of Hawaii, but the techniques
have applicability to other magmatic projects.
Petrology is a prerequisite.
First semester. University of Massachusetts
Geo 591V. Volcanolog
A systematic discussion of volcanic phenomena,
including types of eruptions, generation and
emplacement of magmas, products of volcanism,
volcanic impact on humans, and the monitoring and
forecasting of volcanic events. Case studies of individual
volcanoes illustrate principles of volcanolog); with
particular emphasis on Hawaiian, ocean-floor and
Cascade volcanism.
Each week deals with a particular topic in volca-
nism and includes a lecture, readings from the text-
book and class presentations. For the class presentation,
each student is required to select and read a paper from
an appropriate journal and come to class prepared to
discuss the paper.
Honors students will "adopt" a currently active vol-
cano. They will report, on a regular basis, to the class
what their volcano is doing during the semester and
prepare a final term report on their adopted volcano.
Second Semester. University of Massachusetts
History
Nadya Sbaiti, Assistant Professor of Middle Eastern
History (at Smith [home campus] and Mount Holyoke
Colleges in the Five College Program).
History 301-6. Madrasas, Missionaries and Modernity:
Education in Middle Eastern History
Colloquium on the history of education in the Middle
East with emphasis on 18th century to the present.
Islamic, missionary, colonial educational institutions
and rise of nationalist systems of pedagogy. Main topics
include the shift from oral to written tradition; relation-
ship between education and social roles; impact of
religious, economic, political forces on production of
knowledge; locating and defining "modem," "secular"
and "religious" education; role of intellectual and
teacher; significance of language. Also examines im-
pact of current discourse of reform in the region.
First semester. Mount Holyoke College
History 209. Women and Gender in the Middle East
Middle Eastern women are often portrayed in the
Western media as oppressed, and a fixed, unchang-
ing notion of "Islam" is frequently cited as the most
significant source of such oppression. But what exactly
is meant by "Middle Eastern women"? This seminar is
designed to provide students with a nuanced historical
understanding of issues related to women and gender
in the region, including countries from Morocco to
Iran, and including Tlirkey.
After an introduction to the main themes and
approaches in the study of gender in the region, the
first part of this course examines the development of
discourses on gender as well as the lived experiences of
women from the rise of Islam to the highpoint of the
Ottoman Empire. The second part focuses on 19th- and
20th-century history. Topics to be covered include the
politics of marriage, divorce and reproduction; wom-
en's political and economic participation; and Islamist
movements. The final section of the course explores the
new fields of masculinity, homosexuality and trans-
sexuality in the Middle East.
Second semester. Smith College
History 111-01. The Making of the Modern Middle East
Survey of the factors shaping principal 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 U.S. imperialism; the creation of
modem states; development of nationalist, socialist and
Islamist ideologies; the emergence and impact of Zion-
ism; the Islamic revolution in Iran; the Gulf wars and
the geopolitics of oil. Throughout, special attention
devoted to the changes affecting the lives of individuals
and social groups like women, workers and peasants.
Second semester. Mount Holyoke College
International Relations
Michael T. Klare, Professor of Peace and World Security
Studies (at Hampshire College in the Five College Pro-
gram) will be on leave in 2008—09-
Jon Western, Associate Professor of International Rela-
tions (at Mount Holyoke College in the Five College
Program).
Five College Course ( tfferings by Five College Faculty
425
International Relations 237. International Human
Rights
This course provides an Introduction to the basic con-
cepts of. and issues in, international human rights.
Prior to World War II, there was very little focus on
the question of human rights within the international
system and within the discipline of international
relations. Since that time we have seen a significant
expansion of human rights theory, practice and institu-
tions. This course outlines the historical ideational and
institutional developments of human rights. It exposes
students to a range of theoretical propositions and
empirical findings to understand the role (and limits)
of human rights in the international svstem today.
First Semester. Mount Holyoke College
Political Science 82. 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 LT.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 a historical overview of American democracy
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 responses
to contemporary human rights and democracy issues
as the\' relate to women, regional and civil violence,
state-sponsored violence and repression, development,
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.
First Semester. Amherst College
International Relations 319. 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 a historical overview of American democra-
cy 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 responses
to contemporary human rights and democracy issues
as they relate to women, regional and civil violence,
state-sponsored violence and repression, development,
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.
Second Semester. Mount Holyoke College
TBA
Second Semester. Hampshire College
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).
Italian 190h. Honors Intensive Italian
The course's goal is to provide students with the
opportunity to gain functional fluency in Italian in
one semester so that they can. in future semesters,
integrate the language into their major concentrations.
In addition to mastering the traditional four skills
(speaking, listening, reading, writing), students will
simultaneously use the language as a bridge to Italy's
culture, history and literature. Unlike the non-honors
Italian 126, this course meets 5 times per week with the
professor and an additional hour in small conversation
groups with a native speaking foreign fellow from the
Universita di Bologna-Forli hosted by the UMass Italian
program.
First Semester. University of Massachusetts
Music
Bode Omofola, Assistant Professor of Ethnomusicol-
ogy (at Mount Holyoke College in the Five College
Program)
426
Five College Course Offerings by Five College Faculty
Music 166. Introduction to the Music of Africa
This course concentrates on indigenous musical tradi-
tions from different parts of sub-Saharan Africa. A ma-
jor objective of the course is to facilitate an understand-
ing of the organizational principles of African musical
traditions and the cultural contexts within which they
derive their meaning and significance. Cross-cultural
features as well as regional varieties are examined. The
course discusses conceptual, behavioral and stylistic
features of the music; the contexts and functions of
performances; the interrelations of music and dance;
the use of music in healing; musical instruments and
singing styles.
First Semester. Mount Holyoke College
HACU 269. Master Musicians of Africa
This course concentrates on the lives and music of
selected African musicians. Departing from ethno-
graphic approaches that mask the identity of individual
musicians and treat African societies as collectives,
this course emphasizes the contributions of individual
musicians whose stature as master musicians is undis-
puted within their respective communities. It examines
the contributions of individual musicians to the ever
continuous process of negotiating the boundaries
and ambience of African musical practice. Individu-
als covered this semester include Babatunde Olatunji
(Nigerian drummer), Koo Nimo (leading exponent of
Ghanaian folk music) and Kandia Kouyate (Malian
jelimuso). The variety of artistic expressions of selected
musicians also provides a basis for examining the in-
terrelatedness of different African musical idioms, and
the receptivity of African music to non-African styles.
First Semester. Hampshire College
Music 226. World Music
This course is a survey of selected musical traditions
from different parts of the world, including Africa,
Indonesia, Indian, the Caribbean and the United States.
The course adopts an ethnomusicological approach
that explains music as a cultural phenomenon and ex-
plores the social and aesthetic significance of musical
traditions within their respective historical and cultural
contexts. It examines how musical traditions change
over time, and how such changes reflect and relate
to social and political changes within a given society.
Weekly reading and listening assignments provide the
basis for class discussions. Students are expected to
undertake a final project in music ethnography.
Second Semester. Mount Holyoke College
Music 220. African Popular Music
This course focuses on 20th-century African popular
music. The course examines musical genres from
different parts of the continent and investigates their
relationships to the historical, political and social
dynamics of their respective national and regional
origins. In addition to analyzing the organizational
principles of selected musical styles, regional examples
like highlife, soukous and mbaqanga will provide the
basis for assessing the significance of popular music as
a creative response to the dynamics of the colonial and
postcolonial environment in 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.
Second Semester. Smith College
Russian, East European,
Eurasian Studies
Sergey Glebov, Assistant Professor of History (at Smith
College in the Five College Program).
History 101. Soviet History Through Film
This class is designed to explore historical artifacts —
such as films and other texts — in their historical
contexts. As any society, the Soviet Union generated
its own vision (or visions) of itself and of the social
world. By looking at these artifacts and trying to
interpret them with the help of the basic tools of the
historian, we will attempt to reconstruct the meanings
that the authors and readers or viewers of these
artifacts attached to them. Apart from learning Soviet
history — and understanding how this unraveling
history appeared to people who lived in the USSR — we
will discuss how historians deal with their basic data:
texts produced in a different epoch.
First Semester. Smith College
History 393P. Russian Empire-Building 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
Five College Course Offerings by Five College Faculty
427
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.
First Semester. University of Massachusetts
History 80. "Affirmative Action Empire": Soviet
Experiences of Managing Diversity
This course introduces students to the history of the
Soviet state and society through a variety of topics,
all of which touch on the problem of dealing with
diversity under a Communist regime. We will begin
with a discussion of recent theories of nationalism
and empire, and read Joseph Stalin's and Vladimir
Lenin's texts on revolution and nationalism. Later, we
shall discuss how the Communist regime envisioned
socialist transformations in various parts of the Soviet
Union, focusing in particular on the Soviet campaign
for the modernization of Islamic Central Asia and the
unveiling of Central Asian women. We will also explore
the meaning of the Great Terror that swept the country
as Stalin's grip on power hardened and look at World
War II and its legacies. Using a range of historical
sources, from animated films to novels and rock songs,
we shall explore the culture of the late Soviet Union
and discuss social forces that predetermined its demise
as the only grand alternative to Western-style liberal
democracy. It is expected that by the end of the class
students will be familiar with the assumptions and
the language of Soviet-style Marxism and understand
the evolution of the economic, cultural and social
policies of the Soviet regime. Assignments include three
response papers, and a final 20-page research paper.
First Semester. Amherst College
History 245. Empire in the North: Native Peoples in
Siberia and Alaska Under Russian and Soviet Rule
The class is designed as an introduction to the study
of native or indigenous peoples of Siberia and Alaska
under the rule of the Russian Empire and Soviet Union.
In some of 500 years, Moscow State and the Russian
Empire expanded across the enormous territory in
Northern Asia and North America, bringing into one
continental state diverse populations stretching from
Central Asia to Beringia. For the Western mind, these
lands evoked the grim existence of exiles in a frozen
I wasteland; for the Russians, it was both the land of
opportunity and despair. In both images, little place
was accorded to the indigenous populations ol Siberia
(and. from the 1780s to the 1860s. ol Alaska). In the
course of our weekly meetings, we will explore the
emergence of Russia's empire in North Asia and North
America and the ways in which the imperial rule
affected the lives of the native peoples. We will look
at how the native peoples responded to the multiple
pressures of the ever-increasing pace of modem it v.
European domination, and harsh environment. We
will also discuss the Soviet experiment of "telescoping"
the development of Siberian native peoples into a
decade of "transitioning to Socialism" and the impact
of "Socialist modernity" on the native peoples. In our
final classes, we will discuss current challenges —
relentless exploitation of natural resources being the
most important of them — facing diverse communities
of indigenous peoples as capitalism triumphantly
replaced socialism in the North of the Old World.
Second Semester. Smith College
RES 131s. Introduction to Peoples and Cultures of
Eurasia
If you ever wondered about the past of countries such as
Ukraine, Georgia or Uzbekistan, you might be interested
in this course, which explores the past and present of the
diverse peoples and cultures inhabiting the territory once
dominated by the Russian Empire and the Soviet Union.
A home to Christianity and Buddhism, Islam and Juda-
ism, Eurasia presents itself as a venue for studying in-
teractions between major cultures of the world over the
course of many centuries. As it embarked upon building
Communism in the 20th century, it produced its own
material and ideal world, which influenced Communist
and Socialist regimes across the globe.
In the course of our meetings, we will discuss how
this region was 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"? What was the impact
of imperial formations, such as the Mongol Empire of
Chingis-khan's heirs or the Empire of the Romanovs,
upon the history of the region's diverse peoples? How
important was the influx of European ideas and prac-
tices from the 15th century onwards? We shall look at
how the emerging modem nations incorporated or
obliterated their imperial pasts and struggled over the
meaning of past events. We shall also explore how em-
pi res dominated and colonized particular spaces and
how this domination was resisted or accommodated in
different parts of Eurasia.
428
Five College Course Offerings by Five College Faculty
To help us navigate these problems, we will read
historical documents, from The Secret History of the
Mongols, to the writings of the Islamic modernist,
Ismail-bey Gaspirali, to Joseph Stalin's vision of the
Soviet Socialist state composed of modem nations.
The class itself will consist of a series of lectures and
discussions, each led by a specialist in a particular area
of Eurasian studies from the Five Colleges. By the end
of this class you should be well-acquainted with the
emergence of nations and regions such as East Central
Europe, Central Asia, and the Caucasus, as well as with
how these regions fared in the cultural imagination of
modem Europe. You will also know well the resources
available in the Five College area for the study of the
region.
The class has no specific prerequisites and requires
no prior knowledge of the history or the present of
Eurasia. This class is one of the requirements for the
Five College Certificate in Russian, East European and
Eurasian studies. Among the assignments are three
reaction papers, a final paper and a book review.
Second semester. Mount Holyoke College
Theater
Robert Kaplowitz, Visiting Lecturer in Sound Design
(at the University of Massachusetts in the Five College
Program).
Theater 593s/693s. Advanced Theatrical Sound Design.
This is a seminar class in which we parlay the
knowledge gained on the intro level into deeper
conceptual conversations about plays. Instead of these
conversations focusing on abstractions, each student
is required to be creating a sound design for an actual
production happening in the Pioneer Valley. We will
focus, in two-week segments, on each script being
produced. All students will initiate designs for these
productions, working within the conceptual framework
as posed by the real-world director. This course requires
a great deal of script reading, rapid creation of sounds,
and very active classroom participation. Prerequisite:
Instructor consent and Intro to Sound Design.
4 credits, production co-required!
First Semester. University of Massachusetts
THEAT 128 f. Sound Design I
What is theatrical sound design? Funny you should ask
. . . Introduction to Sound Design attempts to answer
that question, exploring what sound design is, how to
look at a text and launch your creative process, and
how to take the ideas based on that creative process
and turn them into sounds to be used in a show This
is all done through a series of introductory lab projects
and then a complete design for a short play, all while
learning three new pieces of software. This is a highly
interactive class, where student participation is key;
students will be expected to take part in each other's
projects, as well as create their own work.
First Semester. Mount Holyoke College
Theater and Dance 46. Sound Design
What is theatrical sound design? Funny you should ask
. . . Introduction to Sound Design attempts to answer
that question, exploring what sound design is, how to
look at a text and launch your creative process, and
how to take the ideas based on that creative process
and turn them into sounds to be used in a show. This
is all done through a series of introductory lab projects
and then a complete design for a short play, all while
learning three new pieces of software. This is a highly
interactive class, where student participation is key;
students will be expected to take part in each other's
projects, as well as create their own work.
Second Semester. Amherst College
Theater 317. Movements and Design: Intro to Sound
Design
What is theatrical sound design? Funny you should ask
. . . Introduction to Sound Design attempts to answer
that question, exploring what sound design is, how to
look at a text and launch your creative process, and
how to take the ideas based on that creative process
and turn them into sounds to be used in a show This
is all done through a series of introductory lab projects
and then a complete design for a short play, all while
learning three new pieces of software. This is a highly
interactive class, where student participation is key;
students will be expected to take part in each other's
projects, as well as create their own work.
Second Semester. Smith College
45)
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 cam- at
least three semester credits and its content should be at
least 50 percent devoted to Africa per se.)
1 . History. Minimum of one course providing histori-
cal perspective on Africa. (Normally the course
should offer at least a regional perspective);
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. ( fnusual 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
I fniversity of Massachusetts programs at the
American University- in Cairo, Egypt; the University
of Fort Hare, South Africa; Mount Holyoke College
Program in Senegal at H'niversite 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
430
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 histori-
cal 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.
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
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 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
431
B. 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, "IV 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 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 war, each campus will designate two or more
faculty meml)ers to advise students seeking the Five
College Certificate in Asian/l'acific/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
432
Five College Buddhist Studies
Certificate Program
Because Buddhist studies is an interdisciplinary field —
straddling anthropology, art history, Asian studies,
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 cer-
tificate 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 courses should be drawn from the Buddhist
studies courses listed on the Web site (http://www.five-
colleges.edu/sites/buddhism/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 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 certifi-
cate.
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 comprises at least seven courses, at
least one of which must be at an advanced 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 con-
temporary Buddhist movements (19th— 21st centu-
ry), and they must study Buddhism in at least two of
the following three geographical areas: South and
Southeast Asia, East 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 Helm, mheim@amherst.edu
Hampshire -Ryanjoo, bsjHA@hampshire.edu
Mount Holyoke - Susanne Mrozik,
smrozik@mtholyoke.edu
Smith -Jamie Hubbard, jhubbard@smith.edu
University of Massachusetts - Reiko Sono,
rsono@asianlan.umass.edu
433
Five College Coastal and Marine
Sciences Certificate Program
Contact: Program Coordinator
Office: 109 Bass Hall. Smith College
Phone: (413) 585-3799
E-mail: marinesci@email.smith.edu
Web site: vvw.fivecolleges.edu/sites/marine
The Five College Coastal and Marine Sciences
(FCC&MS) Certificate enables students to select from a
vanety 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 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
proposed program of study to ensure a strong concen-
tration in marine sciences, as well as the necessary
field experience. Advisers at Smith College are Paulette
Peckol (Biology) and L. David Smith (Biology).
Requirements for the Certificate
1 . A minimum of six courses, with at least one course
in each of the following categories:
a. Marine biodiversity7
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. Students must receive a "B" grade or better
for all courses contributing to the certificate require-
ments.
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.
2. Completion of an independent, marine-related
research project through an internship, thesis, in-
dependent study, or other activity acceptable to their
home campus adviser.
3. Completion of the Application Form and Transcripts
The campus program adviser submits the completed
application and transcript to the FCC&MS steer-
ing 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.
434
Five College Certificate in
Cognitive Neuroscience
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 twenty7 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 cognitive
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 complementary
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 outlook
of issues related to cognitive science.
2. Scientific foundations (physics, computer science,
chemistry', biology)
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
faculty7 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, interpret,
and conduct basic research.
4. 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 neurophysiol-
ogy)
Rationale: Provides the basics in brain anatomy 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-
approved summer research project would also meet the
research requirement.
For a list of the courses offered throughout the Five-
College Consortium that are currently approved to
fulfill the Cognitive Neuroscience Certificate require-
ments, please see the program's Web site on www.
fivecolleges.edu.
435
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
436
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 modem (post-1815) 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 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/liomepage.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, 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
University of Massachusetts: James DerDerian, Politi-
cal Science; Stephen Pelz, History; Eric Einhom, Politi-
cal Science; Peter Haas, Political Science; M.J. Peterson,
Political Science
437
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 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.
438
Five College Certificate Program
in Logic
"How critical is logic? I will tell you: in every corner of
the known universe, you will find either the presence of
logical arguments or, more significantly, the absence."
— V. K. Samadar
Logic is a part of every discipline. There is reasoning
in every 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 the 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 metatheory of first-order logic including incom-
pleteness. Courses satisfying this requirement include:
Smith, Philosophy 220
Amherst, Math 34
UMass, Philosophy 514
Mount Holyoke, Philosophy 327
Students must receive grades of at least
course counting towards the certificate.
>' in each
For a complete list of courses fulfilling certificate re-
quirements, consult the program Web site, http://www.
fivecolleges.edu/sites/logic listed with other certificate
programs at the Five College Web site (www.fivecol-
leges.edu). Or consult a program adviser (Alexander
George, Philosophy; Dan \elleman, Mathematics).
Complete list of logic courses:
Introductory symbolic logic courses:
Smith, Logic 100, Logic 101, Philosophy 202
Amherst, Philosophy 13
UMass, Philosophy 1 10
Critical thinking courses:
UMass, 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
UMass, Philosophy 594S
Five College Certificate Program in Logic 439
Various topics in Linguistics:
Smith. Computer Science 294
UMass, Ling 610
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 TVmoc-
zko Logic Lecture. This lecture has been delivered by JC
Beall, Graham Priest, Marcia Groszek, Raymond Smul-
lyan, Anil Gupta and Barbara Partee. The 2006-07
lecture was delivered by Professor Penelope Maddy of
the University of California, Irvine.
440
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 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 student's 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 every 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 (ARA
lOOy Elementary Arabic, ARA 298/299 Intermediate
Arabic) and Modem Hebrew (JUD lOOy Elementary
Modern Hebrew, JUD 200 Intermediate Modem
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 modem 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 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 Web site
at www.fivecolleges.edu/deptprog/mideast for the most
up to date information on the Certificate in Middle East
Studies.
441
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 students 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 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 (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 seven courses to receive a certificate.
Smith College Advisers:
Ginetta Candelario, Department of Sociology
442
Five College Certificate in
Russian, East European and
Eurasian Studies
This certificate program (currently approved by Am-
herst College, Mount Holyoke College, and Smith Col-
lege) offers students the opportunity to take advantage
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 fulfill-
ing 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 campuses
and will introduce an interdisciplinary perspective
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 in-
dicated below (Independent study courses may be
included, assuming approval by the student's cam-
pus 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 by 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 former 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 form below and submit it to
on-campus advisors.
More Information
www.fivecolleges.edu/sites/reees/documents/REEES
certificate application.doc
443
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
Daum Fulton, Department of French Studies
Program of Study
1. Introduction to Film (must be taken on the home
campus)
2. One film history7 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. T\vo electives from any of the above categories
A thesis is optional; students should check with their
home campus adviser.
444
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
Tbrkish I, II, III, IV
Urdu I, II, III, IV
445
The Athletic Program
Lynn Oberbillig, M.B.A., MA, 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
Jaime Ginsberg, M.S., Coach of Field Hockey
Lynn Hersey, M.S., Coach of Basketball
Jeremy Ivey, B.A., Coach of Novice Crew
Angela Mills, BA, 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
To be announced, 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. 216. 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 2008-09, the college will field the following inter-
collegiate teams:
Basketball. Season: Oct 15-March. Practice hours: M T
W Th F 4-6 p.m., Lynn Hersey
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
Jeremy Ivey, 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.,
Jaime Ginsberg
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
446
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 WTh F 4-6 p.m. Interterm: 7
a.m.-4 p.m. February and March, to be arranged,
coach to be announced
Soccer. Season: September-November and April. Prac-
tice hours: M T WTh F 4:30-6:30 p.m., Phil Nielsen
Softball. Season: February-May and Sept 15— Oct 15.
Practice hours: M T WTh 4-6 p.m., F 3:30-5:30 p.m.,
Julie Perrelli
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
Track and Field. Season: November through December,
preseason conditioning; technique and strength work.
January-May, indoor/outdoor competition. Practice
houre: 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 WTh 4-6 p.m., F 3:30-5:30 p.m.,
Angela Mills
B. Recreation and Sport
Clubs
The focus of the recreation program is on regular, non-
credit fitness activities as well as one-day special event
competitions and house intramural competition. The
fitness activities may 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), campus runs, inner tube water polo, flag
football, triathlon, and Midnight Madness. Intramurals
are sponsored in soccer, basketball and kickball. The
club sports 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.
447
Directory
The Board of Trustees
Carol Tecla Christ, President
Neil Robert Grabois
Tracy Garrett Rubin 77
Northampton, MA
New York, NY'
Needham, MA
Cornelia Mendenhall Small '66
Jane Lakes Harman '66 LLD 1994
Linda E. Salisbury 78
Chair of the Board
(on leave)
Chicago, IL
New York. NY
Washington, DC
Agnes Bundy Scanlan 79
Phoebe A. Haddon 72
Ira Michael Heyman
Cambridge. MA
Vice Chair of the Board
Berkeley, CA
Philadelphia, PA
Nancy Godfrey Schacht '56
Ann F. Kaplan '67
New York, NY
Judith Bronstein Milestone '66
New York, NT
Vice Chair of the Board
James Shulman
Atlanta, GA
Charlotte G. Kea '82
AASC President
New York, NT
Megan E. Ambrus '07
Bowie. MI)
Linda Smith Charles 74
Student Government Trustee
Orange, NJ
New Haven, CT
Janet Wright Ketcham '53
Seattle, WA
Emily Taylor '08
Rachael Bartels '88
Student Government Trustee
Oxon. England
Alexander C. Lindsey
Seattle, WA
North Creek. NY
Nancy Keebler Bissell '61
Debra Romero Thai 77
Alumnae Trustee
Victoria Murden McClure '85
Placitas, NM
Tlicscon, AZ
Louisville, KY
James Wei
Susan Komroff Cohen '62
Janet A. Clarke McKinley 76
Princeton, NJ
Alumnae Trustee
Riverside, CT
(on leave)
San Francisco, CA
Anita Volz Wien '62
New York. NY
Peggy Block Danziger '62
New York. NY
Annie Morita '90
Alumnae Trustee
Toni Grotta Wolfman '64
Manhattan Beach, CA
Alumnae Trustee
Elizabeth Mugar Eveillard '69
Cambridge, MA
New York, NY
Louise M. Parent 72
New York, NY
Phoebe Pederson Wood 75
Lisa C. Ferrell '85
Louisville. KY
Alumnae Trustee
Little Rock, AR
Judith C. Pelham '67
Northville, MI
Rebecca C. Lindsey, Secretary of
the Board of Trustees and
William C. Gipson
Lois Perelson-Gross '83
Assistant to the President
Philadelphia, PA
New York, NT
Georgia Yuan, General Counsel
Sidney H. Golub
Susan Porth 70
and Secretary of the College
Corona del Mar, CA
Ross, CA
448
Emeritae/i
Faculty
Jill Ker Conway
President Emerita (1985)
Mary Maples Dunn
President Emerita (1995)
Ruth J. Simmons
President Emerita (2001)
Charlotte Hackstaff 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)
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 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 (1991)
Charles Langner Robertson
Professor Emeritus of Government (1991)
Joan Maxwell Bramwell
Professor Emerita of English Language and
Literature (1992)
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)
Emeritae/i
449
W. Bruce Hawkins
Professor Emeritus of Physics ( L992)
Josephine Louise Ott
Professor Emerita of French Language and
Literature (1992)
Lory Wallf isch
Iva Dee I Halt 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 Huggms 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 Marling 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 ( N%)
Elizabeth Ann Tyrrell
Professor Emerita of Biological Sciences | ll)96)
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)
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 (1000)
Thomas Hastings Lowry
Professor Emeritus of Chemistry (2000)
Philipp Otto Naegele
William R. Kenan, Jr. Professor Emeritus of Music
(2000)
450
Emeritae/i
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)
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)
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 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)
Emeritae/i
451
Ann Arnett Ferguson
Associate Professor Emerita of Afro-American Studies
(2005)
Caroline Houser
Profissor Emerita of Art (2S305)
Chester J. Michalik
Professor Emeritus of \rt ( 2005)
John Porter Sessions
Professor Emeritus of Music (2005)
Mark Aldrich
Marilyn Carlson Nelson Professor Emeritus of
Economics (2006)
Myron Peretz Glazer
Barbara Richmond 1940 Professor Emeritus in the
Social Sciences (Sociology) (2006)
Howard Nenner
Roe/Straut Professor Emeritus in the Humanities
(History) (2006)
Frederique ApfTel-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 of Theatre (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
Professor Emeritus of History (2007)
Nicomedes Suarez-Arauz
Senior Lecturer Emeritus in Spanish and Portuguese
(2007)
Paul Zimet
Associate Professor Emeritus of Theatre (2007)
Gertraud Gutzmann
Professor Emerita of German Studies (2008)
Elizabeth Wanning Harries
Helen and Laura Shedd Professor Emerita of
Modern Languages (English and Comparative
Literature) (2008)
Monica Jakuc
Elsie Invin Sweeney Professor Emerita of Music
(2008)
Neal E. Salisbury
Barbara Richmond 1940 Professor Emeritus in the
Social Sciences (History) (2008)
452
Professors
Professors
Martha A. Ackelsberg
William R. Kenan, Jr., Professor of Government and
Professor of the Study of Women and Gender
B.A. Radcliffe College, M.A.; 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.
Hilton Als
Joan Leiman Jacobson Visiting Nonfiction Writer
Columbia University.
Margaret E. Anderson
Professor of Biological Sciences
B.A. Augustana College; Ph.D. Stanford University.
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. Yale University.
Maria Nemcova Banerjee
Professor of Russian Language and Literature
Baccalaureat, College Marie de France, Montreal; M.A.
Universite de Montreal; Ph.D. Harvard University.
Randall Bartlett
Professor of Economics
A.B. Occidental College; M.A., Ph.D. Stanford University.
Donald C. Baumer
Professor of Government
B.A. Ohio University; M.A., 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.
Leonard Berkman
Anne Hesseltine Hoyt Professor of Theatre
B.A. Columbia College; M.F.A, D.F.A. Yale University.
Nalini Bhushan
Professor of Philosophy
B.A. Stella Maris College, Madras University;
M.A., M.Phil. Madras Christian College, Madras
University, India; Ph.D. University of Michigan.
Mary Ellen Birkett
Professor of French Studies
A.B. Smith College; M.Phil., Ph.D. Yale University.
Fletcher A. Blanchard
Professor of Psychology
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.
Rodger Blum
Professor of Dance
M.F.A. University of California at Irvine.
Anna Botta
Professor of Italian Language and Literature and of
Comparative Literature
Laurea, Universita di Torino, 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
B.A. 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.
Professors
453
Barbara Brehm-Curtis
Professor of Exercise and Sport studies
BA. Duke University; MA, Ed.D. Columbia University.
Richard T. Briggs
Professor of Biological Sciences
BA. College of Wooster; Ph.D. University of Kansas.
Jane Bryden
Ira Dee tliatt Professor of Music
B.M., MM. 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 cier 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; AM., Ph.D. Indiana University.
A. Lee Burns
Professor of Art
BA, M.S., M.F.A. University of Iowa.
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 University; M.FA Columbia University; M.Ed.
Ed.D. Teachers College, Columbia.
John M. Connolly
Professor of Philosophy
BA Fordham Colle;^; MA Oxford University; Ph.D.
Harvard University.
Nora F. Crow
Professor of English l/mguage and Literature
A.B. Stanford University; A.M., Ph.D. Harvard University.
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 Broun Professor of Art and Associate
Proi vst and Dean for Academic Development
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
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.
Patricia Marten DiBartolo
Professor of Psychology
A.B. Smith College; MA, Ph.D. State University of New
York at Albany.
Donna Robinson Divine
Morningstar Family Professor in the Field of Jewish
Studies and Professor of Government
B A 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-
Lois C. Dubin
Professor of Religion
D.C.S., BA McGill University; AM., Ph.D. Harvard
University.
454
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
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 Amherst.
Craig M. Felton
Professor of Art
B.A. Saint Vincent College; M.A., Ph.D. University7 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 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 Siipola Israel Professor of
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
AB. Oberlin College; MA, Ph.D. University of
Pittsburgh.
Paula J. Giddings
Elizabeth A. Woodson 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
BA. lufts College; M.A. Fletcher School of Law and
Diplomacy; Ph.D. Columbia University.
Christophe Gole
Professor of Mathematics and Statistics
B A Universite Paris; MA. University of California at
Santa Cruz; Ph.D. Boston 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
BA Princeton University; M.A. Claremont Graduate
School; Ph.D. Harvard University.
Ruth Haas
Professor of Mathematics and Statistics and of
Engineering
B.A. Swarthmore College; M.S., Ph.D. Cornell
University
Deborah Haas-Wilson
Marilyn Carbon Nelson Professor of Economics
BA University of Michigan; MA, Ph.D. University of
California at Berkeley.
Andrea Hairston
Louise Wolff Kahn Professor of Theatre and Professor
of Afro-American Studies
A.B. Smith College; AM. Brown University.
Professors
455
Katherine Taylor Halvorsen
Professor of Mathematics and Statistics
BA University of Michigan; M.Ed. Boston University;
M.S. University of Washington; D.Sc. Harvard School of
Public Health.
Mary Harrington
Tippit Professor m the Life Sciences (Psychology)
B.Sc. Pennsylvania State University; MA University of
Toronto; Ph.D. Dalhousie University.
Virginia Hayssen
Professor of Biological Sciences
BA 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 Huggms 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
BA Wellesley College; M.A., 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.
Vale University.
Leslie R. Jaffe, M.D.
Adjunct Associate Professor of Biological Sciences
and College Physician
Monica Jakuc
Hlise brum Sweeney Professor of Music
B.S., M.S. Juilliard School of Music.
James H. Johnson
Professor o) ' Exercise and Sport Studies
B.S . M.S.. PhD. Louisiana State University.
Ann Rosalind Jones
Esther Cloudman Dunn Professor of Comparative
Literature
BA I niversitj 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.
Joel S. Kaminsky
Professor of Religion
BA Miami University; MA, Ph.D. University of
Chicago Divinity School.
Ellen Kaplan
Professor of Theatre
BA State University of New York at Binghamton: M.F.A.
University of North Carolina at Greensboro.
Laura A. Katz
Elsie Damon Simonds Professor of Biological
Sciences
A.B. Harvard College; Ph.D. Cornell University.
Roger T. Kaufman
Professor of Economics
BA Williams College; Ph.D. Massachusetts Institute of
Technology.
Barbara A. Kellum
Professor of Art
A.B., AM. University of Southern California; A.M.
University of Michigan; Ph.D. Harvard University.
Jocelyne Kolb
Professor of German Studies
B.A. Smith College; Ph.D. Yale University.
Frederick Leonard
Professor of Economics
B.S., MA Miami University ; Ph.D. University of
Michigan.
456
Professors
Ann Leone
Professor of French Studies and Landscape Studies
A.B. Smith College; M.A., Ph.D. Brown University.
Richard Lim
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
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; MA, 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
BA, Ph.D. University of Kansas.
Sue Miller
Elizabeth Drew Professor
B.A. Radcliffe College; MAT., Wesleyan University; MA
Harvard University; M.A. Boston University.
Richard Millington
Sylvia Dlugasch Bauman Professor of American
Studies and Professor of English Language and
Literature
A.B. Harvard College; MA, M.Phil., Ph.D. Yale
University.
Gwendolyn Mink
Charles N. Clark Professor of the Study of Women
and Gender
BA. University of California, Berkeley; Ph..D. Cornell
University.
John Moore
Professor of Art
A.B. Cornell University; A.M., Ph.D. Harvard 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.
Rosemary Mulcahy
Kennedy Professor in Renaissance Studies (Art)
Catharine Newbury
Professor of Government
BA. Willamette University; M.A., 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.
Robert M. Newton
Professor of Geology
B.A. 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.
Jessica Nicoll
Director of the Smith College Museum of Art and
Chief Curator
A.B. Smith College; M.A. University of Delaware.
Professors
457
Gary L. Niswonger
Professor of Art
BA Miami University; M.Ed. Ohio University; M.FA
Rhode Island School of Design.
Richard Francis Olivo
Professor of Biological Sciences
A.B. Columbia University; AM., Ph.D. Harvard
University
William Allan Oram
Helen Means Professor of English Language and
Literature
BA Yale College; B.A. Merton College, Oxford; Ph.D.
Yale University
Joseph O'Rourke
Spencer T. and Ann 11.' Olin Professor of Computer
Science a) id Professor of Mathematics and Statistics
B.S. St. Joseph's University; M.S., Ph.D. University of
Pennsylvania
Janos Pach
William Allan Neilson Professor (Mathematics)
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
l'niversity.
Douglas Lane Patey
Sophia Smith Professor of English Language and
Literature
A.B. Hamilton College; MA (Philosophy), MA
(English), Ph.D. University of Virginia.
Philip K. Peake
Professor of Psychology
BA Carleton College; Ph.D. Stanford University.
Paulette Peckol
iDiiise Harrington Professor of Biological Sciences
B.A. Wittenberg University; Ph.D. Duke University
Karen Pfeifer
Professor of Economics
BA University of Connecticut; MA State University of
New York at Binghamton; Ph.D. American University
Dwight Pogue
Professor of Art
B.FA, M.S. Kansas State College; M.FA. I fniversity of
Oklahoma.
Alfonso Procaccini
Professor of Italian language and Literature
BA. Rider College; MA Middlebury College; Ph.D.
Johns Hopkins limeiMtv.
Marsha Kline Pruett
Maconda Brown O'Connor Professor, Smith College
School for Social Work, and Adjunct Professor of
Psychology
BA. 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
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.
Marylin Martin Rhie
Jessie Wells Post Professor of Art and Professor of East
Mian Studies
MA, Ph.D. University7 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 Amherst; Ph.D. Cornell University
Margaret Sarkissian
Professor of Music
B.Mus. King's College. University of London; M.M..
Ph.D. University of Illinois at Urbana-Champaign.
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)
B.A. Mills College; M.Phil.. Ph.D. Yale University
Stylianos P. Scordilis
Professor of Biological Sciences
A.B. Princeton University; Ph.D. State University of New
York at Albany.
458
Professors
Sharon Cadman Seelig
Roe/Straut Professor in the Humanities (English
Language and Literature)
BA Carleton College; MA, Ph.D. Columbia University.
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
BA Columbia University; M.F.A., Ph.D. Princeton
University.
Nancy J. Shumate
Professor of Classical Languages and Literatures
BA Indiana University; MA, Ph.D. Harvard University.
Donald Steven Siegel
Professor of Exercise and Sport Studies
B.S. Brooklyn College; M.S. University of
Massachusetts Amherst; Ed.D. University of North Caro-
lina 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; M.A. University of Virginia; M.FA
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 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.
Susan Kay Waltner
Professor of Dance
BA. Occidental College; M.S. University of Wisconsin.
Donald Franklin Wheelock
Irwin and Pauline Alper Glass Professor of Musk
A.B. Union College; M.Mus. Yale School of Music.
Gregory White
Professor of Government
A.B. Lafayette College; M.A. University of Delaware;
MA, Ph.D. University of Wisconsin, Madison.
Nancy Whittier
Professor of Sociology
B.A., M.A., Ph.D. Ohio State University.
Steven A. Williams
Gates Professor of Biological Sciences
B.A, 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
BA, MA. San Francisco State University; M.A., M.Phil.,
Ph.D. Columbia University.
Professors/Associate Professors
459
Carol Zaleski
Professor of World Religions
BA Wesleyan University; MA. Ph.D. Harvard
I 'niversity.
Margaret Skiles Zelljadt
Professor of German studies and Dean of the Senior
Class
A.B. University of Michigan; A.M. Indiana University;
Ph.D. I niversiu 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 . I. Woods Professor of Economics
B.A. 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 ofAnthropology
i BA University of Bombay; M.S. Purdue University;
Ph.D. University of Indiana.
Ernest J. Benz
Associate Professor of History
BA, MA, Ph.D. University of Toronto.
David Bickar
, Associate Professor of Chemistry ■
i BA Reed College; Ph.D. Duke University.
Mlada Bukovansky
Associate Professor of Government
> BA Colorado College; MA, 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.
Judith Cardell
Clare Bootbe Lace Associate Professor of Computer
Engineering
A.B., B.S., Cornell University; M.S.. Ph.D. Massachusetts
Institute of Technology.
Floyd Cheung
Associate Professor of English Language and
Literature
BA Whittier College; MA, Ph.D. Tulane University.
Robert Dorit
Associate Professor of Biological Sciences
BA, MA Stanford University; MA, 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; MA, 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
BA Swarthmore College; Ph.D. Boston University.
Judy Franklin
Associate Professor of Computer Science
BA Clarion University of Pennsylvania; M.S., Ph.D.
I niversity of Massachusetts, Amherst.
Dawn Fulton
Associate Professor of French Studies
BA Yale University; Ph.D. Duke University.
Velma Garcia
Associate Professor of Government
BA Smith College; MA, M.Phil.. Ph.D. Yale University.
Luc Gilleman
Associate Professor of English Language arid
Literature
BA Vrije Universiteit, Brussels, Belgium; Ph.D. Indiana
University.
460
Associate Professors
Bosiljka Glumac
Associate Professor of Geology
B.Sc, University of Zagreb, Croatia; Ph.D. University of
Tennessee at Knoxville.
Jonathan Gosnell
Associate Professor of French Studies
BA Brown University; MA Ph.D. New York University.
Suzanne Z. Gottschang
Associate Professor of Anthropology and East Asian
Studies
BA, M.A. University of California, Los Angeles; Ph.D.
University of Pittsburgh.
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.
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
B.A. Wellesley College; M.A., M.Phil., Ph.D. Yale
University
Adam Hall
Associate Professor of Biological Sciences
B.A., M.A. 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 Investigaciones Dramaticas, La Plata
(Argentina); M.A., Ph.D. University of California at
Davis.
Marguerite Itamar Harrison
Associate Professor of Spanish and Portuguese
B.A. Mary Baldwin College; M.A. University of Texas,
Austin; Ph.D. Brown University.
Robert Hauck
Adjunct Associate Professor of Government
B.A. Colby College; M.A., Ph.D. University of Chicago.
Alice Hearst
Associate Professor of Government
BA Idaho State University; M.A., Ph.D. Cornell
University; J.D. University of Washington Law School.
Nicholas Horton
Associate Professor of Mathematics and Statistics
A.B. Harvard College; Sc.D. Harvard School of Public
Health.
Nicholas Howe
Associate Professor of Computer Science
A.B. Princeton University; M.S., Ph.D. Cornell
University.
Shizuka Hsieh
Associate Professor of Chemistry
B.A. Carleton College; D.Phil. Oxford University (U.K.)
Maki Hirano Hubbard
Associate Professor of East Asian Languages and
Literatures
B.A. Waseda University, Tokyo; M.A., Ph.D. University of
Wisconsin.
Sam Intrator
Associate Professor of Education and Child Study
B.A. State University of New York, Binghamton; MA
Middlebury College; MA, Ph.D. Stanford University.
Carolyn Jacobs
Elizabeth Marting Treuhaft Professor, Dean of the
School for Social Work, and Adjunct Associate
Professor in Afro-American Studies
B.A. Sacramento State University; Ph.D. Brandeis
University.
Michelle Joffroy
Associate Professor of Spanish and Portuguese
BA University of Massachusetts at Amherst; M.A., Ph.D.
University of Arizona.
Alexandra Keller
Associate Professor of Film Studies
B.A. Harvard University; Ph.D. New York University.
Gillian Kendall
Associate Professor of English Language and
Literature
BA, MA Stanford University; MA, Ph.D. Harvard
University
Associate Professors
461
Leslie King
Associate Professor of Sociology
BA. Hunter College; MA, Ph.D. University of Illinois,
Urbana-Champaiga
Sabina Knight
Associate Professor of Chinese and Comparative
literature
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 Amherst.
Gary Lehring
Associate Professor of Government
BA, MA 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
BA 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 Lowenthai
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. Yale University; Ph.D.
University of Chicago; J.D. Stanford.
Patricia Y. Miller
Associate Professor of Sociology
BA l Qiveisity of Illinois at Chicago Circle; M.S.
University of Wisconsin; Ph.D. Northwestern University.
Suleiman Ali Mourad
. \ssociate Professor of Religion
B.S., BA, M.A. American University of Beirut; M.Phil..
PhD. Yale University.
Katwiwa Mule
Associate Professor of Comparative Literature
B.Ed., M.A. Kenyatta University, Nairobi; Ph.D.
Pennsylvania State University.
Cornelia Pearsall
Associate Professor of English Language and
Literature
B.A., M.A., Ph.D. Yale University.
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.
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
BA. Florida International University; MA. Bowling
Green State University; MA, Ph.D. Arizona State
University.
Kate Queenev
Associate Professor of Chemistry
BA. Williams College; Ph.D. Harvard University
Jeffry Ramsey
Associate Professor of Philosophy
BA. Kansas State University; M.A., Ph.D. Universih of
Chicago.
Amy Larson Rhodes
Associate Professor of Geology
A.B. Smith College; M.S., Ph.D. Dartmouth Colle^
462
Associate/Assistant Professors
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.
Donna Riley
Associate Professor of Engineering
B.S.E. Princeton University; Ph.D. Carnegie Mellon
University.
Andy Rotman
Associate Professor of Religion
B A Columbia University; Ph.D. University of Chicago.
Kevin Rozario
Associate Professor of American Studies
BA University of Warwick, U.K.; MA University of
London; Ph.D. Yale University.
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
BA 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.
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 Generates (DEUG),
Universite' Pierre et Marie Curie, Paris VI, France;
Maitrise es Sciences, Institut d'Informatique, 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; AM., Ph.D. University of
Illinois, Urbana-Champaign.
Helene Visentin
Associate Professor of French Studies
BA, MA Universite de Montreal; Docteur de
L' Universite de Paris-Sorbonne.
Susan Voss
Associate Professor of Engineering
B.S. Brown University; M.S., Ph.D. Massachusetts
Institute of Technology.
Steve Waksman
Associate Professor of Musk
B A University of California, Berkeley; MA University
of North Carolina, Chapel Hill; Ph.D. University of
Minnesota.
Doreen A. Weinberger
Associate Professor of Physics
B.A. 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
Associate Professor of Psychology
B A University of Hartford; Ph.D. Emory University.
Lynne Yamamoto
Associate Professor of Art
BA The Evergreen State College; MA New York
University.
Assistant Professors
Marnie Anderson
Assistant Professor of History
B A Smith College; MA University of Michigan; Ph.D.
University of Michigan.
Nina Antonetti
Assistant Professor of Landscape Studies
B.A. Richmond University U.K.; Ph.D. University of
London.
Assistant Professors
163
Elisabeth Armstrong
. \SSistani Professor of the Study of Women and
dentler
BA Pomona College; MA, Ph.D. Brown University.
Fernando Armstrong-Fumero
Assistant Professor of. \ntbropology
BA, MA. University of Pennsylvania; Ph.D. Stanford
University.
Carrie Nichols Baker
I totting 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.
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.
Michael Bush
1 isiting 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.
Kimberly Chenoweth
I isiting Assistant Professor of Chemistry
Richard Chu
Fire College Assistant Professor of History
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
M.A. Courtauld Institute of Art, University of London;
Magister, University of Hamburg, Germany; Ph.D.
University of California. Berkeley.
Maureen Fagan
. \SSistant Professor ofChennstry
B.S. I 'niversity of New Hampshire; Ph.D. University of
Wisconsin, Madison
Gary Felder
Assistant Professor of Physics
B.A. Oberlin College; Ph.D. Stanford University
Serguei Glebov
Five College Assistant Professor of Russian History
B.A. 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; M.A. University'
of New Mexico; Ph.D. University of Minnesota.
Benita Jackson
Assistant Professor of Psychology
A.B. University of California, Berkeley; A.M., Ph.D.
I Diversity of Michigan, Ann Arbor.
Elizabeth Jamieson
Assistant Professor of Chemistry
A.B. Smith College; MA, Ph.D. Massachusetts Institute
of Technology.
Jina Kim
Assistant Professor of East Asian Studies
BA University of Chicago; M.A.I.S., MA, Ph.D.
University of Washington, Seattle.
Linda Kim
I Isiting Assistant Professor of Art
B.A. Barnard College; M.A., Ph.D. University of
California, Berkeley.
Kimberly Kono
Assistant Professor of East Asian Languages and
Literatures
BA, M.A., Ph.D. University' of California, Berkeley.
Yuri Kumagai
I isiting Assistant Professor in Past Asian Languages
and Literatures
BA, M.Ed., Ed.D. University of Massachusetts Amherst.
464
Assistant Professors
Daphne Lamothe
Assistant Professor of Afro-American Studies
B.A. Yale University; Ph.D. University of California,
Berkeley.
Eitan Mendelowitz
Assistant Professor of Computer Science
B.A. Wesleyan University; M.Sc, M.F.A. University of
California, Los Angeles.
Denise McKay
Assistant Professor of Engineering
B.S. Humboldt State University; M.S., Ph.D. University
of Michigan, Ann Arbor.
Malcolm McNee
Assistant Professor of Spanish and Portuguese
B.A. University of Idaho; M.A. Mane University; Ph.D.
University of Minnesota, Mi Cities.
Grant Russell Moss
Senior Lecturer in Music and Organist to the College
B.Mus. University of Nebraska; M.M., M.M.A., D.M.A.
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 Professor 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. University of Rochester; M.S., Ph.D. University of
Southern California.
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 University.
Nicolas Russell
Assistant Professor of French Studies
B.A. University of Pittsburgh; M.A., Ph.D. University of
Virginia.
Tanya Schneider
Visiting Assistant Professor of Chemistry
B.A. Williams College; M.S., Ph.D. Yale University.
Gail E. Scordilis
Adjunct Assistant Professor of Biological Sciences
B.A. Smith College; Ph.D. University of Massachusetts.
John Slepian
Assistant Professor of Art
B.F.A. New York University; M.F.A. San Francisco Art
Institute.
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., 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.
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
B.A. University of California, Berkeley; M.A., Ph.D.
University of Nebraska, Lincoln.
Instructors/Lecturers
465
Instructors
Caroline Melly
Instructor in Anthropology
BA University of Pittsburgh; MA University of
California, Irvine.
Nadya Jeanne Sbaiti
Instructor in History
BA Tlifts University; M.A. Georgetown University.
Tina Wildhagen
Instructor in Sociology
BA Grinnell College; M.A. University of Iowa.
Lecturers
Vanessa Adel
Lecturer in Sociology
B.A. Long Island University; MA, Lesley College; MA
University of Massachusetts.
Mark Aldrich
Lecturer and Professor Emeritus of Economics
B.A. Middlebury College; MA University of California,
Berkeley; Ph.D. University of Texas.
Susan Heuck Allen
Lecturer in Archaeology
A.B. Smith College; M.A. 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
M.A. University de Toulouse-le-Mirail; M.A. Washington
i University.
Julio Alves
Lecturer in English language and Literature
Kelly Anderson
i Lecturer in History
B.A. University of California, Santa Cruz; M.A. Sarah
Lawrence College.
Christine Andrews
Lecturer in Art
: B.A. Smith College; M.A., Ph.D. Northeastern University.
Jonathan Anjaria
Lecturer in Anthropology
B.A. Harvard University; M.A. University of California,
Santa Cruz.
Martin Antonetti
Lecturer in Art and Curator of Rare I looks
M.S.L.S.
Timothy Bacon
Lecturer in Exercise a) id Sport Studies
MA. University of Western Toronto.
Riche Barnes
Lecturer in Afro-American Studies
B.A. Spelman College; M.S. Georgia State University,
MA. Emory University.
Melissa Belmonte
Lecturer in Spanish and Portuguese
MA University of Massachusetts Amherst
Silvia Berger
Lecturer in Spanish and Portuguese
B.A. National Conservatory of Music; M.A., Ph.D.
University of Massachusetts.
Thomas Bernardin
Lecturer in Economics
B.S. New York University; MA Union Theological
Seminary.
Carol Berner
Lecturer in Education and Child Study
Reid Bertone-Johnson
Lecturer in Landscape Studies
B.S. Tlifts University; Ed.M. Harvard University; MIA
University of Massachusetts.
Jackie Blei
Lecturer in Exercise arid 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 Acta ities
BA. Princeton University; M.Phil. Cambridge
University; M.M.. M.MA, D.MA Yale University School
of Music.
466
Lecturers
Mark Brandriss
Lecturer in Geology
BA Wesleyan University; M.S., Ph.D. Stanford
University.
Nona Bretschneider Ben-Moshe
Lecturer in Jewish Studies
BA University of Tel-Aviv; M.S.S. The Hebrew
University.
Billbob Brown
Lecturer in Dance
Margaret Bruzelius
Lecturer in Comparative Literature and Dean of the
Sophomore and Junior Classes.
Fabienne Bullot
Lecturer in French Studies
License, Maitrise, Paris W, Sorbonne; D.E.A., Paris X,
Nanterre.
Carl J. Burk
Lecturer and Professor Emeritus of Biological
Sciences
A.B. Miami University; MA, Ph.D. University of North
Carolina.
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.
Akiva Gahn-Lippman
Lecturer in Music
B.Mus. Oberlin Conservatory of Music; M.M. The
Julliard School; D.MA University of Cincinnati College
Conservatory of Music.
Carl Caivano
Lecturer in Art
B.F.A. Syracuse University; M.F.A. University of
Massachusetts.
Debra L. Carney
Lecturer in English Language and Literature
BA, M.F.A. University of Massachusetts.
Elizabeth E. Carr
Lecturer in Religion and Catholic Chaplain
BA, MA University of Southern California; Ph.D.
Graduate Theology Union, Berkeley.
Joshua Carreiro
Lecturer in Sociology
BA University of Connecticut, Storrs; MA University of
Massachusetts Amherst.
Edward Check
Senior Lecturer in Theatre
B.F.A. State University of New York, Purchase; M.FA
Yale University.
Jim Coleman
Lecturer in Dance
BA. University of California at Santa Cruz; M.FA.
University of Utah.
Thomas Ciufo
Sherman-FairchildArtist-in-Residence
Charles Cutler
Lecturer and Professor Emeritus in Spanish and
Portuguese
BA. Williams College; M.A., Ph.D. University of
Michigan.
Holly Davis
Lecturer in English Language and Literature
BA Wittenberg University; MA State University of New
York at Albany.
Jessica Delgado
Lecturer in History
B.A., M.A. University of California, Santa Cruz.
Tom R. Dennis
Lecturer in Astronomy
BA, M.A. University of Michigan; Ph.D. Princeton
University.
Holly Derr
Lecturer in Theatre
BA University of North Carolina at Chapel Hill; M.FA.
Columbia University.
Adeline Desbois
Visiting Lecturer from the Ecole Normale Superieure
in Paris
BA University of Paris.
Ranjana Devi
Lecturer in Dance (University of Massachusetts Fine
Arts Center)
Robert Doran
lecturer in Religion
tourers
Rebecca D'Orsonga
Lecturer m American studies
A.B. Smith College; MA University of Texas, Austin.
Raymond Ducharme
Lecturer and Professor Emeritus of Education and
Child Study
BA Colby College; MA, Ed.D. Columbia University.
M. Darby Dyar
Lecturer in Astronomy
Sara Eddy
Lecturer m English language and Literature
B. V Connecticut College; MA, Ph.D. Tufts University.
Natalia Ermolaev
Lecturer in Russian Language and literature
BA Rutgers University; MA Columbia University
Molly Falsetti-Yu
Lecturer m Spanish and Portuguese
BA State University of New York, Binghamton; MA
University of Massachusetts.
Paola Ferrario
I tarnish Visiting Artist
B.FA San Francisco Art Institute; M.F.A. Vale University.
Larry Fine
Lecturer in Religion
Charles Flachs
Lecturer in Dance
Rose Flachs
Lecturer in Dance
Terese Freedman
Lecturer in Dance
B A University of Colorado at Boulder.
Janice Gatty
Lecturer in Education and Child Study
BA Mills College; Hd.M. Smith College; Ed.D.
I Iniversitj of Massachusetts Amherst.
John Gibson
Senior Lecturer in . \rt
B.FA Rhode Island School of Design; M.FA Yale
University
Patricia Gonzalez
Senior Lecturer in Spanish and Portuguese
BA Mary Baldwin College; MA Middleburv College;
Ph.D. University of Texas at Austin.
Ron Gorevic
Lecturer in Music
Performance Diploma. Guildhall School of Music.
London.
Serena Grattarola
Lecturer m Italian language and Literature
MA University of California. Los Angeles; MA Harvard
University.
Bruno Grazioli
Lecturer in Italian Language and Literature
MA Royal Holloway, University of London, 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
Robert Gutermuth
Five College Astronomy Education/Research Fellow and
Lecturer
Jennifer Hall-Witt
Lecturer in History
BA Northwestern University; MA, Ph.D. Yale
University.
Lane Hall-Witt
Lecturer in History
BA University of Oregon; M.A. 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
Mohammad Hassan
Lecturer in Middle East Studies (Arabic)
BA Mansoura University, Egypt; MA Tanta University,
Egypt
John Hellweg
Lecturer and Professor Emeritus of Theatre
BA University of California, Riverside; MA Stanford
University; Ph.D. University of California, Berkeley
Michelle Herder
Lecturer i n History
arieton College; M.Phil.. PhD Yale University
468
Lecturers
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
Harvey Hill
Lecturer in Religion
B.A. Yale University; M.T.S. Candler School of Theology;
Ph.D. Emory University.
Jonathan Hirsh
Senior Lecturer and Director of Orchestral and
Choral Activities
B.A. Amherst College; M.M., D.M.A. University of
Michigan.
Anca Luca Holden
Lecturer in German Studies
B.A. Covenant College; M.A. University of Georgia.
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 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;
M.A. Peking University; M.A. University of Wisconsin.
Marsha Smith Janson
Lecturer in English Language and Literature
M.F.A. Warren Wilson College.
Charles Johnson
Lecturer in Economics
Peter Jones
Lecturer in Dance
Don Jordan
Lecturer in Theatre
B.A. Tufts University
Robert Kaplowitz
Lecturer in Theatre
Neal Katz
Lecturer in Astronomy
Judith Keyler-Mayer
Senior Lecturer in German Studies
M.A. Ludwig-Maximilians Universitat, Munich,
Germany.
Lucretia Knapp
Lecturer in Film Studies
B.A., M.A., The Ohio State University; M.EA. University
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 American Studies
Jonathan Lipman
Lecturer in History
B.A. Harvard College; M.A., Ph.D. Stanford University.
Wenjiu Liu
Lecturer in East Asian Languages and Literatures
Daphne Lowell
Lecturer in Dance
B.A. Tufts University; M.EA. University of Utah.
Jane Frances Lund
Lecturer in Art
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
B.A. Chosun University, Kwang-ju, Korea; M.A. Ewha
Women's University, Seoul, Korea; M.A. St. Michael's
College; C.A.G.S., University of Massachusetts.
Donna Mejia
Visiting Artist in Residence, Dance
B.S. University of Colorado, Boulder.
lecturers
469
Christiane Metral
Lecturer in French Studies
Licence es Lettres, University of Geneva, Switzerland.
Rosemary McNaughton
Lecturer in Astronomy
Elizabeth Meyersohn
Lecturer in Art
15. A. Smith College; M.F.A. Yale School of Art.
James Middlebrook
Lecturer in Art
B.S. University of Virginia; M.Arch. Columbia
University.
Marilyn Middleton Sylla
Five College Lecturer in Dance
Esteban Monserrate, Ph.D.
Lecturer and Laboratory Instructor in Biological
Sciences
M.S., Ph.D. University of Massachusetts Amherst.
Ruth Moore
Lecturer m Education and Child Study
Dorothy Moss
Lecturer in American Studies
M.A. Williams College.
Mary Murphy
Senior Lecturer in Mathematics and Statistics
B.A. College of St. Elizabeth; M.A.T. The Johns Hopkins
University.
Paul Newlin
Lecturer in Public Policy
B.S., MA University of Massachusetts Amherst.
Olivia Newman
Lecturer in Government
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 1'heatre
B.A. Universitv of Alberta.
Rebecca Nordstrom
Lecturer in ikince
B.A. Antioch College; M.F.A. Smith College.
David Palmer
Lecturer in Psychology
B.S., M.S.. Ph.D. University of Massachusetts.
Trek Palmer
Lecturer in Computer Science
B.S., M.A. University of New Mexico.
Jenny Perlin
Lecturer in Film Studies
Eric Poehler
lecturer in Art
M.S.S. University of Chicago; M.A. University of
Virginia.
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 Psychology1
A.B. Smith College; M.A., Ph.D. University of
Massachusetts at Amherst.
Elizabeth Pufall
Lecturer in Psychology
Norma Quesada
Lecturer in Classical Languages and Literatures
B.A. Mount Holyoke College; M.A. State University of
New York, Buffalo.
Cathy Hofer Reid
Principal of the Campus School and Lecturer
(Education and Child Study)
B.A. Hamline University; M.S. Utah State Universitv;
Ph.D. University of Connecticut.
Timothy Ruback
Lecturer in Government
B.A. Bates College; M.A. Arizona State University.
Maureen Ryan
Lecturer in Classical Languages and Literatures
B.A., M.A., Ph.D. Ohio State University.
Neal Salisbury
Lecturer in Professor Emerit 'us in History
B.A., M.A., Ph.D. Universitv of California. Los Angeles.
470
Lecturers
Candice Salvers
Lecturer in Dance
B.L.S. University of Memphis; M.F.A. Smith College.
Peter Sapira
Lecturer in English Language and Literature
Samuel Scheer
Lecturer in English Language and Literature
BA Bennington College; M.Phil. Oxford University.
Katherine Schneider
Lecturer in Art
B.A. Yale University; M.FA Indiana University.
Stephen E. Schneider
Lecturer in Astronomy
Anne Schwartz
Lecturer in Mathematics and Statistics
A.B. Dartmouth College; M.A., Ph.D. University of
California, San Diego.
Peggy Schwartz
Anthony Tuck
Lecturer in Classical Languages and Literatures
Umut Uzer
Lecturer in History
B.Sc. Bilkent University, Ankara, Turkey; M.Sc. Middle
East Technical University; Ph.D. University of Virginia.
Mike Vargas
Lecturer and Musician in Dance Technique and
Performance
Daniela Varon
Lecturer in Theatre
A.B. Dartmouth College.
Hugo Viera
Lecturer in Spanish and Portuguese
B A University of Pennsylvania; Ph.D. Yale University.
Timothy Waligore
Lecturer in Government
B.A. Dartmouth College; M.Phil. Columbia University.
Lecturer in Dance
Daniel Warner
B.A. University of Rochester; M.A. State University of
New York at Buffalo.
Lecturer in Music
Ellen Dore Watson
Ronald L. Snell
Lecturer in Astronomy
BA University of Kansas; M.A., Ph.D. University of
Texas.
Lecturer in English Language and Literature;
Director of Poetry Center
BA, M.EA. University of Massachusetts Amherst.
Robert Weir
Jane Stangl
Lecturer in Exercise and Sport Studies
B.S. University of Wisconsin; M.A. Bowling Green State
University; Ph.D. University of Iowa.
Lecturer in History
B.S., M.A. Shippensburg University; Ph.D. University of
Massachusetts Amherst.
Pan Welland
Maria Succi-Hempstead
Lecturer in Italian Language and Literature
M.A. University of Kent, Canterbury, England.
Lecturer in Theatre
B.F.A. University of Massachusetts Amherst; A.M. Smith
College.
Catherine Swift
Paul Wetzel
Lecturer in Education and Child Study
Lecturer in Biological Sciences
Atsuko Takahashi
Grant Wilson
Lecturer in East Asian Languages and Literatures
B.A. Japan Women's University; M.S.Ed. University of
Pennsylvania.
Lecturer in Astronomy
Wendy Woodson
Lecturer in Dance
Cathy Weisman Topal
Lecturer in Education and Child Study
B.A. Cornell University; M.A.T. Harvard School of
Education.
Catherine Woronzoff-Dashkoff
Senior Lecturer in Russian Language and
Literature
Baccalaureat es Lettres, Lycee Frangaise de Vienne,
Austria; A.B. Smith College.
Lecturers/Instructional Support Personnel
471
Jonathan Wynn
lecturer in Sociology
B.A. State University of New York, Buffalo; M.S. Univer
sity of Nevada, Las Vegas; Ph.D. City University of New
York.
Nan Zhang
Lecturer in theatre
BA Beijing University; MA, Ml. A. The Ohio State
University.
Ling Zhao
lecturer in Hast Asian 1st nonages and Literatures
B.A. Beijing University; MA Beijing Foreign Studies
Universitv.
Instructional Support
Personnel
Saleema Bashir Waraich
Mellon Post-Doctoral Fellow in Art
Christina Greer
Mellon Post-Doctoral Fellow in Government
Michael E. Young
Mellon Post-Doctoral Fellow and Lecturer in Math-
ematics and Statistics
Daniel Rivers
Mellon Post-Doctoral Fellow in the Study of Women
a) id (lender
Maria C. Ramos
Mendenhall Fellow in English Language and Lit-
erature
Julian Tyson
Research Associate in Chemistry
Daniel Brown
Research Associate in History
Sean Gilsdorf
Research Associate in History
Erika Laquer, Ph.D.
I 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
Mary Mosher Flesher
Research Associate m History of Science and
Technology
Robert Weir
Research Associate in History of Science and
Technology
Sarah-Marie Belcastro
Research Associate in Mathematics and Statistics
Janice Moulton, Ph.D.
Research Associate in Philosophy
Meredith Michaels
Research Associate in Philosophy
Peter Pufall
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
Lori Saunders
Laboratory Instructor in Biological Sciences
Judith Wopereis, M.Sc.
Laboratory Instructor in Biological Sciences
472
Instructional Support Personnel
Graham R. Kent, M.Sc.
Senior Laboratory Instructor in Biological Sciences
Maria Bickar
Laboratory! Instructor in Chemistry
Smita Jadhav
Laboratory Instructor in Chemistry
Heather Shafer
Laboratory Instructor in Chemistry
Rebecca Thomas
Laboratory Instructor in Chemistry
Steve Gaurin
Laboratory Instructor in Geology
Reiko Kato
Assistant in East Asian Languages and Literatures
Keiko Konoeda
Assistant in East Asian Languages and Literatures
Giulia Benghi
Assistant in Italian Language and Literature
Pamela Matheson
Laboratory Instructor in Mathematics and Statistics
Joyce Palmer-Fortune
Laboratory Instructor in Physics
Jerzy W. Pfabe, M.Sc.
Laboratory Supervisor in Physics
Thomas Schicker
Laboratory Supervisor in Physics
Margaret Thacher
Laboratory Instructor in Physics
Annette Hunt
Laboratory Instructor in Sociology
David Palmer, Ph.D.
Assistant in Statistics, Psychology Department
Jeffrey Bankman
Teaching Assistant in Spanish and Portuguese
Esther Cuesta
Teaching Assistant in Spanish and Portuguese
Audra Carabetta
Teaching Fellow in Dance
Jillian Grunnah
Teaching Fellow in Dance
Caitlin Johnson
Teaching Fellow in Dance
Nicole Kedaroe
Teaching Fellow in Dance
Lona Lee
Teaching Fellow in Dance
Michelle Marroquin
Teaching Fellow in Dance
Katie Martin
Teaching Fellow in Dance
Marielle L. Emond, B.A.
Teaching Fellow in Education and Child Study
Deanna L. Gagnon, B.A.
Teaching Fellow in Education and Child Study
Linda D. McEvoy, B.A.
Teaching Fellow in Education and Child Study
Cynthia Lee Oldenberg, B.A.
Teaching Fellow in Education and Child Study
Michael A. Von Stange, B.A.
Teaching Fellow in Education and Child Study
Anna E. Walton, A.B.
Teaching Fellow in Education and Child Study
Kathleen Boucher
Teaching Fellow in Exercise and Sport Studies
Lacee Garmon
Teaching Fellow in Exercise and Sport Studies
Sarah Cox
Teaching Fellow in Exercise and Sport Studies
Sheila Gisbrecht
Teaching Fellow in Exercise and Sport Studies
Erica Hollot, B.A.
Teaching Fellow in Exercise and Sport Studies
Jeremy Ivey, B.S.
Teaching Fellow in Exercise and Sport Studies
David Schary
Teaching Fellow in Exercise and Sport Studies
Instructional Support Personnel
473
Hannah Shalett, B.A.
Teaching Fellow in Exercise and Sport Studies
Jennifer Williams, B.A.
Teaching Fellow in Exercise and Sport studies
Laura Williamson, B.A.
Teaching Fellow in Exercise and Sport studies
Clifton Noble, Jr. B.A., M.A.
Stuff Puu ust. 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 Music
Sarah Cornelius
Performance Instructor in Musk
Phillip de Fremery, B.M.
Performance Instructor in Music
Rebecca Eldredge
Performance Instructor in Music
Michele Feldheim, B.M., M.M.
Performance Instructor in Music
Donna Gouger, B.M.
Performance Instructor in Music
Judith Gray, B.S., M.S.
Performance Instructor in Music
Kirsten Hadden Lipkens, B.M., M.M.
Performance Instructor in Music
Volcy Pelletier, Graduate Diploma New England
Conservatory
Performance Instructor in Music
Ellen Redman, B.Mus., M.Mus.
Performance Instructor in Music
Alice Robbins, A.B., Graduate Diploma Schola
Cantoram Basiliensis
Performance Instructor in Music
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 Musk
Thomas Tisdell, B.A., M.Ed.
Performance Instructor in Musk
Administration
Administration
Office of the President and the
Board of Trustees
Carol T. Christ Ph.D.
President
Adrianne R. Andrews, Ph.D.
Omh
Rebecca Lindsey. M.A.
the Board of Thisl sistant to the
Preskk
Jacquetyn A. Scalzo. B.A.
.T to the President
Georgia Yuan, M.S., J.D.
rtary 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
Cam Morin Kelly '84, A.B.
Director of Campaign and Gift Planning
Karen Leah Boehnke '99, A.B.
. :: Advancement Strategies
TBA
Director of International Advancement
The Athletic Department
Lynn Oberbillig, M.A., M.B.A.
Director
The Botanic Garden
Michael Marcotrigiano, Ph.D.
Director
Facilities Management
John Shenette, B.S.
v.ve Director of Facilities
The Smith College Campus School
Cathy Hofer Reid. Ph.D.
Director
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
Ad\lser to Catholic Students
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
Office of the Dean of the College
Maureen Mahoney, Ph.D.
Dean of the College
Tamra Bates, M.S.
Director of the Campus Center
Administration
475
Margaret Bruzelius, Ph.D.
Dean of the Sophomore Class
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 the Junior Class and Ada Comstock Scholars
TBA
Assistant Dean for International Study
Julianne Ohotnicky, M.A.
Dean of Students
L'Tanya Richmond, M.A.
Director of Multicultural Affairs
Tom Riddell, Ph.D.
Associate Dean of the College and Dean of the First-Year
Class
Rebecca Shaw, M.A.
Director of Residence Life
Hrayr C. Tamzarian, M.Ed.
Associate Dean for Student Affairs and International
Students and Scholars
Margaret Zelljadt, Ph.D.
Dean of the Senior Class
Dining Services
Kathleen Zieja, B.S.
Director
Office of Enrollment
Audrey Smith, B.A.
Dean of Enrollment
Debra Shaver, M.S.
Director of Admission
Karen Kristof, A.B.
Senior Associate Director
Sidonia M. Dalby, M.Ed.
Barbara Garcia, M.A.
Sabrina Marsh, B.A.
Associate Directors of Admission
David Belanger, M.B.A.
Acting 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
David C. DeSwert, M.P.L.
Director of Budget and Grants
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
Thomas C. Laughner, Ph.D.
Director of Educational Technology
476
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 Tacobson Center for Writing,
Teaching and Learning
Julio Alves, Ph.D.
Director
Quantitative Learning Center
Catherine McGune, 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 Library7
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. Carr 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
Standing Committees
477
Standing Committees.
2008-09 (Elected)
Academic Freedom Committee
lames Callahan (2010); Yelma Garcia (2009); Nicolas
Russell (2011)
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 Development (John
Davis); Dean of the College (Maureen Mahoney);
Vice President for Finance and Administration (Ruth
Constantine); Nice President for Advancement (Patricia
Jackson); Staff Representative (To be announced);
'Ivvo students selected by the Student Government As-
sociation (To be announced); TWo members of Faculty
Council (Janie Vanpee, Patricia DiBartolo); Giovanna
Bellesia (2009); Ginetta Candelario (2010); Andrew
Guswa (2010)
Committee on Faculty Compensation and Development
Associate Provost and Dean for Academic Develop-
ment, Chair, non-voting (John Davis); Roger Kaufman
(2009); Dana Leibsohn (2010); Mahnaz Mahdavi
(2011); Alan Rudnitsky (2010); Susan Voss (2010);
Faculty Council Representative, non-voting (Howard
Gold) '
Faculty Council
Patricia DiBartolo (2010); Howard Gold (2011); Kevin
Quashie, Chair (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);
Rosetta Cohen (201 1); James Henle (2011); Paulette
Peckol (2010); Nancy Whittier (2010); Alternate: to be
announced
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); Alice
Hearst (2009); Nicholas Horton (2011); William Oram
(201 1); Joseph McVeigh (2011); Cornelia Pearsall
(2010); Faculty Council Representative, non-voting
(Greg White)
Lecture Committee
Pau Atela (201 1); Anna Botta (201 1); Donna Robinson
Divine (2011); Kevin Rozario (2011); Lynne Yamamoto
(2010)
Committee on Educational Technology
Fernando Armstrong-Fumero (201 1); Man' Ellen
Birkett (2009); John Brady (2011); Gary Felder (201 1);
Jamie Hubbard (2011); Roisin O'Sullivan (2011); As-
sociate Provost and Dean for Academic Development
(John Davis); Non-voting members: Executive Director
of Information Systems (Herb Nickles); Supervisor of
Computing and Technical Services in the Science Cen-
ter (Eric Brewer); Director of Educational Technology
(Tom Laughner); Coordinator of Library Systems (Eric
Loehr)
Committee on Grievance
Justin Cammy (2009); John Connolly (2011); Glenn
Ellis (2009); Ann R.Jones (2009); Sabina Knight
(2011); Suleiman Mourad (2009); Amy Rhodes
(2009); Alternates: to be announced
Committee on the Library
Elisabeth Armstrong (2011); Nalini Bhushan (2011);
Lucy Mule (201 1 ); 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)
478
Alumnae Association
Alumnae Association,
2008-09
Officers
President
Charlotte G. Kea '82
16019 Elegant Court
Bowie, MD 20716
Vice President
Lisa Ilka Abrams '90
4809 N.Paseo del Tupo
Tuscson,AZ 85750
Treasurer
Rehana Farrell '92
123 Carter Road
Princeton, Nf 08540
Clerk
Diane Dukette '87
188 Sawmill Road
West Springfield, MA 01089
Directors
Erin Alexander Paisan '87
4215 Nashwood Lane
Dallas, TX 75244
Caroline Soleliac Carbaugh '66
(Chair, Classes)
253 Inverness Lane
Ft. Washington, MD 20744-6306
Cecily Hines 73
117 Portland Avenue, #710
Minneapolis, MN 55401-2539
Linda Kramer Jenning 72
6100 Edgewood Terrace
Alexandria, VA 22307-1 125
Alice Schlegel '56
4562 N. Caminito de la Puerta
Tucson, AZ 85718
Adrianne Todman '91
(Chair, RCC)
3900 16th Street, NW #511
Washington, DC 20011
Katya A. Wilson '82
4367 Arbutus Street
Vancouver, BC V6j 4S4, Canada
Jacquelyn Woodworth '92
590 Pacific Street, Apt. 3
Brooklyn, NY 11217
JoAnne Lyons Wooten 74
12501 Trelawn Terrace
Mitchellville, MD 20721-2502
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 Hopkins
Associate Director
Lisa Lauterbach Laskin '88
112 Avon Hill Street
Cambridge, MA 02 140
Sharmeen Obaid-Cinoy '02
261 Yonge Blvd. N.
Toronto, ON M5M3J1, Canada
479
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, vi
Academic course load, 45
Academic credit, 48-50
Academic divisions, 61-63
Academic Honor System, 1 1
Academic program, 7-1 6
Academic records, disclosure of, 52
Academic rules and procedures, 45-53
Academic societies, 28
Academic standing, 5 1
Accelerated course program, 1 1
Accreditation, iv
Ada Comstock Scholars Program, 12
admission, 43-44
fees and expenses, 33-36
financial aid. 38
grading options, 48-49
Adding and dropping courses, 46-47
Administration directory, 474-476
Admission, 41-44
graduate study, 54-60
undergraduate study, 41-44
Ada Comstock Scholars, 43-44
advanced placement credit, 50
application fee, 35
deadline dates, 42
entrance tests, 41
health form, 23
interview. 42
international students, 43
secondary school preparation, 41
transfer applicants, 43
Admission, to courses requiring special
permission, 45
Advanced placement. 42. 50
toward requirements. 50
Advanced standing, 5 1
Advising, 10-11
career. 11
engineering, 11, 192
minor advisers, 1 1
prebusiness, 11
prelaw. 1 1
premajor and major advisers. 10-11
premedical and prehealth professions, 1 1, 130
African studies
minor, 67-68
Five College certificate in, 429
Afro-American studies, 69-72
Age of majority, 52
Ainsvv orth/Scott Gymnasiums, 2 1
hours, 21
Alumnae
networking, 22
support, 39
Alumnae Association
officers, 478
Alumnae Gymnasium, 2.1"
American College Testing Program. 4l
American ethnicities, 73-75
American studies, 76-80
diploma in, 57, 80
Amherst College
cooperative program with. 12, 16
Twelve College Exchange, 16
cooperative Ph.D. program, 57
Ancient studies, 81-82
Anthropology, 83-89
Application for admission
graduate study, 54
nondegree studies, 57-58
undergraduate study, 41
Arabic courses. See Religion.
Archaeology, 90-91
Architecture and landscape architecture courses.
See An
Art. 92-105
Art library, 18
hours, 18
Index
Art museum, 18
hours, 18
Asian/Pacific/American studies, Five College
certificate in, 430-431
Associated Kyoto Program, 15
Astronomy, 106-109
Athletic facilities, 21
Athletic fields, 21
Athletic program, 20-21, 445-446
See also Exercise and sport studies.
Athletics, 21-22, 445-446
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.
Bass hall, 18
Berenson Dance Studio, 19
Biblical literature. See Religion.
Biochemistry, 110-115
Biological sciences, 116-130
master's degree, 55
Board of trustees, 447
Boathouse, 21
Botanic gardens, 18
Botany. See Biological sciences.
Bowdoin, study at, 16
Brown Fine Arts Center, 18
Buddhist studies, Five College Certificate in, 432
Burton Hall, 2, 18
Burton, Marion LeRoy, 2
Calendar, academic, vi
Campus Center, 21
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, 60
undergraduate, 46-47
Chaplains, 23
Chemistry, 131-135
Chemistry lab fee, 35
Child study. See Education and child study.
Chinese. See East Asian studies.
Christ, Carol 1, 4, 447, 453, 474
Churches, 23
Clark Science Center, 18
Clarke School for the Deaf, 56
Class attendance and assignments, 47
Class schedule chart, inside back cover
Classical languages and literatures, 136-139
Coastal and marine sciences, Five College
Certificate in, 433
Cognitive Neuroscience, Five College Certificate in,
434
College Archives, 17
College Board tests, 41
College physician, 22
College Scholarship Service, 37
Committees, 477
Comparative literature, 140-146
Computer facilities, 19-20
Computer science, 147-154
Confidentiality
of medical records, 23
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, Jill Ker, 3-4, 448
Cooperative programs with other institutions, 12
Cordoba, study abroad, 15
Counseling
career, 22
personal, 23
religious, 23
Course enrollments, Five College, 48
summary, 24
Course load, 45
Course numbers, key to, 63-65
Course programs
accelerated, 1 1
honors, 12
independent study, 12-13, 46
regular, 7-9, 45
Smith Scholars, 13
Course registration, 46-47, 60
Index
481
Courses of study, 67—446
Course symbols, designations, abbreviations,
explanation of, 61-65
Credit
academic, 48-50
advanced placement, 50
earned before matriculation, 50
internships, 12-13, 46
interterm. 50
performance, 49
shortage, 49
summer school, 49-50
transfer, 49
Cross country course, 2 1
Culture, health and science, Five College Certificate
in, 435
Curriculum, 7-8
Curricular requirements and expectations, 8
Dance, 155-164
facilities, 19
master's degree, 56
Dartmouth, study at, 16
Davis, Herbert, 2
Deadlines
for admission, 42
for course changes, 46-47, 60
Deaf, teaching of the, 56
Deans List, 28
Deferred entrance to first-year class, 42
Deferred entrance for medical reasons, 42
Degrees, requirements for
bachelor of arts, 8, 45
master of science in biological sciences, 55
master of science in exercise and sport
studies, 55
master of arts in teaching, 56
master of education of the deaf, 56
master of fine arts in dance, 56
master of fine arts in playwriting, 56-57
cooperative Ph.D. program, 57
master/doctor of social work, 57
satisfactory progress, 5 1
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, 5 1
Divisions, academic. 61-63
Doctors, 22-23
Dormitories. See Residential houses for
undergraduates.
Dropping and adding courses, 46-47, 60
Dunn, Mary Maples, 4, 448
Early Decision Plan, 42
East Asian languages and literatures, 164-170
East Asian studies, 171-175
Economics, 176-182
Education and child study, 183-191
Education, master's degree, 56
Elizabeth Mason Infirmary, 22
Emeritae, emeriti, 448-451
Engineering, 192-199
Engineering advising, 1 1
English language and literature, 200-2 1 1
Enrollment statistics, 24-26
Entrance requirements, 41
Environmental science and policy, 212-214
Ethics, 215
Examinations
final, 47
pre-examination period, 47
Exercise and sport studies, 216-225
master's degree, 55
Expenses, 33-36
Extended Repayment Plan, 36
Extracurricular activities, 21-22
Facilities, 17-21
Faculty, 448-473
Five College, 415-428
Family Education Loans, 39
Fees and expenses, 33-35
bed removal, 35
chemistry lab, 35
continuation, 35
contractual limitations, 36
early arrival, 35
graduate study, 59
health/fire/safety regulation. 36
Junior Year Abroad, 13-15
late Central Check-in, 35
late payment, 35
late registration , 35
Twelve College Exchange, 16
482
Index
Fellowships
international and domestic, 32
research, 59
teaching, 59
Fields of knowledge, seven major, 7
abbreviations in course listings, 64-65
Film studies, 226-230
Final examinations, 47
Financial aid, 36-40, 59-60
Ada Comstock Scholars, 38
campus jobs, 39
first-year applicants, 37-38
graduate students, 59-60
grants, 39
international students, 38, 43
loans, 39
outside aid, 39
transfer students, 38
work-study, 39
Financial obligation, 33
Fine arts center, 18
Fine arts, master's degree, 56-57
First Group Scholars, 27
First-Year applicants, 37-38
First-Year Seminars, 231-237
Five College Certificate Programs, 10
African studies, 429
Asian/Pacific/American studies, 430-431
Buddhist studies, 432
Coastal and marine sciences, 433
Cognitive Neuroscience, 434
Culture, health and science, 435
Film studies major, 443
International relations, 436
Latin American studies, 437
Logic, 438-439
Middle East studies, 440
Native American Indian studies, 441
Russian, East European and Eurasian Studies,
442
Five College Cooperation, 12
course enrollment, 48
course interchange, 12
course offerings, 415^28
course regulations, 48
Five College faculty, 415-428
Five College Self-Instructional Language Program, 444
Florence, study abroad, 14
Foreign language literature courses in translation, 238
Foreign students. See International students.
Foreign study programs, 13-15
France, study abroad, 15
French studies, 239-245
Geneva, study abroad, 14
Geographical distribution of students, 25
Geology, 246-251
German studies, 252-258
Germany, study abroad, 14-15
Government, 259-268
Grading options, 48-49
Graduate study, 54-60
admission, 54
enrollments, 24
international students, 54
Graduation rate, 24
Graduation requirements, 8-9, 45
Grants, 39
music, 39
named and restricted, 39-40
trustee, 40
Greek courses, 136-137
Greene, John M., 1
Greenhouses, 18
Gymnasium, 21
hours, 21
Hallie Flanagan Studio Theatre, 19
Hamburg, study abroad, 14-15
Hampshire College
cooperative program with, 12
cooperative Ph.D., 57
Health insurance, 23, 34
for graduate students, 59
Health professions advising, 11, 130
Health professions program, 130
Health regulations, 22-23
Health Services, 22-23, 58
Hebrew courses. See Religion.
Helen Hills Hills Chapel, 23
High school preparation for applicants, 41
Hillyer Hall, 18
Art library, 18
Hispanic studies. See Spanish and Portuguese.
History, 269-277
History of science and technology, 278-280
History of Smith College, 1-4
Honor code, 1 1
Index
483
Honors program, 12
Houses, 2 1
graduate students, 58
flow to get to Smith, iv
Independent study, 12-13, 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
21-22,445-446
Interdepartmental and extradepartmental
course offerings, 411-414
Interdepartmental majors, 9
Interdepartmental minors, 9-10
Interlibrary loan, 17
International baccalaureate, 42, 51
International relations, 281-282
International Relations Certificate
Program, 436
International students
admission, 43
admission of graduate, 54
Certificate of Graduate Studies, 54, 57
Diploma in American Studies, 57, 80
financial aid, 38, 44
graduate fellowships, 59
summary of enrollment, 25
Internships
career, 22
credit, 12-13,46
Praxis summer internships, 22
semester in Washington, 15, 268
Smithsonian Institution, 15-16, 79
Interterm, \i
credit status, 50
Interterm courses offered for credit, 283
Interview, for admission applicants, 42
career, 22
Intramural athletics, 21-22, 445-446
Italian language and literature, 284-289
Italy, study abroad, 14
Jacobson Center for Writing, Teaching and
Learning, 20
Jahnige Social Science Research Center, 1 9
Japan, study abroad, 15
Japanese. See East Asian studies.
Jean Kcker Semester-in- Washington Program. IS.
268
Jewish chaplain, 23
Jewish studies, 290-295
Job, campus, 39
summer, help with, 22
Junior Year Abroad Programs, 13-15
course loads, 14-15
enrollments, 24
requirements, 14
Kahn Institute, 20-21
Kennedy professorship, 6
Kyoto, study abroad, 15
Landscape architecture. See Art.
Landscape studies, 296-298
Language Laboratory, 19
hours, 19
Late course changes, 46-47
Late registration, 47
Latin American and Latino/a studies, 299-302
Five College certificate in, 437
Latin courses, 137
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, 303-304
Loans
graduate study, 60
undergraduate studv, 36, 39
Logic, 305-306
Logic, Five College Certificate Program in, 438-439
Louise W. and Edmund J. Kahn Liberal Arts
Institute, 20-21
Lyman Plant House, 18
Major, 9
Major fields of knowledge, seven, 7
abbreviations in course listings, 64-65
Majors, enrollment, 26
484
Index
Majority, age of, 52
Mandatory medical leave, 53
Marine science and policy, 307
Maritime studies, 16
Master of arts programs, 56-57
Mathematics and Statistics, 308-315
McConnell Hall, 18
Medical leave of absence, 54
Medical professions program, 130
Medical services, 22-23
Medieval studies, 316-317
Mendenhall Center for the Performing Arts, 19
Mendenhall, Thomas Corwin, 3
Microbiology. See Biological sciences.
Middle East Studies Certificate Program, 440
Middle East Studies, 318-322
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, 323-329
facilities, 19
fees for practical music, 35
grants, 39
scholarships, 39
Mystic Seaport Program, 16
National Theatre Institute, 16
Neilson, William Allan, 2
Neilson chair, 5-6
Neilson Library, 17-18
hours, 18
Neuroscience, 330-334
Newman Association, 23
Nondegree studies, 57
Nondiscrimination policy, inside front cover
Nonmatriculated students, 12, 34, 46
Off-campus study programs, 12-16
Outpatient services, 22-23
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
Personal computers, 20
Ph.D. programs, 54, 57
Phi Beta Kappa Society, 28
Philosophy, 335-340
Photography, facilities for, 18
Physical education, master's program, 55
See also athletic program; exercise and
sport studies.
Physical fitness, 21-22
Physics, 341-344
Placement, advanced, 42, 50
Playwriting, master of fine arts in, 56-57
Poetry Center, 19
Reading Room, 19
Political economy, 345
Political science. See Government.
Pomona-Smith Exchange, 16
Portuguese, 383-391
See also Spanish and Portuguese.
Praxis Summer Internship
Funding Program, 22
Prebusiness advising, 1 1
Pre-examination period, 47
Prehealth professions program, 11, 130
Prelaw advising, 1 1
Premedical professions program, 11, 130
PRESHCO, 15
Presidential Seminars, 346-347
Princeton-Smith Engineering Exchange, 16
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, 348-356
Public policy, 357-359
Quantitative courses for beginning students,
360-365
Quantitative Learning Center, 20
Rare Book Room, 17
Readmission, 52-53
Index
485
Recognition for academic achievement, 27-32
Recreation and club sports, 21-22
Refunds, withdrawal. 35-36
Junior Year Abroad. 14-15
Registration, course, 46, 60
'late fee, 35, 47
Regular Decision Plan. 12
Religion, 366-372
Religious expression, 23
Repeating courses, 49
Required course work for graduate students, 60
Requirements
for admission, 41
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, 54-55
Residential houses for undergraduates, 2 1
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, 373-375
Ruth and Clarence Kennedy Professorship in
Renaissance Studies, 6
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
Northampton and Hatfield residents, 40
ROTC, 40
Science Center. IS
Science courses for beginning students, 376
Science Li bran, 18
hours, 18
Scott Gymnasium, 21-22
Secondary-school preparation, 41
Seelye, Laurenus Clark, 1-2
Semester-in-Washington Program, IS. 268
Semesters, vi
course program, 45
Seminars, admission to, 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, Ruth J., 4, 448
Smith Outdoors, 22
Smith, Sophia, viii, 1
Smith Scholars Program, 13
Smithsonian Institution internship, 15-16, 79
Social Science Research Center, 19
Social work, master/doctor of, 57
Sociology, 377-382
Sophia Smith Collection, 17
South India Term Abroad, 16
Spanish and Portuguese, 383-391
Spanish-speaking countries, foreign study in, 16
Special Studies, admission to, 46
Spelman-Smith Exchange, 16
Sports, 21-22, 216-225, 445-446
Squash courts, 2 1
Standardized tests
for admission, 41^2
for graduate applicants, 54
Statistics, 392
Student account, 33
Student Counseling Service. 23
Student-designed interdepartmental majors and
minors, 10
Student Government Association, 17, 34
activities fee, 34
Student housing, 2 1
Student organizations, religious. 23
Students
enrollment statistics, 24
geographical distribution. 25
Index
Studio art fees, 35
Study abroad, 13-15
Study of women and gender, 403-410
Summer courses, credit for, 11, 49-50
Summer internships, 22
Summer jobs, help finding, 22
Supplemental Educational Opportunity
Grants, 39
Swimming pool, 21
Switzerland, study abroad, 14
Symbols and abbreviations, explanations of, 61-65
Teacher certification, 183-191
Teaching fellowships, 59
Teaching, master of arts in, 56-57
Tennis courts, 21
Theatre, 393-399
master of fine arts in playwriting, 56-57
Theatre building, 19
Third World development studies, 400-401
Track, 21
Transfer students
admission, 43
financial aid, 38
Trinity, study at, 16
Trustees, board of, 447
Trustee Grant, 40
Tryon Hall, 18
Tuition
for graduate students, 59
grants to area students, 39
payment plans, 36
refund policy, 35-36
Twelve College Exchange Program, 16
TV studio, 19
Wallfisch, Ernst, music scholarship, 39
Washington intern programs, 15, 79
Weight training room, 21
Wellesley, study at, 16
Werner Josten Library, 19
hours, 19
Wesleyan, study at, 16
Wheaton, study at, 16
William Allan Neilson Chair of Research, 5-6
William Allan Neilson Library, 17-18
Williams, study at, 16
Williams-Mystic Seaport Program in
American Maritime Studies, 16
Withdrawal from the college
Junior Year Abroad Programs, 13-14
medical, 52-53
personal, 52
refund policy, 35-36
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, 201, 207-208
Writing requirements, 8-9
Young Science library, 18
hours, 18
Zoology. See Biological sciences.
University of Massachusetts
cooperative Ph.D. program, 57
cooperative program with, 12
Urban studies, 402
Vacations, academic, vi
Vassar, study at, 16
Visiting Year Programs, 43
Visits to the college, v
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IIHSMII
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
adviser for equity complaints, College Hall 103,
(413) 585-2141, or visit www.smith.edu/diversity.
Jeanne Clery Disclosure of Campus Security Policy
and Campus Crime Statistics Act
The college is required by law to publish an annual
report with 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 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) 585-2491.
SMITH COLLEGE BULLETIN
(USPS 499-020)
Number III
Series 102 September 2009
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. 67-440 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.
6M4117-8/09
Smith College
Northampton, Massachusetts 01063
(413) 584-2700
SMITH COLLEGE BULLETIN
2009-10 CATALOGUE
Smith College
Northampton, Massachusetts 01063
(413) 584-2700
Contents
How to (Jet 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 12
Smith Scholars Program 13
Study Abroad Programs 13
Smith College Junior Year Abroad Programs 13
Smith Consortial and Approved Study Abroad 15
Off-Campus Study Programs in the U.S 15
The Campus and Campus Life 17
Facilities 17
Student Residence Houses 21
Intercollegiate Athletics, Intramurals and Club Sports 22
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 lb
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 36
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
ii Contents
Deferred Entrance 42
Deferred Entrance for Medical Reasons 42
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 59
Financial Assistance 59
Changes in Course Registration 60
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 83
Archaeology 90
Art 92
Arts and Technology 106
Astronomy 108
Biochemistry 112
Biological Sciences 118
Chemistry 133
Classical Languages and Literatures 138
Comparative Literature 142
Computer Science 150
Dance 158
East Asian Languages and Literatures 167
East Asian Studies 173
Economics 178
Education and Child Study 186
Engineering 194
English Language and Literature 203
Environmental Science and Policy 215
Ethics 218
Exercise and Sport Studies 219
Film Studies 229
First-Year Seminars 233
Foreign Language Literature Courses in Translation 240
French Studies 241
Geosciences 247
German Studies 253
Contents in
Government 259
History 270
Program in the History' of Science and Technology 281
Interterm Courses Offered for Credit 283
Italian Language and Literature 284
Jewish Studies 289
Landscape Studies 295
Latin American and Latino/a Studies 298
Linguistics 302
Logic 304
Marine Science and Pol icy 305
Mathematics and Statistics 306
Medieval Studies 313
Middle East Studies Minor 315
Music 320
Neuroscience 326
Philosophy 331
Physics 338
Presidential Seminars 342
Psvchology 344
Public Policy 352
Quantitative Courses for Beginning Students 355
Religion 359
Russian Language and Literature 365
Science Courses for Beginning Students 368
Sociology 369
Spanish and Portuguese 374
Statistics 382
Theatre 383
Third World Development Studies 390
Urban Studies 392
Study of Women and Gender 394
Interdepartmental and Extradepartmental Course Offerings 402
Five College Course Offerings by Five College Faculty 407
Five College Certificate in African Studies 423
Five College Certificate in Asian/Pacific/American Studies 424
Five College Buddhist Studies Certificate Program 426
Five College Coastal and Marine Sciences Certificate Program 427
Five College Certificate in Cognitive Neuroscience 428
Five College Certificate in Culture, Health and Science 429
Five College Certificate in International Relations 430
Five College Certificate in Latin American Studies 431
Five College Certificate in Logic 432
Five College Certificate in Middle East Studies 434
Five College Certificate in Native American Indian Studies 435
Five College Certificate in Russian, East European and Eurasian Studies 436
Five College Film Studies 437
Five College Self-Instructional Language Program 438
The Athletic Program 439
Directory 440
The Board of Trustees 440
Faculty 442
Administration 468
Standing Committees 471
Alumnae Association 472
Index 473
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. Ibrn
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
Smith College is accredited by the New England Association of Schools and Colleges, Inc. through its Commission on
Institutions of Higher Education. Accreditation of an institution of higher education by the New England Association
indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a
peer review process.
Inquiries and Visits
Visitors are always welcome at the college. Student
guides are available to all viators 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. vi, 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 stalls 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 \uv\v.smith.edu/admission for details.
Financial Aid, Campus Jobs and Billing for
Undergraduates
David Belanger, Director of Student
Financial Services
College Hall
(415)585-2530
E-mail: sfs@smith.edu
Academic Standing
Maureen A. Mahonev. Dean of the College
College Hall. (413)585-4900
Tom RiddelL Associate Dean of the College and Dean
of the First-Year Class
Margaret Bruzelius. Dean of the Senior and Second-
Semester Junior Classes
Erika J. Laquer, Dean oj the Sophomore and First-
Semester Junior Classes, and Ada Comstock
Scholars
College Hall, (413) 585-3090
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
Development
Patricia Jackson, Vice President for Development
Alumnae House, (413) 585-2020
Disability Services
Laura Rauscher, Director of Disability Services
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
Lillv Hall. (415)585-7950
Student Affairs
Julianne Ohotnicky, Dean of students
College Hall, (413)585-4940
Transcripts and Records
Patricia ( )'\eil. Registrar
College Hall, (413) 585-2550
Academic Calendar 2009-10
Fall Semester 2009
Monday, August 31-Monday, September 7
Orientation for entering students
Sunday, August 30 , and Monday, August 31
Central check-in for entering students
Sunday, September 6, and Monday, September 7
Central check-in for returning students
Monday, September 7, 7 p.m.
Opening Convocation
Tuesday, September 8, 8 a.m.
Classes begin
To be announced by the president
Mountain Day (holiday) — Classes scheduled before 7
p.m. are canceled.
Saturday, October 10-Tuesday, October 13
Autumn recess
Friday, October 23-Sunday, October 25
Family Weekend
Tuesday, November 10
Otelia Cromwell Day — Afternoon and evening classes
are canceled.
Monday, November 9-Friday, November 20
Advising and course registration for the second semester
Wednesday, November 25-Sunday, November 29
Thanksgiving recess (Houses close at 10 a.m. on No-
vember 25 and open at 1 p.m. on November 29.)
Tuesday, December 15
Last day of classes
Wednesday, December 16-Friday, December 18
Pre-examination study period
Saturday, December 19-Tuesday, December 22
Examinations
Wednesday, December 23-Sunday, January 3
Winter recess (Houses and Friedman apartments close
at 10 a.m. on December 23 and open at 1 p.m. on
January 3.)
Interterm 2010
Monday, January 4-Saturday, January 23
Spring Semester 2010
Thursday, January 2 1-Sunday, January 24
Orientation for entering students
Monday, January 25,8 a.m.
Classes begin
Wednesday, February 17
Rally Day — All classes are canceled.
Saturday, March 13-Sunday, March 21
Spring recess (Houses close at 10 a.m. on March 13 and
open at 1 p.m. on March 21.)
Monday, April 5-Friday, April 16
Advising and course registration for the first semester
of 2010-11
Friday, April 30
Last day of classes
Saturday, May 1-Monday, May 3
Pre-examination study period
Tuesday, May 4-Friday, May 7
Final examinations
Saturday, May 8
Houses close for all students except ' 10 graduates,
Commencement workers and those with Five College
finals.
Sunday, May 16
Commencement
Monday, May 17
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, discovery, 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 purpose 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 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-
2 History 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 library and various churches. Instead of a dormitory, students lived
in a "cottage," where life was more familial than institutional. Thus began the "house" system that, with some
modifications, the college still employs today. The main lines of Smith's founding educational policy, laid down in
President Seelye's inaugural address, remain valid today: 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 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
History of Smith 3
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.
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 Wright 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 TWelve 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 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 aits; 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 arts education in today's society.
4 History of Smith
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, Smiths student body had diversified. During its early decades the student body had been over-
whelmingly Protestant, but by the 1970s, Roman Catholic and Jewish college chaplains served alongside the Prot-
estant chaplain. All racial, ethnic and religious groups are now well represented on campus, evidence of Smith's
continuing moral and intellectual commitment to diversity.
In Dunn's decade as president, 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
2002. In the early years of her administration, Christ launched an energetic program of outreach, innovation and
long-range planning, including capital planning. She encouraged the development of coursework emphasizing
fluency in the diversity of American cultures and launched a review to determine Smith's distinctive intellectual
traditions. Under her leadership, hundreds of alumnae, students, faculty and staff participated in presidential
dialogues as part of the development of the Smith Design for Learning, the college's strategic plan for the com-
ing decade. Major building projects have come to fruition: the renovation of and addition to the Brown Fine Arts
Center; a dramatic new Campus Center; 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. Construction is
under way for Ford Hall, a state-of-the-art, sustainably designed classroom and laboratory facility for the college's
pioneering Picker Engineering Program and the sciences. Under Christ's leadership, Smith has made significant
commitments to international and intercultural studies and to global outreach and recruitment. Thirteen percent
of the class entering in fall 2009 are citizens of countries other than the United States. Environmental sustainability
has emerged as a central theme in Smith's curriculum and campus operations, as reflected in the construction of
a cogeneration facility for power and heat and the dedication of the MacLeish Field Station, a 200-acre woodland
tract in Whately, Mass., for environmental education and research.
Smith continues to benefit from a dynamic relationship between innovation and tradition. The college is still very
much a part of Northampton, a vibrant and sophisticated cultural center. 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 con-
tinues to respond to the new intellectual needs of today's women — offering majors or interdepartmental programs
in computer science, engineering, environmental science and policy, 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 — young women of extraordinary promise and ambition —
prepare themselves for exemplary lives of leadership and distinction.
William Allan Neiison Professorship
The William Allan Neiison Chair
of Research
Commemorating President Neiison s profound concern
for scholarship and research
Kurt Koffka, Ph.D.
Psychology, 1927-32
G. Antonio Borgese, Ph.D.
Comparative Literature. 1932-35
Sir Herbert J.C Grierson, MA., LL.D.. Litt.D.
English, second semester J 937-38
Alfred Einstein, Dr. Phil.
Music, first semester, 1939-40; 1949-50
George Edward Moore, D.Litt.. LL.D.
Philosophy, first semester. 1940-41
Karl Kelchner Darrow, Ph.D.
Physics, second semester. 1940-41
Carl Louis 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, second semester. 1959-60
Philippe Emmanuel Le Corbeiller, Dr.-es-Sc., A.M. (Hon.)
Physics, first semester. 1960-61
EudoraWelty, B.A., Litt.D.
English, second semester. 1961-62
Denes Bartha, Ph.D.
Music, second semester. 1963-64
Dietrich Gerhard, Ph.D.
History ; first semester. 1 96 ~
Louis Frederick Fieser, Ph.D.. Sc.D. (Hon.),
D.Pharm. (Hon.)
Chemistry, second semester. 1967-68
Wolfgang Stechow Dr. Phil.. L.H.D., D.F.A. (Hon.)
Art. second semester. 1968-69
Robert A. Nisbet, Ph.D.
Sociology and Anthropology, first semester 1971-72
Louise Cuyler, Ph.D.
Musk, second semester 1974-75
Herbert G. Gutman, Ph.1).
American Studies. 1977-78
Renee C. Fox, Ph.D., Litt.D. (Hon.)
Sociology and Anthropolog\\ first semester, 1980-81
Auguste Angles, Docteur es Lettres
French, first semester. 1981-82
Victor Tinner, 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
Triioki Nath Madan, Ph.D.
Anthropology \ first semester. 1990-91
Armstead L. Robinson, Ph.D.
Afro-American Studies, first semester, 1991-92
Sheila S.Walker, Ph.D.
Afro-American Studies, second semester. 1991-92
RoyS. Bryce-Laporte, Ph.D.
Sociology \ first semester, 1993-94
Trinh T. Minh-ha, Ph.D.
Women's Studies, second semester, 1993-94
Rev Chow, Ph.D.
Comparative Literature, second semester, 1995-96
June Nash, Ph.D.
Latin American Studies, first semester. 1996-97
Judith Plaskow, Ph.D.
Women s Studies and Jewish Studies, second
semester. 1996-97
Irwin P. Ting, Ph.D.
Biological Sciences, first semester. 1 99 ^-98
William Allan Neilson Professorship/Ruth and Clarence Kennedy Professorship
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
NawalElSaadawi,M.D.
Comparative 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 Theatre, first semester, 2007-08
Janos Pach, Ph.D.
Mathematics and Statistics, first semester, 2008-09
Randolph Hester, M.L.A.
Landscape Studies, second semester, 2009-10
The Ruth and Clarence Kennedy
Professorship in Renaissance
Studies
Commemorating the Kennedys' commitment to the
study of the Renaissance and their long-standing devo-
tion to Smith College
Charles Mitchell, M.A.
Art, 1974-75
Felix Gilbert, Ph.D.
History, 1975-76
Giuseppe Billanovich, Dottore di Letteratura Italiana
Italian Humanism, second semester, 1976-77
Jean J. Seznec, Docteur es Lettres
French, second semester, 1977-78
Hans R. Guggisberg, D.Phil.
History, first semester, 1980-81
Alistair Crombie, Ph.D.
History of Science, second semester, 1981-82
John Coolidge, Ph.D.
Art, second semester, 1982-83
Howard Mayer Brown, Ph.D.
Music, first semester, 1983-84
HendrikW.vanOs,Ph.D.
Art, first semester, 1987-88
George Kubler, Ph.D.
Art, second semester, 1989-90
Susan Donahue Kuretsky, Ph.D.
Art, second semester, 1991-92
Diane De Grazia, Ph.D.
Art, second semester, 1993-94
Larry Silver, Ph.D.
Art, first semester, 1994-95
Andree Hayum, Ph.D.
Art, 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 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, first semester, 1999-2000
Phyllis Pray Bober, Ph.D.
Art, 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, 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, Hon.D.Arts.
Art, second semester, 2007-08
Rosemarie Mulcahy, Ph.D.
Art, second semester, 2008-09
Aileen Ribeiro, Ph.D.
Theatre, first semester, 2009-10
The Academic Program
Smith: A Liberal Arts College
The tradition of the liberal 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 19th century the liberal arts were characterized as
providing '"the discipline md 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 pro-
gressive, 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 individual needs of,
and differences among, its students. As an early dean
of the faculty wrote, it "is always the problem of educa-
tion, to secure the proper amount of system and the due
proportion of individual liberty, to give discipline to the
impulsive and wayward and largeness 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
students "pursue studies in the seven major fields of
knowledge" listed below. Completion of a course in
each of these areas is a condition for Latin Honors at
graduation: to be eligible each student must take at
least one course in each of the seven areas (see follow-
ing, and Latin Honors on p. 27). Students who complete
a course in each area will receive Liberal Arts Commen-
dation and this will be noted on their transcripts.
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
language, 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 historical-
ly oriented courses in art, music, religion, philoso-
phy 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 contri-
bution to our understanding of the world around us
and its significance in modem culture;
5) Mathematics and analytic philosophy, because
they foster an understanding of the nature and use
of formal, rational thought;
6) The arts, because they constitute the media through
which people have sought, through the ages, to ex-
press their deepest feelings and values;
7) A foreign language, because it frees one from the
limits of one's own tongue, provides access to another
culture and makes possible communication outside
one's own scx:ietv.
The Academic Program
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 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 64 credits 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 or who wish
to have Liberal Arts Commendation indicated on their
transcripts must elect at least one course (normally
four credits) in each of the seven major fields of knowl-
The Academic Program
edge listed previously. Each student has the freedom
and responsibility to choose, with the help of her aca-
demic advisers, a course of studies to fit her individual
needs and interests. The curricular expectations and
requirements for the degree therefore allow great flex-
ibility in the design of a course of study leading to the
degree.
The Major
A student's program requires a minimum of 36 credits
in a departmental or interdepartmental 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. Nor-
mally cross-listed and dual-prefixed courses are also
considered to be inside the major.
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
Anthropology
Art
Astronomy
Biological Sciences
Chemistry
Classical Languages and
Literatures
Computer Science
Dance
East Asian Languages
and Literatures
Economics
Education and Child
Study
Engineering
English Language and
Literature
French Studies
Geosciences
German Studies
Government
History
Italian Language
and Literature
Italian Studies
Jewish Studies
Religion
Mathematics and
Russian Language
Statistics
and Literature
Music
Sociology
Philosophy
Spanish and
Physics
Portuguese
Psychology
Theatre
Interdepartmental majors
are offered in the
following areas:
American Studies
Latin American and
Biochemistry
Latino/a Studies
Comparative Literature
Medieval Studies
East Asian Studies
Neuroscience
Film Studies
Study of Women and
Gender
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 die 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:
10
The Academic Program
African Studies
Ancient Studies
Archaeology
Arts and Technology
Astrophysics
Digital Art
Digital Music
East Asian Studies
Environmental Science
and Policy
Ethics
Exercise and Sports Studies
History of Science
and Technology
Landscape Studies
Latin American and
Latino/a Studies
Linguistics
Logic
Marine Science and
Policy
Medieval Studies
Middle East Studies
Neuroscience
Public Policy
Statistics
Study of Women and
Gender
Third World Development
Studies
Urban 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 lin-
guistics, exercise science and logic.
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 to the Subcommittee on
Honors and Independent Programs at any time after
the major has been declared but no later than the end
of the first semester of the senior year.
The major or minor proposal must include a 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 interdepart-
mental majors and minors is available from the dean
of the senior class.
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 423^36 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
The Academic Program
11
program after the beginning of a semester. \n 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 194.
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
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 132 for important
information.
Prelaw Advising
Law schools 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
prelaw adviser (Daryl Gehman, in the CI)( ) I
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-
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 accelera-
tion plans include courses to be taken during Interterm
should be aware of the fact that these courses are lim-
ited both in number and in enrollment and cannot be
guaranteed as part of the acceleration plan. Requests
for permission to accelerate should be filed with the
students 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, diversity of perspective,
intellectual ability and enthusiasm to all aspects of
Smith life. Their achievements confirm the academic
standard of the college.
A student admitted 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 34 and
38. 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 stu-
dents who want to study a particular topic or undertake
research that results in a significant thesis or project
within their major department or program. Interested
students should consult the director of honors in the
major department or program about application cri-
teria, procedures and deadlines. Students must have
permission of the major department or program to
enter the Departmental Honors Program. Information
regarding the Departmental Honors Program may also
be obtained from the dean of the senior class.
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
The Academic Program
13
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 IS for a first-semester
program. Information about the Independent Stud)
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 highly
motivated and talented students who want to spend two
to four semesters working on projects of their own de-
vising, 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 normal courses will be decided jointly by
the student, her adviser (s) and the Subcommittee on
Honors and Independent Programs. Work done in the
program may result in a group of related papers, an
original piece of work, such as a play, or some combi-
nation of these.
A Smith Scholar may or may not complete a regu-
lar departmental major. Further details, guidelines and
applications are available from the dean of the senior
class.
Study Abroad Programs
Smith College offers a wide variety of study abroad pro-
grams, from Smith's own programs in Western Hurope
to Smith consortia] and other approved programs all
over the world. For the Smith Junior Year Abroad ( I V A I
programs in Florence. Hamburg. Geneva and Pans, 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 an application
for Smith approval to study abroad by February 15 for
fall, full year or spring semester study. Students should
contact the Office for International Study for informa-
tion on deadlines and procedures since some programs
allow for a fall application deadline, www.smith.edu/
studyabroad.
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 Northamp-
ton. Smith pays tuition, room and board on behalf of the
student to the study abroad program or the host institu-
tion.
Students are responsible for all expenses and all
travel during program breaks or vacations. Incidental
expenses vary 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 standing in academic and stu-
dent conduct matters with a minimum GPA of 3.0, have
a declared major and no shortage of credit at the time
of application to be approved for study abroad. 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 pro-
gram 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 in foreign countries. Smith faculty direct the four
programs in Europe: France (Paris), Germany (Ham-
burg), Italy (Florence) and Switzerland (Geneva). Dur-
ing the academic year students board with local families
(Paris and Florence) or live in student residence halls
(Geneva and Hamburg). During vacations the college
assumes no responsibility for participants in the JYA
programs, and students are free to travel, although by
special arrangements in some programs they may stay
in residence if they prefer.
Each Smith JYA program lasts a full academic year;
students are not accepted for a single semester except
for the Hamburg program, which offers a one-semester
option in the spring term. A student studying on a
Smith College Junior Year Abroad Program will nor-
mally receive 34 credits for 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 one to two years of
college-level instruction in the appropriate language,
depending upon the program requirements, before they
can be considered for selection to spend the semester or-
year abroad. All prospective candidates are urged to seek
advice, beginning in their first year, concerning the best
sequence of courses in the language of the country in
which they wish to study. Students who spend the junior
year abroad may apply for admission to the departmen-
tal 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 intensive
study in Italian language and culture, history and art
history. Students take courses offered especially for Smith
by university professors at the Smith Center. During the
spring semester, students enroll in one or two courses
at the Universita di Firenze in the humanities, political
science and education. Limited course options are also
available in other subjects. 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.
Geneva
The year in Geneva offers unique opportunities for
study and an internship in an international organiza-
tion to students of government, economics, economic
history, European history, international relations,
comparative literature, French studies, anthropology,
psychology, environmental policy, sociology, history of
art, and religion. Students are fully matriculated at the
Universite de Geneve and may take courses at its associ-
ate institutes including the Institut de Hautes Etudes,
Internationales et du Developpement; Institute Euro-
pean; and L'Ecole de Traduction et dTnterpretation.
Students in the program attend a three-week cul-
tured orientation with intensive language study. The
academic year in Geneva begins in mid-September and
continues until early July. Classes in Geneva are con-
ducted in French and English.
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 yearlong program
begins with a five-week cultural 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 cours-
es offered by the university, special courses arranged by
Smith and tutorials to support their university course
work. The program is open to students in 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.
The Academic Program
IS
The program offers a one-semester study option in
the spring semester for students with one to two years ol
college German who may select courses in English or
German, including German language, a core course on
environmental studies, taught in English b\ a University
of Hamburg professor, and university courses taught in
German and English. The application deadline tor the
spring semester program is October IS.
Paris
The program in France begins with a three-week orien-
tation devoted to intensive language study, 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 at the Universite de Paris; for example, art
history at the Institut d'Art et d'Archeologie; history,
literature, philosophy, religion and many other subjects
at the Sorbonne (Paris IV); natural sciences at Paris
VII; and political science at Institut d'Etudes Politiques.
University courses may be supported with tutorials.
Courses and seminars are also arranged exclusively for
Smith students and offered at the Smith Center. 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.
Smith Consortial and Approved
Study Abroad Programs
Smith consortial and other approved programs are
available in all regions of the world, including Latin
America, Asia, the Middle East, Oceania, Africa, the
United Kingdom, and Europe. Smith consortial and
approved study-abroad programs are selective but
generally open to students with a strong academic
background, sufficient preparation in the language
and culture of the host country and a minimum GPA
of 3-0. In order to earn credit for study abroad on these
programs, students must apply to the program for
admission and also to the Office for International Study
for approval to earn study abroad credit. .
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, wvvw.smith. edu/stud\ abroad,
for the complete list of consortial 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 se-
lection process for Smith applicants. Interested students
should consult the faculty In East Asian language and
cultures and East Asian studies.
Programa de Estudios Hispanicos In Cordoba (PRESCHO)
Smith is one of six sponsors of the semester or year
long program in Cordoba, Spain, and conducts the
selection process for Smith applicants. Interested
students should consult faculty in the Department of
Spanish and Portuguese.
South India Term Abroad (SUA)
Smith is one of nine sponsors of this fall, spring or year-
long program located in the ancient city Maduri, in the
state of Tamil Nadu, South India. 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 courses in the
humanities and social sciences. Smith conducts the
selection process for Smith students. 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 268. 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
16
The Academic Program
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 78. 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 program also
includes two one-semester programs: 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.
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
participation in the exchange in any particular year
due to space constraints.
A limited pool of financial aid is available for
students studying in the Twelve College Exchange.
International students may apply for the exchange;
however, Smith financial aid does not carry to the host
institution.
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 be approved in advance by
the student'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 and on the class deans Web site.
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 and on
the class deans Web site.
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 and on
the class deans Web site.
Princeton-Smith Engineering
Exchange
An exchange program between Princeton University
and Smith College permits students from Smith's
Picker Engineering Program to study at Princeton and
engineering students from Princeton to study at Smith.
Both programs share the goal of producing leaders for
the 21st century and the belief that successful engineers
can identify the needs of society and direct their talents
toward meeting them. This program is available to
student in the spring semester of their sophomore or
junior year.
Prior to applying for admission to the program, a
student will discuss the course and research opportuni-
ties with her academic advisor. Applications must be
submitted to the Director of Engineering by October
20, and the candidates will be notified by November 15.
If accepted, the Smith student must submit a leave of
absence form to the junior class dean by December 1.
r
The Campus and Campus Life
Smith's 147-acre campus is a place of physi-
cal beauty and interesting people, ideas and
events. Students enjoy fine facilities and
services in a stimulating environment.
We continually improve our library and
museum holdings, which are 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 130 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, microforms, 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 site (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 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 internationally renowned Sophia
Smith Collection, the oldest national repository for
primary sources in women's history; and the College
Archives, which documents the history of Smith.
Strong branch libraries help set Smith apart from
other undergraduate colleges by providing specialized
resources and services in specific subject areas. The
three branches, described in sections below, are the
Hillyer Art Library in the Brown Fine Arts Center, the
Young Science Library in Bass Hall (('lark Science
18
The Campus and Campus Life
Center) and the Werner Josten Library for the Perform-
ing Arts in the Mendenhall Center.
Neilson Library hours (Academic Year)
Monday-Thursday 7:30 a.m.-l a.m.
Friday 7:30 a.m.-9 p.m.
Saturday 10 a.m.-9 p.m.
Sunday 10 a.m.-l a.m.
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 psychology)
and four programs (biochemistry, engineering, envi-
ronmental science and policy, and neuroscience), with
approximately 85 faculty and 20 staff.
The center, which includes Burton, Sabin-Reed, Mc-
Connell and Bass halls, the temporary engineering build-
ing 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 computer resource center, student laboratories and
faculty offices and research space.
The educative mission in the sciences is supported
by an administrative office, stockroom, technical shop,
environmental health and safety services, science inreach
programming and an animal-care facility. The Young
Science Library; a state-of-the-art science library and one
of the 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 Internet. Student labora-
tories customarily enroll between 12 and 20 students and
are faculty taught. Summer student research opportuni-
ties are available.
A new engineering and science complex is currently
under construction. The much anticipated opening of
Ford Hall in fall 2009 will mark the beginning of an
exciting new chapter of science center development at
Smith College.
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 -11p.m.
Saturday 10a.m.-llp.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
115,000 volumes, 38,000 microforms, 200 current
periodicals, and a broad range of biliographic data-
bases and full-text electronic resources. The art library
facilities provide a variety of spaces for individual and
group study with power and data connectivity available
at all seats.
Tryon Hall is home to the Smith College Museum
of Art, known as one of the nation's outstanding
museums affiliated with a college or university. Its
collection, numbering approximately 24,000 objects,
represents works dating from the 25th century B.C.E.
to the present.
Art library hours
Monday-Thursday
9 a.m.-l 1p.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
Tliesday-Saturday, 10 a.m.-4 p.m.
Sunday, noon-4 p.m.
Second Fridays, 10 a.m.-8 p.m. (4- 8 p.m. free to all)
Closed Mondays and most major holidays
The Campus and Campus Life
19
Mendenhall Center for the
Performing Arts
Named for Thomas Mendenhall, president of die col-
lege from 1959 to 1975, die Center for the Performing
Arts celebrates music, theatre and dance. Three sides of
the quadrangle were completed in 1968, joining Sage
Hall to complete the college's commitment to 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
2(X); and the T.V studio, which has flexible seating
for 80. The Werner Josten Library welcomes students,
making available more than 99,000 books and scores,
2,000 video recordings, 237 current periodical titles
and 58,000 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
Sunday noon- 11 p.m.
Monday-Thursday 8 a.m-1 1 p.m.
Friday 8 a.m-9 p.m.
Hours vary during reading and exam periods, interses-
sion. vacations and holidays. It will be closed during
the summer.
Poetry Center
Located on the first floor of Wright Hall, the Poetry
Center is a bright, serene reading room, with a library
that includes signed copies of books by all the poets
who have visited Smith since 1997. It also features a
rotating display, often including poetry materials bor-
rowed from the Mortimer Rare Book Room. The cur-
rent display features poetry books by alumnae. While
the room mainly provides a space in which to read,
write and meditate, it can also be reserved for appro-
priate events by Smith faculty, academic departments
and administrative offices.
Reading room hours:
Monday-Friday 8 a.m.— i p.m.
except when booked for events
Wright Hall
Wright Hall supports many activities of learning in a
variety of ways. The 400-seat Leo Weinstein Auditorium;
seminar rooms; the Wright Student Computer Center,
comprising the Center for Foreign Languages and Cul-
tures and the Jahnige Center for collaborative work and
emerging technologies, with an electronic classroom
supporting social science courses; the Poetry Center;
and the 5 1 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 (CFLAQ
The Center for Foreign Languages and Cultures main-
tains a multimedia resource center (Wright Hall 7)
and media classroom (Wright Hall 233)- Together they
provide access to multimedia applications that allow
students to practice reading, writing, listening and
speaking and to engage in authentic, native language
materials. Each student may work at her own pace,
while the dedicated media classroom allows entire
classes to use the technology at once. The center sup-
ports more than 30 courses in 1 1 languages through
computer workstations, video viewing stations with ac-
cess to a variety of international channels, and digital
audio and video files delivered via our course manage-
ment system, Moodle. Faculty members may receive
assistance in evaluating existing and creating original
course materials as well as in coordinating resources
related to research projects in the field of second lan-
guage acquisition.
Center Hours
Mondav-Thursdav
8 a.m.-midnight
Fridav
8 a.m.-9 p.m.
Saturdav
10 a.m-5 p.m.
Sundav
10 a.m.-midnight
Information Technology Services
Information Technology Services' academic facilities
span the campus, with public computing labs in several
buildings and a campuswide fiber-optic network allow-
20
The Campus and Campus Life
ing computer access from all buildings and residential
houses. Resources, which are continually expanding,
include more than 600 Windows and Macintosh com-
puters used for word processing, graphics, numerical
analysis, electronic mail and access to the Internet; and
numerous UNIX computers, used for statistical analysis,
computer programming, electronic communications
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 students may
need to be enrolled in a course to have access to some
specialized computer facilities. Students living on cam-
pus also have access to Smith's computer resources and
the Internet 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, 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 tutors in the evenings and
on weekends.
Academic coaching and workshops on time man-
agement and stud}' skills are available to reinforce
learning strategies. The tutorial program provides help
by matching students with peer tutors in the languages
and all other non-quantitative subjects. In addition, the
center sponsors the Working Writers series on popular
nonfiction, interterm courses on popular nonfiction,
and interterm workshops on good writing. These servic-
es 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.
Lastly, the center offers pedagogical resources and
colloquia on teaching issues for faculty. Full informa-
tion on the Jacobson Center is available at www.smith.
edu/jacobsoncenter.
Quantitative Learning Center
The Quantitative Learning Center (QLC), located on
Level 2 of Neilson Library, offers tutoring, provides
space to study, and has computers with software for
both the natural sciences and for statistics in the social
sciences (SPSS).
Students can find support for working with quanti-
tative material through both appointments and drop-in
tutoring. For students who need individual help with
mathematical material, the Quantitative Skills Coun-
selor is available for appointments. Students employed
as master tutors for chemistry, economics and physics
are located in the QLC, and master tutors in engineer-
ing are administrated by the QLC. The social sciences
Q-Tutor can help with statistics for social sciences, with
using Excel or with SPSS. The Statistics Counselor is
available to support most of the statistics courses on
campus, including all of the introductory statistics
courses. The QLC also runs a series of review sessions
each semester.
The QLC has large tables where individuals or
small groups can study, four whiteboards and a
SMART© board, and six computers that dualboot both
Mac and Windows operating systems in a bright, wel-
coming space. For more information, see www.smith.
edu/qlc.
The Louise W. and Edmund J. Kahn
Liberal Arts Institute
The Kahn Liberal Arts Institute is an innovative research
institute that supports multidisciplinary, collaborative
research at Smith College. Located on the third floor of
The Campus and Campus Life
21
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 die
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/kalminstitute.
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 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.-9 p.m.
Friday 6 a.m-7 p.m.
Saturdav-Sundav 9 a.m.-5 p.m.
Campus Center
The Campus Center is the center of community at 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
Friday
Saturday
Sunday
7 a.m.-midnight
7 a.m.-2 a.m.
9 a.m.-2 am.
9 am.-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 100 students. The houses range in
architectural style from contemporary to Gothic to clas-
sic revival. Each house has a comfortable living room,
a study 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, they may choose to eat wherever they wish. A varietj
of specialty living options are also available for students:
apartments for Ada Comstock Scholars, two small coop-
erative houses and an apartment complex for a limited
number of juniors and seniors offer additional alterna-
tive living arrangements to students.
22
The Campus and Campus Life
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
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 to prepare them for changing career environ-
ments and climates. We work with Smith women to
help them develop the skills, knowledge, and global
and personal foresights they will need to navigate their
professional careers, even when economic and personal
circumstances change.
Our professional staff offers advising, both indi-
vidually and in groups, and our services are available
throughout the academic year and summer months.
We hold seminars, workshops and industry discussions
that cover internships, career field exploration, resume
writing, effective interviewing and job search strategies,
networking, applying to graduate and professional
schools, and summer jobs. We help students assess their
individual interests, strengths and weaknesses; establish
priorities and make decisions; and present themselves
and their backgrounds effectively. Our extensive career
resource library and Web site support students in their
research and exploration.
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 400
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-
The Campus and Campus Life
cals for summer employment and graduate school;
immunizations for trawl, tin 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 Sen ice 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, underwrit-
ten 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
recurring medical or psychiatric condition continue
their precollege health insurance. Failure to waive the
plan 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-
i Admission Information Form and send it to the Health
! Services. It is important to note that Massachusetts law
I 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 college encourages student spiritual development
and many expressions of religious faith on campus.
The dean of religious life and the college chaplains are
responsible for overseeing the program, advising student
religious organizations, and promoting a spirit of mutu-
al understanding, respect, and interfaith collaboration.
Each week students from many religious backgrounds
gather to eat. pray, conduct religious rituals, meditate.
discuss importanl issues, or engage in voluntary com-
munity service. The college has relationships with local
religious leaders who serve as advisers to student reli-
gious organizations and often provide opportunities for
students to engage with the larger Northampton com-
munity. A multi-faith council of student leaders meets
several times each year to discuss the spiritual needs of
students, plan joint activities, and foster a campus cli-
mate of mutual respect.
The Helen Hills 1 Oils Chapel is home to a robust arts
program as well. The Office of Religious and Spiritual
Life sponsors concerts, lectures, films, and exhibits by the
college choirs, the Glee Club, faculty musicians, and vis-
iting artists. The college organist directs Handbell Choir
rehearsals in the chapel and uses the Aolian-Skinner
organ for teaching and performances.
The college recognizes that meals can be an impor-
tant aspect of religious observance. Therefore, Kosher
and halal meals are available to students in the Cutter-
Ziskind dining room during the week. In addition,
students prepare and host a Kosher Shabbat meal and
community gathering each Friday evening. Religious
holidays such as Easter, Ramadan, Passover, and Diwali
are often marked with campus-wide celebrations as well.
College poliq' states that any student who is un-
able because of religious observance to attend classes,
participate in an examination, study, or work on a par-
ticular day will be excused from such activities without
prejudice and will be given an opportunity to make
them up, provided such make up work does not create
an unreasonable burden on the college. No fees will be
charged for rescheduling an examination. It is each
student's responsibility to request an excused absence
from a faculty member in advance.
24
The Student Body
Summary of Enrollment, 2008-09
Undergraduate Students
Class of
2009
Class of
2010
Class of Class of
2011 2012
Ada
Comstock
Scholars Totals
Northampton area1
Not in residence
630
36
466
222
662 654
12 1
114 2,526
5 276
Five College course enrollments at Smith:
First semester 568
Second semester 702
Graduate Students
Full-time
degree candidates
Part-time
degree candidates
Special students
In residence
67
24
2
Smith students studying in off-campus programs
Florence
Geneva
Hamburg
Paris
Smith students
guest students
20
0
23
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 2002 was 88 percent by May 2008. (The period covered is
equal to 150 percent of the normal time for graduation.)
The Student Bodv
25
Geographical Distribution of Students by Residence, 2008-09
United States
Vermont
Alabama
6
Virgin Islands
Alaska
4
Virginia
Arizona
18
Washington
Arkansas
4
West Virginia
California
224
Wisconsin
Colorado
19
Wyoming
Connecticut
150
Delaware
6
Foreign Countries
District of Columbia
8
Afghanistan
Florida
57
Bangladesh
Georgia
14
Bolivia
Guam
1
Botswana
Hawaii
7
Brazil
Idaho
4
Bulgaria
Illinois
46
Burkina Faso
Indiana
15
Canada
Iowa
3
Croatia
Kansas
5
Denmark
Kentucky
13
Egypt
Louisiana
6
France
Maine
56
Georgia
Maryland
74
Germany
Massachusetts
618
Ghana
Michigan
14
Greece
Minnesota
39
Guatemala
Mississippi
1
India
Missouri
8
Israel
Montana
3
Italy
' Nebraska
6
Jamaica
Nevada
5
Japan
i New Hampshire
59
Kenya
i New Jersey
134
Kyrgyzstan
1 New Mexico
10
Latvia
i New York
369
Lebanon
i North Carolina
24
Malaysia
North Dakota
1
Mauritius
Ohio
38
Moldova
Oklahoma
5
Mongolia
Oregon
29
Morocco
, Pennsylvania
84
Myanmar
Puerto Rico
2
Nepal
Rhode Island
15
Netherlands
South Carolina
4
Nigeria
Tennessee
7
Norway
Texas
51
Pakistan
Utah
11
Paraguay
63
l
50
50
4
23
2
People's Republic of China
Philippines
Republic of Korea (South)
Romania
Singapore
South Africa
Spam
Sri Lanka
St. Vincent and Grenadines
Sweden
Switzerland
Syria
Taiwan
Thailand
The Bahamas
Tunisia
Turkey
Uganda
Ukraine
United Arab Emirates
United Kingdom
Uruguay
Uzbekistan
Vietnam
28
2
50
2
4
1
1
2
1
1
3
1
3
1
2
1
1
1
1
2
5
1
1
3
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 2009 Class of AdaComstock
(Seniors) (Honors) 2010 Scholars
Totals
Psychology
75
7
58
10
150
Government
68
4
55
6
133
Art: Studio
21
2
17
7
47
Art: History
21
1
21
1
44
Art: Architecture & Urbanism
14
0
18
1
33
Economics
59
1
62
1
123
English Language & Literature
45
5
43
93
Biological Sciences
29
3
39
2
73
American Studies
28
8
24
8
68
Neuroscience
31
2
29
3
65
Anthropology
28
2
29
3
62
Spanish
27
0
23
2
52
Portuguese-Brazilian Studies
7
0
3
10
Sociology
24
2
31
3
60
History
27
3
25
2
57
Engineering
17
3
25
45
Study of Women and Gender
20
0
19
40
Mathematics
18
2
19
40
French Studies
21
3
13
38
Biochemistry
8
1
20
30
Education & Child Study
12
0
11
28
Theatre
15
2
10
27
Philosophy
7
4
9
3
23
Italian Studies
9
0
8
17
Italian Language & Literature
2
1
2
5
Chemistry
6
0
14
21
Religion
10
0
7
18
Latin American Studies
9
0
7
17
Film Studies
7
2
7
17
Geology
6
3
6
16
East Asian Languages & Culture
6
0
10
16
German Studies
5
1
9
15
Russian Literature
4
0
7
11
Russian Civilization
1
0
3
4
Comparative Literature
6
2
6
14
Classical Studies
3
0
3
1
7
Classics
1
0
4
1
6
Computer Science
3
2
7
12
Liberal Studies
6
0
2
3
11
Music
3
0
7
10
Physics
4
2
4
10
Afro-American Studies
5
0
4
9
Dance
5
1
2
8
East Asian Studies
2
0
5
7
Jewish Studies
2
0
4
6
Astronomy
4
0
4
Medieval Studies
2
0
1
3
Environ Biology & Sust Devel
0
1
1
Exercise Science
0
1
1
Earth & Environmental Science
0
1
1
Speech & Hearing Science
0
1
1
Speech & Language Science
0
1
1
Linguistics
0
1
1
r
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 laude oxsumma cum laude on
the basis of meeting eligibility requirements and of a
very high level of academic achievement.
Students who wish to become eligible for Latin
Honors at graduation must elect at least one course
(normally four credits) in each of the seven major
fields of knowledge listed on pp. 7-8 (applies to those
students who began at Smith in September 1994 or
later and who graduated in 1998 or later). Course
listings 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 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. Eligibility for Latin Honors
may be affected by the decisions of the Honor Board.
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 rec-
ognition for students who do work of high quality in the
preparation of a thesis and in courses and seminars. See
page 12. Departmental honors students must also fulfill
all college and departmental requirements.
Successful completion of work in the honors
program (an honors thesis and at least one honors
examination) leads to the awarding of the bachelor of
arts degree with the added notation "Honors," "I ligh
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 haw
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
Phi Beta Kappa is the oldest and most widely recognized
undergraduate honor society in the United States. The
Greek initials stand for the society's motto "Love of
learning is the guide of life." Since 1776, the mission of
the society has been to foster and recognize excellence
in the liberal arts and sciences. The Zeta of Massachu-
setts Chapter of the Phi Beta Kappa Society was estab-
lished at Smith College in 1905. The rules of eligibility
are set by the chapter in accordance with the national
society; election is made on the breadth and excellence
of overall academic achievement.
To be eligible for election, a student must have
satisfied the Latin Honors distribution requirements and
completed 58 graded credits of Smith course work, not
counting the first year. Junior year abroad programs
count for Smith credit only if they are Smith programs.
Courses taken in the Five College consortium count as
Smith credits. All other courses including those taken
S/U may count for distribution requirements, but not as
credits in the calculation of the GPA nor as part of the
total credit requirement.
Elections are held twice a year. In late fall of their
senior year, "junior" Phi Beta Kappa members are
elected on the basis of their academic records through
the junior year. At the end of the spring semester, more
seniors are elected based on their complete academic
record. For questions about election criteria, students
and faculty are urged to consult with the president or
secretary of the chapter. More information about the
Phi Beta Kappa Society, its history, publications and
activities can be found at www.pbk.org.
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 Gennan 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
29
The Harriet Dey Barnum Memorial Prize for 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 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 Bowles 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 any
aspect of The Divine Comedy
The Carlile 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 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 fonn
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 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 essay
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./f ulia 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 or 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 Elizabeth Wanning Harries Prize to a graduating
Ada Comstock Scholar who has shown academic dis-
tinction in the study of literature in any language
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 Florence Corliss Lamont Prize, 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 far Academic Achievement
SI
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 the
study of women and gender
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 Corvvin Mendenhall Prize for an essay
evolving from any history course, excluding special
studies, seminars and honors long papers
The Samuel Michelman Memorial Prize, given in his
memory by his wife, to a senior from Northampton or
Hatfield who has maintained a distinguished academic
record and contributed to the life of the college
The Mineralogical Society of America 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 Shaituck Parsons Memorial Prize to
the student with the outstanding paper in sociological
theorj or its application
The Adeline Devor Penberthy Memorial Prize,
established in 2002 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 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 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 Rousseau Prize for academic excellence is award-
ed annually to a Smith or non-Smith student studying
with the Smith College Junior Year Abroad Program
in Geneva. The prize was established in 2006 by the
members of the Department of French Studies in honor
of Denise Rochat.
The Department of Russian Prize for the best essay on
Russian literature by a senior majoring in Russian
The Marshall Schalk Prize in the Department of Geo-
sciences for achievements in geological research
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 the greatest
contribution to the Department of Economics by a
Smith College senior
The Donald H. Sheehan Memorial Prize for out-
standing work in American studies
32
Recognition for Academic Achievement
The Rita Singler Prize for outstanding achievement in
technical theatre
The Andrew C. Slater Prize for excellence in debate;
and for most improved debater
The Denton M. Snyder Acting Prize to a Smith senior
who has demonstrated distinguished acting in the
theatre
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 the study of women and gender
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 a piece
of writing or work in new media (digital, performance
or installation art) inspired by, or related to, artwork or
an exhibition at the Smith College Museum of Art
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. Six are for university study: Rho-
des (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 about 155 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 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 am and 4 p.m. weekdays; 10 am to
4 p.m. on Wednesdays (Eastern time). Send e-mail 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 detailing
semester fees are mailed on or about July 15 and Decem-
ber 15. Monthly statements will be mailed to the stu-
dent's permanent mailing address on or about the 15th
of each month in which there is activity on the account.
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
2009 is August K). 2009. For spring 2010. the payment
deadline Is January 10. 2010. Payment must be received
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 II) number on the
front.
After any payment is due. monthly late payment
fees, which are based on the outstanding balance re-
maining after any payment due date, will be assessed
at the rate of S 1 .25 on every S 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 paving by mail,
please allow at least S 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 possible loss of
housing assignment, and prevention of: a) registra-
tion for future semester course, b) receipt of academic
transcripts, c) receipt of diploma at commencement,
d) approval for a leave of absence, and e) participa-
tion in leadership training opportunities. The college
also reserves the right to have the student adminis-
tratively 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 responsi-
bilities.
Most credit balance refunds are issued directly by
check in the student's name; those that result from a
34
Fees, Expenses and Financial Aid
PLUS loan are issued to the parent borrower. With the issued to the parent or the designee of the student,
student's written release, credit balance refunds mav be
Fees
2009-10 Comprehensive Fee (required institutional fees)
Fall Semester
Spring
Semester
Total
Tuition
Room and Board*
Student activities fee
$18,755
6,311
124
$18,755
6,311
124
$37,510
12,622
248
Comprehensive fee
$25,190
$25,190
$50,380
* 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 Nonmatricuiated Student
Per credit $1,170
Fees for Ada Comstock Scholars
Application fee $60
Transient Housing (per semester)
Room only (weekday nights) $420
Room and full meal plan
(weekday nights) $890
Tuition per semester
1-7 credits $1,170 per credit
8-11 credits $9,360
12-15 credits $14,040
16 or more credits $18,755
Student Activities Fee
The $248 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.
2009-10 Optional Fees
Student Medical Insurance— $2,034
The $2,034 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 comprehen-
sive health insurance; Smith College offers a medical
insurance plan through Gallagher Koster Insurance
(www.gallagherkosterweb.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 ap-
ply. The Student Health Insurance is mandatory for all
students who are enrolled in the Smith JYA programs
(Paris, Hamburg, Geneva, Florence). Students on
Smith JYA programs who receive Smith College aid will
Fees, Expenses and Financial Aid
receive a grant to cover this cost. For students who are
admitted for spring semester, the charge will be S 1,308
for 2009-10.
Other Fees and Charges
Application for Admission— S60
The application fee of S60, which helps defray the cost
of handling the paperwork and administrative review
of applications, must accompany 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 SI 00 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 $100 in July toward her fall semester
charges; and $100 in December toward her spring
semester charges.
Fee for Musical Instruction— S625 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
$25 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 Fann will also board horses for
students, at a cost of $550 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 Fann when a student
registers for lessons each semi si
Two lessons per week
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— $250
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
Any payment received after August 10 for fall or Janu-
ary 10 for spring will be considered late. Late payments
will 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— S60
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, stairwavs
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.
36
Fees, Expenses and Financial Aid
Institutional Refund Policy
A refund will be calculated if a student withdraws 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. Credit balances remaining on any account
will be refunded to the appropriate person or agency.
Adjustment of Institutional Charges and Institutional Aid
Any student who withdraws prior to the first day of
classes will receive a 100 percent adjustment of 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
at or after 31 days will remain covered under the plan
for the full period for which the premium has been
paid and no refund will be made available.
Other charges, such as library 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 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 inability to pay the entire cost of her education.
We meet the full documented financial need of all
admitted undergraduates who have met the published
admission and financial aid deadlines. Awards are of-
fered to applicants on the basis of need, and calculated
Fees. Expenses and Financial Aid
37
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. Enter-
ing first-year students who fail to apply for financial aid
by the published deadlines will be ineligible to receive
college-funded assistance until they have completed 64
credits earned at Smith. Transfer students and Ada Corn-
stock Scholars who do not apply for financial aid by the
published deadlines are eligible to apply after complet-
ing 52 credits earned at Smith. Students may apply for
federal aid at any point during the academic year.
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 forms may be completed on-line. The
FAFSA can be accessed atwww.fafsa.ed.gov (Smith Col-
lege code is 002209) and the PROFILE can be accessed
atwww.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 a completed application, 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. College Board Interna-
tional Student Financial Aid Application, and an offi-
cial 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 policy limits the awards of
Smith funds to the level of billed fees.
A student who is awarded aid at admission 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 PRO-
FILE forms, and tax returns. The amount of aid may
var\ from year to year depending on changes in college
fees and in the family's financial circumstances. The
balance of loan. work, and grant also changes, based
on federal loan limits and college policy. Instructions
for renewing aid are made available to all students
in I )ecember. Students are expected to complete their
undergraduate studies in eight semesters, and grant aid
is limited to that period, except for special programs or
in circumstances involving medical withdrawal.
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 finan-
cial aid will be available to a student who is not making
satisfactory progress toward the degree (seep. 51).
First-Year Applicants
Any student who needs help in financing her education
should apply for financial aid by the published dead-
lines, prior to admission. The financial aid application
requirements are sent to all applicants for admission.
Students must not wait until they have been accepted
for admission to apply for aid. Each student's file is
carefully reviewed to determine eligibility for need-
based aid. Since this is a detailed process, the college
expects students to follow published application guide-
lines and to meet the appropriate application deadlines.
Students and parents are encouraged to contact Stu-
dent Financial Services via e-mail 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 (w-credit
waiting period before becoming eligible to receive
college grant aid. This means that only federal, state
and private assistance would be available for the first
two years of undergraduate enrollment at Smith. The
college will consider exceptions to this policy only
if you experience and can document an unexpected
family emergency. Please note that this policy does
38
Fees, Expenses and Financial Aid
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. Students who meet the federal definition
of independent status are not automatically considered
independent by the college. Please contact SFS to dis-
cuss questions regarding this situation.
Transfer Students
Transfer students should follow the application proce-
dures detailed on their specific financial aid applica-
tions. Transfer students who do not apply for aid by the
published deadlines, prior to 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), the Ada Comstock Scholars program Ap-
plication 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 by the published deadlines, prior to admission,
cannot apply for institutional grant aid until she has
completed 32 credits at Smith, although she may
qualify for federal and state grants and loans before she
has completed 32 credits. This policy does not apply to
women who applied for, but were not granted, aid at
the time of admission.
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 ranges widely,
depending on particular family circumstances. Aid is
determined based on the information provided by the
family on the College Board International Student
Financial Aid Application, along with translated tax or
income statements. International students not awarded
financial aid prior to admission are not eligible to re-
ceive financial aid from the college at any time.
The application deadline is 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, increase each
year to partially offset increases in billed expenses.)
Cost increases not covered by aid increases are the re-
sponsibility 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 earn-
ing income and paying taxes in the United States, you
will need to complete a CSS PROFILE form as well as
the College Board International Student Financial Aid
Application 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 College Board
International Student Financial Aid Application 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
Policy for Review and Appeal of
Need-Based Financial Aid Awards
A student has the right to request a review of her finan-
cial aid award at the time it is issued. Domestic students
must reapply for financial aid each year, and thus are
reviewed on an annual basis. International students are
given an award at the time of admission for their entire
Smith career and thus are only eligible for a review at
the time of admission.
Domestic Students
Domestic students may request a review of their fi-
nancial aid awards at any time during their Smith
careers if there has been a significant change in family
circumstances since filing the application for financial
aid or if the information on the original application
was inaccurate.
International Students
International students seeking a financial aid adjust-
ment after they have accepted an offer of admission
should consult with Student Financial Services (SFS)
for the appropriate course of action. Smith College
policy dictates that ther are limited additional resources
available for international students. Therefore, very few
appeals are approved. Documented reasons for ap-
proval include a sibling's enrolling in a U.S. college or
university, or the death of a parent.
Process
When a review is requested it is conducted by the SFS
Review Committee. In most cases, the decision of the
SFS review committee is final. When the issue under
review would require an exception to policy; a student
may request it be reviewed by the Financial Aid Appeals
Committee. Instructions for submitting an appeal will
be provided by the SFS staff to the student if a policy
is at issue. All reviews from international students for
increased grant or loan assistance are considered ex-
ceptions to policy, and will be brought to the attention
of the Financial Aid Appeals Committeee.
The Financial Aid Appeals Committee is chaired by
the dean of enrollment and includes one member of
the faculty, the dean of students and the controller. The
director of SFS is a non-voting member of the Finan-
cial Aid Appeals Committee. The student must present
her appeal in writing. The committee will consider
the appeal as soon as possible. It normally takes one
to two weeks for this committee to convene and review
the appeal (s) in question. A decision will be given in
writing to the student within 4«s hours after the appeal
is heard. The decision of the Appeals Committee is final
in all cases.
Financial Aid Awards
Financial aid awards are made up of loans, campus
jobs and grants. A loan and job, both considered self-
help, are usual h the first components of an aid pack-
age, 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 stu-
dents 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 Work-Study Program, which funds
a portion of the earnings of eligible students, some of
them in nonprofit, community service positions and
in the America Reads tutorial program. Smith College
also provides a need-based employment program for
those students eligible for need-based work, but not
eligible for the federally subsidized Federal Work-Study
Program.
No student, whether on federal work-study or not.
is pennitted 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
40
Fees, Expenses and Financial Aid
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 requirement
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 founda-
tions and corporations. The federal and state govern-
ments also provide assistance through need-based
grants such as the Federal Pell Grant and state scholar-
ships. Smith receives an allocation each year for Federal
Supplemental Educational Opportunity Grants and for
state-funded Gilbert Grants for Massachusetts residents.
Outside Aid
Outside Aid Awarded on the Basis of Student Merit
For students whose federally calculated Expected
Family Contribution (EFC) is lower than the Smith
calculated EFC, outside merit-based aid will first reduce
the EFC to the federally calculated level. Additional
merit aid will reduce or eliminate the self-help portion
(Federal Work Study and Subsidized Federal Loan)
of a student's award. Additional merit-based aid will
reduce the Smith Grant dollar for dollar. For students
whose Smith calculated EFC is already lower than the
federally calculated EFC, outside merit-based aid will
reduce the family contribution up to the amount of the
self-help (campus work and subsidized or unsubsidized
loan) in the award. For amounts greater than this,
outside merit-based aid will reduce the Smith Grant
dollar for dollar.
Note: GEARUP scholarships are considered within
this category as outside scholarships.
Student Financial Services must be notified of all
outside awards. If you notify us by June 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 Smith Grant dollar for dollar.
Non-Merit Outside Awards
This type of award includes tuition subsidies based
on parent employment, or state and federal grant as-
sistance. These awards are not based on student merit
and reduce Smith Grant eligibility dollar for dollar.
Educational benefits from state and federal agencies
will first reduce the family contribution to the lowest
federally allowable amount, and then reduce the self-
help components of the award (loan and work). Need-
based loans from state or outside agencies can be used
to replace dollar for dollar either the suggested federal
loan or the work study award.
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, may
be granted by the Music Department to a Smith student
(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.
The Springfield/Holyoke Partnership
This partnership provides up to four full-tuition schol-
arships for students from Springfield and Holyoke,
Massachusetts, public schools. All students who apply
to Smith from these schools will be automatically
considered.
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 even' state and 72 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 essay and any other available information.
Smith College meets fully the documented finan-
cial need, as calculated by the college, of all admitted
students. T\vo-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 performance in Advanced
Placement, International Baccalaureate and equivalent
foreign examinations. Please refer to the Academic
Rules and Procedures section for further information
regarding eligibility for and use of such credit.
Entrance Tests
SAT I or ACT scores are optional for U.S. citizens and
U.S. permanent residents. Standardized tests (SAT I,
ACT, TOEFL or IELTS as appropriate) are required for
international students. SAT II subject tests are not re-
quired for any applicant. If a student wishes to submit a
score or is required to do so, she should take the exams
in her junior year to keep open the possibility of Early
Decision. All examinations taken through December
of the senior year are acceptable. The results of exami-
nations taken after December arrive too late for us to
include them in the decision-making process.
Whether required or optional, scores must come
directly from the testing agency. Scores will not be ac-
cepted from the secondary school transcript. The Col-
lege Board code number for Smith College is 3762. The
ACT code is 1894.
42
Admission
Applying for Admission Advanced Placement
A student interested in Smith has three options for
applying — Early Decision I, Early Decision II and
Regular Decision. Visit www.smith.edu/admission for
information about requirements and deadlines.
Early Decision
Early Decision I and II 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. Candi-
dates 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 ac-
cepted under Early Decision, a candidate must with-
draw all other college applications and may not make
any further applications.
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.
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 Ada Comstock Scholar or transfer
applicant who has accepted 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 stu-
dent within two weeks.
Deferred Entrance for
Medical Reasons
An admitted first-year Ada Comstock Scholar 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 prior to the first day of
Admission
classes. At that time, the college will outline expecta-
tions for progress over the course of the year. A Board
of Admission subcommittee will meet the following
March to review the student sense Readmission is not
guaranteed.
Transfer Admission
A student may apply for transfer to Smith College in
Januarj 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 IS. 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 IS 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 4M2 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 infonnation about the students
complete academic background. If financial aid is
needed, this fad 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 Visiting Student
Program, students enrolled in accredited, four-year
liberal arts colleges or universities in the I nited States
may apply to spend all or part of their sophonn ire,
junior or senior year at Smith.
International students may apply to spend one
semester or a year at Smith under the International
Visiting Program. Applicants must be in their final year
of studies leading to university entrance in their own
country or currently enrolled in a universitv program
abroad. If accepted, candidates will be expected to
present examination results — Baccalaureate, Abitur
or GCSE, for example — before enrolling. Evidence of
English fluenq 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 dean's 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 Withdrawal 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 essay and an
exchange of infonnation in the interview, A candidate
should schedule her interview appointment before
submitting her application prior to the deadline. Febni-
arv 1. It is recommended that an applicant bring unof-
ficial copies of her college transcripts to her interview
appointment.
44 Admission
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 12. 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.
4^
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
the 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. 1 1 .) A student on a Smith Junior
Year Abroad Program, the Jean Picker Semester-in-
Washington Program or the Internship Program at the
Smithsonian Institution is not in academic residence
in Northampton.
Each student is responsible for knowing all 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.
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
request readmission for the following semester.
Approved summer-school or interterm credit ma)
be used to supplement a minimum 1 2-credit program
or to make up a shortage of credits. Smith students
may accrue a maximum of 1 2 summer-school credits
and 12 interterm credits at Smith or elsewhere toward
their Smith degree. An overall maximum of 32 credits
of combined summer, interterm, AP and pre-matric-
ulation credits may be applied toward the degree. See
Academic Credit, pages 48-51.
A student enters her senior year after completing
a maximum of six semesters and earning at least 96
Smith College or approved transfer credits. A student
may not enter the senior year with fewer than 96 cred-
its: 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.
Seminars
Seminars are limited to 12 students and are open, by
permission of the instructor, to juniors, seniors and
46
Academic Rules and Procedures
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 sophomores, juniors and seniors. A maxi-
mum 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 15 for a second-semester program and April
15 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 15 for a second-semester program and
April 15 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 1th
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. (This provision does not apply to
Ada Comstock Scholars.)
After the end of the fifth week of the semester a stu-
dent may not drop a course. However, on two and only
two occasions during her years at the college — once
during her first year; once during any subsequent
year — a student may drop a course at any time up to
the end of the ninth week of classes, for any reason,
without penalty. The drop form requires the signatures
of the instructor, adviser and class dean.
A student should carefully consider the work load
entailed in a seminar or course with limited enrollment
before she enrolls. A student who wishes to drop a class
of this nature should do so at the earliest possible mo-
ment so that another student may take advatange 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.
Normally, students may not change the designated
number of credits for a variable credit special studies. A
course dropped for reasons of health after the fifth week
of classes will be recorded on the transcript with a grade
of "W," unless the student has the option of a free drop.
A student registers for an Interterm course in No-
vember, with the approval of her adviser. In January, a
student may drop or enter an Interterm course within
the first three days with a class dean's signature. Other-
wise, the student who registers but does not attend will
receive a "U" (unsatisfactory) 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
47
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 S3S, pa) able
at the time of registration. In addition, a fine of $35
will be assessed for each approved petition to add or
drop a course after the deadline. A student who has
not registered by the end of the first four weeks of the
semester will be administratively withdrawn.
Class Attendance and Assignments
Students are expected to attend all their scheduled
classes. Any student who is unable, because of religious
beliefs, to attend classes or to participate in any exami-
nation, 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 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 opportunity and at the end if there is not.
Absence does not relieve the student from respon-
sibility 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 only 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 specif}' 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 confinned 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 of final examinations, is set
aside for students to prepare for examinations. There-
fore, 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 period.
Final Examinations
Most final exams at Smith are self-scheduled and
administered by the registrar during predetermined
periods. A student may choose in which period she
wants to take each exam. Exams are picked up at
distribution centers after showing a picture ID and
must be returned to the same center no more than two
hours and 20 minutes from the time they are received
by the student. Extra time taken to write an exam is
considered a violation of the Academic Honor Code and
will be reported to the Academic Honor Board. A student
who is late for an exam may write for the remaining
time in the examination period but may not have ad-
ditional time. Exams which involve slides, dictation or
listening comprehension are scheduled by the registrar.
Such examinations may be taken only at the scheduled
time.
For information regarding illness during the
examination period, call Health Services at 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 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.
Written requests must be made to the administrative
board through the class dean (not to individual faculty
members). Requests to take final examinations early
will not be considered; therefore, travel plans must be
made accordingly.
48
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)
&- (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
Academic Rules and Procedures
bv a "V" students may elect a separate grading
option for each semester. Students electing the S I
option for both semesters of a yearlong course must
do so 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/unsatisfactorv grading
option, regardless of how many graded credits students
are enrolled in per semester. Some departments will not
approve the satisfactory/unsatisfactory grading option
for courses counting toward the major.
Satisfactory/unsatisfactory grades do not count in
the grade point average.
An Ada Comstock Scholar or a transfer student may
elect the satisfactory/unsatisfactory grading option for
four credits out of even' 32 that she takes at Smith
College.
Repeating Courses
Normally, courses may not be repeated for credit. In
a few courses, the content of which varies from year
to year, exceptions to this rule may be made by the
instructor and the chair of the department. A student
who has failed a course may repeat it with the original
grade remaining on the record. The second grade is
also recorded. A student who wants to repeat a course
she has not failed may do so for no credit. The second
grade is recorded but does not count in the grade point
average.
Performance Credits
Students are allowed to count a limited number of
performance credits toward the Smith degree. The
maximum number allowed is indicated in the Courses
of Study section under the 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 Interterm courses
accepted for credit toward the Smith College degree.
In the case of failure in a course or dropping a course
for reasons of health, a shortage may be filled with a
student's available Advanced Placement or other pre-
matriculation credits. Anv student with more than a
two-credit shortage may be required to complete the
shortage before returning for classes in September.
A student enters the senior year after completing
a maximum of six semesters and earning at least %
Smith College or approved transfer credits. A student
may not enter her senior year with fewer than 96 cred-
its: exceptions require a petition to the administrative
board prior to the student's return to campus for her
final two semesters. A student may not participate in
a Smith-sponsored or 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 deans 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 registrar's 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
so
Academic Rules and Procedures
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 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-matriculation credits. Normally, 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.
Students returning from a fall leave of absence or
study elsewhere may participate in Interterm, but are
not guaranteed housing.
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 university7 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.
Academic Rules and Procedures
SI
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 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
students 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
Academic Rules and Procedures
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) .
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. 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 deans
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 health
services, confirmation will be sent to the student and
her family by the registrar. Any student who leaves the
Academic Rules and Procedures
53
college for medical reasons is considered withdrawn
and must request readmission through the registrar.
The director of health services (or the associate direc-
tor when specified) will request a full report from the
student's health care provider and may also request
documentation of improved functioning and a per-
sonal interview Clearance by health services does not
automatically guarantee readmission. The administra-
tive board, which makes the final decision on readmis-
sion, will also consider the student's college record in
the readmission process.
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
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.
sent to the registrar before March 1; for readmission in
January, before November 1. The administrative board
acts upon all requests for readmission and may require
that applicants meet with the class dean or director of
Health Services before considering the request. Nor-
mally, 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.
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
communitv
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 withdrawn student must submit a request for
readmission to the registrar. Readmission procedures
and forms are available at the registrar's office Web site.
Readmission requests for return in September must be
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 of the deaf and master
of science. In addition, master of aits 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 stud-
ies 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 masters 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 fomial
application, the application fee ($60), an official
transcript of the undergraduate record, letters of rec-
ommendation from instructors at the undergraduate
institution and scores from the Graduate Record Exam-
ination (GRE). For 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). Appli-
cants 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
two courses (eight credits) will be accepted in transfer
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
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 permitted, but all work for a master's
degree normally must be completed within a period of
four years. Exceptions to this policy will be considered
by petition to the Administrative Board. During this
period a continuation fee of $60 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 physi-
ology. Students pursuing the M.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 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. T\vo 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 15 to 20 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 physiology7 and kinesiology should
anticipate work beyond the normal 5 1 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; www.smith.edu/ess.
Master of Arts in Teaching
The program leading to the degree of master of arts in
teaching is designed for students who are planning to
56
Graduate and Special Programs
teach in elementary, middle or high schools and those
wishing to do advanced study in the field of education.
The M.A.T. program combines study in the field of the
student's academic interest; the specific teaching field
for students preparing to teach at the secondary or
middle school levels, broader liberal arts and sciences
subjects for students preparing to teach at the elemen-
tary level; with experience in teaching and the study
of education theory. The departments of biological
sciences, chemistry, English, French, geology, history,
mathematics, physics and Spanish actively cooperate
with the Department of Education and Child Study in
administering the various graduate programs.
The Department of Education and Child Study uses
a variety of schools and settings to provide opportuni-
ties for observation, service learning and classroom
teaching experiences. These include the laboratory
elementary school operated by the college, the public
schools of Northampton and other area communities,
as well as several private schools.
Students who follow the Master of Arts in Teaching
program will, in the course of an intensive five-week
summer session and a full-time academic year, be able
to complete the state-approved program in teacher
education enabling them to meet requirements for
licensure in various states.
Admission prerequisites and course requirements
vary depending upon the specific program; more de-
tailed information may be obtained from the director of
graduate programs.
Prospective candidates should have a superior
undergraduate record and should present evidence
of personal qualifications for effective teaching.
Those interested in the MAT in secondary or middle
school teaching should also possess an appropriate
concentration — normally a major — in the subject of
the teaching field. Along with a resume, all applicants
should submit a paper or other piece of work that is
illustrative of their writing. Applicants with teaching
experience should include a letter of recommendation
concerning their teaching. We invite interested students
to visitwww.smith.edu/educ/ to learn more about our
program and to find application materials.
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 4-credit course may be
permitted on departmental recommendation. Courses
for graduate credit may not be taken on a satisfactory/
unsatisfactory basis.
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 2010
will begin after December 1, although applications will
be accepted as late as April 1 of that year. Further infor-
mation can be found at www.clarkeschool.org/content/
professional.
Master of Fine Arts in Dance
The Dance Department offers a two-year M.F.A. degree
program. All graduate theory courses are taught for
graduate students only. Choreography and performance
are the focus of the course of study, with additional
work in the history and literature of dance, scientific
principles applied to the teaching and performance of
dance, seminars and production. Required technique
courses may be taken at Smith or in any of the col-
leges in the Five College Dance Department. All M.F.A.
students are teaching fellows and teach the equivalent
of three studio courses at the undergraduate level each
year. 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.
The thesis includes a public presentation of original
choreography along with supporting production ele-
ments and a paper in support of the work.
An audition is required for entrance into the pro-
gram. Interested students may consult the Smith and
Five College Dance Web sites: www.smith.edu/dance
and www.fivecolleges.edu/sites/dance, or contact the
Dance Department directly: Dance Department, Smith
College, Northampton, MA 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
Graduate and Special Programs
57
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
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, MA 01063; (413) 585-3206;
e-mail: lberkman@smith.edu.
Cooperative Ph.D. Program
A cooperative doctoral program is offered by Amherst,
Hampshire, Mount Holyoke and Smith colleges and the
University of Massachusetts in the fields of astronomy,
biological sciences, chemistry, geology, history and
physics. The degree is awarded by the university in
cooperation with the institution in which the student
has done the research for the dissertation. Students 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 delivery
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 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 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 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 mastery of spoken and written English. The closing
date for application is January 15.
The program consists of a minimum of 24 credits:
American Studies 555 (a special seminar for diploma
students), 16 other credits in American studies or in
one or more of the cooperating disciplines, including
American Studies 570, the diploma thesis or an ap-
proved equivalent. 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 Post-Baccalaureate Program is for women strongly
considering graduate school in the mathematical sci-
ences but who did not major in mathematics or whose
mathematics major was light. It provides an opportu-
nity' to study mathematics intensively at the advanced
undergraduate level.
As part of the Center for Women in Mathematics,
the program is nested in a mathematical community
that is supportive, friendly, fun, and serious about
yS
Graduate and Special Programs
mathematics. The program builds the skills and
confidence needed to continue to graduate school in
the mathematical sciences. Each student has a faculty
mentor. There are sessions on taking the GREs, apply-
ing to graduate school and surviving graduate school.
Each student has the opportunity to join a research
team supervised by a Smith faculty member.
The program is for one or two-semesters. Admission
is competitive but open to all women who have gradu-
ated from college with coursework in mathematics that
includes some upper level mathematics (usually, at
least Linear Algebra and Vector Calculus). Full tuition
and a living stipend is available to U.S. citizens and
permanent residents who are admitted to the program.
Requirements
Students must take at least 12 math credits each se-
mester including math 300 and math 301. A Certificate
of Completion is awarded to students who successfully
complete two semesters including or placing out of at
least one course in algebra, one in analysis, and one at
the level of 310 or higher. Students failing to make sat-
isfactory progress in one semester will not be funded for
a second semester. Passing 12 mathematics credits with
grades of B- or higher constitutes satisfactory progress.
Applications and Contact Information
For more information, or to request application materi-
als, please contact Ruth Haas, Department of Math-
ematics and Statistics, Smith College, Northampton,
MA 01063, telephone: (413) 585-3872, e-mail: math-
chair@smith.edu
Financial Aid
Post-baccalaureate students (American citizens or
permanent residents) are eligible for fellowships, which
include 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.
Applications are reviewed on a rolling basis. The
preferred deadline for January 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 pemiission 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
Avery 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" andwww.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 information).
Graduate and Special Programs
59
Finances
Tuition and Other Fees
Application fee $60
Full tuition, for the year $37,510
16 credits or more per semester
Part-time tuition
Fee per credit $1,170
Summer Intern Teaching Program tuition for
degree candidates $2,500
Continuation fee, per semester $60
Room only for the academic year $6,320
Health insurance estimate
(if coverage will begin August 15) $2,034
(if coverage will begin June 15) $2,278
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 35 and 36 for full information on
refunds.
Financial Assistance
1 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 (fellowships,
scholarships) must complete their applications for
admission by January 15 (new applicants). Applicants
interested in federal student loans must complete an
application for financial assistance by February 1 5.
including all supplementary materials (required of
both returning students and new applicants).
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 2009-10, the stipend
for full teaching fellows is $1 1,910. 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 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.
6o
Graduate and Special Programs
Loans
Loans are administered by Student Financial Services.
Federal William D. Ford Direct Loans may be included
in aid offered to graduate students on admission. Ap-
plicants 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 addition, the application for financial assis-
tance, with all materials described on that form, is due
by February 15 for both new applicants and returning
students.
In an effort to encourage liberal arts graduates
to enter the teaching professions, Smith College has
instituted a forgivable loan program for M.A.T. 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.
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 exten-
sion 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.
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 11th 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.
61
Courses of Study, 2009-10
Academic
Designation
Division
Interdepartmental Minor in African Studies
AFS
I/I I
Major and Minor in the Department of Afro-American Studies
AAS
I
Interdepartmental Major in American Studies
AMS
II
Interdepartmental Minor in Ancient Studies
ANS
I/II
Majors and Minor in Anthropology
ANT
II
Interdepartmental Minor in Archaeology
ARC
I/II
Majors and Minors in the Department of Art
ART
I
Minors: Architecture and Urbanism
ARU
I
Art History
ARH
I
Graphic Art
ARG
I
Studio Art
ARS
I
Minor in Arts and Technology
ATC
Major and Minor in the Five College Department of Astronomy
AST
III
Interdepartmental Minor in Astrophysics
APH
III
Interdepartmental Major in Biochemistry
BCH
III
Major and Minor in the Department of Biological Sciences
BIO
III
Major and Minor in the Department of Chemistry
CHM
III
Majors and Minors in the Department of Classical Languages
and Literatures
CLS
I
Major: Classical Studies
CST
I
Majors and Minors: Greek
GRK
I
Latin
MT
I
Classics
CLS
I
Interdepartmental Major in Comparative Literature
CLT
I
Major and Minors in the Department of Computer Science
CSC
III
Minors: Digital Art
CDA
III
Digital Music
CDM
III
Systems Analysis
CSA
III
Computer Science and Language
CSL
III
Mathematical Foundations of Computer Science
CSF
III
Major and Minor in the Five College Dance Department
DAN
I
Major and Minor in the Department of East Asian Languages and
Literatures*
EAL
I
Major: East Asian Languages and Cultures
EAC
Minor: East Asian Languages and Literatures
Interdepartmental Major and Minor in East Asian Studies
EAS
I/II
Major and Minor in the Department of Economics
ECO
II
Major and Minor in the Department of Education and Child Study
EDC
II
Key: Division I The Humanities
Division 1 1 The Social Sciences and History
Division III The Natural Sciences
i "Currently includes Chinese (CHI), Japanese (JPN) and Korean (KOR)
62
Courses of Study
Major and Minor in the Department of Engineering
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 Geosciences
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
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
Presidential Seminars
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
EGR
111
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
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
MES
MUS
I
NSC
III
PHI
I
PHY
III
PRS
I/II/III
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
in
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 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 by 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 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
THE
I
TWD
I/ll
I RS
l/II
SWG
I/I I/I 1 1
ACC
II
PPV
I/HI
EDP
IDP
FLS
AFC
APA
BDHC
MSCC
CNC
CHS
IRC
LAC
LOGC
MEC
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.
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, numbered as follows:
400 Special Studies (variable credit
as assigned)
404 Special Studies (semester, four credits)
408d Special Studies (full year, eight credits)
410 Internships (credits as assigned)
420 Independent Study (credits as assigned)
430d Honors Project (full year, eight credits)
43 1 Honors Project (first semester only, eight
credits)
432d Honors Project (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 of a
department.
A ")" 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
64
Courses of Study
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 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 2009-10
*2 absent fall semester 2010-1 1
** 1 absent spring semester 2009-10
**2 absent spring semester 2010-1 1
f 1 absent academic year 2009- 1 0
f 2 absent academic year 2010-1 1
§ 1 director of a Junior Year Abroad Program,
academic year 2009-10
§2 director of a Junior Year Abroad Program,
academic year 2010-11
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 of Studv
65
courses limited to 20 students.
(L) : The history department uses an "L" in
parentheses after the course number to
designate lectures that are unrestricted in size.
Lectures and colloquia are open to all students
unless otherwise indicated.
(MI): The anthropology department uses "MI"
in parentheses after the course number to
designate a course that is method intensive.
(TI) : The anthropology department uses "TI "
in parentheses after the course number to
designate a course that is theory intensive.
L: The dance and theatre departments use an "L"
to designate that enrollment is limited.
P: The dance and theatre departments use a "P"
to designate that permission of the instructor is
required.
AP: Advanced Placement. See p. 50.
S/U: Satisfactory/unsatisfactory. See p. 48.
WI 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
(normally four credits) in each of the seven
major fields of knowledge; see page 7. (If a
course is fewer than four 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. 67-440 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
67
African Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers and Members of the African Studies
Committee:
Elliot Fratkin, Professor of Anthropology
Caroline Melly, Assistant Professor of Anthropology
Albert Mosley, Professor of Philosophy
Katwiwa Mule, Associate Professor of Comparative
Literature, Director
*2 Catharine Newbury, Professor of Government
+1 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 disci-
plinary 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
Offered Spring 2010 at Smith College with Joye
Bowman
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 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 intermediate-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 423).
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.
68
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 266 South African Literature and Film
CLT 267 African Women's Drama
CLT 27 1 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
FRN 230 Women Writers of Africa and the Caribbean
FRN 244 Cities of Light: Urban Spaces in Franco-
phone Film
FRN 392 Seminar: Locating "la francophonie"
FYS 165 Childhood in the Literatures of Africa and
the African Diaspora
MUS 220 Topics in World Music: African Popular
Music
PHY 254 African Philosophy
GOV 227 Contemporary African Politics
GOV 232 Women and Politics in Africa
GOV 233 Problems in Political Development
GOV 32 1 Seminar: The Rwanda Genocide in Com-
parative Perspective
GOV 347 Seminar: North Africa in the International
System
Historical Studies
AAS 2 18 History of Southern Africa (1600-1900)
AAS 370 Seminar: Modern Southern Africa
HST 101 Biography and History in 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 299 Ecology and Imperialism in African History
Social Sciences
AAS 202 Topics in Black Studies: Anthropology of the
African Diaspora
ANT 230 Africa: Population, Health and Environ-
ment Issues
ANT 27 1 Globalization and Transnationalism in
Africa
ANT 272 Women in Africa
ANT 348 Seminar: Health in Africa
ECO 214 Economies of the Middle East and North
Africa
w
Afro-American Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Paula J. Giddings, B.A.
Andrea Hairston, MA (Theatre and Afro-American
Studies)
'- Louis E. Wilson, Ph.D., Chair
Instructor
Riche Barnes, MA
Lecturers
Adrianne Andrews, Ph.D.
Associate Professors
"2 Kevin E. Quashie, Ph.D.
+1 Daphne Lamothe, Ph.D.
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
Ker in Quashie
Offered Fall 2009
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. {8} 4 credits
Adrianne Andrews
Offered Spring 2010
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.
I6OO-I96O. Particular emphasis will be given to: how
Africans influenced virtually every aspect of U.S. society;
slavery and constitutional changes after 1865; the
philosophies of W.E.B. DuBois, Booker T Washington,
Marcus Garvey and the rise and fall of racial segrega-
tion in the U.S. {H} 4 credits
Louis Wilson
Offered Fall 2009
202 Topics in Black Studies
Introduction to Black Feminist Theories
This course explores the ways in which race and gender
intersect to inform black women's articulations of self,
identity and community. We will examine black wom-
en's contestation of controlling images, their theories
of social change and their perspectives. Scholarly texts
will be accompanied by essays, film, forms of popular
culture, presentations and music. {8} 4 credits
Riche J. Barnes
Offered Fall 2009
Race, Place and Identity
This course explores black identity as one that is rooted
in the politics of space and place. Using the anthropo-
logical study of the African Diaspora, we will investigate
the development of "race" as a category and the con-
struction of political and cultural migrating identities.
Scholarly texts will be accompanied by ethnography,
film, guest lectures and music. {S} 4 credits
Riche J. Barnes
Offered Spring 2010
70
Afro-American Studies
Black Music and Literature
The course will examine the interactions between dif-
ferent forms of African American music and literature.
Music and literature will be considered in their histori-
cal and cultural contexts. Students will read works of
fiction, poetry and drama that deal with or are inspired
by black music, as well as theoretical discussions of
American popular music and the formation of culture.
A key part of the course will be listening to and seeking
to understand key examples of several genres of black
music, from spirituals and work songs, to blues and
jazz, to calypso and beyond. Texts may include fiction
and poetry by Jean Toomer, Zora Hurston, Langston
Hughes, Ralph Ellison, James Baldwin, Gayle Jones,
Toni Morrison, Jean "Binta" Breeze and Kamau Brath-
waite as well as a selection of essays and critical pieces
that theorize race, culture, writing and music. {L}
4 credits
Daphne Lamothe
Spring 2011
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. {H}
4 credits
Paula Giddings
Offered Fall 2009
212 Culture and Glass in the Afro-American Family
In this course we will examine contemporary African-
American families from both a sociocultural and
socioeconomic perspective. 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. {8} 4 credits
Riche Barnes
Offered Fall 2009
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
Kevin Quashie
Offered Fall 2009
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 history or
Afro-American literature. Not open to first-year stu-
dents. Prerequisite: 1 17 and/or 270, or permission of
the instructor. Enrollment limited to 40. {H} 4 credits
Louis Wilson
Offered Spring 2010
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from U.S. cultural history, and learn, as a result, how
shared social meanings are created, commodified and
contested. Prerequisites: an introductory or methods
course in AAS, AMS, SWG, and/or prior course-work in
any department focusing on race, gender and culture.
Enrollment limited to 15 juniors and seniors. (E)
{H/L/S} 4 credits
Kevin Quashie (Afro-American Studies) and Susan
Van Dyne (Study of Women and Gender)
Offered Spring 2010
335 Seminar: Free Blacks in the U.S. Before 1865
A study of the history of free blacks from the 17th cen-
tury to the abolition of slavery in 1865. A major prob-
lem created by the establishment of slavery based on
race by the 1660s was what was to be the status of free
blacks. Each local and state government addressed the
political, economic and even religious questions raised
Afro-American Studies
71
by having free blacks in a slave society. This course
will address a neglected theme in the history of the
Afro-American experience, i.e., the history of free blacks
before the passage of the 1 3th amendment Recom-
mended background: 1 17. {H} 4 credits
Louis Wilson
Offered Spring 2010
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, its design is intended to
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, 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 projects students. {L} 4 credits
Kevin Quashie
Offered Spring 2010
Black Women, Work and Family
Black women have always been in a precarious position
as it pertains to work and family. They have been por-
trayed as hard workers and "lazy" welfare queens. They
have held the position of cold, callous mothers to their
own children, and loving mammies to white children.
They have been hyper-sexualized, erotic Jezebels and
domineering, unfeminine matriarchs. And when the
work and family sociological literature seeks answers
to the ways in which Americans balance the chal-
lenges of work and family in the contemporary global
economy, African American women and their families
are invisible. This seminar will provide students with
an analytic framework to understand the ways gender,
race and class intersect in defining the world of work
in our society and affect the available choices African
American women have to best support their families.
Utilizing ethnography, fiction, film and forms of popu-
lar culture, we will explore policies that affect both the
family and institutions of work, explore the ways that
black men and women balance the demands of tain
il\, and pay particular attention to the development of
gender roles and strategies that affect African American
women's work and family decisions. {L/S} 4 credits
Riche Barnes
Offered Spring 2010
Ida B. Wells and the Struggle Against Racial \ iolence
Ida B. Wells (1862-193D was a black investigative
journalist who began, in 1892, the nation's first anti-
lynching campaign. In her deconstruction of the rea-
sons for, and response to, violence — and particularly
lynching — she also uncovered the myriad components
of racism in a formative period of race relations that
depended on ideas of emerging social sciences, gender
identity7 and sexuality. The course will follow Wells's
campaign, and in the process study the profound inter-
sections of race, class, gender and sexuality which have
shaped American culture and history. {H} 4 credits
Paula Giddings
Offered Spring 2010
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-
2000. {H/S} 4 credits
Louis Wilson
Offered Faff 2009
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.
72
Afro-American Studies
Race Matters
Third World Politics: Anthropological
Perspectives
Studies in the Novel: The Making of the
African Novel
Comparative Caribbean Dance I
Urban Economics
Seminar in Urban Politics
The Age of the American Civil War
The United States Since 1890
Race, Gender and United States
Citizenship, 1789-1861
Aspects of American History: The Black
Atlantic
Contemporary America
Intellectual History of the United States
Problems in 19th-century United States
History: African-American Women in
Slavery and Freedom
Improvising History: The Development
ofjazz*
Issues in Recent and Contemporary
Philosophy
African Philosophy
Psychology of the Black Experience*
Ethnic Minorities in America*
Urban Politics*
Black Theatre*
Minstrel Shows*
*These courses are cross-listed with Afro-American
Studies
AMS 102
ANT 232
CLT 305
DAN 142
ECO 230
GOV 311
HST 266
HST 267
HST 265
HST 270
HST 273
HST 275
HST 371
The Minor
MUS 206
PHI 210
PHI
PSY
SOC
SOC
THE
THE
254
247
213
218
214
215
Requirements for the Minor
Six four-credit courses as follows:
1 . Two of the three required courses: 111,112,117.
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
430(1 Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each fall
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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 projects students.
o
American Ethnicities
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Tin' following courses have been revised or added to
the curriculum as a result of the American Ethnicities
(Diversity) Seminar held at Smith. They represent a
sampling of courses in the curriculum 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 movements
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. {L} 4 credits
Not offered 2009-10
ANT 240 Anthropology of Museums
This course critical ly analyzes how the museum enter-
prise operates as a social agent in both reflecting and
infonning public culture. The relationship between the
development of anthropology as a discipline and the
collection of material culture from colonial subjects
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, corn-
modification, consumerism, repatriation and contested
ideas about authenticity and authority' The relation-
ship of the museum to a diverse public with contested
1 agendas will be explored through class exercises, guest
speakers, a podcast student project, field trips and writ-
ten assignments. Prerequisite: 130 or permission of the
instructor. (TI) {S/H} 4 credits
'Not offered 2009-10
ARH 101 Approaches to Visual Representation (G)
Jtpic: Advertising and l isual Culture. By analyzing
advertisements — from ancient Pompeian shop signs
and graffiti to contemporary multi-media appro-
priations— this course will seek to understand how
images function in a wide array of different 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 contempo-
rary art, and the structuring principles of visual com-
munication. {H/A} 4 credits
Not offered 2009-10
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, perfomiance art and film, asking: What
is a cultural icon? Our perspective stretches across time,
addressing the conquest of the Americas, the Treaty 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
Not offered 2009-10
EDG 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 haw 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 b\
looking at policy-driven initiatives such as high stakes
-4
American Ethnicities
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 2009
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
Not offered 2009-10
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
Not offered 2009-10
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
Not offered 2009-10
PSY 313 Research Seminar in Psycholinguistics
Topic: Assessing Pragmatics in Child Language. The
seminar will explore the topic of pragmatics in child
language: how language is used in the service of social
discourse. How do children learn to take other's points
of view, to use language for different communicative
purposes, to understand non-literal language such as
sarcasm? We will explore a variety of topics, including
new methods of assessment, and discuss throughout
the special challenges of pragmatics in children with
autism. Prerequisites: One of: PSY/PHI 213, PHI 236,
PSY 233, EDC 235 or permission of instructor. {N}
4 credits
Not offered 2009-10
REL 266 Buddhism in America
Almost 50 different Buddhist groups can be found with-
in a 20-mile radius of the Smith campus. This class
will explore the way Buddhism is practiced and concep-
tualized by some of the more prominent and represen-
tative groups in the area as a perspective from which
to reflect on the broader phenomenon of Buddhism in
America. It will involve participant observation, field
trips and class visits from some of the area teachers.
Enrollment limited to 25 students. {H} 4 credits
Peter N. Gregory
Offered Spring 2010
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 2010
S0C 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
dichotomy. A particular concern throughout the course
American Ethnicities 75
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
(ii)it'tta Candelario
Offered Spring 2010
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 nonnormative use life-writing to claim a right to
write? The course uses life-writing narratives, published
in the U.S. over roughly the past 30 years, to explore the
relationships between politicized identities, communi-
ties and social movements. Students also practice writ-
ing memoirs. Prerequisites: SWG 150 and a literature
course. {L/H} 4 credits
Susan Van Dyne
Offered Spring 2010
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 14. {A} 4 credits
Offered Fall 2009, Spring 2010
Sec. 1: To be announced. Fall 2009
Sec 2: Ellen Kaplan, Fall 2009
Topic: Acting Fundamentals for Majors
Sec. 1: Holly Derr, Spring 2010
THE 213 American Theatre and Drama
This course will trace the sometimes competing, some-
times complementary, forces of Puritanism and mer-
cantilism on the American theatre. Beginning with the
theatre of the colonies and the early days of indepen-
dence; moving through Westward expansion, the Civil
War, industrialization and workers' rights movements;
continuing through the Golden Age of Broadway, the
Civil Rights movement, the identity politics-driven
decades of the 1970s, 1980s and 1990s; and including
the present day, the course will investigate the interplay
of commercial and social realities in defining what
makes American theatre American. {L/H/A} 4 credits
Holly Derr
Offered Fall 2009
76
American Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Rosetta Marantz Cohen, Ed.D., Professor of Education
and Child Study
*] Daniel Horowitz, Ph.D., Professor of American
Studies and of History
M Helen Lefkowitz Horowitz, Ph.D., Professor of
American Studies and of History
"2 Richard Millington, Ph.D., Professor of English
Language and Literature, Director
Michael Thurston, Ph.D., Professor of English
Language and Literature
Floyd Cheung, Ph.D., Associate Professor of English
Language and Literature
Alice Hearst, J.D., Ph.D., Associate Professor of
Government
+1 Kevin Rozario, Ph.D., Associate Professor of American
Studies
Steve Waksman, Ph.D., Associate Professor of Music
Nan Wolverton, Adjunct Assistant Professor
Kerry Buckley, Ph.D., Lecturer
W.T. Lhamon, Jr., Ph.D., Lecturer
Dorothy Moss, Ph.D., Lecturer
Georgia Yuan, J.D., General Counsel, Lecturer
Joan Leiman Jacobson Visiting Nonfiction Writer
Hilton Als
Mendenhall Fellow
Gloria Melissa Garcia, M.Phil.
Research Associates
W.T. Lhamon, Jr., Ph.D.
Sherry Marker, MA
American Studies Committee
Rosetta Marantz Cohen, Ed.D., Professor of Education
and Child Study
*' Daniel Horowitz, Ph.D., Professor of American
Studies and of History
*x Helen Lefkowitz Horowitz, Ph.D., Professor of
American Studies and of History
"2 Richard Millington, Ph.D., Professor of English
Language and Literature
+1 Christine Shelton, M.S., Professor of Exercise and
Sport Studies
Michael Thurston, Ph.D., Professor of English
Language and Literature
Susan R. Van Dyne, Ph.D., Professor of the Study of
Women and Gender
n Louis Wilson, Ph.D., Professor of Afro-American
Studies
Floyd Cheung, Ph.D., Associate Professor of English
Language and Literature
Alice Hearst, J.D., Associate Professor of Government
Alexandra Keller, Ph.D., Associate Professor of Film
Studies
fl Daphne Lamothe, Ph.D., Associate Professor of
Afro-American Studies
+1 Kevin Rozario, Ph.D., Associate Professor of
American Studies
Steve Waksman, Ph.D., Associate Professor of Music
fl Nina Antonetti, Assistant Professor of Landscape
Studies
*' Justin D. Cammy Assistant Professor of Jewish
Studies
Jennifer Guglielmo, Ph.D., Assistant Professor of History
Frazer Ward, Ph.D., Assistant Professor of Art
Sherrill Redmon, Director of the Sophia Smith
Collection
James Hicks, Ph.D., Director, American Studies Diploma
Program
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
period 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 Europe, the question of race, the roles of women,
American Studies
""
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
Floyd Cheung Alice Hearst, Daniel Horowitz, Spring
2010
Offered Spring 2010. Spring 201 1
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 permission of the instructor.
Enrollment limited to American studies majors. {H/S}
4 credits
Michael Thurston. Fall 2009
Steve Waksman, Spring 2010
Offered both semesters each year
221 Colloquium
Enrollment limited to 20. 4 credits
New England Material Culture. 1860-1940
Students will acquire a vocabulary and syntax for
reading and interpreting the texts of material culture
objects. They will study architecture, artifacts, clothing
and textiles, furniture, photographs and paintings.
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. {H}
Kerry Buckley
Offered Spring 2010, Spring 201 1
235 American Popular Culture
An analytical history of American popular culture since
1865. We start from the premise that popular culture,
far from being merely a frivolous or 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, tear and satisfaction.
Alternating lecture/discussion format. Enrollment
limited to 25. Admission by permission of the instruc-
tor. {H/S} 4 credits
\tere Waksman
Offered Fall 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 2010, Spring 201 1
PRS 307 Asian Americans and the Law
How has the legal system of the United States defined
the category of people we know as Asians and Asian
Americans? In this seminar we will explore Asian im-
migration, citizenship eligibility, and the development
of Asian American identity by studying how Asians and
Asian Americans themselves negotiated their status and
rights as lawyers, judges, scholars or litigants. We will
analyze judicial opinions, laws, historical writings, lit-
erary responses and academic studies. Previous course-
work in Asian American history; sociology, literature
or government is recommended, though any junior or
senior with an interest in the law and American society
would be welcome. Enrollment limited to 15. (E) {H/L}
4 credits
Floyd Cheung and Georgia Yuan
Offered Spring 2010
340 Symposium in American Studies
Limited to senior majors.
American Performing Race
This class will explore the sliding stories of racial iden-
tity that Americans have told themselves from earh in
the 19th century (Jim Crow. Yankee Pedlar) through
the present (hip hop, biracial political oratory). We
will read classic American Studies accounts of these
issues (Constance RouACs. \merican Humor Eric
Lott's Lore and Theft. Linda William's Playing the
Race Card) along with recent essays (Zadie Smith's
78
American Studies
"Speaking in Tongues" and Barack Obama's "A More
Perfect Union" [3/18/08]). Written texts and performed
examples will provoke initial analyses: the Jim Crow
plays of ID. Rice, Melville's "Benito Cereno," Dan
Emmett's Barbershop in an Uproar, Zora Neale Hur-
ston's Mules and Men, Chester Himes's Cotton Comes
to Harlem, Aljolsen's Wonder Bar and Bob Dylan's
Masked and Anonymous. During the second half of
the term, students will present their research in class
while they write — and revise — lively essays on what it
is to act American. {H/A} 4 credits
W.T.Lhamon
Offered Fall 2009
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,
especially 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 pres-
ent. We will consider the role that gender has played.
Each student will develop an independent project
dealing with some aspect of the question, past or pres-
ent. Among the texts that we will consider are George
Beard's American Nervousness (1880) and Peter
Kramer, Listening to Prozac (1993). {H} 4 credits
Helen Lefkowitz Horowitz
Offered Spring 2010
351/ENG 384 Writing About American Society
An examination of contemporary American issues
through the works of literary journalists ranging from
Elizabeth Hardwick to Joan Didion; Frances Fitzgerald
to Adrian Nicole Le Blanc. Intensive practice in ex-
pository 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 2010
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 by 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 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
residing 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
Rosetta Marantz Cohen, Director
Offered Fall 2009, Fall 2010
American Studies
79
411 Seminar: American Culture— Conventions and
Contexts
Exhibiting Culture: . in Introduction to Museum
Studies in America. This seminar examines the his
toiy, 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 critical l\ at the ways that
museums -through their policies, programs, ar-
chitecture 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 nation's capital.
(Open only to members of the Smithsonian Internship
Program. Given in Washington, D.C). {H} 4 credits
Dorothy Moss
Offered Fall 2009, Fail 2010
412 Research Project at the Smithsonian Institution
Tutorial supervision by Smithsonian staff members.
Given in Washington, D.C {H/S} 8 credits
Rosetta Marantz Cohen, Director
Offered Fall 2009, Fall 2010
Requirements for the
American Studies Major
Advisers: Nina Antonetti, Justin Cammy, Floyd Cheung,
, Rosetta Cohen, Jennifer Guglielmo, Alice Hearst, Daniel
| Horowitz, Helen Lefkowitz 1 lorowitz, Alexandra Keller,
Daphne Lamothe, Richard Millington, 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 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 us an era
(e.g. antebellum America, the 20th centurj I or a topi-
cal concentration (e.g. ethnicitj and race, urban lite,
social policy, material culture, the family, industrializa-
tion, the arts, the media, popular culture, comparative
\merican cultures) — which they will explore in at
least four courses, it is expected thai several courses in
the major will explore issues outside the theme.
Because American studies courses are located primar-
il\ in two divisions. Humanities and Social Sciences,
students are to balance their studies with courses m
each. Courses taken S/l ma\ not be counted toward
the major.
Requirements: 12 semester courses, as follows:
1. K)\ and202;
2. Eight courses in the American field. At least four
must be focused on a theme defined b\ 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, idealh in the theme
selected. (340/341 does not fulfill the seminar
requirement). Students writing honors projects 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 students focus;
4. 340 or 341.
Adviser for Study Abroad: Louis Wilson
Honors Director: Steve Waksman
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered Fall 2009, Fall 20 1()
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
American Studies
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 differ-
ent 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 haven's Quicksand
and Tim O'Brien's The Things They Carried. Normally
for Diploma students only. 4 credits
James Hicks
Offered Fall 2009, Fall 2010
570 Diploma Thesis
4 credits
James Hicks
Offered Spring 2010, Spring 201 1
81
Ancient Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers
Tl Scott Bradbury, Professor of Classical
Languages and Literatures
+2 Patrick Coby, Professor of Government
flJoel Kaminsky, Professor of Religion
: Barbara Kellum, Professor of Art
Susan Levin, Associate Professor of Philosophy. Director
Richard Lim. Professor of History
Suleiman Mourad, Associate 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-ci vi 1 ization al approach. No languages are
required.
The Minor
Requirements: Six courses, in no fewer than three
departments, selected from the list of related courses
below
(Other courses may count toward the minor with per-
mission of the student's adviser.)
CLS 190 The Trojan War
Justina Gregory
Offered Spring 2010
FYS 180 Cleopatra: Histories, Fictions, Fantasies
Nancy Shumate
Offered Spring 2010
GOV 261 Ancient and Medieval Political Theory
Patrick Coby
Offered Fall 2009
HST 202 Ancient Greece
Richard Lim
Offered Fall 2010
HST 203 Alexander the Great and the Hellenistic World
Richard Lim
Offered Spring 2011
Related Courses
Please see home department for complete course de-
scriptions.
ARH 208 The Art and Architecture of Ancient Greece
Barbara Kellum
Offered Spring 2010
ARH 315 Studies in Roman Art
Topic: Augustan Rome
Barbara Kellum
Offered Fall 2009
HST 204 The Roman Republic
Richard Lim
Offered Fall 2009
HST 205 The Roman Empire
Richard Lim
Offered Spring 2010
PH1 124 History of Ancient and Medieval Philosophy
Susan Let m
Offered Fall 2009
82 Ancient Studies
PHI 324 Seminar in Ancient Philosophy
Susan Levin
Offered Spring 2010
REL 210 Introduction to the Bible I
To be announced
Offered Fall 2009
REL 215 Introduction to the Bible II
To be announced
Offered Fall 2009
REL 216 Topics in Biblical Studies: Archaeology and
the Bible— From Ancient Israel to Early Judaism and
Christianity
Gregg Gardner
Offered Fall 2009
REL247TheQur'an
Suleiman Mourad
Offered Spring 2010
REL 310 Seminar: Hebrew Bible
Joel Kaminsky
Offered Fall 2010
Courses that count toward the minor but are not of-
fered in 2009-10
ARH212
Ancient Cities and Sanctuaries
ARH216
The Art and Architecture of the Roman
World
ARH285
Great Cities: Pompeii
ARH352
Hellenistic Art and Architecture
CLS 227
Classical Mythology
CLS233
Gender and Sexuality in Greco-Roman
Culture
CLS 235
Life and Literature in Ancient Rome
FYS 163
The Holy Land
HST206
Aspects of Ancient History
REL 211
Wisdom Literature and Other Books in the
Bible
REL 213
Prophecy in Ancient Israel
REL 219
Christian Origins: Archaeological and
Socio-Historical Perspectives
REL 345
The Making of Muhammad
83
Anthropology
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
*' Donald Joralemon, Ph.D., Chair
Elliot Fratkin, Phfi.,Acting Chair. Fall
Associate Professors
t|,2RavinaAggarwal, Ph.D.
"'•■' Suzanne Z. Gottschang, Ph.D.
Assistant Professors
Fernando Annstrong-Fumero, Ph.D.
Caroline Melly, Ph.D.
Elizabeth Klarich, Ph.D.
Lecturers
Nadia Guessous
Katherine Lemons
Associated Faculty
Adrianne Andrews, Ph.D.
Margaret Sarkissian, Ph.D
Riche Barnes, M.A.
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
Suzanne Z. Gottschang. Fernando Armstrong-
Fumero, Nadia Guessous, Fall 2009
Elliot Fratkin, Caroline Melly, Spring 2010
Donald Joralemon, Fernando Armstrong-Fumero,
To be announced, Fall 2010
Elliot Fratkin. Caroline Melly. Spring 2011
Offered both semesters each year
135 Introduction to Archaeology
The study of past cultures and societies through their
material remains. How archaeologists use different
field methods, analytical techniques and theoretical
approaches to investigate, reconstruct and learn from
the past. Data from settlement surveys, site excavations,
and artifact analysis are used to address economic,
social, political and ideological questions across time
and space. Course taught from an anthropological
perspective, exploring key transitions in human prehis-
tory, including the origins of food production, social
inequality and state-level societies across the globe.
Relevance of archaeological practice in modem politi-
cal, economic and social contexts is explored. Enroll-
ment limited to 30. 4 credits
Elizabeth Klarich
Offered Fall 2009, Fall 2010
200 Colloquium in Anthropology
This course is designed to introduce students to the va-
riety of methods of inquiry- used for research in the field
of anthropology. Students will be introduced to meth-
ods of locating and analyzing information and sources,
developing research questions and writing in the course
of the semester. Normally taken in the sophomore or
junior year. Prerequisite: ANT 130, Enrollment limited
to anthropology majors and minors. 4 credits
Pets
The relationship between humans and select animals
treated as companions is explored, with attention to
the evolutionary history of domestication, the cultural
variability in how human/animal relationships are
84
Anthropology
defined, and contemporary American pet culture. The
class will develop a collective ethnography of pets in
the vicinity of Northampton, applying a full range of
research methods. {S} 4 credits
Donald Joralemon
Offered Spring 2010
Internet Connections and Digital Divides
The course will critically examine the transformative
impact of the Internet and related technological in-
novations from an anthropological perspective. We
will explore these issues from various geographical
locations in order to better understand how the Internet
is reshaping ideas about participation, geography and
space, global access to information and mobility. We
will pay particular attention to the emergent inequali-
ties, opportunities and identities that are created as
certain people and places become "wired." {8} 4 credits
Caroline Melly
Offered Fall 2010
management, museum development and community
outreach. {8} 4 credits
Elizabeth Klarich
Offered Spring 2010 at Amherst College
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
problems of drought, famine and AIDS in Africa.
Prerequisite: ANT 130 or permission of the instructor.
Enrollment limited to 30. {S/N} 4 credits
Elliot Fratkin
Offered Fall 2009
ANT 216 The Inca and Their Ancestors
This course explores the archaeology and history of
the Inca Empire and earlier prehistoric cultures in
the Andean region of South America. Readings and
lectures will explore how artifacts such as pottery, stone
tools and food remains plus regional and site-level data
are used to understand major political, economic and
social processes in the past. Particular attention will be
paid to the development of early states on the Peruvian
coast, the role of ceremonial centers in the highlands,
and continuities in the political and social structures
between the Inca and their ancestors. {8} 4 credits
Elizabeth Klarich
Offered Fall 2009 at Mount Holyoke College
ANT 24 Archaeological Method, Theory and Practice
This course focuses on the theoretical foundations of
archaeological research, the variety of methods avail-
able to analyze material culture, the interpretation
of results, and ethical considerations of practicing
archaeology in the United States and abroad. The
course provides students with a solid foundation for
evaluating and contextualizing current methodological
and theoretical trends within archaeology. Case studies
illustrate the diversity of archaeological thought, inter-
disciplinary approaches to studying material culture,
and innovative directions in the field of anthropologi-
cal archaeology. Discussions of practice will address the
roles and responsibilities of archaeologists in heritage
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. Prerequisite: ANT 130 or permission of the
instructor. (TI) 4 credits
Fernando Armstrong-Fumero
Offered Spring 2010, Spring 2011
234 Culture, Power and Politics
This course is a general introduction to anthropologi-
cal analysis of politics and the political. Through a
broad survey 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, symbols
and social networks in the political life of local com-
munities. Examples will be drawn from a number of
case studies in Africa, East Asia, Latin America and the
United States, and range in scale from studies of local
politics in small-scale societies to analyses of nationalism
Anthropology
and political performance in modern nation-states.
Permission of the instructor required. Enrollment lim-
ited to 30. {S} 4 credib
Fernando irmstrong-Fumero
Offered Spring 2010
236 Economy, Ecology and Society
This course examines materialist approaches to the
study of society including cultural ecology, political
economy. Marxist, formalist and substantivist perspec-
tives. Topics include production, exchange and con-
sumption in non-Western societies; cultural evolution
and historical change among tribal societies; early
states, mercantilist, capitalist and socialist polities.
Enrollment limited to 30. Preference given to anthro-
pology majors and environmental science and policy
minors. Not open to first-year students. Prerequisite:
130 or permission of the instructor. {S} 4 credits
Elliot Fratkin
Offered Fall 2009
237 Native South Americans
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 ]or demon
Offered Spring 2011
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-
i 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. Not open to first-year students.
Prerequisite: ANT 130 or permission of the instructor.
, Enrollment limited to 30. {S} 4 credits
Elliot Fratkin
Offered Fall 2010
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 1 nited
States. Enrollment limited to 30. {S/NJ
4 credits
Donald Jor demon
Offered Spring 2010, Fall 2010
249 Visual Anthropology
This course considers the unique perspectives, tech-
niques and theories that anthropology offers for
understanding the visual world. We focus both on the
production of visual materials (photographs and films,
in particular) by anthropologists, as well as the anthro-
pological analysis of visual artifacts produced by other
people. We will consider the historical (particularly
colonial) legacies of visual anthropology as well as
its current manifestations and contemporary debates.
Particular attention will be paid to issues of representa-
tion, authority, authenticity and circulation of visual
materials. Enrollment limited to 30. {S} 4 credits
Caroline Mel I y
Offered Fall 2009, Fall 2010
251 Women and Modernity in East Asia
This course explores the roles, representations and
experiences of women in 20th-century China, Korea,
Vietnam and Japan in the context of the modernization
projects of these countries. Through ethnographic and
historical readings, film and discussion this course
examines how issues pertaining to women and gender
relations have been highlighted in political, econom-
icWestern cultural institutions. The course compares
the ways that Asian women have experienced these pro-
cesses through three major topics: war and revolution,
gendered aspects of work, and women in relation to the
family. This course is co-sponsored by, and cross-listed
in, the East Asian Studies Program. {S} 4 credits
Suzanne Gottschang
Offered Fall 2009
255 Dying and Death
Death, the "supreme and final crisis of life" (Mal-
inowski), calls for collective understandings and com-
munal 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
Anthropology
unusual are the circumstances surrounding dying in
the contemporary Western world. Prerequisite: ANT 130
or permission of the instructor. Enrollment limited to 30.
{H/S} 4 credits
Donald Joralernon
Offered Spring 2011
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 performances. Enrollment limited to 30.
Prerequisite: 130 or permission of the instructor. {A/8}
4 credits
Margaret Sarkissian
Offered Spring 2010, Spring 2011
267 Self and Society in South Asia
This course introduces students to the culture, politics
and everyday life of South Asia. Topics covered will
include religion, community, nation, caste, gender and
development, as well as some of the key conceptual
problems in the study of South Asia, such as the colo-
nial construction of social scientific knowledge, and de-
bates over "tradition" and "modernity." In this way, we
will address both the varieties in lived experience in the
subcontinent, and the key scholarly, popular and politi-
cal debates that have constituted the terms through
which we understand South Asian culture. Along with
ethnographies, we will study and discuss novels, his-
torical analysis, primary historical texts and popular
(Bollywood) and documentary film. {S} 4 credits
Katherine Lemons
Offered Spring 2010
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 transnational
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
Fernando Armstrong-Fumero
Offered Fall 2010
271 Globalization and Transnationalism in Africa
This course considers the shifting place of Africa in a
global context from various perspectives. Our goal will
be to understand the global connections and exclu-
sions that constitute the African continent in the new
millennium. We will explore topics such as historical
connections, gender, popular culture, global economy,
development, commodities, health and medicine,
global institutions, violence and the body, the postcolo-
nial state, religion, science and knowledge, migration
and diaspora, the Internet and communications and
modernity. Prerequisites: ANT 130 or permission of the
instructor. Enrollment limited to 30. {S} 4 credits
Caroline Melly
Offered Spring 2010
272 Women in Africa
This course will focus on the experiences and situations
of women in contemporary Africa. We aim to interro-
gate and complicate both popular and scholarly rep-
resentations that present African women as the West's
"other." The course will be organized around various
topics — such as marriage and family, economy and
markets, health and reproduction, and politics and
participation — and will present ethnographic insights
from various locations on the African continent. En-
rollment limited to 30. {S} 4 credits
Caroline Melly
Offered Spring 2011
2XX Women and Islam in the Modern Middle East
PENDING CAP APPROVAL
An exploration of women's religious identities, dis-
courses and practices. What does it mean to take Islam
as an object of anthropological analysis? How is gender
mediated by religious discourses and practices? How
has feminist theory grappled with the question of reli-
gion? Readings include ethnographic, historical West-
ern fictional texts written by and about Muslim women
in Egypt, Iran, Tlirkey, Lebanon, Yemen and Morocco.
The goal is a comparative and critical perspective on
the varieties of ways in which Muslim women fashion,
inhabit and conceptualize their gendered, religious
and secular identities in the modem Middle East and
Anthropology
87
North Africa. Prerequisite: ANT 130 or permission of the
instructor. Enrollment limited to 30. {S} 4 credits
Nadki Guessous
Offered Spring 2010
Seminars
340 Seminar: Topics in Anthropology
Ibpic: Anthropology of Contemporary Issues. 1 low
anthropology- helps us understand contemporary de-
bates and controversies in the I nited States and around
the world. Topics are chosen from current national and
global events and processes. Cultural analysis — both
historical and ethnographic — will be used to inves-
tigate the way newspaper and other media represent
contemporary issues such as the head scarf debate in
France, the Danish cartoon controversy, the religious
right in the U.S., "illegal" immigration, and the rela-
tionship between rights and culture in Western feminist
thought. {S} 4 credits
Nadia Guessous
Offered Spring 2010
342 Seminar: Topics in Anthropology
Topic: Traditional Chinese Medicine — Transfor-
mations 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 time-
less, 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 U.S. and Europe. This course examines how
Traditional Chinese Medicine, much as any medical
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
U.S. 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
1 different cultural, political, economic and social con-
> texts. {S} 4 credits
Suzanne Gottschang
Offered Spring 2011
347 Seminar: Topics in Anthropology
Topic: Prehistory of Food, This course explores how
and win humans across the globe began to domesti-
cate plant and animal resources approximately 1 ().()()()
years ago. The first half of the course presents the types
of archaeological data and analytical methods used
to study the "agricultural revolution. The second
half examines case studies from the major centers ot
domestication in order to investigate the biological,
economic and social implications of these processes.
Special emphasis will be placed on exploring the rela-
tionship between agriculture and sedentism, food and
gender, the politics of feasting, and methods for inte-
grating archaeological and ethnographic approaches
to the study of food. {S} 4 credits
Elizabeth Klarich
Offered Spring 2010
348 Seminar: Topics in Development Anthropology
Systems of Healing in Africa
This seminar focuses on the variety of healing systems
in Africa. We approach healing from an anthropologi-
cal perspective where concepts of health, illness and
therapies are embedded in cultural, social and histori-
cal contexts of the particular societies practicing them.
Topics include the internal logic and practices of in-
digenous healing systems; empirical practices of herbal
medicines and midwifery; spiritually based therapies
including divination and trance, 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 Fall 2010
Health in Africa
This seminar focuses on issues of demography, health.
nutrition and disease on the African continent, contex-
tualized in the social, economic and political activities
of human populations. The course discusses the distri-
bution and food production systems of human groups
in particular environments, the incidence and preva-
lence of infectious diseases including malaria,
tuberculosis, river blindness, measles and lll\ AIDS.
and varying approaches to health care including
traditional medicine and the availability of Western
Anthropology
treatment. Background in African studies or medical
anthropology preferred. {S} 4 credits
Elliot Fratkin
Offered Spring 2010
352 Seminar: Topics in Anthropology
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
nonlinguistic symbols can serve as a means of preserv-
ing collective memory. {SJ 4 credits
Fernando Armstrong-Fumero
Offered Fall 2009
The Anthropology of Multiculturalism
In the United States, the idea of multiculturalism has
come to symbolize the right of communities with dis-
tinct cultures to maintain their own ways of living in
a diverse national society. Similar politics of difference
have developed in other countries in the world. But is
multiculturalism the same idea in every national con-
text? How do the different histories of countries in North
or South America, Europe, Asia or Africa influence the
way that these different national multiculturalisms
develop? How do transnational trends in the politics
of culture and diversity get adapted to work in these
different contexts? The course will focus on specific
historic and ethnographic studies that document the
relationship between the culture and history of different
national and local communities and trends of contem-
porary multicultural traditions. A range of readings will
introduce general topics which students will apply to
specific contexts for their own research. {S} 4 credits
Fernando Armstrong-Fumero
Offered Spring 2011
353 Seminar: Urban Anthropology
This course considers the city as both a setting for an-
thropological research and as an ethnographic object
of study in itself. We aim to think critically about the
theoretical and methodological possibilities, challenges
and limitations that are posed by urban anthropology.
We will consider concepts and themes such as urban-
ization and migration; urban space and mobility; gen-
der, race and ethnicity; technology and virtual space;
markets and economies; citizenship and belonging;
and production and consumption. Enrollment limited
to 30. {S} 4 credits
Caroline Melly
Offered Fall 2009
Cross-listed and
Interdepartmental Courses
MUS 220 Topics in World Music
Topic: Popular Music of the Islamic World
Margaret Sarkissian
Offered Fall 2009
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, Suzanne
Gottschang, Fernando Armstrong-Fumero, Caroline
Melly
Advisers for Study Abroad: Africa and other areas: Elliot
Fratkin and Caroline Melly; Asia: Suzanne Gottschang;
Latin America: Donald Joralemon and Fernando
Armstrong-Fumero
Anthropology
Requirements: Eight (8) courses in anthropology
including Introduction to Cultural Anthropologj
(130), History of Anthropological Theorj (233) and
Colloquium inAnthropologj (200), preferably taken
in the sophomore year and a Smith anthropology
seminar. The remaining three courses for the major
may be more anthropology classes or courses in related
fields, including language, math or science (if these
are linked to the student's anthropological interests).
Students must show either a) competency in a foreign
language equivalent to four semesters of college level
or b) two courses in a mathematical (M) and/or natu-
ral science (N) categon above the 100 level, chosen in
consultation with the student's adviser. A maximum of
two language courses or quantitative/science courses
may count towards the three related courses category
for the major.
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 Chile, China, Costa Rica, Ecuador, India,
Kenya, Mexico, Nepal, Senegal and South Africa.
Students planning 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 biological archaeology or ad-
ditional courses in archaeology may take advantage of
the excellent resources in this area at the University of
Massachusetts and Hampshire College.
Honors
Director: Fernando Armstrong-I'umero
430d Honors Project
<S credits
Full-year course; Offered each year
432d Honors Project
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
The Minor in Anthropology
Advisers: Elliot Fratkin, Donald Joralemon, Suzanne
Gottschang, Fernando Armstrong-Fumero, Caroline
Mellv
Requirements: Six courses in anthropology including:
Introduction to Cultural Anthropology (130).
90
Archaeology
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisory Committee
+1 Scott Bradbury, Professor of Classical Languages and
Literatures
■ 2 Bosiljka Glumac, Associate Professor of Geology
fl Joel Kaminsky, Professor of Religion
t2 Barbara Kellum, Professor of Art
"2 Dana Leibsohn, Associate Professor of Art
Richard Lim, Professor of History
Christopher Loring, Director of Libraries
Suleiman Mourad, Assistant Professor of Religion
Thalia Pandiri, Professor of Classical Languages and
Literatures and of Comparative Literature, Director
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.
ANT 135 Introduction to Archaeology
The study of past cultures and societies through their
material remains. How archaeologists use different
field methods, analytical techniques and theoretical
approaches to investigate, reconstruct and learn from
the past. Data from settlement surveys, site excavations
and artifact analysis are used to address economic,
social, political and ideological questions across time
and space. Course taught from an anthropological
perspective, exploring key transitions in human prehis-
tory, including the origins of food production, social
inequality and state-level societies across the globe.
Relevance of archaeological practice in modern politi-
cal, economic and social contexts is explored. Enroll-
ment limited to 30. 4 credits
Elizabeth Klarich
Offered Fall 2009, Fall 2010
PRS 306 Beowulf and Archaeology
The Old English poem Beowulf 'survives in a single
fire-scorched manuscript copied around the year 1000,
telling of the last king of a lost tribe once living in
southern Sweden. It may be the most expressive docu-
ment we possess for the cultural world of northern
Europe after the fall of Rome, but no one knows when,
where, by whom or for whom it was first composed,
whether it reflects ancient legendary traditions or more
recent literary art. Our confidence in the historicity of
Beowulf \m been greatly enhanced in recent years by
the discovery of a rich ship burial at Sutton Hoo in East
Anglia, a huge timber hall at Lejre in Denmark and
other finds. We will examine the obscure world of this
old poem in the light of its emerging material context.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Davis (English)
Offered Spring 2010
REL 216 Topics in Biblical Studies
Topic: Archaeology and the Bible. This course explores
the material culture of the peoples who lived in ancient
Palestine from the Israelite through Roman-Byzantine
eras (c.1000 B.C.E. to 640 C.E.). We will consider the
latest archaeological finds from Israel and the Medi-
terranean basin, including the ruins of great cities,
temples, ancient churches and synagogues and colorful
mosaic artwork. Special attention will be given to a
critical evaluation of the ways that archaeology can —
and cannot — illuminate the key people, places and
events mentioned in biblical and post-biblical texts.
{L/H} 4 credits
Gregg Gardner
Offered Fall 2009
400 Special Studies
By permission of the Archaeology Advisory Committee,
for junior or senior minors. 2 or 4 credits
Offered both semesters each year
Archaeology 91
The Minor
Requirements:
1. ANT 135 (prior to 2009-10, ARC 211).
2. Five additional courses (if the archaeological pro-
ject, see below, carries academic credit, only four
additional courses are required.) These are to be
chosen in consultation with the student's adviser for
the minor. We encourage students to choose courses
from at least two different departments, and to study
both Old World and New World materials. A list of
approved courses is available on the program Web
site at www.smith.edu/arch.
3. 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 her adviser. 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 archaeology 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.
No more than two courses counting toward the stu-
dent's major program may be counted toward the
archaeology minor. Only four credits of a language
course mav be counted toward the minor.
92
Art
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Marylin Martin Rhie, Ph.D. (Art and East Asian
Studies)
*2 Dwight Pogue, M.F.A.
"' Gary L. Niswonger, M.Ed., M.F.A.
"2 Craig Felton, Ph.D.
*] Susan Heideman, M.FA
John Davis, Ph.D.
n Barbara A. Kellum, Ph.D., Chair
"l A. Lee Burns, M.S., M.FA, Associate Chair
§1BrigitteBuettner,Ph.D.
John Moore, Ph.D.
Professor-in-Residence
Barry Moser, B.S.
Associate Professors
**2 Dana Leibsohn, Ph.D.
Lynne Yamamoto, M.A.
Harnish Visiting Artist
Paola Ferrario, M.FA
Assistant Professors
Frazer Ward, Ph.D.
*' Fraser Stables, M.FA
John Slepian, M.FA.
James Middlebrook, M.Arch.
Laura Kalba,Ph.D.
Visiting Assistant Professor
Linda Kim, Ph.D.
Senior Lecturer
John Gibson, M.FA
Lecturers
Carl Caivano, M.FA.
Katherine Schneider, M.FA.
Martin Antonetti, M.S.L.S.
Jessica Nicoll, MA
Mellon Post-Doctoral Fellow and Lecturer
Saleema Waraich, Ph.D.
The faculty of the Department of Art believes that visual
literacy is crucial to negotiations of the contemporary
world. Consequently, equal weight is given to studio
practice and historical analysis. Courses focus on im-
ages 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 valuable. 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 (C)
Emphasizing discussion and short written assignments,
these colloquia have as their goal the development of
art historical skills of description, analysis and inter-
pretation. Unless otherwise indicated, each section is
limited to 18, normally first years and sophomores.
Home as a Work of Art
Using examples of domestic design throughout the
world and the ages, we will examine in detail various
Art
93
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 18. {A/H} 4 credits
Linda Kim
Offered Fall 2009
Writing Art/ Art Writing
In this museum-based, writing-intensive class, students
will encounter firsthand a range of art objects from
different periods and cultures, primarily in the Smith
College Museum of Art. Students will be introduced
to a variety of ways of writing about these objects —
descriptive, contextual, interpretive — considering
especially their setting in the museum. You will work
closely with objects in the museum and will learn how
they circulate through different institutional contexts.
We will assess what is at stake in different ways of writ-
ing about art, in relation to the contexts in which both
the art and the writing appear. Enrollment limited to
16. WI {A/H} 4 credits
Frazer Ward
Offered Fall 2009
Advertising and Visual Culture
By analyzing advertisements — from ancient Pompeian
shop signs and graffiti to contemporary multi-media
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
Uiura Kalba
Offered Spring 2010
Art a fid 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. Enrollment limited
to 18. WI {A/H} 4 credits
Brigitte Buettner
Offered Spring 2010
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. {A/H} 4 credits
Marylin Rbie
Offered Fall 2009
ARH 140 Introduction to Art History: Western
Traditions
This course examines a selection of key buildings,
images and objects created from the prehistoric era,
the ancient Mediterranean and medieval times, to
European and American art of the last 500 years. Over
the semester we 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. {A/H} 4 credits
Craig Felton
Offered Fall 2009, Spring 2010
ARH 150 Introduction to Art History: Architecture and
the Built Environment
What kinds of places do people call home, and where
do they choose to bury their dead? How have com-
munities marked their territories or cities reshaped
landscapes? What does it mean to enshrine the sacred,
to nurture civic gardens or to create a consumer
paradise — in 8th-century Spain or 11th-century New
Mexico, 19th-century Beijing or contemporary Dubai?
Working across cultures, and from antiquity to the
present, this class highlights both global and distinct,
local perspectives on the history of architecture and the
built environment. {A/H} 4 credits
Dana Leibsobn
Offered Spring 2010
FYS 151 Making Sense of the Pre-Columbian
What is the pre-Columbian past, and how has it been
constructed, reconstructed and represented — both in
antiquity and in the present? We will study sites famous
today, such as Machu Picchu. and cultures such as the
Maya, but also places and practices less well known.
from Chaco Canyon to Nazca. Working with materials
from across the Americas, this seminar will consider:
what is under excavation Uxlav and how archeological
practice produces knowledge of the past: how museums
shape current thinking about pre-Columbian cultures;
and how sacrifice and other ritual practices from the
past have been interpreted across history. We will visit
94
Art
museum exhibitions, work with manuscript paintings,
online archaeological and mapping data, and wrestle
with political issues that bind the past to the present.
4 credits
Dana Leibsohn
Offered Fall 2009
Lectures and Coiloquia
Group I. Before 1200 CE
ARH 204 Ancient America: Art, Architecture and
Archaeology (L)
What is "antiquity'' in the Americas? This class explores
this question by focusing on pre-Hispanic visual cul-
ture. 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 cultural patrimony; tourism and
its ties to archaeology; relationships between national
identities and ancient cultures; and the differences
between art historical and anthropological modes of
interpretation. {A/H} 4 credits
Dana Leibsohn
Offered Fall 2009
ARH 208 The Art and Architecture of Ancient Greece (L)
An introduction to the sculpture, architecture, painting
and minor arts made by ancient Greek artists from the
time of the Minotaur to the fall of Cleopatra. Emphasis
on analyzing artistic expressions of changing cultural
values with attention to social, religious and political
ideas and ideals. Prerequisite: One 100-level course in
art history. {A/H} 4 credits
Barbara Kellum
Offered Spring 2010
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. {A/H} 4 credits
Marylin Rhie
Offered Spring 2010
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 2009
Group II. 1200-1800 CE
ARH 234 The Age of Cathedrals (L)
Architectural, sculpted and pictorial arts from the 12th
through the early 15th century north of the Alps. Gothic
art in its relationship with urbanization, patronage, rise
of literacy, changes in devotional attitudes, and new
kinds of visual experiences. {A/H} 4 credits
Brigitte Buettner
Offered Fall 2009
ARH 240 Art Historical Studies (C)
Tl)e Role of Women in Islamic Visual Cultures
This reading-intensive course focuses on women — as
patrons, subjects of representation and artists — associ-
ated with Muslim communities across various time
periods and regions. Weaving various documents, in-
cluding religious texts, historical documents and liter-
ary works, with architectural and artistic production,
this course will endeavor to analyze women's contribu-
tions to and presence within this corpus of visual mate-
rial. This course will also explore debates surrounding
the depiction of Muslim women in Orientalist painting
and Western media. Permission of the instructor re-
quired. Enrollment limited to 18. {A/H} 4 credits
Saleema Waraich
Offered Fall 2009
Image, Text and Narrative in Islamic Arts (1200-
1800 CE)
This interdisciplinary course studies the illustrated
manuscripts associated with Muslim patrons not only
for their prominence as an artistic endeavor but also
for what they illuminate about the histories and liter-
ary texts they initially accompanied. In addition to
examining how these paintings visualized narrative,
the course will consider the relationship between these
images and their relevance in contemporary narra-
tives. This class will further expand the investigation of
image and text to include historic sites, tourist destina-
tions and the urban landscape. Enrollment limited to
18. {A/H} 4 credits
Saleema Waraich
Offered Spring 2010
Art
95
ARH 242 Early Italian Renaissance Art (L)
The reawakening of the arts in Italy with the formation
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
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 in-
terest in the liberal arts tradition and the classical past
beginning at the end of the 14th Century in Florence,
leading to the period known as the Renaissance dur-
ing the following century in which such architectural
designers as Brunelleschi and Alberti, sculptors such
as Donatello and Yerrocchio and the painters Masac-
cio, Fra Angelico, Piero della Francesca and Botticelli,
among others, will be examined within the context of
the flowering of humanist courts in Florence, Urbino,
Mantua and Ferrara. {A/H} 4 credits
Craig Fetton
Offered Fall 2009
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 to
the arts in Rome — with such projects as the Sistine
Chapel and the Stanze of the Papal Apartments — gave
particular meaning to the term Renaissance. This
Julian Renaissance or the High Renaissance in Rome
will be compared with the development in painting
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, including Andrea del
Sarto, Pontormo and Rosso, as well as the artists Cor-
reggio and Parmigianino in Parma, {A/H} 4 credits
Craig Felton
Offered Spring 2010
ARH 253 The Arts in Britain, 1714-1820 (L)
Artistic production under the first three Hanoverian
kings of Great Britain. Topics include royal patronage;
urban developments (London, Bath, Edinburgh); the
English landscape garden; the English country house
and its fittings; collecting and display; the Grand Tour;
aesthetic movements (Gothic Revival, the Sublime,
the Picturesque, Neoclassirism); artists training and
careers (among others, the brothers Adam, Gainsbor-
ough, Hawskmoor, Hogarth, Reynolds, Roubiliac and
Wright of Derby); maps, prints and books; center vs.
periphery; city vs. country. Reading assignments culled
from primary- and secondary sources; including travel
and epistolary literature. {A/H} 4 credits
John Moore
Offered Spring 2010
Group 111. After 1800 CE
ARH 240 Art Historical Studies (C)
PENDING CAP APPROVAL
The Making of Modern Visual Culture (1750s-
present) (C) {A/H} 4 credits
Laura Kalba
Offered Fall 2009
ARH 260 Art Historical Studies (C)
PENDING CAP APPRO\AL
In Camera: Photography and the Law
From its very inception, photography has been em-
broiled in law courts, as various early inventors and
practitioners attempted to define photography's legal
status before its cultural identity was yet formed. Thus,
it is no small coincidence that the first documents we
have concerning photography are legal documents:
the contract between Niepce and Daguerre, the patent
applications, and ensuing legal disputes over infringe-
ments of these very patents. In this course, we will do a
close reading of landmark legal cases in the history of
photography and study them for what they tell us about
the medium: how it was conceived by the litigants as
well as courts, and how, over time, the law came to
shape what is today's photography. This course will
explore the ways in which photography went through
multiple conceptualizations in the courts, and how
law has had a defining role in our understanding of
photography, its potential and its limits. However, these
cases will be considered not in terms of narrow legal
decisions or even in terms of juridical history but in
terms of what these cases highlight about photography
historically and culturally: in other words, photogra-
phy's stake in privacy and property or propriety (censor-
ship), authorship and artistic labor, and authenticity
and evidence. Thus, the course will be subdivided into
96
Art
five sections, each exploring a different set of legal cases
that foreground a specific concern of photography. Pre-
requisites: a photography history or studio course, but
can be substituted for with significant art history course
work. Enrollment limited to 18. {A/H} 4 credits
Linda Kim
Offered Spring 2010
ARH 264 Colonial American Art & Architecture (L)
Art and architecture of the English colonies, the early
U.S. republic, and the antebellum period. Emphasis
on the cultural significance of portraiture, the devel-
opment of national and regional schools of genre
and landscape painting, and the changing stylistic
modalities in architecture. Prerequisite: one 100-level
art history course or permission of the instructor. {A/H}
4 credits
Linda Kim
Offered Fall 2009
ARH 272 Art and Revolution in Europe, 1789-1889 (L)
This course surveys the major trends in European
painting and sculpture — including some urbanism
and visual culture — of the tumultuous century fol-
lowing the French Revolution of 1789. Starting with
Jacques-Louis David and revolutionary7 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 radicality of arts formal and conceptual in-
novations during the 19th century: confidently 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. {A/H} 4 credits
Laura Kalba
Offered Spring 2010
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 modern? How was the Gothic
made newly relevant, and why did handicraft reemerge
during the Industrial Revolution? We will study the
periods most important developments (Historicism,
Bauhaus, etc., to iconoclastic measures undertaken
during war and revolution) in relation to socio-
cultural debates about space and utility. Prerequisite:
one 100-level course in art history or permission of the
instructor. {A/H} 4 credits
Laura Kalba
Offered Fall 2009
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 his-
torical, theoretical and rhetorical contexts. Prerequisite:
ARH 101 or 140. {A/H} 4 credits
Frazer Ward
Offered Spring 2010
Advanced 200-Level Colloquia
These courses address methodological and theoretical
questions as well as the histories of particular cultures,
objects and moments. All of these colloquia involve
sustained discussion and independent research. They
are recommended for students who have taken at least
one 200-level art history course. Enrollment limited
to 18.
ARH 287 Degenerate Art
On 19 July 1937 in Munich, the exhibition Degener-
ate Art opened. The exhibition marked the climax
of a restrictive cultural policy against modern art in
Germany — one that had begun with the "Machtuber-
nahme," the seizure of power, by the National Socialist,
on 30 January7 1933- Artists like Emil Nolde. Franz
Marc, Max Beckmann, Kurt Schwitters or Ernst Barlach
got defamed and their works of art banned from public
collections, confiscated and sold. In this colloquium
we will discuss the repressive cultural policies of the
National Socialist Regime in the 1930/ 1940s and the
implications for artists, architecture and the cultural
life in Germany. Besides discussing "degenerate art"
we will also have a look on the "new" German art and
architecture the National Socialists wanted to establish.
German skills requested. To be offered once only. (E)
2 credits
Maike Steinkamp (Hamburg Visiting Lecturer)
Offered Fall 2009
Art
97
ARH 294 Art History— Methods, Issues, Debates (C)
The meanings we ascribe to art works of any culture or
time period are a direct result of our own preoccupa-
tions and methods. This colloquium will give both a
broad overview of contemporary debates in the history
of art — including such issues as technologies of vision.
feminism, sexuality studies, globalism or material
culture — and locate these methods within art history's
own intellectual history. The course will consist of wide-
ranging weekly readings and discussion, and clarify
such key terms as iconography, formalism, connois-
seurship and the Frankfurt and Vienna Schools. Rec-
ommended for junior and senior majors. Prerequisites:
One 200-level art history- course or permission of the
instructor. Enrollment limited to 18. {A/H} 4 credits
Brigitte Buettner
Offered Fall 2009
ARH 297 Topics in Contemporary Art (C)
This class examines current issues in contemporary
art, suggested by critical debates and significant ex-
hibitions. The class will be particularly interested in
practices and debates that offer the following: analyses
of the global condition of art; demonstrations of the
influence of new technologies; reflections on institu-
tional frameworks; excavations of earlier art-historical
moments; accounts of the shifting status of art, artists
and audiences in the contemporary public sphere.
Prerequisites: ARH 279, 281 or 282 or permission of
instructor. Enrollment limited to 18. {A/H} 4 credits
(Group III)
Frazer Ward
Offered Fall 2009
ARH 298 Northern European Art, 1400-1550: Images
and Interpretations (G)
A study of both a select group of major Northern Re-
naissance works of art and interpretative texts. Artists
range from Van Eyck and Roger van der Weyden to
Diirer and Bosch; readings draw on different, often
conflicting methodologies, from formal and stylistic
analyses to social and feminist approaches. Prerequi-
site: one 100-level course in art history or permission of
the instructor. {A/H} 4 credits (Group II)
Brigitte Buettner
Offered Spring 2010
ARH 299 Cities, Gardens, Utopias: 1400-1900 (C)
Characteristic tonus and the ritual, social, politi-
cal, economic and cultural significance of the built
environment in Europe and the Americas. Capital
cities (among them Amsterdam. Berlin, Florence,
Karlsruhe, London, Madrid, Mannheim, Paris, Rome,
St. Petersburg. Stockholm, Washington. DC); colonial
cities (among them Boston. Cuzco, Philadelphia) com-
munities founded by the religiously persecuted or the
religiously inspired; garrison towns; industrial towns:
urban infrastructure (streets, squares, provisioning of
water and other utilities, public transportation, public
amenities); garden design in England, France and
Italy : Utopian thought and planning; city vs. country.
Recommended background: ARH 140. Enrollment
limited to 40. {A/H} 4 credits (Groups I and II)
John Moore
Offered Spring 2010
Other 200-Level Courses
ARH 285 Great Cities (L)
lo/uc: Rome. Urban and architectural history of the
Eternal City, comprising seven famous hills whose
summits and slopes (and the valleys in between) are
a cradle of Western civilization. Extensive readings
in primary sources and the analysis of works of art
of all types will help us understand why Rome has
constituted such an indispensable and inexhaustible
point of emulative reference from the traditional date
of its founding (21 April 753 BCE) to the fascist era and
beyond. Considered as well is the relationship between
city and country as expressed in the design of villas and
gardens through the ages. {A/H} 4 credits
John Moore
Offered Fall 2009
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 die manuscripts of
the middle ages to contemporary artists' books. The
course will examine the principal techniques of book
production — calligraphy, illustration, papermaking,
typography, bookbinding — as well as various social
and cultural aspects of book history, including ques-
tions 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 hand-
press and bookbinding. Admission limited to 20 by
permission of the instructor. {A/H} 4 credits
Martin Antonetti
Offered Fall 20(H)
98
Art
Seminars
Seminars require advanced-level research and students
are expected to bring to class a solid and relevant
background in the general field and period of study. All
seminars require an oral presentation and a research
paper. Enrollment limited to 12 students.
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, "anthro-
pologies," material objects, and pictorial and written
records, students analyze how travel to and through the
Americas reshaped the lives of consumers and think-
ers— from food and finery (chocolate and silver, sugar
and feathers) to published narratives and collections
of objects made in New Spain, New England and New
France. In addition to initial 16th-century contacts, we
discuss cultural practices — material, imagined, factual
or fantastical — that arose from the first encounters,
conquests and settlements. This seminar welcomes
students who are interested in art history, literature,
history, anthropology or the history of science and who
can read one relevant European language (French,
German, Italian, Portuguese or Spanish). Enrollment
limited to 15 juniors and seniors. May be taken for art
history seminar credit. (E) {A/H/L} 4 credits
Dana Leibsohn (Art) and Ann Jones (Comparative
Literature)
Offered Spring 2010
ARH 315 Studies in Roman Art: Agustan 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. {A/H} 4 credits
Barbara Kellum
Offered Fall 2009
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. {A/H} 4 credits
John Moore
Offered Fall 2009
ARH 360 Studies in American Art (S)
Mannequins and Monuments: American Sculpture,
1800-1945
This course will study how sculpture developed in
America from the Revolutionary War to the end of
WWII. Priority will be given to the development of
academic sculpture in bronze and stone in the United
States, but these developments will be placed in the
context of a variety of related three-dimensional me-
dia, including wax and cloth effigies, woodcarvings,
scrimshaw, cast-iron figures, hand-formed or molded
ceramics, and found-object constructions. Students
will understand the range of materials, techniques, and
processes employed by American sculptors before WWII.
Undergirding these disparate forms of sculpture will be
a consideration of sculpture's relationship to the body
and space; in other words, this course will investigate
sculpture's dual roles, as surrogate to the human body
and as part of the built environment. {A/H} 4 credits
Linda Kim
Offered Spring 2010
ARH 374 Studies in 20th-century Art (S)
Performance, Video, New Media
Beginning with the emergence of performance and
video in the 1960s and 1970s, this seminar will exam-
ine art practices, issues, and ideas which have driven
the development of new media into the 21st century.
Key topics include duration, forms of presence, rela-
tions to technology, and questions of audience address
and community formation. {A/H} 4 credits
Frazer Ward
Offered Spring 2010
Art
99
Cross-Listed and Interdepartmental
Courses
The following courses in other departments, are par-
ticularly good supplements to the art major and minor.
AMS 302 The Material Culture of New England
1630-1860
Not for seminar credit.
ANT 135 Introduction to Archaeology
LSS 105 Introduction to Landscape Studies
Special Studies
ARH 400 Special Studies
Written project description required.
1 to 4 credits
Offered both semesters each year
ARH 408d Special Studies
Written project description required.
8 credits
Full-year course; Offered each year
B. Studio Courses
A fee for basic class materials is charged in all studio
courses. The individual student is responsible for the
purchase of any additional required supplies. The de-
partment 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 experi-
ence. Enrollment is limited to 18 per section, unless
otherwise indicated. Iwo 100-level courses are generally
considered the prerequisites for 200 and 300-level cours-
es, 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 162 Introduction to Digital Media
An introduction to visual experience through a stud) of
basic principles of design. All course work will be devel-
oped and completed using the functions of a computer
graphics workstation. Enrollment limited to 14. {A}
4 credits
John Slepian, Paola Ferrario. Preiser Stables, 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, Katherine Schneider,
To be announced
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 Spring 2010
ARS 171 Introduction to the Materials of Art
An introduction to materials and methods used histori-
cally in the various arts. The emphasis will be on the
two dimensional arts. Enrollment limited to 12. {A}
4 credits
Phoebe Dent Weil, Sarah Belchetz-Swenson, Martin
Antonetti, David Dempsey
Offered Spring 2010
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 pennission of the
instructor. Enrollment limited to 15. {A} 4 credits
Tb be announced
Offered Spring 2010
ARS 266 Painting I
Various spatial and pictorial concepts are investigated
through the oil medium. Prerequisite: 163 or permission
100
Art
of the instructor. Enrollment limited to 15. {A}
4 credits
Gary Niswonger, Katherine Schneider
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
DwightPogue
Offered Fall 2009
ARS 270 Offset Monoprinting
Printmaking using the flat-bed offset press with em-
phasis on color monoprinting. Prerequisites: l6l, 162
or 163 or by permission of the instructor. Enrollment
limited to 15. {A} 4 credits
Dwight Pogue
Offered Spring 2010
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 2009
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, 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 2009
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 typogra-
phy that includes the composing of type by hand and
learning the rudiments of printing type, and (3) an
introduction to digital typography. Prerequisite: Design
(ARS l6l or equivalent) or permission of the instructor.
Enrollment limited to 12. {A} 4 credits
Barry Moser
Offered Fall 2009
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
Reid Bertone-Johnson
Offered Fall 2009
ARS 282 Photography I
An introduction to visual experience through a study
of the basic elements of photography as an expressive
medium. Prerequisite: ARS 162 (recommended) or
any other 100-level course. Each section will be either
traditional film darkroom practice, or digital output
from scanned negatives. Enrollment limited to 15 per
section. {A} 4 credits
Paola Ferrario
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
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
James Mkkilebrook
Offered Fall 2009
Art
101
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. Note: LSS 255 can substitute for ARS 285
in the studio art major. {A} 4 credits
James Middlebrook
Offered Spring 2010
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.
PRS 309 Art/Math Studio (S)
This course is a combination of two distinct but related
areas of study: studio art and mathematics. Students
will be actively engaged in the design and fabrication
of three-dimensional models that deal directly with
aspects of mathematics. The class will include an in-
troduction to basic building techniques with a variety
of tools and media. At the same time each student
will pursue an intensive examination of a particular-
individual-theme within studio art practice. The
mathematical projects will be pursued in small groups.
The studio artwork will be done individually. Group
discussions of reading, oral presentations and critiques,
as well as several small written assignments, will be
a major aspect of the class. Prerequisite: Juniors and
seniors with permission of the instructor/s. Enrollment
is limited to 15. (E) {A/M}
4 credits
PauAtela (Mathematics) and John Gibson (Studio
Art)
Offered Spring 2010
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
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. {A} 4 credits
John Slepian
Offered Spring 2010
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-
ment limited to 15. {A} 4 credits
John Gibson
Offered Spring 2010
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 2010
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, history7 and memory, exchange
and commerce, audience engagement, 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
Lynne Yamamoto
Offered Spring 2010
ARS 375 The Book: Theory and Practice II
An opportunity for a student already familiar with the
basic principles of the book arts and the structure of the
book to pursue particular interests, such as a manu-
script or printed book based on the skills learned in The
Book: Theory and Practice I or commensurate studies
elsewhere. All studies will be thoroughly augmented
L02
Art
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 2010
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 working
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 students chosen sequence of
concentration and permission of the instructor.
Topic Fall: Between Extremes
Topic Spring: Real Life
{A} 4 credits
Gary Msironger Fraser Stables
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
James Middlebrook
Offered Fall 2009
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
James Middlebrook
Offered Spring 2010
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
To be arranged
ARS 398 Senior Exhibition Workshop Development
This is a one-semester capstone course required for
senior Plan B majors who graduate in January. Its
purpose is to help students develop the skills necessary
for presenting a cohesive exhibition of their work at
the end of their final semester, 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 material will include instal-
lation or distribution techniques for different media.
curation of small exhibitions of each others' work, and
development of critical discourse skills through read-
ing, writing and speaking assignments. In addition to
studio faculty, Smith museum staff may occasionally
present topics of conceptual and/or practical interest.
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 2009
ARS 399 Senior Exhibition Workshop
This is a one-semester capstone course required for
senior Plan B majors who graduate in May. Its purpose
is to help students develop the skills necessary for pre-
senting a cohesive exhibition of their work at the end of
their final semester, as required by the Plan B major. Its
primary7 focus will be development of the critical judg-
ment 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 material will include installation or distribu-
tion techniques for different media, curation of small
exhibitions of each others' work, and development of
Art
m
critical discourse skills through reading, writing and
speaking assignments. In addition to studio (acuity,
Smith museum staff may occasionally present topics of
conceptual and/or practical interest. 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 2010
ARS 400 Special Studies
Normally for junior and senior majors. Written project
description required. 1 to 4 credits
Offered both semesters each year
ARS 408d Special Studies
Written project description required.
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
IDP 118 The History and Critical Issues of Museums
presentation, late in April or early May. Guidelines and
further details can be found at the art department Web
site.
Honors
Go-directors of the Honors Committee:
Art History: Dana Leibsohn; Studio Art: Lynne Yama-
moto
ARH 430d Honors Project
8 credits
Full-year course; Offered each year
ARS 430d Honors Project
8 credits
Full-year course; Offered each year
Requirements and Presentation: ARH 294 is recom-
mended for art history majors. All candidates will
present their work to the Art Department, in a public
The Major
Advisers: Martin Antonetti, Brigitte Buettner, Lee Bums.
John Davis, Craig Felton, Paola Ferrario, John Gibson,
Susan Heideman, Barbara Kellum, Linda Kim, Dana
leibsohn, John Moore, Gary Niswonger, Dwight Pogue,
Marylin Rhie, John Slepian, Fraser Stables, Frazer
Ward. Lynne Yamamoto
Art History Adviser for Study Abroad: John Moore
Art Studio Adviser for Study Abroad:
A. Lee Burns, Fall 2009
Fraser Stables, Spring 2010
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 breadth in terms of both geography and chro-
nology. The geographical divisions of the curriculum
are: the Americas; Asia/Islamic World; and Europe. The
chronological divisions are: Group I (before 1200);
Group II (1200-1800); and Group III (after 1800).
Group 1: 204, 212, 216, 222, 226, 230, 232,285
Group II: 205, 220, 224, 228, 234, 240, 242, 244, 246,
250, 252, 254, EAS 270, EAS 279
Group III: 264, 265, 272, 273, 276, 281, 282,283, 284
No course counting toward the fulfillment of 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 2009
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.
104
Art
Plan A. The History of Art
Requirements: Eleven courses, at least one of which
must address the Americas, one Asia/Islamic world and
one Europe. Requirements thus include:
1. Two 100-level courses, to be taken before the junior
year:
a: Introduction to Art History: Western Traditions
(ARH 140) and
b: Colloquium in Art History (ARH 101) or a First-
Year Seminar taught by a member of the art history
faculty.
Students who take additional 100-level courses may
count ARH 120 Introduction to Art History: Asia
towards their Asia/Islamic World requirement. ARH
140, because it is a basis of the major, does not ful-
fill any geographical or chronological requirement.
2. One course in studio art
3. Seven courses in the history of art at the 200-level,
such that:
a. two courses are from Group I: Before 1200
b. two courses are from Group II: 1200-1800
c. two courses are from Group III: After 1800
d. one is a methodological colloquium, at the ARH
290-level; to be taken in the sophomore or junior
year (before the seminar)
Normally, five of the history of art courses counted
toward the major must be taken at Smith.
4. One seminar in the history of art (to be taken at
Smith). Seminars do not count toward chronologi-
cal or geographical distribution requirements.
Plan B. Studio Art
Requirements: Thirteen courses, which will include:
1. Two 100-level courses selected from the following:
ARS l6l,ARS 162, ARS l63andARS 164. Note
that certain upper-level courses indicate specific
100-level course prerequisites.
2. Two 100-level art history courses selected from two
of the following categories:
a: colloquia (ARH 101) or (ARH 150)
b: non-Western survey (ARH 120 or ARH 150)
c: Western survey (ARH 140)
3. Two additional art history courses, at least one of
which must be in Group I or II.
4. 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
f. drawing
5. ARS 385
6. ARS 398 or ARS 399. OnlyJ-term graduates take
ARS 398; it must be taken in their last fall semester.
All other seniors must take ARS 399 in the spring
semester of their Senior year.
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 addi-
tional studio course or courses, and resubmit their port-
folio at a subsequent review time. Students who receive
a negative evaluation may resubmit their portfolios in
subsequent reviews up to and including the last portfo-
lio review available during their sophomore 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 fulfill-
ing the major requirements.
Mapping the Plan B major
Upon receiving a positive portfolio evaluation, a stu-
dent should select and meet with a Plan B adviser. To-
gether they will discuss her interests, 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 concentration.
Art
105
Plan C. Architecture
Requirements: Ttaelve courses, which will include:
1. T\vo 100-level courses selected from two of the
following categories:
a:colloquia(ARH101)
b: non-Western survey (ARH 120 or ISO)
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-III). For
2009-10, the 200-level courses that focus on archi-
tecture are for the fall semester: ARH 204, 234, 264,
273, 285. For the spring semester: ARH 208, 226,
253,265,283,299-
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-
grain 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 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 may construct a minor as specific or com-
prehensive as they desire within the skeletal structure of
the requirements.
Advisers: Martin Antonetti, Brigitte Buettner, John
Davis, Craig Felton, Barbara Kellum, Linda Kim, Dana
Leibsohn, John Moore, Marylin Rhie and Frazer Ward
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-III]); 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 the) 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, Paola Ferrario, John Gibson,
Susan Heideman, Gary Niswonger, Dwight Pogue, John
Slepian, Fraser Stables and Lynne Yamamoto
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. T^o 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, 285, 288,
359- For 2009-10, the 200-level courses that focus
on architecture are for the fall semester: ARH 204,
234, 264, 273, 285. For the spring semester: ARH
208, 226, 253, 265, 283, 299-
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: ».
270, 272, 275, 369, 372, 375 of which one should be at
the 300 level or a continuation of one medium.
106
Arts and Technology
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Joseph O'Rourke, Spencer T. and Ann W. Olin Professor Judy Franklin, Associate Professor of Computer Science
of Computer Science; Professor of Mathematics,
Director
Advisers
Rodger Blum, Professor of Dance
Edward Check, Senior Lecturer in Theater
Barbara Kellum, Professor of Art
Eitan Mendelowitz, Assistant Professor of Computer
Science
John Slepian, Assistant Professor of Art
Fraser Stables, Assistant Professor of Art
Steve Waksman, Associate Professor of Music
The Arts and Technology minor engages students and
faculty from across the campus and from all three
academic divisions. The emphasis is on arts plural,
including art, music, dance, theater and film and on
technology broadly conceived, including computer sci-
ence, engineering, mathematics and statistics, physics
and other interested departments.
This interdisciplinary minor provides students with
a strong foundation in media arts and technology stud-
ies, while laying the groundwork for more advanced
work in this area. Two primary strengths of the minor
are the broad range of topics and approaches to which
students are exposed, and the individualized nature of
each student's trajectory through the minor. The field
of arts and technology is by nature diverse and rapidly
changing, and therefore requires broad exposure, and
self-direction and high motivation from the student.
With careful and attentive advising, our students are
able to navigate this complex field successfully, while
developing the background and experience necessary
for more advanced work.
While each student's path through the minor will
be unique, all students must meet certain core require-
ments. The requirements are structured into three lay-
ers: a specific foundation level, a flexible intermediate
level and a culminating Special Studies. Students will
take one or more of the foundation-level courses to
discover how technology is employed in various fields of
art, to experience the process of art critique and to iden-
tify the areas of creativity in which they are interested.
The intermediate-level courses provide a progressive
interdisciplinary structure that guides students to em-
brace at least two disciplines, at increasingly advanced
levels of artistic and technological stages. The sixth
course is a Special Studies the student designs with her
advisers. There are many exciting possibilities, includ-
ing collaborations with other students, venues for pub-
lic performances, exhibitions and demonstrations and
publication.
Requirements
Six semester courses: at least one foundational course,
at least three intermediate courses and a culminating
Special Studies. Students are also encouraged to utilize
appropriate Five-College courses, and will design their
intermediate course plan in consultation with an arts
and technology minor adviser.
1. One or more Foundational Courses:
ARS 162 Introduction to Digital Media
CSC 106 Introduction to Computing and the Arts
THE 100 The Art of Theater Design
2. At least three Intermediate Courses, from at least
two different departments, at least two at the 200-
level or above:
EGR 100 Engineering for Everyone
CSC 1 1 1 Computer Science I
CSC 112 Computer Science II
Arts and Technology 107
FYS 164 Issues in Artificial Intelligence
PHY 108 Optics is Light Work
MUS 205 Popular Music and Technology
PHY 224 Electronics
MTH 227 Topics in Modem Mathematics:
Mathematical Sculptures
ARS 263 Intermediate 1 ttgital Media
CSC 240 Computer Graphics
THE 253 Lighting Design 1
IIS J80 Introduction to Video Production
CSC 260 Programming Techniques for the
Interactive Arts
CSC 290 Introduction to Artificial Intelligence
MUS 345 Electro-Acoustic Music
CSC 354 Seminar in Digital Sound and Music
Processing
ARS 36 1 Interactive Digital Multimedia
DAN 377 Expressive Technology and Movement
THE 3 18 Movements in Design
3. Culminating Special Studies on a topic approved by
an arts and technology minor adviser:
ATC 400 Special Studies, 4 credits
108
Astronomy
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professor
Suzan Edwards, Ph.D
Associate Professor
"'James Lowenthal, Ph.D., Chair
Laboratory Instructor
MegThacher,M.S.
Five College Faculty teaching in the undergraduate
program
Hugh Crowl, Ph.D. (Five College Astronomy
Department Research and Teaching Fellow,
Hampshire College)
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)
Robert A. Gutermuth, Ph.D. (Five College Astronomy
Department Research and Teaching Fellow, Smith
College)
Salman Hameed, Ph.D. (Assistant Professor, Hampshire
College)
Houjun Mo, Ph.D. (Associate Professor, University of
Massachusetts)
Stephen E. Schneider, Ph.D. (Professor, University of
Massachusetts)
Ronald L. Snell, Ph.D. (Professor, University of
Massachusetts)
Grant Wilson, Ph.D. (Assistant Professor, University of
Massachusetts)
Min Yun, Ph.D. (Associate Professor, University of
Massachusetts)
Students who are considering a major in astronomy
should complete PHY 1 1 5 or 1 1 7 and 1 18 and the
mathematics sequence up to Calculus II (MTH 112) 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 109, 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 designated
"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 2009
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 section.
{N} 3 credits
Suzan Edwards, Meg Ttjacber
Offered Fall 2009
Astronomy
109
103 Sky II: Telescopes
View the sky with the telescopes of the McConnell
Rooftop Observator\, 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} 1 credits
James Lowentbal, Meg Tbacber
Offered Fall 2009
FYS 183 The Big Bang and Beyond
According to modem science the universe as we know
it began expanding about l4 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
Offered Fall 2009
111 Introduction to Astronomy
A comprehensive introduction to the study of modern
astronomy, covering planets (their origins, orbits,
interiors, surfaces and atmospheres) stars (their forma-
tion, 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 2009
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
Suzan Edwards, Meg Tbacber
Offered Spring 2010
220 FC20 Topics in Astronomy
Topic: Bringing Astronomy Down to Earth — The
. \rt of Communicating Science Through Electronic
Media. Integrating creative science writing with visu-
alization through various forms of electronic media
(podcasts/vodcasts, animated gifs, interactive Java ap-
plets, etc.) to communicate astronomy to the general
public. Prerequisite: one science course in any field.
{H/N} 4 credits
Hugh Growl, at Hampshire
Offered Spring 2010
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
To be announced, at Mount Holyoke
Offered Fall 2009
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 2009-10
225 FC25 Galactic and Extragalactic Astronomy
The discover}' 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 115, MTH
111, plus one astronomy class. {N} 4 credits
Suzan Edwards
Offered Spring 2010
110
Astronomy
226 FG26 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, determinations 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 Greenstein, at Amherst
Offered Fall 2009
228 FC26 Astrophysics I: Stars and Galaxies
A calculus-based introduction to the properties, struc-
ture, formation and evolution of stars and galaxies.
The laws of gravity, thermal physics and atomic physics
provide a basis for understanding observed properties of
stars, interstellar gas and dust. We apply these concepts
to develop an understanding of stellar atmospheres,
interiors and evolution, the interstellar medium and
the Milky Way and other galaxies. Prerequisites: two
semesters of college-level physics (concurrent enroll-
ment is acceptable) and second-semester calculus. {N}
4 credits
Salman Hameed, at Hampshire
Offered Spring 2010
330 FG30a Seminar: Topics in Astrophysics
Topic: The Moon. This course will survey the past, pres-
ent and future of lunar exploration and science. We
will focus on the evolution of the Moon as a paradigm
for terrestrial planets, with specific units on interiors,
heat flow, thermal evolution, magnetism, volcanism,
volatiles, impacts, crustal composition and mineral-
ogy, regoliths and spectroscopy of its surface. This is a
discussion-based interactive seminar with students and
faculty reading current papers from the literature. Pre-
requisite: any intermediate level astronomy or geology
course; AST 223 recommended. {N} 4 credits
Darby Dyar, at Mount Holyoke
Offered Fall 2009
335 FG35 Astrophysics II: Stellar Structure
How astronomers determine the nature and extent
of the universe. Following the theme of the "Cosmic
Distance Ladder," we explore how our understanding of
astrophysics allows us to evaluate the size of the 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
Mm Yun, at UMass
Offered Fall 2009
337 FC37 Observational Techniques in Optical and
Infrared Astronomy
An introduction to the techniques of gathering and
analyzing astronomical data, with an emphasis on
observations related to determining the size scale of the
universe. Telescope design and optics. Instrumentation
for imaging, photometry and spectroscopy. Astronomi-
cal detectors. Computer graphics and image processing.
Error analysis and curve fitting. Prerequisites: at least
one of AST 224, 225, 226 or 229 and one physics course
at the 200-level. {N}4 credits
Robert Gutermuth
Offered Spring 2010
352 FC52 Astrophysics III: Galaxies and the Universe
The application of physics to the understanding of
astrophysical phenomena. Physical processes in the
gaseous interstellar medium: photoionization in HII
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;
accretion disks; supermassive black holes. Prerequisites:
four semesters of physics beyond PHY 1 18. {N} 4 credits
Houjun Mo, at UMass
Offered Spring 2010
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 year
Astronomv
111
The Major
Advisers: 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,
including 224 or 225; one astronomy course at the 300
level; PHY 1 15 or 1 17 and 1 18. 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 intennediate-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 modern astronomy. If combined with a major in
another science or mathematics-related field, such as
geology, chemistry or computer science, it can provide
a versatile scientific 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.
Minor in Astrophysics
Advisers: Suzan Edwards, James Lowenthal
The astrophysics minor is designed for a student who
is considering a carter 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 3
astronomy classes except AST 100, 102, 103.
Honors
Director: James Lowenthal (Fall 2009), Suzan Edwards
(Spring 2010)
430d Honors Project
8 credits
Full-year course; Available to qualified students
ready for rigorous independent work.
Requirements: 24 credits, including 1 1 1; 224 or 225;
and PHY 1 1 5. The remaining courses may be selected
from at least one more astronomy course plus any
astronomy or physics offerings.
112
Biochemistry
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
"2 Christine White-Ziegler, Ph.D. (Biological Sciences),
Director
Professors
"] Stylianos P. Scordilis, Ph.D. (Biological Sciences)
Steven Williams, Ph.D. (Biological Sciences)
David Bickar, Ph.D. (Chemistry)
Associate Professors
*] Cristina Suarez, Ph.D. (Chemistry)
Adam Hall, Ph.D. (Biological Sciences)
'2 Elizabeth Jamieson, Ph.D. (Chemistry)
Assistant Professor
Carolyn Wetzel, Ph.D. (Biological Sciences)
Senior Lecturer
Lale Aka Burk, Ph.D. (Chemistry)
Laboratory Instructor
Amy Burnside, Ph.D. (Biochemistry)
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 concurrently
by biochemistry majors; optional for others. {N} 3 credits
David Bickar
Offered Spring 2010
253 Biochemistry I Laboratory
Techniques of modem biochemistry: ultraviolet
spectrophotometry and spectrofluorimetry, SDS poly-
acrylamide gel electrophoresis, Scatchard analysis and
a project lab on linked enzyme kinetics. Prerequisite:
BIO 203. BCH 252 is a prerequisite or must be taken
concurrently. {N} 2 credits
Amy Burnside
Offered Spring 2010
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 2009
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 2009
380 Seminar: Topics in Biochemistry
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 encephal-
opathies (e.g. "mad cow"), Lou Gehrig's, Alzheimer's
Biochemistry
113
and Parkinson's. Prerequisite: Cell Biology, BIO 202.
{N} 3 credits
Adam Hall
Offered Spring 2010
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
Courses required for the major:
BI0 150 Cells, Physiology and Development
Students in this course will investigate the structure,
function and physiology7 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 multi-
cellular 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, Carolyn Wetzel
Offered Fall 2009, Spring 2010
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 2009, Spring 2010
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, bioelectricity,
communication and cellular energetics. This course is
a prerequisite for Biochemistry I (BCH 252). Prerequi-
sites: BIO 150/151 and CUM 222. Laboratory (BIO 203)
is recommended but not required. {N} 4 credits
Stylianos Scord&s
Offered Fall 2009
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-
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 2009
BIO 230 Genomes and Genetic Analysis
An exploration of genes and genomes that highlights
the connections between molecular biology, genetics,
cell biology and evolution. Topics will include DNA
and RNA, and protein structure and function, gene
organization, mechanisms and control of gene expres-
sion, origins and evolution of molecular mechanisms
and gene networks. The course will also deal with
the principal experimental and computational tools
that have advanced relevant fields and will introduce
students to the rapidly expanding databases at the core
of contemporary biology7. Relying heavily on primary
literature, we will explore selected topics including the
molecular biology of infectious diseases, genetic un-
derpinnings of development, the comparative analysis
of whole genomes and the origin and evolution of
genome structure and content. Prerequisites: BIO 1 10
or 152. Laboratory (BIO 230 is recommended but not
required. {N} 4 credits
Steven Williams
Offered Spring 2010
BIO 231 Genomes and Genetic Analysis 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
I.ori Saunders
Offered Spring 2010
114
Biochemistry
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. Enrollment limited to 60 per lecture section, 16 per
lab section. {N} 5 credits
Members of the department
Laboratory Coordinator: Maria Bickar
Offered Fall 2009, Fall 2010
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
Laboratory Coordinator: Heather Shafer
Offered Fall 2009, Fall 2010
CHM 222 Chemistry II: Organic Chemistry
An introduction to the theoiy 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 carbo-
nyl compounds will be studied in depth. Prerequisite:
1 1 1 or 1 18. Enrollment limited to 16 per lab section.
{N} 5 credits
Members of the department
Laboratory Coordinator: Rebecca Thomas
Offered Spring 2010, Spring 2011
CHM 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
Members of the department
Laboratory Coordinator: Rebecca Thomas
Offered Fall 2009, Fall 2010
CHM 224 Chemistry IV: Introduction to Inorganic and
Physical Chemistry
This final course in the chemistry core sequence pro-
vides a foundation in the principles of physical and
inorganic chemistry that are central to the study of
all chemical phenomena. Topics include coordina-
tion chemistry of transition metals and quantitative
treatment of thermochemistry, chemical equilibria,
Electrochemistry and kinetics of reactions. 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
Members of the department
Laboratory Coordinator: Heather Shafer
Offered Spring 2010, Spring 2011
One physiology lecture and lab
course from:
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 by
specific environments. Prerequisites: BIO 150/151 and
CHM 1 1 1 or CHM 1 18. Laboratory (BIO 201) is optional
but strongly recommended. {N} 4 credits
Richard Briggs
Offered Fall 2009
BIO 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
Richard Briggs
Offered Fall 2009
BIO 204 Microbiology
This course examines bacterial morphology, growth,
biochemistry, genetics and methods of controlling
bacterial activities. Emphasis is on bacterial physiology
Biochemistry
US
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 111
or equivalent advanced placement courses. Laboratory
(BIO 205) must be taken concurrently. {N} 3 credits
Christine White '-Zsegier
Offered Spring 20 10
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} 1 credits
Christine White-'/.ie^ler
Offered Spring 2010
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 111 orCHM 118. {N}
4 credits
Carolyn Wetzel
Offered Spring 2010, Spring 201 1
BIO 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 2011
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: MT1 1
U2orMTH 114. {11} 5 credits
Cristma Saarez. Spring 2010
Members of the department. Spring 201 1
Offered Spring 2010, Spring 201 1
CHM 335 Physical Chemistry of Biochemical Systems
V 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 plnsical-chemical
principles to systems of biochemical importance. Pre-
requisites: 224 or permission of the instructor and MTU
112.(11} 4 credits
David Bickar, Spring 2010
Members of the department. Spring 201 1
Offered Spring 2010, Spring 201 1
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 2009
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 or BIO 230 or permission of the instructor. Enroll-
ment limited to 20. {N} 4 credits
Adam C. Hall
Offered Fall 2009
BIO 332 Molecular Biology of Eukaryotes
Advanced molecular biology of eukaryotes and their
viruses. Topics will include genomics, bioinfonnat-
ics, eukaryotic gene organization, regulation of gene
expression. RNA processing, retroviruses, transposable
elements, gene rearrangement, methods tor studying
human genes and genetic diseases, molecular biol-
ogy of infectious diseases, genome projects ;ind 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
116
Biochemistry
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 2010
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} 4 credits
Ldle Burk
Offered Spring 2010
CHM 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. Examples
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
Cristina Suarez
Offered Spring 2011
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} 5 credits
Not offered in 2009-10
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. Prereq-
uisite: BCH 352 or permission of the instructor. Offered
in alternate years. {N} 4 credits
David Bickar
Offered 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 2011
The Major
Requirements: BCH 252 and 253, 352 and 353; BIO 150
and 151, 202 and 203, 230 and 231; CHM 111, 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
328,338,357,369.
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 cours-
es (BIO 150, 151, CHM 111 or 118, 222, 223) as well as
BIO 202, 203 and CHM 224 before the junior year.
Biochemistry 117
Advisers: I.ale Burk. David Bickar. Adam Hall. Elizabeth
Jamieson, Stylianos Scordilis, Cristina Suarez. Carolyn
Wetzel. Christine White-Ziegler, Steven Williams
Honors Director: Klizabeth Jamieson
430d Honors Project
<s credits
Full-year course; Offered each year
432d Honors Project
1 1 credits
Full-year course; Offered each year
Requirements: Same as for the major, with the addition
of a research project in the senior year culminating in
a written thesis, an oral examination in biochemistry,
and an oral presentation of the honors research. Please
consult the director of honors or the departmental Web
site for specific requirements and application proce-
dures.
118
Biological Sciences
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
**2 Stephen G. Tilley, Ph.D., Chair
Robert B. Merritt, Ph.D.
*' *2 Margaret E. Anderson, Ph.D.
**' Richard F.Olivo, Ph.D.
*n 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.
+2 Laura A. Katz, Ph.D.
Adjunct Professor
Thomas S. Litwin, Ph.D.
Associate Professors
§1 Robert Dorit, Ph.D.
"2 Christine White-Ziegler, Ph.D.
L. David Smith, Ph.D.
Adam Hall, Ph.D.
Adjunct Associate Professor
Leslie R.Jaffe,M.D.
Assistant Professors
Carolyn Wetzel, Ph.D.
Michael Barresi, Ph.D.
Adjunct Assistant Professor
Gail E. Scordilis, Ph.D.
Instructor
Jesse Bellemare
Lecturers
Esteban Monserrate, Ph.D.
DeniseLello,Ph.D.
Lori Saunders, Ph.D.
Robert Nicholson, M.A.
Bronwyn Bleakley, Ph.D.
Lecturer and Research Associate
Paul Wetzel, Ph.D.
Senior Laboratory Instructor
Graham R. Kent, M.Sc.
Laboratory Instructors
Esteban Monserrate, Ph.D.
Gabrielle Immerman, B.A.
Lori Saunders, Ph.D.
Judith Wopereis, M.Sc.
Courses in the biological sciences are divided into five
main sections.
1) Introductory and non-majors courses
(See pp. 118-120)
2) Core courses, required of all biology majors
(See pp. 121)
3) 200 and 300 level courses, organized by core area
(See pp. 122-130)
4) Independent research
(See pp. 130-131)
5) Graduate courses
(See pp. 131-132)
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 modem 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
Biological Sciences
119
such as Ebola, SARS and West Nile, gene therapy, 1 INA
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
Steven Williams
Offered Fall 2009
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.
Enrollment limited to 25. 3 credits
Robert Nicholson
Offered Spring 2010
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/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
subject matter, we will also be concerned with develop-
ing the 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 emphasize quantitative work (Q), writ-
ten work (W), laboratory exercises (L) and/or reading
of primary literature (R). Certain of these colloquia will
also fulfill the college requirement for a "writing-in-
tensive" 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
Women and Exercise— what Js 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, 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 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 compensate for new exercise patterns.
Enrollment limited to 15. {N}
Stylianos Scordtiis
Offered Fall 2011
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. Students will have the opportunity
to study their own genes and chromosomes in a week
devoted to laboratory exercises. {N}
Robert Merritt
Offered Fall 2009
Island Biology fW.Q.Rj
Islands represent hospitable environments surrounded
by areas that challenge living organisms. Using islands
as the context, we will explore several topics in basic
biology including evolution, genes and gene flow,
reproduction, physiology, biogeochemical cycles of
nutrients and energy and ecology. 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. {N}
Carolyn Wetzel
Offered Spring 2011
120
Biological Sciences
flje 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 epidemiology7 of this suite of diseases. We
will pay particular attention to the health and policy
implications of recent discoveries concerning the gene-
tic 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 Fall 2011
120 Horticulture: Landscape Plants and Issues
Identification, culture and use of ornamental land-
scape plants including annuals, perennials, shrubs,
trees and plants for interior design. Topics include in-
troduction to landscape maintenance and design, gar-
den history and current issues such as invasive species
and wetland restoration. Course requirements include
class presentations and papers. Laboratory7 (BIO 121)
must be taken concurrently. Enrollment limited to 30.
{N} 3 credits
Michael Marcotrigiano
Offered Fall 2009
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 two
and three will cover theories and evidence relating to
the origin and diversification of humans. We will end
with discussion on race and intelligence. Readings will
combine primary literature with sections from biology
textbooks. Students will be required to research topics
and to produce several written works. WI {N}
Laura Katz
Offered Fall 2011
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 biodiversity7,
and how populations, communities and ecosystems
can be managed sustainably {N}
Paul Wetzel
Offered Spring 2010
Bacteria: We Good, the 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 20 11
121 Horticulture: Landscape Plants and Issues
Laboratory
Identification, morphology and use of landscape plants
including annuals, perennials, woody shrubs and trees,
evergreens and groundcovers. Topics include horticul-
tural practices including pruning, division, pollination,
bulb planting, plant identification and landscape
design. Field trips are an important component of the
course. Course requirements include a design project
and field guide. BIO 120 must be taken concurrently.
Enrollment limited to 15 per section. {N} 1 credit
Gabrielle Immerman
Offered Fall 2009
122 Horticulture
An overview of horticulture with background material
on plant structure and function. Methods for growing
plants, plant nutrition, seed biology, asexual propaga-
tion, plant pests and diseases, soils, compost and an
introduction to biotechnology. Laboratory (BIO 123)
must be taken concurrently. Enrollment limited to 30.
{N} 3 credits.
Michael Marcotrigiano
Offered Spring 2010
123 Horticulture Laboratory
Practical lab experiences in plant propagation, develop-
ment and physiology7, identification and nomenclature
of plant parts, identification and treatment of diseases
and insect pests, soils, seeds and floral design. The
course involves use of the Lyman Conservatory plant
collection, field trips and winter/spring observation of
outdoor plants. BIO 122 must be taken concurrently.
Enrollment limited to 15 per section. {N} 1 credit
Gabrielle Immerman
Offered Spring 2010
Biological Sciences
121
Core Courses
BIO 150. 152 and 1 54 are all required for the biological
sciences major, and may be taken in any order.
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
SO. {N} 4 credits
Michael Barresi. Carolyn Wetzel
Offered Fall 2009, Spring 2010
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 depart men t
Offered Fall 2009, Spring 2010
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 1 53) is recommended but
1 not required. Enrollment limited to 60. {N} 4 credits
Laura Katz. Robert Merritt. Steven Williams,
Bromvyn Bleakley
Offered Fall 2009, Spring 2010
153 Genetics, Genomics and Evolution Laboratory
Laboratory 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). {MJ 1 credit
tori Saunders
Offered Fall 2009, Spring 2010
154 Biodiversity, Ecology and Conservation
Students in this course will investigate the origin,
nature and importance of the diversity of life on Earth;
key 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 diversity and ecological
studies in conservation. Assessment is based on a com-
bination of quizzes, exams and discussions. Laboratory
(BIO 155) is recommended but not required. Enroll-
ment limited to 40 students. {N} 4 credits
Jesse Bellemare. Laura Katz. Stephen Tiller
Offered Fall 2009, Spring 2010
155 Biodiversity, Ecology and Conservation Laboratory
Laboratory 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 depart me) it
Offered Fall 2009, Spring 2010
I pper-level offerings in the biological sciences are clas-
sified into three categories, corresponding to the areas
treated bv the core courses listed above.
122
Biological Sciences
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
CHM 111 or CHM 118. Laboratory (BIO 201) is optional
but strongly recommended. {N} 4 credits
Richard Briggs
Offered Fall 2009
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
Offered Fall 2009
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 2009
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 2009
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 111
or equivalent advanced placement courses. Laboratory
(BIO 205) must be taken concurrently {N} 3 credits
Christine White-Ziegler
Offered Spring 2010
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
Christine White-Ziegler
Offered Spring 2010
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 110 or 150 and CHM 111 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
Not offered 2009-10
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.
Biological Sciences
123
Prerequisites: BIO 151 and BIO 236 (normal ly taken
concurrently). {N} 1 credit
Michael Barresi. Graham Kent
Not offered 2009-10
300 Neurophysiology
The function of nervous systems. Topics include electri-
cal signals in neurons, synapses, the neural basis of
form and color perception, and the generation of behav-
ioral patterns. Prerequisites: BIO 200 or 202. Laboratory
(BIO 301) must be taken concurrently. {N} 4 credits
Richard Oliro
Offered Spring 2011
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 Oliro
Offered Spring 2011
302 Developmental Biology
The field of developmental biology tries to address the
age-old question of how a single cell can give rise to
the complexity and diversity of cells and forms that
make us the way we are. Developmental biology spans
all disciplines from cell biology7 and genetics to ecology
and evolution. Therefore, this course should appeal to
a wide range of student interests, and serve as a chance
to unify many 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 Courses are suggested, at
least BIO 150 and BIO 152 are required. An upper-level
course in cell biology (BIO 202 or 206) or genetics
(BIO 230) is required. {N} 4 credits
Michael Barresi
Offered Spring 2010
303 Developmental Biology Laboratory
Students will design and cany out their own experi-
ments focused on neural and muscle development
using zebrafish as a model system. Techniques covered
will be embryology, indirect immunocytocheniistry,
m situ hybridization, microinjection of RNA for gain
or loss of function studies, pharmacological analysis,
GFP-transgenics, an array of nucroscopj 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 Banesi
Offered Spring 2010
304 Histology
A study of the microscopic anatomy of animal tissues,
including their cellular and extracellular specializa-
tions and how these tissues are arranged into organs, is
central to this course, along with exploring how each
tissue contributes its own function to the overall coor-
dinated functions of the organ or organ system. The
course provides a foundation for understanding the
integration of structure and function (and occasionally
dysfunction) on many levels and develops connec-
tions to several other disciplines, including diverse
microscopes, cell biology, biochemistry, anatomy and
physiology. Prerequisite: BIO 202 or 206. Laboratory
(BIO 305) is strongly recommended but not required.
{N} 4 credits
Richard Briggs
Offered Spring 2010
305 Histology Laboratory
This lab provides an introduction to microtechnique,
the preparation of tissues and organs for light micro-
scopic examination; this includes fixation, embedding
and sectioning, and various staining techniques for
bright field, fluorescence and confocal microscopy,
as well as cytochemistry, immunocytochemistry and
digital photomicrography. (Student work culminates
in the generation of a portfolio to be published on the
course Web page.) Lab also includes the study of cell,
tissue, and organ morphology through examination of
prepared material. Minimum enrollment: 6 students.
Prerequisite: BIO 30-4 (should be taken concurrently).
{N} 1 credit
Richard Briggs, Judith Wopereis
Offered Spring 2010
124
Biological Sciences
306 Immunology
An introduction to the immune system covering the
molecular, cellular and genetic bases of immunity to in-
fectious agents. Special topics include immunodeficien-
cies, transplantation, allergies, immunopathology and
immunotherapies. Prerequisite: BIO 202. Recommend-
ed: BIO 152 or 230 and/or BIO 204. Laboratory (BIO
307) is recommended but not required. {N} 4 credits
Christine White-Ziegler
Offered Fall 2009
307 Immunology Laboratory
This course focuses on the use of immunological tech-
niques in clinical diagnosis and as research tools. Ex-
perimental exercises include immune cell population
analysis, immunofluoresence, Western blotting, ELISA
and agglutination reactions. An independent project is
completed at the end of the term. Prerequisite: BIO 306
(may be taken concurrently). Enrollment limited to 16
students. {N} 1 credit
Christine White-Ziegler
Offered Fall 2009
308 Introduction to Biological Microscopy
This course will focus on theory, principles and tech-
niques of light (fluorescence, confocal, DIC) micro-sco-
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. Laboratory (BIO 309) must be taken concur-
rently. Enrollment limited to 6. {N} 3 credits
Offered Spring 2011
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
Offered Spring 2011
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, or BIO 230 or permission of the instructor. Enroll-
ment limited to 20. {N} 4 credits
Adam C Hall
Offered Fall 2009
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 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 Fall 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. {N}
4 credits
Carolyn Wetzel
Offered Spring 2010, Spring 201 1
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 2011
Biological Sciences
125
320 Colloquium on Molecular Medicine
A stuck 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
Stxlianos Scordilis
Offered Fall 2010
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 pathways and the role of hormones in cancers, as
well as the pathologies of the diseases. Prerequisites:
BIO 202 and BIO 203. {N} 3 credits
StyUanos ScordUis
Offered Spring 2011
323 Seminar: Topics in Developmental Biology
This seminar is designed to introduce students to
the variety of research areas in developmental biol-
ogy. Normally taken in the junior or senior year by
biology, biochemistry and neuroscience majors and
minors. Prerequisites: BIO150, BI0152, one 200 or
300 level course in the area of Cells, Physiology and
Development as well as a similarly upper-level course
in the area of Genetics, Genomics and Evolution or
permission of instructor. May not be repeated for credit.
Enrollment limited to 12. {N} 3 credits
Topic: Stem Cells and Their Amazing "Potential. "
Whether at dinner tables, the halls of congress and
church or a patient's bedside, the promise of stem cells
is highly debated. This course will explore all aspects of
stem cells from a detailed cellular, genetic and molecu-
lar description to discussions of the ethical concerns.
We will investigate the differences between embryonic
versus adult stem cells and their related potential to
the development of different cell types and their role
in development, disease, trauma and cancer. Course
material will mainly be derived from primary research
literature, and the main assessment is based on the
composition of a grant proposal, which will be reviewed
in mock Mil -style study sections. A letter of intent
should be e-mailed at time of registration. Prerequi-
sites: BIO 150, 152 and at least one upper-level course
in the area of Cells. Physiology and Development. En-
rollment limited to 12. {N} 3 credits
Michael J. Harrcsi
Offered Fall 2009
Courses on Genetics,
Genomics and Evolution
230 Genomes and Genetic Analysis
An exploration of genes and genomes that highlights
the connections between molecular biology; genet-
ics, cell biology7 and evolution. Topics will include
DNA and RNA, protein structure and function, gene
organization, mechanisms and control of gene expres-
sion, origins and evolution of molecular mechanisms
and gene networks. The course will also deal with
the principal experimental and computational tools
that have advanced relevant fields and will introduce
students to the rapidly expanding databases at the core
of contemporary biology. Relying heavily on primary
literature, we will explore selected topics including the
molecular biology- of infectious diseases, genetic un-
derpinnings of development, 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
Steven Williams, Robert Merritt
Offered Spring 2010
231 Genomes and Genetic Analysis 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
hori Saunders
Offered Spring 2010
232 Evolutionary Biology
The processes of organic evolution are central to un-
derstanding the attributes and diversity of living things.
126
Biological Sciences
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 2010
BIO 330 Behavior Genetics
PENDING CAP APPROVAL
Understanding the underlying causes and evolution
of behavior in both humans and other animals has
been a focus of myriad fields of research including
evolutionary biology, behavioral ecology, psychology
and cognitive and neuroscience. All of these fields uti-
lize approaches to describe genetic and environmental
influences on observed behavior. This discourse often
occurs in the public-science arena through debates
about nature vs. nurture, particularly as the public
seeks to understand human behavior. This course
will introduce genetic theories and tools used to study
behavior with an emphasis on quantitative genetic
approaches to describing variation in populations and
the underlying causes of variation. Prerequisite: BIO
152. An understanding of basic genetics is required. {N}
4 credits
Bronivyn Bleakley
Offered Spring 2010
332 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 230. Labo-
ratory (BIO 333) is recommended but not required. {N}
4 credits
Steven A. Williams
Offered Spring 2010
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: RNA interference, DNA sequence
analysis, microarray analysis, RT-PCR, bioinformatics
and others. Enrollment limited to 16. Prerequisite: BIO
332 (should be taken concurrently) and BIO 231. {N}
1 credit
Lori Saunders
Offered Spring 2010
334 Bioinformatics and Comparative Molecular Biology
This course will focus on methods and approaches in
the emerging fields of bioinformatics and molecular
evolution. Topics will include the quantitative exami-
nation of genetic variation; selective and stochastic
forces; shaping proteins and catalytic RNA; data
mining; comparative analysis of whole genome data
sets; comparative genomics and bioinformatics; and
hypothesis testing in computational biology. We will
explore the role of bioinformatics and comparative
methods in the fields of molecular medicine, drug
design, and in systematic, conservation and population
biology. Prerequisite: BIO 152, or BIO 230, or BIO 232
or permission of the instructor. Laboratory (BIO 335) is
strongly recommended but not required. {N} 3 credits
Robert Dorit
Offered Spring 2011
335 Bioinformatics and Comparative Molecular Biology
Laboratory
This lab will introduce the computational and quan-
titative tools underlying contemporary bioinformatics.
We will explore the various approaches to phylogenetic
reconstruction using molecular data, methods of data
mining in genome databases, comparative genomics,
structure-function modeling, and the use of molecular
data to reconstruct population and evolutionary his-
tory. Students will be encouraged to explore datasets
of particular interest to them. Prerequisite: BIO 334
(normally taken concurrently) or permission of the
instructor. Enrollment limited to 14. {N} 2 credits
Robert Dorit
Offered Spring 2011
350 Topics in Molecular Biology
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
Biological Sciences
127
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 Fe-
ver, West Nile, malaria and main others is also a worri-
some trend. What can we learn from the great pandem-
ics of the past ( the great influenza of 1918, the Black
Death of the Middle Ages, the typhus epidemic of ll)U-
2 1 and others?) How can modem biotechnology 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 unprecedented opportunity to un-
derstand infectious diseases and to develop new strate-
gies for their elimination. {N} 3 credits
Sterol A. Williams
Offered Fall 2009
Genetic Recombination and Repair
Cells have an amazing ability to repair damage to their
DNA and, in meiosis, to reshuffle genetic information
between homologous chromosomes. This seminar will
focus on the molecular biology of (a) crossing over
between homologs to produce reciprocal recombinants,
(b) gene conversion to produce nonreciprocal recombi-
nants, (c) repair of environmental damage to DNA and
errors in replication, and (d) the relationship between
these phenomena. The role of unequal crossing over
in gene duplication, evolution and human disease will
also be emphasized. Prerequisite: BIO 152 or permis-
sion of the instructor. {N} 3 credits
Robert . Herri tt
Offered Spring 2010
351 Topics in Evolutionary Biology
Epigenetics
There is increasing evidence of epigenetic phenomena
influencing the development of organisms and the
transmission of information between generations.
These epigenetic phenomena include the inheritance of
acquired morphological traits in some lineages and the
apparent transmission of RNA caches between genera-
tions in plants, animals and microbes. This seminar
explores emerging data on epigenetics and discusses
the impact of these phenomena on evolution. Partici-
pants will write an independent research paper on a
topic of their choice. Prerequisite: Bio 152 or permis-
sion of the instructor. {N} 3 credits
Laura Kdtz
Offered Fall 2000
Antibiotics and Antibiotic Resistance
This seminar will focus on (a) The molecular biology
of antibiotics; (b) the role of antibiotics and anti-
microbials in microbial ecosystems: (c) the histoid
and future of antibiotic design and use and (d) the
evolution, mechanisms and medical implications of
emerging antibiotic resistance. The course will rely on
primary literature in various fields and will take an
explicitly multidisciplinarv approach (molecular and
evolutionary biology; genetics, ecology, epidemiology
and biochemistry) as we address this critical public
health threat. Prerequisite: BIO 152 or permission of the
instructor. {N} 3 credits
Robert Dorit
Offered Fall 2010
Courses on Biodiversity,
Ecology and Conservation
260 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, main 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 survey the extraordinary diversity of invertebrates,
emphasizing their form and function in ecological and
evolutionary contexts. One required weekend field trip
to the New England coast. {N} 4 credits
L David Smith
Offered Fall 2009
261 Invertebrate Diversity Laboratory
Examination of a wide varietj of live invertebrates with
emphasis on the relationship between form and func-
tion. Observations on aspects of invertebrate structure,
locomotion, feeding and other behaviors. BIO 260 must
128
Biological Sciences
be taken concurrently. One required weekend field trip
to the New England coast. {N} 1 credits
L. David Smith
Offered Fall 2009
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. Laboratory (BIO 263) is strong-
ly recommended but not required. {N} 4 credits
DeniseLello
Offered Fall 2009
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: any introduc-
tory biology course, or GEO 108 or permission of the
instructor. Enrollment limited to 20. Laboratory (BIO
269) must be taken concurrently and includes two field
trips. {N} 3 credits
Paulette Peckol
Offered Fall 2009
263 Plant Biology Laboratory
Labs will focus on hands-on examination of plant
anatomy, morphology, development and diversity using
living and preserved plants. We will emphasize some of
the amazing plant structure/function relationships, life
cycles, interactions with the environment (abiotic and
biotic). There will be several field trips and one group
service learning project. Prerequisite: BIO 262 (should
be taken concurrently). {N} 1 credit
Carolyn Wetzel
Offered Fall 2009
266 Principles of Ecology
Theories and principles pertaining to population
growth and regulation, interspecific competition, pre-
dation, the nature and organization of communities
and the dynamics of ecosystems. Prerequisites: 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 Tilley
Offered Fall 2009
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. Prerequisite: BIO
266 (normally taken concurrently). {N} 1 credit
Stephen Tilley
Offered Fall 2009
268 Marine Ecology
The oceans cover over 75 percent of the Earth and
are home to enormous biodiversity. Marine Ecology
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
Paulette Peckol
Offered Fall 2009
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 2010
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 2010
276 Colloquium: Plant Evolution in Time and Space
PENDING CAP APPROVAL
This colloquium will survey the origin and evolution
of the "higher" plants, from the emergence of the first
land plants in the Paleozoic to present-day speciation
and adaptive radiation. The diversity of higher plants
Biological Sciences
129
will be considered from ecological, biogeographical
and evolutionary perspectives, with particular consid-
eration of how co-evolution with animals, continental
drift and climate change ma\ haw affected plant diver-
sification. The New England flora will be an important
focus for the course, with field trips to see representative
species in local plant communities. Prerequisite: Bio
1 S2 or Bio 154. Enrollment limited to 20. {N} 4 credits
Jesse Bellemare
Offered Spring 2010
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. ri, 363. a statistics course or permission of the
instructor. {N} 3 credits
Virginia Hayssen
Offered Fali 2011
363 Animal Behavior: Methods
Research design and methodology for field and labora-
tory studies of animal behavior. Prerequisite, one of
the following: BIO 260, ri. 362. a statistics course or
permission of the instructor. Enrollment limited to 15
students. {N} 3 credits
Virginia Hayssen
Offered Fali 2010
364 Plant Ecology
This course surveys the environmental factors, histori-
cal processes and ecological interactions that determine
the distribution and abundance of plant species in the
landscape. The class will examine how plant com-
munities are assembled and what processes drive their
structure. We will focus in particular on plant com-
munities of the Northeast, using examples from the
landscape around Western Massachusetts to investigate
key ecological concepts in the field and to provide stu-
dents with hands-on experience in research techniques.
Prerequisite: a course in plant biology, ecology or
environmental science or permission of the instructor.
Laboratory (BIO 365) must be taken concurrently. {N}
4 credits
Jesse Bellemare
Offered Fall 2009
365 Plant Ecology Laboratory
This course involves field and laboratory investigations
of plant ecology, with emphasis on Northeastern plant
species and plant communities. The class will visit
bogs, floodplain forests glacial outwash sandplains, old
growth forests, and agricultural sites around western
Massachusetts. Students will learn to use descriptive
and experimental research approaches to document
the processes that drive ecological patterns in plant
communities. BIO 364 must be taken concurrently. {N}
1 credit
Jesse Bellemare
Offered Fall 2009
366 Biogeography
A study of major patterns of distribution of life and of
the environmental and geological factors underlying
these patterns. The role of phenomena such as sea-level
fluctuations, plate tectonics, 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 2011
370 Microbial Diversity
This course focuses on the origin and diversification
of microorganisms, with emphasis on eukaryotic cells
(cells with nuclei). The first weeks of lecture will cover
the basics of evolution ary analyses, and the origin and
diversification of prokaryotic microbes. From there, we
will focus on the diversification of microbial eukarv-
otes, 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, discus-
sions and a research paper on a topic chosen by each
student. Prerequisite: BIO 152 or 154. Laboratory (BIO
371) is recommended but not required. {N} 4 credits
Laura Katz
Offered Spring 2010
371 Microbial Diversity Laboratory
The laboratory assignments allow students to observe
microorganisms from diverse habitats. Students use
microscopy and molecular techniques for experimenta-
tion with these organisms. Emphasis is on completion
of an independent project. A one-day field trip is sched-
uled. BIO 370 must be taken concurrently. {N} 1 credit
Judith Wbpereis
Offered Spring 2010
130
Biological Sciences
390 Seminar: Topics in Environmental Biology
Topic: Ecology of Coral Reefs — Past, Present and
Future. Coral reefs occupy a relatively small portion of
the earth's surface, but their importance to the marine
ecosystem is great. This seminar will examine coral
reefs in terms of their geologic importance, both past
and present, and their ecological interactions. 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: permission
of the instructor. {N} 3 credits
Paulette Peckol
Offered Spring 2011
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.
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
modem tools and techniques of biological research and
(5) the opportunity to experience personally 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, geol-
ogy, environmental science, engineering, mathematics
and computer science.
Prospective majors should consult with biology faculty
in choosing their courses. In their first semesters, stu-
dents are encouraged to enroll in one of the introduc-
tory courses (BIO 100-149) and/or an appropriate core
course (BIO 150-156) as well as chemistry (CHM 111
or 118).
The following requirements for the major apply to stu-
dents declaring their major in the spring of 2007 and
beyond. 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 152/153: Genetics, Genomics and Evolution/lab
BIO 154/155: Biodiversity, Ecology and Conservation/
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:
All majors must take at least one upper-level course in
each of the following three core areas:
Cells, Physiology and Development:
BIO 200-207, 300-322
Genetics, Genomics and Evolution:
BIO 230-235, 332-351
Biodiversity, Ecology and Conservation:
BIO 260-273, 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
or 155) and one of which must be at the 300 level. The
remaining three laboratories must be chosen from
among 200- and 300-level offerings.
Biological Sciences
131
With the adviser's approval, a semester of Special Stud-
ies (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 252
and 253; CHM 222 and 223; ESS 215; EVS 300; GEO
231; NSC 230; 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.
Honors
Director: To be announced
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered Fall 2009
432d Honors Project
12 credits
Full-year course; Offered each year
Biochemistry
Seep. 112-117
Environmental Science and
Policy
See pp. 215-217
The Minor
Advisers: Members of the department also serve as
advisers for the minor.
Marine Science and Policy
See pp. 305
The requirements for the minor in biological sciences NeilfOSCienCe
comprise 24 credits chosen in consultation with an
adviser. These courses usually include at least one core See p. 326-330
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 GraClUate
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.
The Department of Biological Sciences maintains an
active graduate program leading to the Master of Sci-
ence Degree in Biological Sciences. The program of
study emphasizes independent research supported by
132
Biological Sciences
advanced 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 variety of fields,
including animal behavior, biochemistry, cell and
developmental biology, ecology, environmental science,
evolutionary 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 (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: Steven Williams
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 must
be taken in both years of graduate residence. 2 credits
Brontuyn Bleakley
Offered Fall 2009
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
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
Steven Williams
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 required or recommended include
biochemistry, mathematics including calculus and/
or 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.
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.
540 Advanced Studies in Zoology
3 to 5 credits
Members of the department
Offered both semesters each year
133
Chemistry
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professor
Robert G. Linck, Ph.D.
David Bickar, Ph.D., Chair
Associate Professors
''CristinaSuarez, Ph.D.
Kate Queeney, Ph.D.
Kevin Shea. Ph.D.
ShizukaHsieh. Ph.D.
J Elizabeth Jamieson. Ph.D.
Visiting Assistant Professor
Tanya Schneider. PhD
Senior Lecturer
LaleAkaBurk.Ph.D.
Laboratory Instructors
Maria Bickar. MS
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
General Chemistry (CHM 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 intermediate courses require as a prerequisite CI IM
1 1 1 or 1 18 or an Advanced Placement score of 4 or S.
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. {A/N} 4 credits
lAleAka Burk, David Dempsey
Offered Spring 2010. Spring 201 1
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
Members of the department. Spring 2010
Shizuka Hsieh. Spring 201 1
Offered Spring 2010, Spring 201 1
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. Enrollment limited to 60 per lecture section. 16 per
lab section. {N} 5 credits
Members of the department
Laboratory Coordinator: Maria Bickar
Offered Fall 2009, Fall 2010
118 Advanced General Chemistry
This course is designed for students with a very strong
background in chemistry. The elemental) theories of
stoichiometry. atomic structure, bonding, structure,
energetics and reactions will be quickly reviewed. The
major portions of the course will involve a detailed
134
Chemistry
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
Laboratory Coordinator: Heather Shafer
Offered Fall 2009, Fall 2010
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 carbo-
nyl compounds will be studied in depth. Prerequisite:
1 1 1 or 1 18. Enrollment limited to 16 per lab section.
{N} 5 credits
Members of the department
Laboratory Coordinator: Rebecca Thomas
Offered Spring 2010, Spring 201 1
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
Members of the department
Laboratory Coordinator: Heather Shafer
Offered Spring 2010, Spring 201 1
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 2011
326 Synthesis and Structural Analysis
Synthetic techniques and experimental design in the
context of multistep synthesis. The literature of chem-
istry, methods of purification and characterization with
a focus on NMR spectroscopy, mass spectrometry and
chromatography. Recommended especially for sopho-
mores. Prerequisite: 223. {N} 4 credits
Kevin Shea, Spring 2010
Members of the department, Spring 201 1
Offered Spring 2010, Spring 2011
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
Members of the department
Laboratory Coordinator: Rebecca Thomas
Offered Fall 2009, Fall 2010
224 Chemistry IV: Introduction to Inorganic and
Physical Chemistry
This final course in the chemistry core sequence pro-
vides a foundation in the principles of physical and
inorganic chemistry that are central to the study of
all chemical phenomena. Topics include coordina-
tion chemistry of transition metals and quantitative
treatment of thermochemistry, chemical equilibria,
Electrochemistry and kinetics of reactions. Prerequisite:
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 natures 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} 4 credits
Ldle Burk
Offered Spring 2010
331 Physical Chemistry I
Quantum chemistry: the electronic structure of atoms
and molecules, with applications in spectroscopy. An
introduction to statistical mechanics links the quan-
tum world to macroscopic properties. Prerequisites: 224
and MTH 1 12 or MTH 114. MTH 212 or PHY 210 and
Chemistry
135
PHY 1 IS or 1 17 are strongly recommended {N}
4 credits
Robert Unck. Fall 2009
Members of /he department. Fall 2010
Offered Fall 2009, Fall 2010
332 Physical Chemistry II
Thermodyn amies 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. W 5 credits
Cristuui Snare:. Spring 2010
Members of the department. Spring 201 1
Offered Spring 2010, Spring 201 1
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
David Bickar, Spring 2010
Members of the department, Spring 201 1
Offered Spring 2010, Spring 201 1
336 Light and Chemistry
The interaction of light with molecules is central to
studies of molecular structure and reactivity. This
course builds on students' understanding of molecular
structure from the core sequence (CHM 1 1 1-CHM
224) to show how many types of light can be used to
interrogate molecules and to shed some light on their
behavior. The combined classroom/laboratory format
allows students to explore light-based instruments in
short, in-class exercises as well as in longer, more tradi-
tional labs. The course culminates with an independent
project that allows students to explore some of the
ways light is used in cutting-edge chemical research.
Prerequisites: CHM 224 or permission of the instructor.
f N} 4 credits
KateQueeney. Spring 2010
Members of the department. Spring 201 1
Offered Spring 2010, Spring 201 1
338 Bio-NMR Spectroscopy and Imaging
This course is designed to provide an understanding of
the general principles governing ID and 21) Nuclear
Magnetic Resonance (NMR) spectroscopy. Examples
from the diverse use of biological NMR in the study oi
protein structures, enzyme mechanisms, DNA, RNA,
etc., will be analyzed and discussed. A basic introduc-
tion to Magnetic Resonance Imaging (MRI) will
also be included, 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
Cnstina Suarez
Offered Spring 2011
346 Environmental Analytical Chemistry
An introduction to some common environmental
chemical processes (sources, reactions, transport, ef-
fects and fates) in air, soil and water and the effect of
human activity on these, coupled with a study of the
crucial role of accurate chemical measurement, and
an introduction to the interdisciplinary biogeochemi-
cal nature of environmental science and engineering.
Lecture and laboratory featuring modern chemical
instrumentation for spectroscopy (atomic and molecu-
lar) high performance chromatographic separations
(both gas and liquid), electrochemistry as well micro-
wave- and ultrasound assisted sample preparation, and
a short project linked to local faculty research interests.
Oral presentations and formal laboratory reports will
be required. Prerequisite: CHM 224 or permission of the
instructor. {N} 4 credits
Members of the department
Offered Fall 2009, Fall 2010
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} 4 credits
David Bickar
Offered Fall 2009
13b
Chemistry
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: 331. {N} 4 credits
Elizabeth Jamieson
Offered Spring 2010
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 2011
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 and ab initio
computations. Prerequisite: 331- Offered in alternate
years. {N} 4 credits
Robert Linck
Offered Spring 2010
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, Fall 2009
Offered Fall 2009, Fall 2010
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 Burnside
Offered Fall 2009, Fall 2010
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: Lale Burk
Students planning graduate study in chemistry are
advised to include PHY 115 or 117 and 118 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, 222 and 224 (or 118 and 222);
three out of four of the following courses: 223, 33 1,
332 and 363; two out of the three following advanced
lab courses: 326, 336 and 346 and additional elective
courses (options listed below) to a total of 10 courses.
Elective courses may be selected from:
any CHM course at the 300 level or above, or any course
from the following list: BCH 252, BCH 352, GEO 301,
PHY 360 (Topic: Solid State), PHY 340, PHY 348.
Independent research (CHM 400, 430 or 432) worth 4
or more credits may be used as one (only) of the elec-
tives required for the major.
Courses fulfilling the major requirements may not be
taken with the S/U option.
The Minor
Advisers: Members of the department
The courses specified below constitute a four-semester
introduction to chemistry. The semesters are sequential,
giving a structured development of chemical concepts
and a progressive presentation of chemical informa-
Chemistry 137
tion. Completion of the minor with at least one ad-
ditional course at the intermediate or advanced level
affords the opportunity to explore a particular area in
greater depth.
Required courses: 1 1 1, 222 and 224 (or 1 18 and 222),
one additional course with a laboratory component
(223, 332, 326,336 or 346) and enough electives (one
or two) to fulfill a total of five chemistry courses. The
electives may be chosen from CHM courses at the 300
level, BCH 252 or BCH 352.
Courses fulfilling the minor requirement may not be
taken with the S/U option.
Honors
Director: Kevin Shea
430d Honors Project
8 credits
Full-year course; Offered each year
432d Honors Project
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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.
138
Classical Languages and Literatures
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
t2JustinaW. Gregory, Ph.D.
Thalia A. Pandiri, Ph.D. (Classical Languages and
Literatures and Comparative Literature)
+1 Scott A. Bradbury, Ph.D.
Nancy J. Shumate, Ph.D, Chair
Lecturer
Maureen B. Ryan, 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 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
Low intermediate course: completion and review of
grammar, and practice and improvement of reading
skills through the study of texts by authors such as
Plato, Lysias and Euripides. Prerequisite: lOOy. {L/F}
4 credits
Nancy Shumate
Offered Fall 2009
GRK 213 Homer, Iliad or Odyssey
An introduction to Homeric Greek through selected
readings in the Odyssey. Attention to dialect, meter and
formula; structure and plot; the Odyssey as epic, ad-
venture and romance. Prerequisite: 212 or permission
of the instructor. {L/F} 4 credits
Thalia Pandiri
Offered Spring 2010
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
Athens, the Tyrant City
A study of two texts — Sophocles' Oedipus the King and
selections from Thucydides that cast light on the politi-
cal and religious mood in Athens at the start of the
Peloponnesian War, and how that mood was affected by
the plague of 430 BCE.
Justina Gregory
Offered Fall 2009
Homer, Odyssey: Advanced Course
A study of Homer's Odyssey will provide the foundation
for guided independent work on the influence of Homer
on Hellenistic literature.
Thalia Pandiri
Offered Spring 2010
Classical Languages and Literatures
139
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 vear
Graduate
GRK 580 Studies in Greek Literature
This will ordinarily be an enriched version of the 300-
level course currently offered.
4 credits
Offered both semesters each year
Adviser for Graduate Study: Justina Gregory
Latin
LAT 100y Elementary Latin
Fundamentals of grammar, with selected readings from
Latin authors in the second semester. {F} 8 credits
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:
LAT lOOy or the equivalent. {L/F} 4 credits
Xancv Shumate
Offered Fall 2009
LAT 213 Introduction to Virgil's Aeneid
Prerequisite: 212 or permission of the instructor. {L/F}
4 credits
Thalia Pandiri
Offered Spring 2010
LAT 330 Advanced Readings in Latin Literature I & II
Authors read in L\T 350 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: T\vo courses at the 200-
level or permission of the instructor. {L/F} 4 credits
Cicero: The /'oner of Rhetoric at Rome
A study of selected orations, with attention to Style and
persuasive techniques; supplemental readings from
the letters, which shine another light on the life and
character of an ambitious Roman gentleman in one of
Rome's most tumultuous periods.
Maureen Ryan
Offered Fall 2009
Literature and Polities under Augustus
A study of the "Augustan" content of selected poems of
Horace and Book 1 of [ivy's History of Rome. Do these
texts promulgate Augustan ideology? Special attention
to Romanness and moral decline: the prescription of
gender roles; Rome's imperial mission.
Nancy Shumate
Offered Spring 2010
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: Justina Gregory
Classics in Translation
FYS 180 Cleopatra: Histories, Fictions, Fantasies
A study of the transformation of Cleopatra, a compe-
tent Hellenistic ruler, into a historical myth, a staple
of literature, and a cultural lens through which the
political, aesthetic and moral sensibilities of different
eras have been focused. Study of Roman, Medieval,
Renaissance, Orientalist. Postcolonial and Hollywood
Cleopatras. with the larger goal of understanding how
political and cultural forces shape all narratives, even
those purporting to be objective.
(K) \\l {H/L} 4 credits
Nancy Shumate (Classics)
Offered Spring 2010
140
Classical Languages and Literatures
CLS 190 The Trojan War
The Trojan War is the first conflict to be memorial-
ized in Greco-Roman literature — "the war to start
all wars." For Homer and the poets who came after
him it raised such questions as: What justifies going to
war? What is the cost of combat and the price of glory?
How does war affect men, women and children, 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. {L/A} 4 credits
Justina Gregory
Offered Spring 2010
Cross-listed and
Interdepartmental Courses
FYS 172 (Dis)Obedient Daughters
How does the powerful relationship between mothers
and daughters influence how women define themselves
and search for their own identity? What does it mean
when a woman defines who she is in opposition to her
mother while seeking her mother's love and approval?
How is the problem compounded when the mother's
culture is different from her first-generation-immi-
grant daughter's? Through fiction and film by women
from different cultures, we will explore such topics as
gender roles, race, ethnicity and class. Authors read will
include Jamaica Kincaid, Ama Ata Aidoo, Alice Munro,
Margaret Atwood, Maxine Hong Kingston, Nora Okja
Keller, Jhumpa Lahiri, Laila Wadia, Igiaba Scego.
Enrollment limited to 16 first-year students. WI {L}
4 credits
Thalia Pandiri (Classics)
Offered Fall 2009
CLT 202/ENG 202 Western Classics in Translation, from
Homer to Dante
Offered Fall 2009
CLT 203/ENG 203 Western Classics in Translation, from
Chretien de Troyes to Tolstoy
Offered Spring 2010
The Major in Greek, Latin
or Classics
Advisers: Members of the department
Adviser for Study Abroad: Thalia Pandiri
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
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 inter-
ests 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.
Classical Languages and Literatures
141
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 (intennediate) 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.
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
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 may be replaced by a course related
to classical antiquity offered either within or outside
the department, and taken with the department's prior
approval.
Honors in Greek, Latin,
Classics or Classical Studies
Director: Justina Gregory
430d Honors Project
8 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
142
Comparative Literature
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Ann Rosalind Jones, Ph.D., Director
Professors
*l Maria Banerjee, Ph.D. (Russian Language and
Literature)
Thalia Alexandra Pandiri, Ph.D. (Classical Languages
and Literatures and Comparative Literature)
'2 Janie Vanpee, Ph.D. (French Studies),
*] Craig R. Davis, Ph.D. (English Language and
Literature)
Anna Botta, Ph.D. (Italian Language and Literature and
Comparative Literature)
n Luc Gilleman, Ph.D. (English Language and
Literature)
Associate Professors
Katwiwa Mule, Ph.D. (Comparative Literature)
Reyes Lazaro, Ph.D. (Spanish and Portuguese)
n Sabina Knight, Ph.D. (Chinese and Comparative
Literature)
Dawn Fulton, Ph.D. (French Studies)
*2 Ambreen Hai, Ph.D. (English Language and
Literature)
Assistant Professors
*l Justin Cammy, Ph.D. (Jewish Studies)
"] Nicolas Russell, Ph.D. (French Studies)
Joel Westerdale, Ph.D. (German Studies)
Malcolm K. McNee, Ph.D. (Spanish and Portuguese)
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. 300-level courses require a previous
literature course at the 200-level or above.
Introductory Courses
CLT 100 Introduction to Comparative Literature: The
Pleasures of Reading
Topic: Islands, Real and Imaginary. An exploration
and comparison of how different cultures have imag-
ined the island as an idealized place to tell stories about
themselves and their relation to other cultures, from
the myths of Atlantis and Calypso's seduction of Odys-
seus to the castaway Robinson Crusoe, from Darwin's
ecologically pristine Galapagos to Prospero's magical
kingdom, from pirates' lairs and James Bond's hideouts
to the experimental playground of Dr. Moreau and
the characters of Lost. Readings from a wide variety of
genres and traditions. Some film viewings. {L} 4 credits
Janie Vanpee
Offered Spring 2010
FYS 140 Literature and Medicine
How do stories heal? What can we learn about medicine
from stories, novels, poems, plays and case studies?
How important are metaphors, framing, time, charac-
terization and motivation? Comparing narratives from
different cultures, students will also compose their own
stories. The course also introduces broader issues in the
medical humanities, such as medical ethics, healthcare
disparities and cross-cultural communication. Works
(available in translation) from China, Taiwan, France,
Russia and North and Latin America. Enrollment lim-
ited to 16 first-year students. WI {L} 4 credits
Sabina Knight (Comparative Literature)
Offered Fall 2009
Comparative Literature
143
FYS 165 Childhood in the Literatures of Africa and the
African Diaspora
A study of childhood as an experience in the pres-
ent and a transition into adulthood and the ways
in which it is intimately tied to social, political and
cultural histories and identities. The course focuses
on four key questions: How do cultural values and
expectations shape narratives of childhood in differ-
ent contexts? How do narratives told from the point of
view of children represent and deal with various forms
of alienation? 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? What
are the relationships between recollections of childhood
and published autobiography? Enrollment limited to
16 first-year students. WI {L} 4 credits
Kiitinwa Mule
Offered Fall 2009
FYS 172 (Dis)Obedient Daughters
How does the powerful relationship between mothers
and daughters influence how women define themselves
and search for their own identity? What does it mean
when a woman defines who she is in opposition to her
mother while seeking her mother's love and approval?
How is the problem compounded when the mother's
culture is different from her first-generation-immi-
grant daughter's? Through fiction and film by women
from different cultures, we will explore such topics as
gender roles, race, ethnicity and class. Authors read will
include Jamaica Kincaid, Ama Ata Aidoo, Alice Munro,
Margaret Atwood, Maxine Hong Kingston, Nora Okja
Keller, Jhumpa Lahiri, Laila Wadia, Igiaba Scego.
Enrollment limited to 16 first-year students. Wl {L}
4 credits
Thalia Pandiri (Classics)
Offered Fall 2009
FYS 180 Cleopatra: Histories, Fictions, Fantasies
A study of the transformation of Cleopatra, a competent
Hellenistic ruler, into a historical myth, a staple of
literature and a cultural lens through which the politi-
cal, aesthetic and moral sensibilities of different eras
have been focused. The guiding theme will be the ines-
capability of bias in historiography. Through examples
of historically conditioned bias and historically specific
filtering of the Cleopatra narrative writ large, students
will learn to be critical of all apparently 'tactual" ac-
counts. Enrollment limited to 16 first-) ear students.
(E)WI{H/L) 4 credits
Nancy Shumate (Classics)
Offered Spring 2010
CLT 202/ENG 202 Western Classics in Translation, from
Homer to Dante {L} Wl
Ann fanes, Thalia Pandiri. Robert llosmer
Offered Fall 2009
CLT 202/ENG 202, like CLT 203/ENG 203, is among
the courses from which comparative literature majors
choose two as the basis of the major. Students interested
in comparative literature and/or the foundations of
Western literature and wanting a writing-intensive
course should take 202 or 203 or both.
CLT 203/ENG 203 Western Classics in Translation, from
Chretien de Troyes to Tolstoy {L} Wl
Maria Banerjee, William Oram
Offered Spring 2010
Intermediate Courses
CLT 204 Writings and Rewritings
Mediterraneans
Three continents, Africa, Asia and Europe, share coast-
lines on the Mediterranean — 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.
modernization, 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 Botta
Offered Fall 2009
144
Comparative Literature
CLT 205 20th-century Literatures of Africa
A study of the major writers of contemporary Africa.
Focuses on several key questions: Is the term African
literature a useful category? How do African writers
challenge Western representations of Africa as they
confront over a century of European colonialism on
the continent? How do they represent the postcolonial
experience on the continent? Is there a correlation in
their writing between life and expression and between
oral cultures and written literature? Texts will include
Achebe's Things Fall Apart, Ngugi wa Thiong'o's
The River Between, Tsitsi Dangarembga'sAferw&s
Conditions, Manama Ba's, So Long a Letter, Ndebele
Njabulo's The Cry of Winnie Mandela, Ama Ata
Aidoo's Our Sister Killjoy, Wole Soyinka's Death and
the King's Horseman. We will also watch films such
as Red Rubber, White King, Black Death, Totsi and
Kenya: Whiteman s Country. {1} 4 credits
Katwiwa Mule
Offered Fall 2009
ENG 207/HSG 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 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 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 2010
CLT 215/ENG 204 Arthurian Legend
The legend of Arthurian Britain as it developed in
Wales, France and England. Readings will include early
Welsh poems and tales, Geoffrey of Monmouth, Chre-
tien de Troyes, Marie de France, La Queste del Saint
Graal, the Gawain-poei and Malory. {L} 4 credits
Nancy Mason Bradbury
Offered Spring 2010
CLT 218 Holocaust Literature
Creative responses to the destruction of European Jewry,
differentiating between literature written in extremis
in ghettos, concentration/extermination camps, or in
hiding, and the vast post-war literature about the Holo-
caust. How to balance competing claims of individual
and collective experience, the rights of the imagination
and the pressures for historical accuracy. Selections
from a variety of artistic genres (diary, reportage, poetry,
novel, graphic novel, film, monuments, museums)
and critical theories of representation. All readings in
translation. {L/H} 4 credits
Justin Cammy
Offered Fall 2010
CLT 220 Colloquium: Imagining Language
This course explores the ways in which philosophers
and artists have imagined the links between language
and the world. We will read mostly pre-20th century
theories of language — Plato's Cratylus, St. Augustine's
On the Teacher, Locke on language from \he Essay,
Herder and Rousseau on The Origin of Language,
Freud on jokes — and link them to novels, poems and
other artwork by (mostly) 20th-century artists such as
Louis Zukofsky, May Swenson, Lewis Carroll, Richard
Powers, Xu Bing, Russell Hoban and others who focus
on the materiality of language, on words as things.
Readings are accompanied by weekly exercises such as
rebuses, invented etymologies, alphabet poems, port-
manteau words, emoticons, etc. {L} 4 credits
Margaret Bruzelius
Offered Fall 2009
P0R 220 Topics in Portuguese and Brazilian Literature
and Culture
Topic: Contemporary Cityscapes: Mapping Brazilian
Culture onto an Urban Grid. This course will address
a broad range of urban, social and cultural issues while
also strengthening skills in oral expression, reading
and writing, through the medium of short stories, es-
says, articles, images, music and film. In order to pro-
mote a hands-on approach to understanding culture,
class assignments will also encourage students to ex-
plore the Brazilian community in Boston. Prerequisite:
POR 100Y or POR 125 or the equivalent. {F/L} 4 credits
Malcolm McNee
Offered Fall 2009
POR 221 Topics in Portuguese and Brazilian Literature
and Culture
Topic: Popular Music, Nationhood and Globaliza-
tion in the Portuguese-Speaking World. An introduc-
tion to popular music genres in Portuguese-speaking
nations, the historical, socio-cultural and political
forces that have shaped their emergence, and ways in
Comparative Literature
145
which they communicate ideas of nationhood. We will
also explore impacts of globalization on these genres
and their transnational dissemination. Our approach
will involve close readings of lyrics, analysis of musi-
cal form and influence and attention to the broader
cultural contexts surrounding songs, genres and musi-
cians. Genres may include bossa nova, MPB and form
(Brazil); fado (Portugal); morna (Cape Verde); kuduro
(Angola); marrabenta (Mozambique); and transna-
tional forms such as rock and hop-hop. Course taught
in Portuguese. {F/L/A} 4 credits
Malcolm K McNee
Offered Spring 2010
CLT 229 The Renaissance Gender Debate
In "La Querelle des Femmes" medieval and Renais-
sance writers (1350-1650) took on misogynist ideas
from the ancient world and early Christianity: woman
as failed man, irrational animal, fallen Eve. Writers
debated women's sexuality (insatiable or purer than
men's?), marriage (the hell of nagging wives or the
highest Christian state?), women's souls (nonexistent
or subtler than men's?), female education (a danger
or a social necessity?). In the context of the social and
cultural changes fuelling the polemic, we will analyze
the many literary forms it took, from Chaucer's Wife of
Bath to Shakespeare's Taming of the Shrew, story col-
lections such as Marguerite de Navarre's Heptameron,
women writers' dialogues, such as Moderata Fonte's
The Worth of Women and pamphlets from the popular
press. Some attention to the battle of the sexes in the
visual arts. {L} 4 credits
Ann Jones
Offered Spring 2010
EAL 232 Modern Chinese Literature
A window into China, Taiwan, and, some semesters,
Tibet and Chinese diasporas, this course introduces
themes and movements from the late imperial period
to the present. We will explore questions of political
engagement, social justice, class, gender and human
freedom and responsibility. Readings are in English
translation and no background in China or Chinese is
required. {L} 4 credits
Sabina Knight
Offered Spring 2010
CLT 234 The Adventure Novel: No Place for a Woman?
We explore the link between plot, landscape and
gender in adventure fictions. Beginning with essays
on cartography and the organization oi geographical
space by Denis Wood, we will read classic 19th-century
boys' and girls' books (\erne. Steu-nson. Hodgson-
Burnett, Ingalls Wilder) and ask ourselves how the
adventure landscape differs for boys and for girls. Who
lives where within it? What boundaries mark sale and
unsafe places? We will then explore modem rewritings
of these fictions in novels and films such as Forster's/4
Room With a View, LeGuin's Tehanu and Del Toro's
Pan 's Labyrinth in order to explore the ways in which
this genre has embraced and resisted the female hero.
Students will form groups to present a novel or film of
their own choosing to the class. {L} 4 credits
Margaret Bruzelius
Offered Spring 2010
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) Japan's identity as
a modem 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
ways in which Japan is represented as "other" by writ-
ers 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 transla-
tion. {L} 4 credits
Kimberly Kono
Offered Spring 2010
CLT 253 Literary Ecology
Literary ecology focuses on bio-social themes in litera-
ture— how human beings construct their relationship
to their environment through literature and landscape
art. We will read works by "nature writers," from the
Romantic poets to early ecologists like John Muir and
John Burroughs, and by contemporary writers such as
John McPhee and Annie Dillard. We will also analyze
issues of contemporary eco-criticism and consider an
expansion of the current range of canonical texts to
include a broader diversity of viewpoints. {L} 4 credits
Ann Leone
Offered Spring 2010
146
Comparative Literature
CLT 255 Ghosts, Peasants, Doubles and Frames:
Reading the 19th Century Story
How did the modern short story emerge — why, where,
when? What is its relation to other forms of short
fiction — the Italian novella or the German novelle
or the fairy tale? Why are they often so elaborately
framed, with their kernel presented as a kind of oral
performance: a story told by one character to another?
Why do they so often rely on the fantastic and the
unlikely — and how, by the end of the century, did the
story come to concentrate instead on the mundane and
the ordinary? What, in short, makes a tale worth tell-
ing? Readings in Goethe, Hoffman, Hawthorne, Gogol,
Tlirgenev, Maupassant, Verga, Kipling, Chekhov, Jewett
and others. {L} 4 credits
Michael Gorra
Offered Fall 2009
JUD 257 (C) Jewish Writers in Modernist Berlin
The upheavals of World War I and the Russian Revo-
lution drew Eastern European Jewish intellectuals to
Berlin, leading to its emergence as a multilingual
center of European Jewish modernism and avant-garde
experimentation. This course explores the influence of
movements such as Expressionism, Dada and the Neue
Sachlichkeit on Jewish modernist development, with
a focus on how exile, cosmopolitanism, revolution,
folklore, and nationalism spawned creative innova-
tion. Readings (with some film, visual art and theory)
from Benjamin, Doblin, Kafka and Lasker-Schuler
in dialogue with Hebrew and Yiddish writers such as
S.Y. Agnon, "Der Nister" (the Hidden One) and Dovid
Bergelson, all in translation. Enrollment limited to 19.
(E) {L} 4 credits
Jonathan Skolnik (UMass)
Offered Fall 2009
CLT 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 2010
JUD 260 (C) Yiddish Literature and Culture
Why did Yiddish, the language of Eastern European
Jews and millions of immigrants to America, so often
find itself at the bloody crossroads of art and politics?
Charts the rise of secular Jewish culture in Yiddish in
the differing contexts of tsarist and revolutionary Rus-
sia, interwar Poland, Weimar Berlin and immigrant
America. Topics include creative betrayals of folklore
(demons, dybbuks, golems, shlemiels); Yiddish as
imagined homeland; the Yiddish roots of Jewish com-
edy; the politics of language; gender stereotypes; ethnic
performance on the Yiddish stage and screen; the art
of translation; and the Yiddish trace in contemporary
American fiction. How did the surviving remnant of
post-Holocaust Yiddish writers memorialize not only
this lost civilization but also this murdered language?
Includes a visit and project at the National Yiddish
Book Center, the largest repository of Yiddish books in
the world. All texts in translation. Enrollment limited to
19- {L} 4 credits
Justin Cammy
Offered Spring 2010
CLT 266 South African Literature and Film
A study of South African literature and film since 1948
in their historical, social and political contexts. How do
writers and film makers of different racial and political
backgrounds remember and represent the past? How
do race, class, gender and ethnicity shape the ways in
which they use literature and cinema to confront and
resist the racist apartheid state? How do literature, film,
and other texts such as testimonies from the Truth and
Reconciliation Commission function as complex cul-
tural and political sites for understanding the intercon-
nections among apartheid taxonomies, various forms
of nationalisms and the often hollow post-apartheid
discourse of nonracial "New South Africa"? Texts
include testimonies from the Truth and Reconcili-
ation Commission, novels such as Alan Paton's Cry
the Beloved Country, Mazisi Kunene's Mandela's
Ego, Njabulo Ndebele's The Cry of Winnie Mandela,
Nadine Gordimefsjulys People, J.M. Coetzee's Wait-
ing for the Barbarians, Athol Fugard's Tsotsi and Zoe
Wicomb's You Can '/ Get Lost in Cape Town. We will
Comparative Literature
147
also analyze films such as Cry the Beloved Country,
Sarafinal. Tsotsi. Cry Freedom and South Africa
Belongs to Us. (E){1)
Katieiiia Mule
Offered Spring 2010
CLT 267 Contemporary African Women's Drama
A study of contemporary drama by African women as
a site of cultural expression and resistance in postcolo-
nial Africa. We shall study the use of drama to expose
and confront the realities of women's lives, to subvert
dominant gender constructs and to mock rigid power
structures. How are aspects of performance in African
oral traditions interwoven with elements of European
drama? How are playwrights' visions of social change
both enabled and restricted by the ideological frame-
works of nationalism? Readings, some translated from
French, Swahili and other African languages, will in-
clude Ama Ata Aidoo's Ihe Dilemma of a Ghost. Efua
Sutherland's Edufa. Fatima Dike's The First South
African . Nawal El Saadawi's Twelve Women in a Pris-
on Cell Osonye Tess Onwueme s Tell It to Women and
Penina Mlama's Nguzo Mother Pillar. {L} 4 credits
Kativiua Mule
Offered Spring 2010
CLT 268 Latina and Latin American Women Writers
This course examines the last 20 years of Latina writing
in this country while tracing the Latin American roots
of many of the writers. Constructions of ethnic identity,
gender, Latinidad, "race," class, sexuality and politi-
cal consciousness are analyzed in light of the writers'
coming to feminism. Texts by Esmeralda Santiago,
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. {L} 4 credits
Nanc}' Saporta Sternbacb
Offered Spring 2010
CLT 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 Edwidge
I fanticat ( I laiti/l I.S.) assess the personal and political
consequences of writing in the language of a fomier
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 2010
ENG 277 Postcolonial Women Writers
A comparative study of primarily 20th-century women
writers in English from Africa, the Caribbean, South
Asia and Australia. We will read novels, short stories,
poetry, plays and autobiography in their historical,
cultural and political contexts as well as theoretical
essays to address questions such as: how have women
writers addressed the dual challenge of contesting
sexism and patriarch}- from within their indigenous
cultures as well as the legacies of Western imperialism
from without? How have they combined feminism with
anti-colonialism? How have they deployed the act of
writing as cultural work on multiple counts: addressing
multiple audiences; challenging different stereotypes
about gender, sexuality, race, ethnicity? What new
stories have they told to counter older stories, what
silences have they broken? How have they renegotiated
the public and the private, or called attention to areas
often ignored by their male contemporaries, such as
relations among women, familial dynamics, mother-
hood, bodily desire or the gendered effects of migration
and diaspora? Writers include Anita Desai, Kamala Das,
Thrity Umrigar, Deepa Mehta, Ama Ata Aidoo, Bessie
Head, Nawal-el-Saadawi, Jamaica Kincaid, Michelle
Cliff, Zadie Smith, Sally Morgan. Prerequisite: a \\ 1
course. {L} 4 credits
Ambreen Hai
Offered Fall 2009
CLT 288 Bitter Homes and Gardens: Domestic Space
and Domestic Discord in Three Modern Women
Novelists
We will analyze the ways Edith Wharton, Colette and
Elizabeth von Arim depict domestic discord — loss,
rage, depression — through local landscapes and do-
mestic spaces: houses, rooms and gardens. Texts will
include Wharton's essays on landscape and domestic
design and novels, short stories, letters and autobio-
graphical writings by all three authors. {L} 4 credits
An) i Leone
Offered Spring 2010
148
Comparative Literature
Advanced Courses
CLT 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 Ate/row the Underground,
Kafka's The Trial, MusiYs Man Without Qualities and
Kundera's The Joke, The Farewell Party and The Un-
bearable Lightness of Being. {L} 4 credits
Maria Banerjee
Offered Spring 2010
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, "anthro-
pologies," material objects and pictorial and written
records, students analyze how travel to and across the
Americas reshaped the lives of consumers and think-
ers— from food and finery (chocolate and silver, sugar
and feathers, corn and cochineal) to published narra-
tives and collections of objects made in New Spain, New
England and New France. In addition to 16th-century
initial contacts, we discuss cultural practices — be they
material, imagined, factual or fantastical — that arose
from the first encounters, conquests and settlements.
Students with strong interests in history, anthropology,
art history or the history of science are welcome. Read-
ing knowledge of French, German, Italian, Portuguese
or Spanish is required. Enrollment limited to 15 juniors
and seniors. (E) {A/H/L} 4 credits
Ann Jones
Offered Spring 2010
PRS 306 Beowulf and Archaeology
The Old English poem Beowulf 'survives in a single
fire-scorched manuscript copied around the year 1000,
telling of the last king of a lost tribe once living in
southern Sweden. It may be the most expressive docu-
ment we possess for the cultural world of northern
Europe after the fall of Rome, but no one knows when,
where, by whom, or for whom it was first composed,
whether it reflects ancient legendary traditions or more
recent literary art. Our confidence in the historicity of
Beowulf has been greatly enhanced in recent years by
the discovery of a rich ship burial at Sutton Hoo in East
Anglia, a huge timber hall at Lejre in Denmark and
other finds. We will examine the obscure world of this
old poem in the light of its emerging material context.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Davis (English)
Offered Spring 2010
GER 339 Topics in Media Studies
Topic: Reading Other Peoples Mail: Letters in Lit-
erature and Life. Would Goethe's Werther have used
e-mail? What if Dangerous Liaisons had appeared as
a blog? Starting with two epistolary novels, Goethe's
The Sufferings of Young Werther (1774) and Laclos's
Dangerous Liaisons (1784), we will study the art and
function of letter-writing by men and women in fic-
tion and reality from the 18th century to the present.
Additional readings from, for example, Schiller, Austen,
F. Schlegel, Rahel Levin, Fontane, Freud, Kafka, Rilke,
Proust, Th. Mann, H. Arendt, Derrida. {L/H/F} 4 credits
Jocelyne Mb
Offered Spring 2010
CLT 364 Don Juan, World/s Traveler
Do you think of Don Juan as just a seducer? This course
will surprise you by tracing the unexpected reinterpre-
tations of the Don Juan theme in plays, opera, novels
and films. Don Juan is a central myth of patriarchy
and a perfect example of how comparative literary
themes develop through endless creative dialogue. He
has been called a scoundrel and a hero, a macho and
a homosexual, a modern rebel. He is a sinner and a
philosopher in the 17th century (Tirso and Moliere),
a monstrous precursor of modernity in the 18th (Mo-
zart), an embodiment of post-colonial Spain in the
19th and 20th (Zorrilla, Valle-Inclan) and of national
failures in contemporary America, (Levin's Don Juan
de Marco, Jarmusch 's Broken Flowers, Allen's Vicky,
Cristina, Barcelona). Different attitudes towards him
illustrate how countries and ages define freedom, pow-
er, conquest, rape, sin, gender, sex, self. The optional
one-credit course SPN 356 offers students the possibility
to read the Spanish texts in the original. {L} 4 credits
Reyes Ldzaro
Offered Fall 2009
Comparative Literature
H9
SPN 356 Seminar: Close-Reading, Translation and
Performance: Don Juan
Close-reading in the original Spanish of texts read in
English in CLT 364. This course also provides oppor-
tunities to perfect the language through translations
and performances. Requirement: Being enrolled in CLT
364. Graded S/U only {F} 1 credit
Re\'es Lizaro
Offered Fall 2009
Critical Theory and Method
CLT 300 Foundations of Contemporary Literary Theory
The interpretation of literary and other cultural texts
by psychoanalytic, Marxist, structuralist and post-
structuralist critics. Emphasis on the theory as well as
the practice of these methods: their assumptions about
writing and reading and about literature as a cultural
formation. Readings include Freud. Lacan, Barthes,
Derrida and Foucault. Enrollment limited to 25. {L}
4 credits
fame Yanpee
Offered Fall 2009
CLT 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. Le'vi-Strauss, Barthes.
Foucault, Derrida, Lacan. CLxous. Kristeva. Irigarav.
Fanon, Deleuze, Baudrillard. Optional course. Graded
S/U only. (E) {L/F} 1 credit
Janie Yanpee
Offered Fall 2009
The Major
Requirements: 1 1 semester courses as follows:
1. Basis for the Major:
Any TWO from among the following courses as an
entry into the major:
Any FYS 'with a comparative focus)
CLT 100 Introduction to Comparative Literature
CLT 202 Homer to Dante
CLT 203 Cervantes to Tolstoy
1. Senior Sequence:
TWo seminars:
CLT 300 Foundations of Contemporary Literary
Theory
CLT 340 Problems in Literary Theory
3. Other Requirements:
Two additional courses with a primary listing in
Comparative Literature
Three courses in a non-English language literature
Three additional courses:
a) in a second literature which may be in transla-
tion, or
b) on a literary artistic theme, genre or interdis-
ciplinary topic in CLT or other departments
or programs (e.g. film studies, philosophy, art
history, etc.) chosen with the adviser's approval.
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 vear.
CLT 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
Anna Botta
Offered Spring 2010
CLT 404 Special Studies
Offered both semesters, with the permission of the in-
structor and of the program director.
4 credits
Director: Sabina Knight
CLT 430d Honors Project
Requirements: The same as those for the major, with
the addition of a thesis to be written in both semesters
of the senior year. A full draft of the thesis is due on the
first Friday of March. The final draft is due mid April,
to be followed 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 Yanpee
150
Computer Science
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Joseph O'Rourke, Ph.D., Chair
Ileana Streinu, Ph.D.
Associate Professors
*1 Dominique F. Thiebaut, Ph.D.
"Judy Franklin, Ph.D.
Judith Cardell, Ph.D.
Nicholas Howe, Ph.D.
Assistant Professor
**2 Eitan Mendelowitz
Five computer science courses have no prerequisites.
These are CSC 102 (How the Internet Works), CSC 103
(How Computers Work), CSC 104/FYS 164 Issues in
Artificial Intelligence, CSC 106 (Introduction to Com-
puting and the Arts) and CSC 1 1 1 (Computer Science
I). Students who contemplate a major in computer
science should consult with a major adviser early in
their college career.
102 How the Internet Works
An introduction to the structure, design and 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}
2 credits
Joseph O'Rourke, Fall 2009, Spring 2010
Offered second half of the semester in the fall, first
half of the semester in the spring
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 history7 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
Joseph O'Rourke, Fall 2009
Offered first half of every fall semester
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
Joseph O'Rourke, Spring 2010
Offered second half of every spring semester
106 Introduction to Computing and the Arts
This introductory course will explore computation
as an artistic medium, with creative approaches to
computer programming as the central theme. Through
readings, viewing, group discussion, labs, projects,
critiques and guest artist/researcher presentations, we
will examine a range of computational art practices,
while developing a solid foundation in basic computer
programming approaches and techniques. Enrollment
limited to 15. (E) {A} 4 credits
Eitan Mmdelowitz, Spring 2010
Offered every spring semester
Computer Science
151
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
Eitan Mendelowitz, Fall 2009
Judy Franklin, Spring 2010
Offered both semesters each year
112 Computer Science II
Elementary data structures (linked lists, stacks, queues,
trees) and algorithms (searching, sorting) are covered,
including a study of recursion and the object-oriented
programming paradigm. The language of instruction
is Java. The programming goals of portability, efficiency
and data abstraction are emphasized. Prerequisite: 1 1 1
or equivalent. Enrollment limited to 30. {M} 4 credits
Nicholas Howe, Fall 2009
Offered every fall semester
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 1 1 1 and MTH 153- {M} 4 credits
Judith CardeU
Offered Spring 2010
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 un-
decidability. Perl is used to illustrate regular language
concepts. Prerequisites: 1 1 1 and MTH 153. {M} 4 credits
Judy Franklin, Spring 2010
Offered every spring semester
231/EGR 250 Microprocessors and Assembly Language
An introduction to die 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: 1 12 or permission
of the instructor. {M} 4 credits
Judy Franklin
Offered Fall 2009
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, POV-ray and
radiosity. The course will accommodate both CS
majors, for whom it will be programming intensive,
\ and other students with less technical expertise, by
\ having two tracks of assignments. Prerequisites for
1 CSC major credit: 1 12, 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, Fall 2009
Offered every fall semester
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 Fall 2009
260 Programming Techniques for the Interactive Arts
Through analysis of existing computational art and
synthesis of original works, this course will expose
students to real-time graphics, data-visualization,
human-computer interaction, sensor networks, per-
vasive computing and physical computing. Weekly
programming exercises will serve to reinforce concepts
from lectures and build a personal aesthetic. Students
will also be required to complete readings, a presenta-
tion and a final project. This project will challenge
the student conceptually, technically and aesthetically
Prerequisites: CSC 1 1 1 and either of CSC 1 12 or CSC
240 or permission of instructor. Students majoring in
the visual or performing arts who have programming
experience are encouraged to enroll, pending instruc-
tor's permission. {A/M} 4 credits
Eitan Mendelowitz
Offered Spring 2010
152
Computer Science
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 2010
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 and
implement digital circuits during a weekly lab. Prereq-
uisite: 231. Enrollment limited to 12. {M} 4 credits
Dominique Thiebaut
Offered Spring 2010
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 112 or MTH 211. {M} 4 credits
Not offered in 2009-10
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
Not offered in 2009-10
334 Seminar: Topics in Computational Biology
Topic: Bio-Geometry of Proteins. Computational Biol-
ogy is a rapidly emerging multidisciplinary field that
uses techniques from computer science, applied math-
ematics and statistics to address problems inspired by
biology. This seminar will expose the students to a vari-
ety of topics of current interest in molecular computing
and bioinformatics. The focus of the fall 2008 offering
of this course is the bio-geometry of proteins. Proteins
are the building blocks of life, as well as marvelous
objects to study mathematically and computation-
ally. Topics covered include modeling, visualization,
structure determination, flexibility, motion, folding
and evolution of proteins, using geometric, algorithmic
and physical simulation methods. Background in
molecular biology is not a prerequisite. Prerequisites:
CSC 111,112, Calculus or permission of the instructor
for computer science majors. Biochemistry majors are
encouraged to participate. Enrollment limited to 12.
{M/N} 4 credits
lleana Streinu
Not offered in 2009-10
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:
1 12 and 252. {M} 4 credits
Dominique Thiebaut
Offered Spring 2010
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 1 12, 231, Calculus, Discrete Math or
permission of the instructor. {M} 4 credits
lleana Streinu
Offered Fall 2010
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
Computer Science
153
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 Frank/ in
Offered Spring 2011
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
Not offered in 2009-10
on society. We start b\ exploring the nature of intel-
ligent behavior, and whether it is equivalent to rational
thought. Deep philosophical questions are explored
through the increasingly sophisticated game-playing
capabilities of computers. Next we turn to learning and
discovery by computers, and investigate fuzzy logic.
neural networks and genetic algorithms. Final K we
discuss embodied intelligence, and in particular, robot-
ics: its current state and its future prospects. Here there
are serious implications for laborers as well as deep
ethical issues. Prerequisites: Fluency with computers,
including basic Web searching skills. Four years of high
school mathematics recommended. No programming
experience necessary. Enrollment limited to 16. \\ I {M}
4 credits
Joseph O'Rourke
Offered Fall 2010
MTH 353 Advanced Topics in Discrete Applied
Mathematics
Topic: Computational Complexity. Good versus bad
algorithms, easy versus intractable problems. The
complexity classes P, NT and 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 2009-10
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- 1
tion to higher-level issues such as stereo vision, image [ [\Q Maj Of
retrieval and segmentation of tracking of objects.
Prerequisites: CSC 1 12, MTH 1 53 {N} 4 credits
Nicholas Howe
Offered Fall 2009
400 Special Studies
For majors, by arrangement with a computer science
faculty member.
Variable credit as assigned
Offered both semesters each year
Advisers: Judith Cardell, Judy Franklin, Nicholas Howe,
Eitan Mendelowitz, Joseph O'Rourke, Ileana Streinu,
Dominique Thiebaut
Cross-listed and
Interdepartmental Courses
FYS 164 Issues in Artificial Intelligence
An introduction to several current issues in the area of
Artificial Intelligence and their potential future impact
Requirements: At least 1 1 semester courses (44 graded
credits) including:
1. 111.112.231.250;
2. a. One of MTH 111, MTH 112, MTH 11-4; or MTH
125;
b. MTH 153;
c. One 200-level or higher math course,
154
Computer Science
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.
Programming Systems
X
Course Theory
CSC 220 (Adv. Prog)
CSC 240 (Graphics) X
CSC 249 (Networks)
CSC 252 (Algorithms)) X
CSC 262 (Op Sys)
CSC 260 (Prog Arts)
CSC 270 (Circuits)
CSC 274 (Comp Geom) X
CSC 290 (AI) X
CSC 249 (Networks)
CSC 293 (Compilers) X
ENG32KDig.Sig.Proc.)
CSC 334 (Comp. Bio.) X
CSC 352 (Parallel Prog.)
CSC 353 (Robotics)
CSC 354 (Music) X
CSC 364 (Architecture)
CSC 370 (Vision) X
CSC 390 (AI seminar) 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, Eitan Mende-
lowitz, Nick Howe, Ileana Streinu, Dominique Thiebaut
This minor is appropriate for a student with a strong
interest programming and software development.
Required courses:
111 Computer Science I
1 12 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:
111 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: Eitan Mendelowitz, 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 computers.
Computer Science
155
Required courses:
111 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: To be announced
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 fonnal 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
MTH254 Combinatorics
MTH 353 Advanced Topics in Discrete Applied
Mathematics
6. Digital Art (six courses equally
balanced between Computer
Science and Art)
Adviser: Judy Franklin, Eitan Mendelowitz, 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
1 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 1 2
instead.)
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 2 none
Works
CSC 105 Interactive Web
Documents 2 CSC 102
2 CSC 111 Computer Science I 4 None
CSC 112 Computer Science II 4 CSC 111
3 CSC 240 Computer Graphics 4 CSC 102
or CSC 111
4 ARH 101 Approaches to 4 none
Visual Representation
5 ARS 162 Introduction to 4 none
Digital Media
IDP 130 Introduction to 4 none
Media Arts and
Technology
6 ARS 263 Intermediate Digital 4 ARSl62or
Media
ARS 361 Interactive Digital 4 ARS 162
Multimedia
On an ad hoc approval basis, substitution for one or
more of the required courses would be pennitted by
various relevant Five-College courses, including those
in the partial list below.
School
Number
rule
Smith
DAN 377
Expressive Technology
and Movement
Hampshire
CS0174
Computer Animation 1
Hampshire
CS0334
Computer Animation I
156
Computer Science
Mount Holyoke
CS331
Graphics
UMass
ART397F
Digital Imaging:
Offset Litho
UMass
ART 397F
Digital Imaging:
Photo Etchg
UMass
ART397L
Digital Imaging:
Offset Litho
UMass
ART697F
Digital Imaging:
Photo Etchg
UMass
EDUC 591A
3D Animation and
Digital Editing
UMass
CMPSCI391F
Graphic Communications
UMass
CMPSCI397C
Interactive Multimedia
Production
UMass
CMPSCI397D
Interactive Web
Animation
7. Digital Music (six courses equally
balanced between Computer
Science and Music)
Adviser: Judy Franklin, Eitan Mendelowitz, Joseph
O'Rourke
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 master)7 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 Turing
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
exercises in harmony and critical prose. MUS 111
may be substituted for students entering with the
equivalent of 1 10. One of MUS 233 or MUS 212. MUS
233 Composition covers basic techniques of com-
position, including melody, simple two-part writing
and instrumentation. The course includes analysis
of representative literature. MUS 212 20th-century
Analysis is the study of major developments in 20th-
century music. Writing and analytic work including
nontonal harmonic practice, serial composition and
other musical techniques. (Prerequisite: MUS 1 1 1 or
pennission of the instructor). 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, assigned reading
and listening. CSC 354 Seminar on Digital Sound
and Music Processing includes areas of sound/music
manipulation such as digital manipulation of sound,
formal models of machines and languages used to
analyze and generate sound and music, and algo-
rithms and techniques from artificial intelligence for
music composition.
These requirements are summarized in the table below:
# Dept
Numbe,
r Title (
Iredik
? Preq.
1 CSC
111
Computer Science I
4
none
2 CSC
112
Computer Science II
4
CSC 111
3 CSC
220
Advanced Programming
4
CSC 112 or
CSC
250
Foundations of Computer
Science
4
CSC 111,
MTH153
4 MUS
110
Analysis and Repertory-
5
none
5 MUS
233
Composition
4
MUS 110 or
MUS
212
20th-century Analysis
4
MUS 111
6 MUS
345
Electro-Acoustic Music
4
MUS 110
MUS 233
Permission
or
CSC
354
Seminar on Digital Sound 4
CSC 112
and Music Processing
CSC 250 or
23 or 231
Permission
On an ad hoc approval basis, substitution for one or
more of the required courses would be permitted by
Computer Science
157
various relevant Five-College courses, including those
in the partial list below.
School
Number
Title
Amherst
Mus 65
Electroacoustic Composition
Hampshire
MAC! -0290-1
Computer Music
Mt. Holyoke
Music 102f
Music and Technology
UMass
Music 585
Fundamentals of Electronic
Music
UMass
Music 586
MIDI Studio Techniques
Honors
Director: Joseph O'Rourke
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered Fall 2008
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
158
Dance
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
*"2 Susan Kay Waltner, M.S., Director ofM.FA. in
Dance
*2 Rodger Blum, M.F.A., Department Chair
Instructor
Lester Tome, B.A.
Five-College Lecturer in Dance
Marilyn Middleton-Sylla
Musician/Lecturer in Dance Technique and
Performance
Mike Vargas, B.A.
Lecturers
David Dorfman
Cynthia McLaughlin
Donna Mejia
Candice Salyers
Daniel Trenner
Five College Faculty
Paul Arslanian, B.A. (Lecturer in Dance, University of
Massachusetts)
Billbob Brown, MA, sabbatical, Fall 2009 (Associate
Professor, University of Massachusetts)
Jim Coleman, M.F.A., Five College Dance Department,
Chair ^Professor, Mount Holyoke College)
Paul Dennis, M.F.A. (Lecturer, University of
Massachusetts)
Ranjana Devi (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, 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. (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
Stephanie Frey
Crystal Gipe
Caitlin Johnson
Nicole Kedaroe
Erin Law
Michelle Marroquin
Katie Martin
Phaelon O'Donnell
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, perfonnances and services. The
Five College Dance Department supports a variety of
philosophical approaches to dance and provides an
opportunity for students to experience a wide spectrum
of performance styles and techniques. Course offerings
are coordinated among the campuses to facilitate reg-
istration, interchange and student travel; students may
take a dance course on any of the five 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/sites/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, juniors and Five College Dance Department
majors. "P" indicates that permission of the instructor
is required. "L" indicates that enrollment is limited.
Dance
159
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 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, col-
lage, structured improvisation and others.
All Dance Theory Courses: L {A} 4 credits
151 Elementary Dance Composition
L {A} 4 credits
Susan Waltner
Offered Spring 2010
252 Intermediate Dance Composition
Prerequisite: 151. L. {A} 4 credits
CancHceSalyers
Offered Fall 2009
353 Advanced Dance Composition
Prerequisite: 252 or permission of the instructor. L. {A}
4 credits
To be announced
To be arranged
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 experimentation, African-American
dance forms, jazz dance and popular culture dance
traditions. L {A} WT 4 credits
Lester Tome
Offered Fall 2009
207 Intermediate 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 devel-
oping and embodying movement material, dancers ex-
plore ways in which a choreographers vision is formed,
altered, adapted and finally presented in performance.
May be taken twice for credit. {A} 1 credits
To be announced
To be arranged
209 Intermediate 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
performance. In this four-credit version, the course
requires additional readings and research into broader
issues of historical context, genre and technical style.
Course work may be developed through existing reper-
tory or through the creation of new work(s). May be
taken twice for credit. Audition required. {A} 4 credits
Ballet Repertory
Rodger Blum
Offered Fall 2009
241 Scientific Foundations of Dance
An introduction to selected scientific aspects of dance,
including anatomical identification and terminology,
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
Susan Waltner
Offered Fall 2009
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-
cultural issues in dance; they include readings, video
and film \iewing, research projects and dancing. L {A}
4 credits
Lester Tome
Offered Spring 2010
160
Dance
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 explo-
ration 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 Spring 2010
287 Analysis of Music from a Dancer's Perspective
This course provides an overview of essential issues in
music and sound as they relate to dancers and chore-
ographers. Particular attention will be paid to rhythm
in all its guises, music terminology and categories,
personal versus cultural meaning in music and sound,
and strategies for finding and making music. There
will be a strong emphasis on listening, formulation of
clear statements about music, ethical questions regard-
ing collaborating and communicating with musicians,
and the differences between working with recorded and
live music. The goal will be to develop an open-minded
and detailed intelligence about the various relation-
ships between dance and music. Prerequisite: one year
of dance technique (recommended for sophomore year
or later). Enrollment limited to 15. {A} 4 credits
Mike Vargas
Offered Spring 2010
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
performance. Audition required. May be taken twice for
credit. {A} 2 credits
Site Specific Repertory: Dance in the Garden and on
the Green
Audition is not required.
Susan Waltner
Offered Spring 2010
309 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
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 existing reper-
tory or through the creation of new work(s). May be
taken twice for credit. Prerequisite: advanced technique
or permission of the instructor. {A} 4 credits
Site Specific Repertory: Dance in the Garden and on
the Green
Susan Waltner
Offered Spring 2010
377 Advanced Studies in History and Aesthetics
This course will explore a specific idea, concept, period,
person or event important in the history and/or aesthet-
ics of dance. Topics will vary depending on the instruc-
tor's research and expertise. 4 credits
Topic to be announced
Lester Tome
Offered Spring 2010
399 Senior Seminar
Senior seminar is a capstone course designed to inte-
grate dance studies through an individual research or
creative project and to articulate critical analysis and
feedback for peers. Required for senior dance majors
and open by permission to other seniors with a serious
interest in dance. {A} 4 credits
Not offered in 2009-10
Contemporary Repertory
David Dorfman
Offered Fall 2009
400 Special Studies
For qualified juniors and seniors. Admission by permis-
sion of the instructor and the chair of the department.
Departmental permission fomis required. May be sub-
stituted for DAN 399 with pennission of the department.
Dance
161
May be taken twice for credit. {A} 1 to 4 credits per
semester; maximum 8
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 14, 2009, at 4:10 p.m. in the Green
Room, Theatre Building. Attendance is mandator). {A}
1 credit
Susan Waltner
Offered Fall 2009
200 Dance Production
Same description as above. There will be one general
meeting on Monday, January 25, 2010 at 4:10 p.m.
in the Green Room, Theatre Building. Attendance is
mandator)'. May be taken four times for credit, with
maximum of two credits per semester. {A} 1 credit
Lester Tome
Offered Spring 2010
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 online at www.
■ fivecolleges.edu/sites/dance.
Studio courses receive two credits. Preregistration
for dance technique courses is strongly recommended.
Enrollment is often limited to 25 students, and prior-
ity is given to seniors, juniors and Five College Dance
Department majors. Normally, students must take these
two-credit courses in addition to a full course load.
Studio courses will 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 determined within the first two weeks.
119 Beginning Contact Improvisation
A duet form of movement improvisation. Hie 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 16. May be repeated once for
credit. Alternates with DAN 219. {A} 1 credits
Erin Law, Fall 2009
To be announced. Spring 2010
Fall 2009, Spring 2010
218 Floor Barre Movement Technique
This course combines classical and modern 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 modern dance technique. Enrollment limited
to 20. {A} 2 credits
Rodger Blum
Offered Spring 2010
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
16. (E) {A} 2 credits
To be announced
To be arranged
Techniques
Contemporary: Introductory through advanced study of
contemporary dance techniques. Central topics include
refining kinesthetic perception, developing efficient
alignment, increasing strength and flexibility, broaden-
ing the range of movement qualities, exploring new
vocabularies and phrasing styles, and encouraging
individual investigation and embodiment of movement
material.
113 Contemporary Dance I
L {A} 2 credits
Caitlin Johnson, Fall 2009
To be announced. Spring 2010
Offered Fall 2009, Spring 2010
162
Dance
114 Contemporary Dance II
For students who have taken Contemporary Dance I or
the equivalent. L. {A} 2 credits
Michelle Marroquin, Fall 2009
To be announced, Spring 2010
Offered Fall 2009, Spring 2010
215 Contemporary Dance III
Prerequisite: 1 13 and a minimum of one year of Con-
temporary Dance study. L. {A} 2 credits
Katie Martin
Offered Fall 2009
216 Contemporary Dance IV
Prerequisite: 215. L. {A} 2 credits
To be announced
Offered Spring 2010
317 Contemporary Dance V
By audition/permission only. Prerequisite: 216. L and
P. {A} 2 credits
Cynthia McLaughlin
Offered Fall 2009
318 Contemporary Dance VI
Audition required. Prerequisite: 317. L and P. {A} 2 credits
To be announced
Offered Spring 2010
222 Ballet III
Prerequisite: 121 or permission of the instructor. L. {A}
2 credits
Rodger Blum
Offered Fall 2009
223 Ballet IV
L. {A} 2 credits
Rodger Blum
Offered Spring 2010
324 Ballet V
By audition/permission only. L. {A} 2 credits
Rodger Blum
Offered Fall 2009
325 Ballet VI
By audition/permission only. L. {A} 2 credits
Rodger Blum
Offered Spring 2010
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.
Ballet: Introductory through advanced study of the
principles and vocabularies of classical ballet. Class
is comprises 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 V.Erin Law, Fall 2009
Section 2: Stephanie Frey, Fall 2009
To be announced, Spring 2010
Offered both semesters each year
121 Ballet II
For students who have taken Ballet I or the equivalent.
L. {A} 2 credits
Michelle Marroquin, Fall 2009
To be announced. Spring 2010
Offered both semesters each year
130 Jazz I
L. {A} 2 credits
Phaeton O'Donnell, Fall 2009
To be announced, Spring 2010
Offered both semesters each year
131 Jazz II
For students who have taken Jazz I or the equivalent. L.
{A} 2 credits
Phaeton O'Donnell, Fall 2009
To be announced, Spring 2010
Offered both semesters each year
232 Jazz III
Further examination of jazz dance principles. L. {A}
2 credits
Cyrstal Gipe
Offered Fall 2009
Dance
163
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 2010
334 Jazz V
Advanced principles of jazz dancing. L By audition/
permission only. {A} 2 credits
Not offered in 2009-10
335 Jazz VI
Advanced principles of jazz dancing. L. By audition/
permission only. {A} 2 credits
To be announced
Offered Spring 2010
Cultural Dance Forms I And II: Cultural Dance Forms
presents differing dance traditions from specific
geographical regions or distinct movement forms
that are based on the fusion of two or more cultural
histories. The fomis 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 complex rhythms,
perfection of style, ensemble and solo performance
when applicable. Some classes include repertory
performance and therefore vary in credits.
142 West African Dance I
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 Sylla
Offered Fall 2009, Spring 2010
147 Tribal Fusion I
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 t<> 30.
{A} 1 credits
Donna Mejia
Offered Fall 2009, Spring 2010
148 Beginning Social Dance I
This course for beginners will introduce students to
ballroom dance, focusing on technique, alignment,
styling, rhythm and musicality. The course will cover
both Latin (Rhythm) and Smooth dances, Salsa, Cha-
Cha, Waltz, Tango, Rumba, and others, as well as other
popular current forms. (E) {A} 2 credits
Caillin Johnson
Offered Spring 2010
149 Salsa Dance
Lester Tonic
Offered Fall 2009
242 West African II
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, (Mali, Senegal, the Gambia,
Guinea) as well as Nigeria and Ghana. It will specifi-
cally examine the dance styles of the Serer, Lebou,
Djiolla, Bambara, Wolof, Sauce, Malinke, Manding,
Yoruba and TWi peoples of these regions. Enrollment
limited to 30. {A} 2 credits
Marilyn Sylla
Offered Fall 2009, Spring 2010
247 Tribal Fusion II
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. Level II focuses on
increasing precision, complexity, speed and layering
of multiple movements. Enrollment limited to 30.
Permission of the instructor required. Prerequisite: DAN
142 Tribal Fusion I P. {A} 2 credits
Donna Mejia
Offered Fall 2009, Spring 2010
164
Dance
291 Yoga for Dancers
Rather than working from a singular movement ap-
proach, emphasis in this course is placed on under-
standing the dynamic relationship of both dance and
yoga from multiple perspectives. We will explore how
these two practices reflect, inform and enhance each
other through their anatomical/energetic organization
and alignment strategies, movement logic and sequenc-
ing, and embodied awareness in motion and stillness.
Investigating a variety of yogic structuring principles
that address the technical, restorative and performance-
related issues of the dancer, we work to refine standing,
sitting, reclining and arm-supported postures, and then
incorporate this information into the creation and per-
formance of dancing phrases. (E) 2 credits
Katie Martin
Offered Fall 2009
expand work in the manipulation of spatial design,
dynamics, phrasing, rhythm, content and accompani-
ment. 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, biomechanics 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).
D. 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
advanced level and within the requirements of Empha-
sis I or II (see below).
History Dance in the 20th Century (DAN171) 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 develop-
ing movement. The second- and third-level courses
develop the fundamentals of formal choreography and
Music for Dancers (DAN 287) Sharpens understanding
of music fundamentals and makes these applicable to
dance.
Emphasis I: Technique and Performance A dancer's
instrument is her body and it must be trained 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,
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 399 (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 ex-
pected to reach intermediate level in one or more forms.
Dance
165
Requirements in Theoretical Practices of Dance:
1. 171 and 272
2. 241
3. -<SS or 287 or a 200 level course in another discipline
4. 151, 200 (2 credits) and 375
5. Five technique courses are required in the dance
theory emphasis of the major. Dance theory students
should explore at least two courses in two technique
forms. Students should reach intermediate level in
at least one form. A single level of technique courses
may be taken for credit up to three semesters.
6. Two courses from the following: 309, 342, 377.
7. DAN 399 (•* credits ) must be taken in the senior year.
E. The Minor
Advisers: Members of the department
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. "I" 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:
Beginning/Intennediate Cultural Dance Forms
\. 142 West African]
Intermediate/ Advanced Cultural Dance Forms
K. 242 West Vjneanll
113 Contemporary Dance 1
114 Contemporary Dance II
1 IS Contemporary Dance III
216 Contemporary Dance IV
3 1 7 Contemporary Dance V
3 18 Contemporary I )ance VI
120 Ballet I
121 Ballet II
222 Ballet III
223 Ballet IV
324 Ballet V
325 Ballet VI
130 Jazz I
131 Jazz II
232 Jazz III
233 Jazz IV
334 JazzV
335 Jazz VI
Honors
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each fall
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
F. Five College Courses
Students should consult the Five College Dance Depart-
ment course schedule (specifying times, locations and
new course updates) online at wwwiivecolleges.edu/
dance/schedule.html
Adviser: Rodger Blum
166
Dance
G. Graduate: M.F.A. Program
Director: 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 modern,
ballet, tap, cultural dance and jazz. Eight to 10 hours
of studio work and weekly seminars. P. 5 credits
Lester Tome, Fall 2009
Rodger Blum, Spring 2010
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
Lester Tome, Fall 2009
Rodger Blum, Spring 2010
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 2009
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 Spring 2011
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
To be arranged
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 peda-
gogy; expressive dance aesthetics are examined formally
within a context of current body science. Through anal-
ysis 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 aes-
thetic goals. Class work includes lectures, experiential
application,and computer analyses to reinforce a rigor-
ous understanding of the scientific principles and body
mechanics that are observed within dance perfonriance
as well as in excellent teaching of dance. Prerequisite:
DAN 241 or the equivalent. {A} 5 credits
Terese Freedman
Offered Spring 2010
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
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.
167
East Asian Languages and
Literatures
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
I
Professor
+1ThomasRohlich,Ph.D.
Associate Professors
1 Maki Hirano Hubbard, Ph.D., Chair
Kimberly Kono, Ph.D.
Assistant Professor
SujaneWu,Ph.D.
Visiting Assistant Professor
Yuri Kumagai, Ed.D.
Lecturers
Jing Hu, MA
AtsukoTakahashi,M.S.Kd.
Ling Zhao, MA
SukMassey,CAG.S.
Reiko Kato, M.A.
Ya-lin Chen
Teaching Assistants
Keiko Konoeda, MA
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
The definition of lyric in the Chinese tradition is the
natural, direct expression and reflection of one's in-
ner spirit as a result of a unique encounter with the
external world. Through close, careful readings of folk
songs, lyric poems, prose and excerpts from a novel and
a drama, students will inquire into how the spiritual,
philosophical and political concerns dominating the
poets' milieu shaped the lyric language through the
ages. In addition to an introduction to masterworks
of the Chinese lyric tradition from its oral beginnings
through the Qing dynasty, we will mainly focus on the
subject of "plants and flowers in Chinese literature" in
fall '09. This course will collaborate with Smith Botanic
Garden's Chrysanthemum Show in November. All read-
ings are in English translation. {L} 4 credits
Sujane Wu
Offered Fall 2009
EAL 232 Modern Chinese Literature
A window into China, Taiwan, and, some semesters,
Tibet and Chinese diasporas, this course introduces
themes and movements from the late imperial period
to the present. We will explore questions of political
engagement, social justice, class, gender and human
freedom and responsibility. Readings are in English
translation and no background in China or Chinese is
required. {L} 4 credits
Sabina Knight
Offered Spring 2010
EAL 237 Chinese Poetry and the Other Arts
Poetry, painting, calligraphy music, dance and other
visual and plastic arts are ways of expressing oneself
and forms of communication. Through compara-
tive study of the theoretical and practical interaction
of Chinese poetry with other arts, we will explore the
relationships between the arts and the issues such as
how poetry and other arts are inextricably linked; what
168
East Asian Languages and Literatures
makes a painting a silent poem, and a poem a lyri-
cal painting; why a particular script of calligraphy is
chosen for a poem and a painting; and what and why
Chinese write on their paintings. All readings are in
English translation. {L} 4 credits
Sujane Wu
Offered Spring 2010
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
the 1960s to 1980s; and the pluralism of the 1990s and
since, with special attention to feminist and queer fic-
tion. Class participation will include student-centered
contemplative and collaborative exercises, including
short written meditations and dramatizations. No back-
ground in Chinese required. Enrollment limited to 19.
{L} 4 credits
Sabina Knight
Offered Fall 2009
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 2010
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 modem 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
Kimberly Kono
Offered Fall 2009
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) Japan's 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
ways in which Japan is represented as "other" by writ-
ers 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 transla-
tion. {L} 4 credits
Kimberly Kono
Offered Spring 2010
EAL 360 Seminar: Topics in East Asian Languages and
Literatures
Writing Empire: Images of Colonial and Postcolo-
nialjapan
This seminar will address the diverse reactions to
Japan's colonial project and explore the ways that
empire was manifest in a literary form. Examining
literature produced in and 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 colo-
nialism. Through encounters with 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 2010
East Asian Languages and Literatures
169
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
CHI 221 Chinese II (Intensive)
A continuation of 220. Prerequisite: Q II 220 or permis-
sion of the instructor. {F} S credits
Ya-lin Chen, ling Zhao
Offered each Spring
East Asian Language
Courses
A language placement test is required prior to regis-
tration for students who have previously studied the
language. With the instructor's permission, advanced
language courses (CHI 350. CHI 351, JPN 350,JPN
351) may be repeated when the content changes.
A grade of C or higher in the preceding level is required
to enter a second-level East Asian language course.
Chinese Language
CH1 110 Chinese I (Intensive)
An intensive introduction to spoken Mandarin and
modem 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
frig llu. Ya-lin Chen
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
ftng llu. Ya-lin Choi
Offered each Spring
CHI 220 Chinese II (Intensive)
Continued emphasis on the development of oral pro-
ficiency and functional literacy in modem Mandarin.
Conversation and narrative practice, reading exercises,
short composition assignments and work with audio-
visual materials. Prerequisite: 111 or permission of the
instructor. {F} 5 credits
ling Zhao. Ya-lin (.hen
Offered each Fall
CHI 301 Chinese III
Building on the skills and vocabulary acquired in
Chinese II, students will learn to read simple ess;
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
ling Zhao
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
ling Zhao
Offered each Spring
CHI 350 Advanced Readings in Chinese: Modern
Literary Texts
Development of advanced proficiency in four skills
through the study and discussion of selected modem
Chinese literary and cinematic texts. Students will
explore literary expression in original works of fiction,
including short stories, essays, novellas and excerpts of
novels as well as screenplays. Prerequisite: CHI 302 or
permission of the instructor. With the instructor's per-
mission, advanced language courses may be repeated
when the content changes. {F} 4 credits
Sujane Wu
Offered each Fall
CHI 351 Advanced Readings in Chinese: Modern and
Contemporary Texts
This course mainly focuses on readings of cultural,
political and social import. Through the in-depth stud}
and discussion of modem and contemporary texts and
essays drawn from a variety of sources, students will
develop advanced reading, writing and discussion skills
170
East Asian Languages and Literatures
in Chinese and increase their understanding of modern
and contemporary China. Prerequisite: 302 or permis-
sion of the instructor. With the instructor's permission,
advanced language courses may be repeated when the
content changes. {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, kata-
kana and about 90 Kanji. Designed for students with
no background in Japanese. 5 credits
Atsuko Takahashi, Reiko Kato
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
Atsuko Takahashi, Reiko Kato
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: 111 or permission of the
instructor. {F} 5 credits
Maki Hubbard, Yuri Kumagai, Keiko Konoeda
Offered each Fall
JPN 221 Japanese II (Intensive)
A continuation of 220. Prerequisite: JPN 220 or permis-
sion of the instructor. {F} 5 credits
Yuri Kumagai, Keiko Konoeda
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 modern Japan through
its contemporary texts. Prerequisite: JPN 302 or permis-
sion of the instructor. With the instructor's permission,
advanced language courses may be repeated when the
content changes. {F} 4 credits
Atsuko Takahashi
Offered Fall 2009
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 1 10. Prerequisite: 1 10 or permission
of the instructor. Enrollment limited to 15. {F> 4 credits
Suk Massey
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 Massey
Offered each Fall
East Asian Languages and Literatures
171
KOR 221 Korean II
A continuation of 220. Prerequisite: 220 or permission
of the instructor. Enrollment limited to 15. {F} 4 credits
SukMassey
Offered each Spring
KOR 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
Suk Massey
Offered Fall 2009
Cross-listed courses
GLT 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 infimiity
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 2010
The Major in East Asian
Languages and Cultures
Prerequisites: The first year of Chinese (CHI 1 10 and
111) or Japanese (JPN 110 and 111) 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 502 or CHI 301 and 302 (2 courses). In
consultation with her adviser, a student whose
proficiency places her beyond the third year
must 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 strongly
encouraged to take EAL 231 and 232 and they
must take at least one of these two courses.
Students focusing on Japan are strongly en-
couraged 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.
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 351
Advanced Readings in Chinese: Modern and
Contemporary Texts
JPN 350
Contemporary Texts I
JPN 351
Contemporary Texts II
KOR 351
Advanced Studies in Korean Language and
Literature
172
East Asian Languages and Literatures
Courses taught in English:
FYS 1 16 Kyoto Through the Ages
FYS 145 Eighteen in Two Cultures
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 238 Literature From Taiwan
EAL 240 Japanese Language and Culture
EAL 24 1 Literature and Culture in Premodern 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, Japan and Otherness
EAL 261 Major Themes in Literature: East-West Per-
Prerequisites: The first year of Chinese (CHI 1 10 and
111), Japanese (JPN 110 and 111) or Korean (KOR 110
and 1 1 1) is a prerequisite for admission.
Requirements: A total of six courses (26 credits) in the
following distribution, no more than three of which
shall be taken in other institutions. Students should
consult the department prior to taking courses in other
institutions. The S/U grading option is allowed only for
one course counting toward the minor.
1. Chinese II (CHI 220 and 221), Japanese II (JPN
220 and 221) or Korean II (KOR 220 and 221). (10
credits)
2. Four courses, at least two of which must be EAL
courses, chosen from the following:
spectives (topic course)
FYS 116
Kyoto Through the Ages
EAL 360 Seminar: Topics in East Asian Languages
FYS 145
Eighteen in Two Cultures
and Literatures (topic course)
EAL 231
The Culture of the Lyric in Traditional
CLT 260 Health and Illness: Literary Explorations
China
EAL 400 Special Studies
EAL 232
Modem Chinese Literature
EAL 236
Modernity: East and West
Honors
EAL 237
Chinese Poetry and the Other Arts
EAL 238
Literature From Taiwan
EAL 240
Japanese Language and Culture
Director: Maki Hubbard
EAL 241
Literature and Culture in Premodern Japan
EAL 242
Modem Japanese Literature
430d Honors Project
EAL 243
Japanese Poetry in Cultural Context
(8 credits)
EAL 244
Construction of Gender in Modem Japanese
Full-year course; Offered each year
Women's Writing
EAL 245
Writing, Japan and Otherness
431 Honors Project
EAL 261
Major Themes in Literature (topic course)
8 credits
EAL 360
Seminar: Topics in East Asian Languages
Offered each Fall
and Literatures
EAL 400
Special Studies
Please consult the director of honors for specific re-
CHI 301
Chinese III
quirements and application procedures.
CHI 302
Chinese III (A continuation of 301)
CHI 310
Readings in Classical Chinese Prose and
The Minor in East Asian
CHI 350
Poetry
Advanced Readings in Chinese: Modem
Languages and Literatures
CHI 351
Literary Texts
Advanced Readings in Chinese: Modem and
Advisers: Members of the department
JPN 301
Contemporary Society
Japanese III
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
JPN 302
JPN 350
JPN 351
KOR 301
Japanese III (A continuation of 301)
Contemporary Texts I
Contemporary Texts II
Korean III
courses in the department.
CLT 260
Health and Illness: Literary Explorations
173
East Asian Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
East Asian Studies Advisory Committee
Daniel K. Gardner; Professor of History
Marvlin Rhie, Professor of Art and of East Asian Studies
*: Peter N.Gregory. Professor of Religion
Tl Dennis Yasutomo, Professor of Government
"l': Suzanne Z. Gottschang, Associate Professor of
Anthropology and East Asian Studies
Kimberly Kono, Associate Professor of East Asian
Languages and Literatures
Mamie Anderson. Assistant Professor of History
Jina 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
t2 Sabina Knight, Associate Professor of Chinese and
Comparative Literature
fl Thomas Rohlich. Professor of East Asian Languages
and Literatures
Sujane Wu, Assistant Professor of East Asian Languages
and Literatures
The Major
The major in East Asian studies offers students an op-
portunity to develop a coherent and comprehensive un-
derstanding of the great civilizations of the Asia Pacific
region. The study of East Asia should be considered an
integral part of a liberal arts education. Through an in-
terdisciplinary 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-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.
II. Survey Courses
1. One survey course on the pre-modern civilization of
an East Asian country: EAS 215, HST 211, HST 212
orHST220
2. EAS 100 Introduction to Modem East Asia (nor-
mally 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 detennined in
consultation with the adviser from the list of ap-
proved courses.
174
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
(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) One 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.
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. Please consult the director of honors or the depart-
mental Web site for specific requirements and ap-
plication procedures.
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 Woman's University for Korea.
Courses taken at JYA programs, as well as courses
taken away from Smith at other institutions, may
count toward the major under the following 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: Mamie Anderson, Daniel K. Gardner, Peter
Gregory, Marylin Rhie, Dennis Yasutomo, Suzanne Z.
Gottschang, Kimberly Kono, Jina Kim
EAS 100 Introduction to Modern East Asia
This course looks comparatively at the histories of
China, Japan, Korea from the late 18th 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
Jonathan Lipman (Mount Holyoke College)
Offered Fall 2009
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 a 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
information sources, developing research questions and
writing during the course of the semester. Normally
taken in the sophomore or junior year. Also open to
non-EAS majors.
Korean Diaspora: Korea Inside and Outside
Modem Korea has had more than a century-long his-
tory of immigration and emigration. We will study
Korean emigration and their communities around the
world as well as the new immigrant population now
being formed inside Korea. Some of the questions we
will deal with: How has the Korean diaspora changed
the landscape of Korean and world culture? What are
some new social problems of immigrants inside and
outside Korea? How can we begin to reconceptualize
multicultural and multiracial identities? We will ex-
plore this topic through our study of theories of migra-
tion and demographics, history of immigration and
law, theories of cultural adaptation and oral histories.
Prerequisite: EAS 100. Enrollment limited to 18. {S}
4 credits
jina Kim
Offered Spring 2010
EAS 210 Colloquium: Culture and Diplomacy in Asia
The course explores the influence of Asian cultures
on the diplomacy and negotiating styles of East and
Southeast Asian countries. Specific countries include
Japan, China, North Korea and the Association of
East Asian Studies
175
Southeast Asian Nations. Case studies will be based on
current, ongoing regional and global issues.
Enrollment limited to 18. 1 E) {8} 4 credits
Dennis Yasutomo
Offered Spring 2010
EAS 214 Korean Film and Culture
Topic: Extreme Emotions. We will study Korean films
to think about expressions of and contemporary uses
of emotion. We will consider how these cinematic texts
serve as a site for theorizing and historicizing emo-
tion in modem Korea. In particular, we will explore
the most extreme, but also the most basic, human
emotions such as fear, pain, love and sadness. In addi-
tion, we will ask how Korean films produce versions of
emotional life that address various aspects of Korean
history, class, gender, sexuality and culture. Films will
be supplemented with theory, history and popular
culture texts and draw on writings by both Eastern and
Western thinkers such as Confucius, Yi Sang, Foucault
and Sartre. {A/H} 4 credits
J in a Kim
Not offered 2009-10
EAS 215 Premodern Korean History: Public Lives,
Private Stories
This course is a survey of cultural, social and political
history of Korea from early times to the 19th century.
We will explore major cultural trends, intellectual
developments, and political shifts during Korea's long
dynastic history; Some of the topics include literati
culture: nativism and folk culture; gender in traditional
Korean society; foreign relations; and Confucian-
ism and kingship. All of these topics will be explored
through the lens of changing perceptions of public
and private lives of those who had become part of both
public and private histories and stories of Korea. {H}
4 credits
Jina Kim
Not offered 2009-10
EAS 216 Urban Modernity in Colonized Korea
With a population of 12 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 1 f.S. military occupation of South
Korea during the latter halt 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
fina Kim
Not offered in 2009-10
EAS 217 Colloquium: Korean Popular Culture:
Translating Tradition Into Pop Culture
This course investigates and evaluates contemporarv
South Korean popular culture and the 21st century cul-
tural phenomenon called hallyit (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
Not offered 2009-10
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 Summit. We will also consid-
er modernization, nationalism, industrialization and
urbanization, changing gender relations, the nuclear
issue and the Korean culture industry. {H} 4 credits
EUie Choi
Offered Spring 2010
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 Rbie
Offered Fall 2009
176
East Asian Studies
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 2010
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
Not offered 2009-10
EAS 350 Seminar: Modern Girls and Marxist Boys-
Consumerism, Colonialism and Gender in East Asia
This course explores discourses of modern "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 18. (E) {H} 4 credits
Jina Kim
Not offered 2009-10
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 Project
8 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 Poetry7 and the Other Arts
EAL 238 Literature From Taiwan
EAL 240 Japanese Language and Culture
EAL 24 1 Court Ladies, Wandering Monks and Urban
Rakes: Literature and Culture in Premodem
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 248 The Tale of the Genji and The Pillow Book
EAL 26l Major Themes in Literature: East-West Per-
spectives (topics course)
EAL 360 Seminar: Topics in East Asian Languages
and Literatures (topics course)
EAS 2 18 Thought and Art in China
EAS 270 Colloquium in East Asian Studies
EAS 279 Colloquium: The Art and Culture of Tibet
REL 1 10 Politics of Enlightenment
REL260 Buddhist Thought
REL 263 Zen
REL 265 Colloquium in East Asian Religions (pend-
ing CAP approval-reactivation)
REL 270 Japanese Buddhism
REL 27 1 Japanese Buddhism in the Contemporary
World
REL 275 Religious History of South West: Ancient to
Medieval
REL 360 Seminar: Problems in Buddhist Thought
Approved Courses in the
Social Sciences
ANT 130 Introduction to Cultural Anthropology
ANT 200 Topics in Anthropology: Humans and Na-
ture in China
ANT 251 Women and Modernity in East Asia
ANT 252 The City and the Countryside in China
ANT 253 Introduction to East Asian Societies and
Cultures
ANT 342 Seminar: Topics in Anthropology
EAS 200 Colloquium: Topics in East Asian Studies
East Asian Studies
177
EAS210
EAS215
EAS219
EAS270
EAS279
GOV 228
GOV 230
GOV 251
GOV 344
GOV 348
HST 101
HST211
HST 212
HST 214
HST 216
HST 217
HST 218
HST 220
HST 221
HST 222
HST 223
Colloquium: Culture and Diplomacy in Asia
Premodern Korean History
Modern Korean History
Colloquium in East Asian Studies
Colloquium: The Art and Culture of Tibet
The Government and Politics of Japan
The Government and Politics of China
Foreign Polio7 of Japan
Seminar on Foreign Policy of the Chinese
People's Republic
Seminar in International Politics: Conflict
and Cooperation in Asia
Geisha, Wise Mothers and Working Women
The Emergence of China
China in Transformation, A.D. 750-1900
Aspects of Chinese History:
Topic: The World of Thought m Early
China
Women in Chinese History
World War 1\vo in East Asia
Thought and Art in China
Colloquium: Japan to 1600
The Rise of Modem Japan
Aspects of Japanese History: The Place of
Protest in Early Modern and Modem Japan
Women in Japanese History: From Ancient
Times to the 19th Century
1 . EAS 100 Introduction to Modem East Asia (nor-
mally bj the second year)
2. Five elective courses, which shall be determined in
consultation with the advisee
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 I
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, Jina Kim
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;
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 Advisor}'
Committee.
178
Economics
Visiting faculty and some lecturers are generally appointed for a limited term
Visit www.smith.edu/catalog for current course information.
Professors
*2 Andrew Zimbalist, Ph.D.
Randall Bartlett, Ph.D.
Robert Buchele, Ph.D.
+1 Roger T.Kaufman, Ph.D.
"] Karen Pfeifer, Ph.D.
*2 Elizabeth Savoca, Ph.D.
11 Deborah Haas-Wilson, Ph.D.
Charles P. Staelin, Ph.D., Chair
"2NolaReinhardt,Ph.D.
"2 Mahnaz Mahdavi, Ph.D.
Associate Professors
Thomas A. Riddell, Ph.D.
*2 James Miller, Ph.D., J.D.
**2 Roisin O'Sullivan, Ph.D.
Assistant Professor
Susan Stratton Sayre, Ph.D.
Lecturers
Thomas L. Bernardin, MA
Arthur S. Casimir, Ph.D.
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 1 1 1,
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 noneconomist 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 economics.
Open only to junior and senior noneconomics majors
or minors. A student may not receive credit for both
ECO 123 and either of ECO 150 or ECO 153 (or their
equivalents), nor for both ECO 123 and ECO 127. {S}
4 credits.
Karen Pfeifer
Not offered in 2009-10
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 detemiining
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 2009
127 The Magic of the Marketplace
An introduction to capitalism. Markets have made the
average American richer than any medieval king. Take
this course to find out why. Other topics covered include
innovation, discrimination, prostitution, environmen-
tal economics, international trade, affirmative action,
business competition, price gouging, illegal drugs,
Internet piracy, baby auctions, inequality and IQ, the
stock market, the minimum wage, an economic love
story, the economics of government and why Africa is
poor. This course is less mathematical than Economics
Economics
179
150. Open only to junior and senior noneconomics
majors or minors. A student ma\ not receive credit for
both ECO 127 and ECO 150 (or its equivalent), nor for
both ECO 127 and ECO 123. (E) {S} 4 credits
James I). Miller
Not offered in 2009-10
statistical significance, interpretation of results, polio
implications. Emphasise*! practical applications and
cross-section data analysis. Prerequisites: 150, 153 and
190 and MIT1 111. {S/M} 4 credits
Robert liuchele, Elizabeth Savoca
Offered Spring 2010
150 Introductory Microeconomics
How and how well do markets work? What should
government do in a market economy? How do markets
set prices, determine what will be produced, and decide
who will get the goods? We consider important econom-
ic 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 polio is-
sues, 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, govern-
ment (monetary and fiscal) policies should be pursued
in order to achieve low inflation, full employment, high
economic growth and rising real wages. {S} 4 credits
Members of the department
Offered both semesters each year
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. Students will not be given
credit for both ECO 190 and any of the following
courses: MTH 190/PSY 190, GOV 190. MTH 245, or SOC
201. {S/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,
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.
{S} 4 credits
Susan Stratton Sayre, Charles Staelin
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 polio,
both in the short run and the long run, is also assessed.
Prerequisite: 153, MTH 111 or its equivalent. {S}
4 credits
Elizabeth Savoca, Roisin OSullivan
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 pennis-
sion of the instructor. {S/M} 4 credits
Roger Kaufman
Not offered in 2009-10
272 Law and Economics
An economic analysis of legal rules and cases. Topics
include contract law, accident law. criminal law, the
Coase theorem and the economics of litigation. Prereq-
uisite: 250. {S} 4 credits
James Miller
Not offered in 2009-10
180
Economics
284 Environmental Economics
The causes of environmental degradation and the role
that markets can play in both causing and solving
pollution problems. Resource allocation and sustain-
ability. The efficiency, equity and impact on economic
growth of current and proposed future environmental
legislation. Prerequisite: 250 or permission of the in-
structor. {S} 4 credits
Susan Stratton Sayre
Offered Spring 2010
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 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 issues? In this
seminar we will study these questions and more from
both microeconomic and macroeconomic perspectives.
Prerequisites: ECO 250, 253 andl90. Enrollment lim-
ited to 15. {S} 4 credits
Elizabeth Savoca
Not offered in 2009-10
363 Seminar: Inequality
The causes and consequences of income and wealth
inequality7. Social class and social mobility in the
U.S. The role of IQ and education. The distributional
impact of technical change and globalization. Is there
a "trade-off' between equality and economic growth?
The benefits of competition and cooperation. Behavior-
al and experimental economics: selfishness, altruism
and reciprocity. Fairness and the dogma of economic
rationality. Does having more stuff make us happier?
Prerequisites: 190, 150 and 250. {S} 4 credits
Robert Buchele
Offered Spring 2010
372 Seminar: Law and Economics
An economic analysis of legal rules and cases. Topics
include contract law, accident law and criminal law.
Students will participate in mock trials, write several
short papers judging the mock trials and complete a
significant research paper. (Students may not receive
credit for both ECO 372 and ECO 272.) Prerequisite:
ECO 250. (E)WI{S} 4 credits
James Miller
Offered Spring 2010
C. The American Economy
221 Labor Economics and Human Capital
An examination of the general characteristics of the
labor market: why individuals engage in work and
how labor market choices are made by workers and by
firms; theories of human capital and in particular how
education, skills and training enhance earning poten-
tials; discrimination in the labor market and the role of
labor unions. Prerequisites: 150 and 153- 4 credits
Arthurs. Casimir
Offered Fall 2009
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, financing local government. Prerequisite:
150. {S} 4 credits
Randall Bartlett
Offered Spring 2010
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 Zimbalist
Offered Spring 2010
233 Free Market Economics
An examination of the philosophy and ethics of eco-
nomic theory and policy. Questions to be considered
include the nature and meaning of economic justice,
the free market, the role of the state in determining
economic outcomes, and the distinction between posi-
tive and normative economics. Prerequisite: ECO 250
or 253, or permission of the instructor. {S} 4 credits
Thomas L. Bernardin
Offered Spring 2010
Economics
181
265 Economics of Corporate Finance
An investigation of the economic foundations for
investment, financing and related decisions in the
business corporation. It explores the basic concerns and
responsibilities of the financial manager and the meth-
ods of analysis employed by them. This course offers a
balanced discussion of practical as well ;is theoretical
developments in the field of financial economics. Pre-
requisites: 190. .ISO. MTU 1 1 1. {S} 4 credits
Mahnaz Mahdavi
Offered Fall 2009
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 modem central
bank and the formulation and implementation of
monetary policy. Prerequisite: 253 or permission of the
instructor. {S} 4 credits
Ihomas L. Bemardm
Offered Spring 2010
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 predator}' pricing, vertical restrictions
such as resale price maintenance or exclusive dealing,
and antitrust laws and policies. Prerequisite: 250. {S}
4 credits
Deborah Haas-Wilson
Not offered in 2009-10
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 refomi; 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
equity; and efforts to impede gender equity. Prerequi-
sites: ECO 250 and L90. |S} 4 credits
Andrew Zimbalist
Offered Fall 2009
341 Economics of Health Care
An examination of current economic and public policy
issues in health care. Topics include markets for health
insurance, physician sen ices and hospital services;
public policies to enhance health care quality and
access; the economics of the phannaceutical industry;
and alternatives for reforming the U.S. health care
system. Prerequisites: 250 and 190 or permission of the
instructor. {S} 4 credits
Deborah Haas-Wilson
Not offered in 2009-10
351 Seminar: The Economics of Education
2010-1 1 Topic: Economics of Higher Education. An
exploration of several of the following topics in the
economics of higher education: the economic returns
to a college education; the additional economic returns
to attending an elite college; the determinants of col-
lege admissions; the role of SAT scores in determining
performance in college; the construction and effects
of the U.S. News rankings of colleges; peer effects in
colleges; and the current (and future) crisis in funding
higher education. Throughout the course an emphasis
will be placed on empirically testing economic hypoth-
eses using several databases. Prerequisites: 250 and
190.{S} 4 credits
Roger Kaufman
Not offered 2009-10
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, earl) reform
programs there, the demise of this system, and cur-
rent issues regarding the transition from Soviet-type to
market economies. Comparative stud) of other regions,
including China and East Asian economies, in the
182
Economics
context of the debate over globalization and global
economic justice. Prerequisite: Either 150 or 153- {S}
4 credits
Karen Pfeifer
Not offered in 2009-10
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 in 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
Not offered in 2009-10
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 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, GATT/WTO agricultur-
al agreements and structural adjustment/globalization
policies. Prerequisite: 150. {S} 4 credits
Nola Reinhardt
Offered Fall 2009
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- {S} 4 credits
Karen Pfeifer
Offered Fall 2009
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- {S} 4 credits
Roisin O'Sullivan
Not offered in 2009-10
295 International Trade and Commercial Policy
An examination of the trading relationships among
countries and of the flows of factors of production
throughout the world economy. Beginning with the
theories of international trade, this course moves on
to examine various policy issues in the international
economy, including commercial policy, protectionism
and the distribution of the gains from trade, multilat-
eral trade negotiations, preferential trade agreements,
the impact of transnational firms and globalization,
immigration, and trade and economic development.
Prerequisite: 250. {8} 4 credits
Charles Staelin
Offered Fall 2009
214 Economies 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
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:
Economics
183
its past crises and current prospects; issues of currency
union and optimal currency area; and emerging mar-
kets. Prerequisite: 253. {S} 4 credits
Mabnaz Mabdavi
Offered Spring 2010
PRS 308 Urbanization in the 21st Century:
Comparative Prospects, Problems and Policies
Urban growth is inextricably linked to economic de-
velopment, environmental impact, social change and
political conflict. By 2050 world urban population will
double from 3 billion to 6 billion. Rates of urbaniza-
tion, problems associated with urban growth, and
policies to address those van- substantially. The urban
population in Japan and in Eastern Europe is projected
to fall. In the U.S. and South America it is projected to
increase by half. In Sub-Saharan Africa and India it
is projected to triple. We will develop multidisciplinary
case studies of 21st-century urbanization. Enrollment
limited to 12 juniors and seniors majoring in social
sciences. (E) {8} 4 credits
Randall Bartlett (Economics)
Offered Fall 2009
309 Seminar: Topics in Comparative Economic Systems
Does the neoliberal paradigm rule the world? In the
1980s, "supply-side" and monetarist policies in Britain
and the United States aimed to restore the free-market
paradigm to "first world" capitalist countries. Then the
"second wrorld" was transformed by the demise of the
U.S.S.R. and the absorption of East and Central Euro-
pean socialist economies into western Europe's orbit,
while the "third world" witnessed the dizzying growth
of China and India and, elsewhere, structural adjust-
ment and economic "reform." Are there common pat-
terns among these three transformations and how do
they fit in the global economy today? Prerequisites: ECO
250 or 253 and one 200-level course in international
economics. {S} 4 credits.
Karen Pfeifer
Not offered in 2009-10
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: Boo 250, 1 90 and MTH 1 1 1
(calculus). {S} 4 credits
Roger Kaufman
Not offered in 2009-10
318 Seminar: Latin American Economies
The Latin American economies have undergone a
dramatic process of economic collapse and restructur-
ing since 1980. We examine the background to the
collapse and the economic reforms implemented in
response. We assess the economic performance of the
region under this "neoliberal" model, and ask why it is
being increasingly rejected throughout the region. We
consider the current status and future prospects of the
region's economies. Prerequisites: 250 or 253. and one
course in international economics or development. {S}
4 credits
Sola Rembardt
Offered Fall 2009
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 U.S. Federal Reserve and
the European Central Bank, with a view to identifying
the relative strengths and weaknesses of the two institu-
tions. Prerequisite: 253- {S} 4 credits
Roism O'Sulliran
Offered Fall 2009
395 Seminar: Topics in International Trade
The globalization of the world economy has contrib-
uted to both boom and crisis. This seminar will explore
selected topics relating to the increased openness of
national borders to the flow of goods and services, labor
and real capital. Possible topics include the implica-
tions of the new theories of international trade for the
analysis of commercial policy, the national politics
of commercial policy in a global economy, regional
Economics
integration, the emergence of China as a global trad-
ing power, the use of trade policy as a strategy for
growth and development, direct foreign investment, the
relationships between trade, international trade orga-
nizations and national sovereignty, the international
implications of financial crisis and recession, and the
constraints on the United States as a debtor nation. Pre-
requisite: 250 and one 200-level course in international
economics. {S} 4 credits
Oxirles Staelin
Offered Spring 2010
E. Special Studies
Admission to Special Studies is by permission of the
department normally for majors 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 depart-
ment's "Guidebook for Prospective Majors" on the
department's Web page: uwvv.smith.edu/economics.
404 Special Studies
4 credits
Offered both semesters each year
408d Special Studies
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: Karen Pfeifer
Basis: 150 and 153-
Requirements: ECO 150 and 153 or their equivalent,
ECO 190, 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 (or with prior per-
mission at one of the other Five Colleges) that includes
an economics research paper and an oral presentation.
ECO L90 may be replaced with GOV L90, SOC 201, PSY
190 MTH 190 or Mill 245, followed in each case by
MTH 2-f . 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 Macroeconom-
ics with a score of 4 or 5, or who has the appropriate
grades in A-level or IB courses in economics, may
count this as the equivalent of ECO 150 and/or ECO
153, with course credit toward the major in economics.
Students with AP, A-level or IB credit are urged to take
the placement exams to ensure correct placement.
Economics credit will be given for public policy and
environmental science and policy courses when taught
bv a member of the economics department. Economics
credit will not be given for ACC 223.
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. Only three semester
course credits (and no more than two in any one
semester) taken by a Smith student outside the Five
Colleges may be counted toward the courses required
for the major. This includes courses taken during study
abroad or study away, and courses taken in summer
school or during a leave of absence from the college.
.Any course taken for economics credit outside the Five
Colleges should normally have prior approval by the
major adviser or the department's adviser for study
abroad. Economics courses and appropriate statistics
courses taken by transfer students before their matricu-
lation to Smith and approved by the department and
the college will be counted toward the major as if they
had been taken at Smith.
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 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, 153, 190 and three other courses in economics; or
Economics
1 50. 1 53. 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
430d Honors Project
8 credits
Full-year course: Offered each year
430 Honors Project
8 credits
Offered Fall 2009
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Education and Child Study
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
*#1 Alan L.Marvelli, Ed.D.
12 SueJ.M. Freeman, Ph.D.
t2 Alan N.Rudnitsky, Ph.D.
Rosetta Marantz Cohen, Ed.D.
Associate Professors
Susan M. Etheredge, Ed.D., Chair
Sam Intrator, Ph.D.
Lucy Mule, Ph.D.
Lecturers
Cathy HoferReid, Ph.D.
Cathy Weisman Topal, M.A.T.
Janice Gatty, Ed.D.
Glenn Ellis, Ph.D.
Catherine Swift, Ed.M.
Carol B.Berner, M.S.Ed.
Teaching Fellows
Florentine W. Bambara, A.B.
GraehamR.Dodd,A.B.
Katherine L. Donovan, A.B.
Jessica Plaut, B.S.
Gregory T. Rosnick, B.S.
Melissa L. Traxler, B.A.
Advisory Committee
Gwen Agna, M.Ed.
Carol Gregory, M.A.
Johanna M. McKenna, M.A.
Suzanne Scallion, M.Ed.
Lesley D. Wilson, M.A.
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 Smith senior
majors. {S} 4 credits
Sue Freeman
Offered Spring 2010
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 Spring 2010
IDP 118 The History and Critical Issues of Museums
SOC 317 Seminar: Inequality in Higher Education
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-dis-
ciplinary approach, this course will examine those edu-
cational institutions central to adolescent life: schools,
classrooms, school extracurriculars, arts-based organi-
zations, athletic programs, community youth organiza-
tions, faith-based organizations and cyber-communities.
Three issues will be investigated. First, what theoretical
and sociocultural perspectives shape these educational
institutions? Second, how do these 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. Enroll-
ment limited to 35. {S} 4 credits
Sam Intrator
Offered Spring 2010
Education and Child Shuh
187
552 Perspectives on American Education
Required of all candidates lor the MA, the Ed.M. and
the MAT. degrees. 4 credits
Rosetta Cohen
Offered Spring 2010
Sociological and Cultural
Foundations
200 Education in the City
The course explores how the challenges facing schools
in Americas 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 2009
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 literacy7 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 Fall 2009
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, modem school
reform, curriculum development and contemporary
problems of secondary education. Directed classroom
observation. Notopen tofirsl yearstudents. Enrollmenl
limited to 35. {S} 4 credits
Carol Berner
Offered Fall 20(H)
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 Mute
Offered Spring 2010
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 2009, Spring 2010
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 policy7. 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. {S/N} 4 credits
Alan Rudnitsky
Offered Fall 2009
188
Education and Child Study
239 Counseling Theory and Education
Study of various theories of counseling and their ap-
plication to children and adolescents in educational
settings. Enrollment limited to 45. {S} 4 credits
Sue Freeman
Offered Fall 2009
240 How Do We Know Students Are Learning?
Assessment has become increasingly important in our
educational system. The "No Child Left Behind" Act
is one example of a national move to determine the
effectiveness of our schools. This course will focus on
ways assessment is being done around the country
and how we might interpret the results of the ensuing
studies. Some of the questions to be discussed in this
course include what is assessment? How is assessment
conducted? What are the limits of assessment? How do
we interpret assessment results? What are ways results
can be manipulated? Students will examine assessment
efforts underway and develop and interpret their own
research studies. Enrollment limited to 12. (E) 4 credits
Thomas C. Laughner
Offered Spring 2010
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. {S} 4 credits
Alan L Marvelli
Not offered Spring 2010
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 2009
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 Rudnitsky
Offered Spring 2010
Curriculum and Instruction
231 Foundations and Issues of Early Childhood
Education
The purpose of this course is to explore and examine
the basic principles and auricular 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 Spring 2010
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 excit-
ing. In this class students explore multiple teaching/
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 a classroom. Admission by permission of the instruc-
tor. {S/A} 4 credits
Cathy Topal
Offered Fall 2009
334 Telling Stories of Learning and Teaching
The strategic knowledge teachers use to inform 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 theoretical
analysis. All of these elements will work together to
explicate the strategic knowledge underlying the teach-
ing. Each semester a theme providing the theoretical
focus will be selected. Permission of the instructor is
Education and Child Stuck
189
required. Enrollment limited to 12. {S} 4 credits
Al Rudnitsky
Offered Fall 2009
scheduled in April. {S} 1 1 credits
Catty Swift (Fall), . Han Rudnitsky { Spring}
Pull-year course; Offered each year
336 Seminar in American Education
Youth Development at id Social Entre/nvneurship
Designed for students who aspire to study the theory
and practice of programs devoted to serving youth and
how they are founded, funded and sustained. We will
examine theories that explain the factors that perpetu-
ate the achievement gap and explore programs devel-
oped to redress these inequalities. This is a course with
a service learning commitment. Students will work
with youth in Springfield on a youth media project.
Dates and times to be announced. 4 credits
Sam Intrator and Donald Siegel
Offered Fall 2009
John Dewey and His World
An in-depth study of America's pre-eminent educational
philosopher. Close readings of Dewey's most influential
work, as well as contextual readings on the period, in-
cluding a consideration of social reforms and scientific
developments that influenced Dewey's writing. 4 credits
Rosetta Cohen
Offered Spring 2010
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, study group discussions and field-based
experiences. Prerequisite: EDC 238. Open to juniors and
seniors only with permission. {S} 4 credits
Susan Etheredge
Offered Fall 2009
345d Elementary Curriculum and Methods
A study of the curriculum and the application of
the principles of teaching in the elementary school.
T\vo 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 meeting
346 Clinical Internship in Teaching
Full-time practicum in middle and high schools.
Required prerequisite: EDC 232. Open to seniors only.
Admission by permission of the department. Preregis-
tration meeting scheduled in April. {S} 8 credits
Lucy Mule
Offered Fall 2009
347 Individual Differences Among Learners
Examination of individual differences and their consid-
eration in the teaching-learning process. Research and
pre-practicum required. Prerequisites: 238 and 235 or
342 and permission of the instructor. {8} 4 credits
Sue Freeman
Offered Spring 2010
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
as a companion seminar for students doing a full-time
practicum at the middle or high school levels. Admis-
sion by permission of the department. Preregistration
meeting scheduled in April. 4 credits
Lucy Mule
Offered Fall 2009
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 Spring 2010
190
Education and Child Study
HST 390 Teaching History
A consideration of how the study of history7, 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 secondary7 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 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 2009
Parti. Nature of Sound
Anatomy and physiology7 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.
Part II. Nature 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
HollisAltman and Danial Salvucci
Offered Summer 2009
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 2009
Smith College and Clarke
School for the Deaf
Graduate Teacher Education
Program
Foundations of Education of the
Deaf
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
Cynthia Forsythe
Offered Spring 2010
Speech Science and Audiology
565 Hearing, Speech and Deafness
4 credits
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
HollisAltman and Danial Salvucci
Offered Fall 2009
573 Audiometry, Acoustics and the Role of the Teacher
A. Auditory feedback loop, from speech production
to perception. B. Cochlear Implants: Introduction —
History 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, IEPs — putting it all together. Prerequisites:
EDC 565 and 566. Limited to candidates for the M.E.D.
degree. (E) 2 credits
HollisAltman and Danial Salvucci
Offered Spring 2010
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
Education and Child Study
191
562 Developing Language Skills in Deaf Children
Principles and techniques used in the development of
language with deal' children. Stud) of linguistics and
psvcholinguistics. Consideration is given to traditional
and modem approaches to language development
4 credits
Joyce Fitzroy and Linda l-'mdlay
Full-year course, Offered both semesters
567 English Language Acquisition and Deafness
A psvcholinguistic 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 HI Hers
Offered Fall 2009
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. L'ses of texts and reference materials,
plus summer sessions devoted to media development
and utilization, microcomputer operations and word
processing. 4 credits
Judith Sheldon and Michael 0' Council
Full-vear course, Offered both semesters
Student Teaching
569 Observation and Student Teaching
A minimum of -tOO 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. Consider-
ations of issues related to deafness and deaf culture. Par-
ticipation in activities of the deaf comm unit). 4 credits
Ruth P. Moore
Offered Spring 2010
572 The Deaf Child: 0-5 Years
The effects ol 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 Catty
Offered Spring 2010
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 major without preparing to teach by
fulfilling an alternative course of study developed in
consultation with the major adviser and with approval
of the department.
Advisers: Members of the department
Adviser for Study Abroad: Lucy Mule
Teacher/Lecturers-Elementary Program
Tiphareth Ananda. Kd.M.
Margot K. Bittell. M.S.Ed.
Penny Block. Kd.M.
Gina Bordoni-Cowley. M.Ed.
Elizabeth Cooney, A.B.
Elisabeth Grams Haxbv. Kd.M.
Janice Henderson. Kd.M.
192
Education and Child Study
Roberta E. Murphy, M.Ed.
Lara Ramsey, Ed.D.
Janice Marie Szmaszek, Ed.M.
Thomas M.Weiner, M.Ed.
The Minor
Required courses: EDC 235, Child and Adolescent
Growth and Development; EDC 238, Educational Psy-
chology.
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 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 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 Rudnitsky
EDC 232 The American Middle School and
High School (e)
EDC 334 Telling Stories of Learning and Teaching
(e)
EDC 338 Children Learning to Read (e)
EDC 343 Multicultural Education (e)
EDC 345d Elementary Curriculum and Methods (e)
EDC 356 Curriculum Principles and Design (e)
EDC 540 Critical Thinking and Research in
Education (e)
EDC 554 Cognition and Instruction (e)
d. Middle School or High School
Advisers: Rosetta Cohen, Sam Intrator, Lucy Mule
EDC 232 The American Middle School and High
School
EDC 342 Growing Up American
EDC 346 Clinical Internship in Teaching
EDC 347 Individual Differences Among Learners e)
EDC 352 Methods of Instruction
One course from Historical and Philosophical
Foundations or Sociological and Cultural 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 2 1 0 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: Al Rudnitsky
Education and Child Study
193
431 Honors Project
8 credits
Offered first semester each year
432d Honors Project
1 1 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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
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 l 6 Baccalaureate and Post Baccalaureate
Middle School Baccalaureate and Post-Baccalaureate
Integrated English/History
mtegrated Sdence/Mathernatics
Visual Art PreK-8 Baccalaureate
Subject Matter Educator Baccalaureate and Post-
Baccalaureate
Biology 5-8, 8-12
Chemistry 5-8, 8-12
Earth Science 5-8, 8-12
English 5-8, 8-12
History 5-8, 8-12
Foreign Language 5-12 French
Foreign Language 5-12 Spanish
Mathematics 5-8, 8-12
Physics 5-8, 8-12
Political Science 5-8, 8-12
Subject Matter Educator Baccalaureate
Technology/Engineering 5-12
Post-Baccalaureate Teacher of the Deaf and Hard-of-
Hearing Pre-K-£
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. Students who are anticipating
licensure at the elementary level should take two math
courses. All students seeking Educator Licensure must
take and pass the Massachusetts Tests for Educator
Licensure (MTEL). Smith College's pass rate for 2008
was 88 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.
194
Engineering
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Director, Picker Engineering Program
"2 Linda E.Jones, Ph.D., Rosemary Bradford Hewlett
'40 Professor, Chair
Director of the Design Clinic and Lecturer
Susannah Howe, Ph.D.
Professor
*] Ruth Haas, Ph.D. (Mathematics and Statistics and
Engineering)
Associate Professors
BorjanaMikic, Ph.D.
Glenn Ellis, Ph.D.
"l*2 Susan Voss,Ph.D.
n Andrew Guswa, Ph.D.
"Donna Riley, Ph.D.
Judith Cardell', Ph.D.
Assistant Professors
Paul Voss, Ph.D.
Denise McKav, 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 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.
The Picker Engineering program's education objec-
tive is to produce graduates that will (a) incorporate
their knowledge and understanding of the sciences,
humanities and social sciences in the application of
their engineering education; (b) apply their engineer-
ing education in service to humanity; (c) enter an
engineering profession or graduate school; (d) consider
the impact of their professional actions on society; (e)
demonstrate leadership in their personal and profes-
sional endeavors; (f) engage in continuous learning
and self-discovery.
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.
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. 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
Susan Voss, Paul Voss, Fall 2009
Paul Voss, Spring 2010
Offered Fall 2009, Spring 2010
Engineering
195
191D Engineering Forum
This forum series provides scholarly talks on a broad
range of topics related to engineering with the goal of
introducing students to types of research activities that
are available at Smith College and other locations.
Students will prepare for the talks by reading relevant
papers and come prepared with written questions. Each
presentation will include substantial time for discus-
sion and questions. Each student will have the chance
to go to lunch with one of the speakers. An additional
goal of the forum is to provide an atmosphere for engi-
neering students at all levels to interact and learn from
one another. 1 credit
To be an noiniccd
Offered 2009-10 (Full-year course)
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
Gary Felder
Offered Fall 2009, Spring 2010
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 Zielimka-Pfabe
Not offered 2009-10
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 111, MTH 1 12 or MTH 1 14 or per-
mission of the instructor. {M} 4 credits
Pau Atela. Christophe Gole
Offered every Spring
205 Science, Technology and Ethics
This course draws on readings from philosophy, sci-
ence and technology studies, feminist and postcolonial
science studies, and engineering to examine topics
including technology and control, science and social
inequality, and the drive toward production and con-
sumption on increasingly large, cheap, fast, automated
and global scales. What new models of science and
engineering can change who decides how science and
engineering are done, who can participate in the sci-
entific enterprise, and what problems are legitimately
addressed? Some course experience in one or more of
the following is required: philosophy and ethics, the
study of women and gender, or science and engineer-
ing. Enrollment limited to 15. {N/S} 4 credits
Donna Riley
Offered Fall 2010
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 1 18 and PHY 210 (or
equivalents) or pennission of the instructor. Required
laboratory taken once a week. {N} 4 credits
Judith Cardell
Offered Fall 2009
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 concurrent ) Students will not be given
credit for both MTH 241 and MTH 245 or MTU lc)0. {M}
Nicholas Norton , Katberme Hdvorsen
Offered everv Fall
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Engineering
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: 1 12 or permission of the
instructor. {M} 4 credits
Judy Franklin
Offered Fall 2009
251/CSC 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. Prereq-
uisite: 231. Enrollment limited to 12. {M} 4 credits
Dominique Thiebaut
Offered Spring 2010
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 nonreactive 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: MTH
1 12 or 1 14 (may be taken concurrently) and CHM 111.
{N} 4 credits
Denise McKay
Offered every Spring
270 Engineering Mechanics
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 117, MTH 112 (or the
equivalent) or permission of the instructor. Required
laboratory taken once a week. {N} 4 credits
Glenn Ellis
Offered every Fall
290 Engineering Thermodynamics
Modern 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 matter.
Engineers rely on thermodynamics to assess the feasibil-
ity 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 processing.
Course topics include first and second laws of thermo-
dynamics, power cycles, combustion and refrigeration,
phase equilibria, ideal and non-ideal mixtures, conduc-
tive, convective and radiative heat transfer. Prerequisites
(or co-requisites): EGR 260 and PHY 210 (or the equiv-
alents) or permission of the instructor. {N} 4 credits
Donna Riley
Offered Spring 2010
302 Materials Engineering Science
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. {N} 4 credits
Lindajones
Offered every Fall
311/GE0 301 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 analyses,
building to a final analysis of the project study area.
Engineering
197
One weekend field trip. Prerequisites: One geoscience
courseandCHMlOHorCHMlll.
Amy Rhodes
Offered Fall 2009
108 or FYS KHaiulMTH 111. Enrollment limited to
14. {N} 4 credits
Robert Newton
Offered hill 2010
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 temis, 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 2009
315 Ecohydrology
This course focuses on the measurement and modeling
of hydrologic processes and their interplay with ecosys-
tems. iMaterial includes the statistical and mathematical
representation of infiltration, evapotranspiration, plant
uptake, and runoff over a range of scales (plot to water-
shed). The course will address characterization of the
temporal and spatial variability of environmental para-
meters and representation of the processes. The course
includes a laboratory component and introduces students
to the Pioneer Valley, the cloud forests of Costa Rica Afri-
can savannas and the Florida Everglades. Prerequisites:
MTH112orll4andMTH245or24l.4credits
Andrew Guswa
Offered Fall 2009
317 PHY 317 Classical Mechanics
Newtonian dynamics of particles and rigid bodies, os-
cillations. Prerequisite: 115, 116, 210 or permission of
the instructor. {N} 4 credits
Doreen Weinberger
Offered every Spring
319/GEO 309 Groundwater Geology
A stud\' 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: 101, or 102, or
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 theory, 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
Not offered Spring 2010
322 Acoustics
Acoustics describes sound transmission through solids
and fluids; the focus of this course is sound transmis-
sion through air. This course provides an overview of
the fundamentals of acoustics, including derivation of
the acoustic wave equation, the study of sound wave
propagation (plane and spherical waves), the study of
sound transmission through pipes, waveguides, and
resonators impedance analogies, an overview of the
acoustics related to the human auditory system and an
introduction to room acoustics. The course includes
several short hands-on experiments to help understand
the relevant concepts. Prerequisite: EGR 220 Enroll-
ment limited to 12. {N/M} 4 credits
Susan Voss
Offered Fall 2009
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 21 1 or pemiission of the instmctor.
{N} 2 or 4 credits
Piotr Decowski
Offered Spring 2010
325 Electric Energy Systems
The course introduces students both to a variety of
energy conversion technologies (renewable, hydro,
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Engineering
nuclear and fossil), and to the operation of electric
power systems. Coursework 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
technologies for meeting a region's electricity needs.
Prerequisite: EGR 220. {N} 4 credits
Judith Cardell
Not offered in 2009-10
326 Dynamic Systems and Introduction to Control
Theory
Dynamic systems are systems that evolve with time.
They occur all around us, throughout nature and the
built environment. Understanding dynamic systems
leads to the ability to control them, so they behave ac-
cording to the engineer's design. This course introduces
students to both linear dynamic system and modem
control theories, so that students will be able to design
and control simple dynamic systems. Through design
projects, students gain practical experience in designing
a simple controller for a dynamic system. Prerequisites:
EGR 220; CSC 1 1 1; basic linear algebra from courses
such as MTH 204, PHY 210 or MTH 211. {N} 4 credits
Judith Cardell
Offered Spring 2010
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. (E) {N} 4 credits
Donna Riley1
Offered Spring 2010
333 Technological Risk Assessment and Communication
Risk abounds in our everyday life; technology can play
a central role in both inducing and reducing risk. This
course covers topics in risk analysis including risk as-
sessment (modeling and estimating risks), risk abate-
ment (strategies and technologies for reducing risk)
and risk management (public or private processes for
deciding what risk levels are acceptable). We will ex-
amine the psychology of risk perception, judgment and
decision making, and human factors issues in engi-
neering design that increases or reduces risk. Students
will develop an understanding of the complex relation-
ships between risk and benefit, and learn to design and
evaluate risk communication materials. Prerequisites:
MTH 241 or some other introduction to probability or
permission of the instructor. The course relies upon
some knowledge of basic probability. {8/N} 4 credits
Donna Riley
Not offered 2009-10
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
relationships and dynamic properties. While soil
mechanics will be a major focus of the class, the prin-
ciples covered will be broadly applicable.
Prerequisite: EGR 375 or GEO 241. {N} 4 credits
Glenn Ellis
Offered Spring 2010
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 374 (or permission
of the instructor). 4 credits
Andrew Guswa
Not offered 2009-10
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 modem-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 Tlriebaut
Not offered 2009-10
Engineering
199
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 374 or EGR 290 or permission
of the instructor. 4 credits
To be announced
Offered Fall 2011
372 Advanced Solid Mechanics and Failure Analysis
Building on the fundamentals of solid mechanics and
materials science introduced in EGR 375, 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 374 and EGR
375 or equivalent statics and introductory solid me-
chanics. {N} 4 credits
Borjana Mikic
Offered Fall 2009
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 375 and BIO 1 1 1 or permission of the
instructor. {N} 4 credits
Borjana Mikic
Offered Spring 2010
374 Fluid Mechanics
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 topics
to be covered in this course include intensive and exten-
sive 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 viscous and
open-channel flows. Prerequisite: EGR 270. {N} 4 credits
Andrew Guswa
Offered Spring 2010
375 Strength of Materials
This course introduces students to the fundamentals of
mechanics of materials from a static failure anahsis
framework. Structural behavior will be analyzed, along
with the material and geometric contributions to this
behavior. Lecture topics will be complemented with
hands-on laboratory work designed to help students
make connections between the theoretical and experi-
mental behavior of materials. Prerequisite: EGR 270.
Co-requisite: EGR 376. {N} 4 credits
To be announced
Offered every Spring
376 Mechanics Laboratory
This is a required noncredit laboratory course that meets
once a week. Co-requisites: EGR 374 and/or EGR 375.
To be announced
Offered every Spring
377 Aerial Vehicle Design
Remotely piloted and autonomous aircraft are increas-
ingly being used in scientific research, agriculture,
disaster mitigation and national defense. These small
and efficient aircraft offer major environmental benefits
while, at the same time, raising complex ethical and
policy issues. This course introduces the rapidly grow-
ing field of aerial vehicle design and low-Reynolds
number aerodynamics through a major project in
which students will design, fabricate and test a remotely
piloted aircraft. Prerequisites: EGR 374, CSC 1 1 1 and
either EGR 220 or CSC 270 or permission of the instruc-
tor. Enrollment limited to 18 students. (E) 4 credits
Paul Voss
Offered Spring 2010
389 Techniques for Modeling Engineering Processes
The goal of this course is to introduce students to sev-
eral approaches used to model, understand, simulate
and forecast engineering processes. One approach to
be covered is the use of artificial neural networks — a
branch of artificial intelligence (AD with connections
to the brain. Other approaches to be covered are based
upon probability and statistics and will include auto-re-
gressive moving average (AR1MA) processes. Although
200
Engineering
students will learn about the theory behind these ap-
proaches, the emphasis of the course will be on their
application to model processes throughout the field
of engineering. Some examples include earthquake
ground motion, financial markets, water treatment
and electrical systems. Acknowledging the interdisci-
plinary nature of AI, students will also investigate the
possibilities of machine consciousness. Prerequisite or
co-requisite: MTH 241. {N} 4 credits
Glenn Ellis
Not offered 2009-10
390 Advanced Topics in Engineering
Topic: Photovoltaic and Fuel Cell System Design. This
course applies fundamental principles of thermody-
namics, electrochemistry and semi-conductor physics
to the design, modeling and analysis of renewable ener-
gy power systems. Concepts to be covered in this course
include extraterrestrial radiation, solar geometry,
atmospheric effects, polarization curve characteristics,
system components and configurations, stand-alone
and hybrid system design and load interactions. This
course applies these theoretical concepts in a laboratory
setting involving the design and testing of fuel cell and
photovoltaic systems. Prerequisites: EGR 220, CHM 111,
EGR 290 (may be concurrent). 4 credits
Denise McKay
Offered Fall 2009
400 Special Studies
Available to sophomore students with permission of
their major adviser and engineering department.
Variable credit 1-4 as assigned
410D Engineering Design Clinic
This two-semester course leverages students' previous
coursework to address an actual engineering design
problem. Students collaborate in teams on real-world
projects sponsored by industry and government. These
projects are supplemented by course seminars to pre-
pare students for engineering design and professional
practice. Seminars include such topics as the engineer-
ing design process, project management, team dynam-
ics, engineering economics, professional ethics and
responsibility, regulations and standards, technical and
professional communication, universal design, work/
life balance and sustainability. The course requires
regular team design meetings, weekly progress reports,
interim and final reports, and multiple presentations.
Prerequisite: EGR 100 and senior standing in Engineer-
ing or permission of the instructor. 8 credits
Susannah Howe
Offered Fall and Spring semester each year
The Major— B.S.,
Engineering Science
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 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 and scientific underpin-
nings that govern the practice of all engineering disci-
plines. The American Society for Engineering Educa-
tion, identifying the critical need for broadly educated
engineers, points out that the design of an engineering
curriculum should "recognize the pitfalls of overspe-
cialization in the face of an increasing demand for
graduates who can demonstrate adaptability to rapidly
changing technologies and to increasingly complex
multinational markets."
An integral component of the program is the 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 ensures 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 communication.
Requirements of the Major— B.S., Engineering Science
Math: MTH 1 1 1 & 1 12 (or 1 14), MTH 204, MTH 241
Physics: PHY 117*, PHY 118**, PHY 210
Chemistry: CHM 111 or higher
Engineering
201
Computer Science: CSC 1 1 1
Engineering Core: 100, 220, 260, 270, 290, select three
from (320, 326, 363, 374 and 375) and 410 (8-credit
Design Clinic)
•Physics 1 17 is required for the major; however, stu-
dents may meet this course requirement when guided
to take Physics 1 15 and the one-week engineering-
physics problem-solving course offered during fall
orientation period.
♦♦Normally students will take PHY 1 18. However, stu-
dents may petition to substitute an upper-level science
course in order to achieve a specific educational objec-
tive. This petition must be approved by their adviser
and program director.
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;
2. fulfilling the requirements for another major or
minor within Div I or Div II; or
3. by submitting a cogent proposal describing an
alternative approach including all courses that the
student will take to acquire curricular breadth for
consideration and approval by the engineering fac-
ulty and Program Chair.
Students are strongly encouraged to take an additional
course in the natural sciences (e.g., biology, geology).
Mathematical Skills:
Students will be assessed during their first semester for
their mathematical skills and comprehension. A j-term
math skills studio is required for students whose math
assessment scores are low.
Additionally, an engineering-physics problem solving
course is offered during orientation period each fall.
Students requiring the additional problem solving
skills needed to complete the Physics requirements are
required to take this one-week course.
The Major— B.A.,
Engineering Arts
Advisers: Members of the program
The Purpose of the B.A. in Engineering Arts
The B.A. in engineering aits is offered for those students
who do not intend to professionally practice as engi-
neers but who recognize the increasing importance of
science and technology in today's world. The B.A. is not
ABET-accredited. Those students interested in obtaining
an accredited engineering degree should pursue the
B.S. in engineering science.
The Importance of the Liberal Arts
The possibilities of coupling the B.A. in engineering
arts with other disciplines are boundless. The bachelor's
degree in engineering coupled with a focused set of
studies in the liberal arts leading to a possible major or
minor in the humanities, social sciences, arts or sci-
ences is particularly well suited for preparing students
to address the complexities of the world in which we
live. An additional major or minor beyond the B.A. in
engineering arts is not required, however. A student
may simply choose to explore the richness of the
academic community that is Smith College by taking
courses across the major fields of knowledge. This
course selection must have a central focus or rationale
that is identified by the student and is articulated in her
Statement of Focus.
A Statement of Focus
A statement of academic focus that identifies the
student's educational objectives shall accompany a
declaration of the major for the degree of B.A. in Engi-
neering Arts. This statement shall detail the student's
choices of approximately six (6) additional courses that
provide a coherent context for the major in engineering
arts, both in terms of her understanding of engineering
in a broader liberal arts context and in terms of her
educational objectives.
For example, potential focus areas might include
the arts (architecture or landscape studies) or educa-
tion. A teaching certificate can be earned through the
Department of Education and Child Study, which offers
a licensure program for technology and engineering
(grades 5-12) that is transferable to other states. A
focus in health sciences is ideally suited for students
who wish to pursue their interests in engineering while
satisfying piemedieal requirements. Additional areas of
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Engineering
focus include engineering and public policy, econom-
ics, energy policy ethics and global development.
The engineering program has information on possible
foci and pathways through the major.
Requirements for the Major— B. A., Engineering Arts
Science Sequence: PHY 1 17 and one other science
course1
Math: MTH 111 and 112 or 114 (or equivalent),
and PHY 2 102
Engineering Core: EGR 100, 260, 220, 270 and 290
Engineering Electives: Two 300-level or higher engi-
neering courses. These courses can be cross-listed with
other departments. Course substitutions require ap-
proval of the advisor and director of engineering.
Statement of Focus
A statement of focus must be submitted to the adviser
upon declaration of the major, detailing the student's
choices of approximately six additional courses that
provide some coherent context for a major in engineer-
ing arts, both in terms of understanding engineering
in a broader liberal arts context and in terms of the
student's specific educational goals. 3
1 Physics 1 17 is a prerequisite for EGR 270. The other
science course is to be chosen by the student upon con-
sultation with her major adviser.
2 These mathematics courses are prerequisites for the
required B.A. engineering core.
3 While the statement of focus would be a major re-
quirement, the proposed courses are not. In practice,
the adviser will assist the student in contextualizing her
courses choices.
The major requires a total of 12 courses (or the equiva-
lent). Students earning a bachelor of arts degree must
complete at least 64 credits outside the department of
the major.
The Engineering Minor
Some students may wish to minor in engineering as a
way to complement their major and supplement their
education.
Major advisers also serve as advisers for the minor.
The requirements for the minor in engineering comprise
a total of five (5) courses. These courses must include
1. EGR 100
2. PHY 117
3. One course from PHY 210 (EGR 201), MTH 204,
MTH 241, EGR 220, EGR 260, EGR 270, EGR 290,
EGR 374, EGR 375
4. One course from EGR 220, EGR 260, EGR 270,
EGR 374, EGR 375, EGR 290 (not the same as in 3
above)
5. One course from EGR 302, EGR 312, EGR 315, EGR
320, EGR 321, EGR 325, EGR 330, EGR 340, EGR
346, EGR 372, EGR 373, EGR 380, EGR 390, EGR
410D and other 300 level EGR courses as they are
added by EGR faculty.
Princeton-Smith Exchange
Engineering Exchange Program
An exchange program between Princeton University
and Smith College permits students from Smith's Picker
Engineering Program to study at Princeton and engi-
neering students from Princeton to study at Smith. Both
programs share the goal of producing leaders for the 21st
century and the belief that successful engineers can iden-
tify the needs of society and direct their talents toward
meeting them. This program is available to student in
the spring semester of their sophomore or junior year.
Prior to applying for admission to the program, a
student will discuss the course and research opportuni-
ties with her academic advisor. Applications must be
submitted to the Director of Engineering by October
20, and the candidates will be notified by November 15.
If accepted, the Smith student must submit a leave of
absence form to the junior class dean by December 1.
Honors
Director: Linda E.Jones
430d Honors Project
8 credits
Full-year course; Offered each year
432d Honors Project
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
203
English Language and Literature
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
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.
*' Sharon Cadman Seelig, Ph.D.
JMichaelGorra,Ph.D.
"- Richard Millington, Ph.D.
"l Nora F. Crow, Ph.D.
'•Craig R.Davis, Ph.D.
"' Patricia Lyn Skarda, Ph.D.
fl Naomi Miller, Ph.D.
Nancy Mason Bradbury, Ph.D., Chair
"Cornelia Pearsall, Ph.D.
f| Luc Gilleman, Ph.D.
Michael Thurston, Ph.D.
Professor-in-Residence
Paul Alpers, Ph.D.
Elizabeth Drew Professor
Sue Miller, MA
Grace Hazard Conkling Writer-in-Residence
Annie Boutelle, Ph.D.
Joan Leiman Jacobson Visiting Non-fiction Writer
Hilton Als (English and American Studies)
Associate Professors
fl Gillian Murray Kendall, Ph.D.
*2 Ambreen Hai, Ph.D.
Floyd Cheung, Ph.D.
McPherson Post-Doctoral Fellow
Andrea Stone, Ph.D.
Senior Lecturer
Robert Ellis Hosmer, Jr., Ph.D.
Lecturers
Julio Alves, Ph.D.
Holly Davis, MA
Brian Tlirner, M.F.A.
Ellen Dore Watson, M.FA
Samuel Scheer. M.Phil.
Sara London, M.FA
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, history7, 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 begin their study of literature at
Smith with English 120 or a first-year seminar before
proceeding to one of the courses — 199, 200, 201 and
231 — that serve as a gateway for the major. First-vear
students who have an English literature and composi-
tion AP score of 4 or 5, or a score of 710 on the Critical
Reading portion of the SAT, may enter one of the gate-
way courses in the fall semester. In 2009-10, English
120, 199 and 201 will be taught as writing intensiu1
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 gate-
way in the spring.
To assist students in selecting appropriate courses,
the department's offerings arc arranged in Levels I-V.
as indicated and explained below
204
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 118.
118 Colloquia in Writing
In sections limited to 15 students each, this course
primarily provides systematic instruction and practice
in reading and writing academic prose, with emphasis
on argumentation. The course also provides instruc-
tion and practice in conducting research and in public
speaking. Bilingual students and normative speakers
are especially encouraged to register for sections taught
by Holly Davis. Priority will be given to incoming stu-
dents in the fall-semester sections. 4 credits
Director: Julio Alves
Sections as listed below:
Re-Vision: Writing (and Looking) Again
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. WI
Brian Turner
Offered Fall 2009
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. WI
Holly Davis
Offered Fall 2009, Spring 2010
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) WI
4 credits
Julio Alves
Offered Fall 2009
119 Writing Roundtable
Students hone their writing skills (defined broadly to
include critical thinking, research and documenta-
tion, argument development, and mastery of written
English) as they enhance their understanding of an
issue of current import and consequence. They read
and write in a variety of genres (ranging from experi-
ence narratives to academic essays) and supplement
their required reading with excursions to scholarly and
cultural venues at Smith.
Prerequisite: One WI course or permission of the in-
structor. Enrollment limited to 15. (E) WI 4 credits
Topic: Poverty
What defines poverty in the U.S. and abroad? Who
defines it? How do we best improve the lives of the poor?
What's the relationship between poverty and gender?
Which antipoverty programs work and which don't?
These are a few of the questions students write about in
this course as they hone their writing skills. The read-
ings include academic essays, organizational docu-
ments, newspaper articles, narrative journalism and
personal experience narratives. The course makes use
of resources in the Smith libraries, the Sophia Smith
Collection and the Smith College Museum of Art. En-
rollment limited to 15. (E) WI 4 credits
Julio Alves
Offered Spring 2010
First-Year Seminars
For course descriptions, see First-Year Seminar section
FYS 175 Love Stories
Ambreen Hai
Offered Fall 2009
FYS 118 Groves of Academe
Patricia Skarda
Offered Fall 2009
FYS 128 Ghosts
Cornelia Pearsall
Offered Fall 2009
English Language and Literature
205
FYS 158 Reading the Earth
Sharon Seelig
Offered Spring 2010
FYS 162 Ambition and Adultery: Individualism in the
19th-century Novel
Michael Gorra
Offered Fall 2009
FYS 170 Crime and Punishment
Jefferson Hunter
Offered Fall 2009
FYS 187 Writers and the Body: Health and Illness in
African Diasporic Women's Literature
Andrea Stone
Offered Fall 2009
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
alternate with readings by visiting poets. Graded Sat-
isfactory/Unsatisfactory only. Course may be repeated.
2 credits
Ellen Watson
Offered Fall 2009
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
instructor 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. Wl {L}
Robert Hosmer, Eric Reeves
Offered Fall 2009
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, Kavan Boland, Li-Young Lee. \\ I {L}
Michael Thurston, lb be announced
Offered Fall 2009, Spring 2010
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. Wl {L}
Sara London
Offered Fall 2009
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. Wl {L}
Dean Flower
Offered Fall 2009
rIhe Uses of Story telling
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. Wl {L}
Nancy Mason Bradbury
Offered Spring 2010
English Ghost Stories
Discussion of the traditions and conventions of the
ghost story as practiced chiefly by British writers in the
19th and 20th centuries, emphasizing problems of the
craft, i.e., what are the deeper reasons, psychological,
spiritual, moral or other — that draw writers and read-
ers to the genre. Study of such veteran practitioners
as Charles Dickens. Sheridan Le Fanu, M.R.James,
Rudyard Kipling, LE Hartley, Muriel Spark. Elizabeth
Bowen, Penelope Fitzgerald and others. Wl {L}
Dean Flower
Offered Spring 2010
206
English Language and Literature
160 "What Is English?"
While it might look like a solid and settled subject,
English in fact is, and has always been, a discipline
constituted by disagreement — over which books
should be read, which students should read them,
which ways of reading should be pursued, and some-
times, whether such questions have meaningful an-
swers. If such disagreement is a problem, it is a produc-
tive one; a good deal of important literary scholarship
has come from thoughtful engagement with these
uncertainties. This course sketches, for English majors,
prospective majors, and all students interested in liter-
ary studies, questions at the heart of the critical enter-
prise. In six lectures, with accompanying readings and
discussion, the course illustrates the work of the critic
and shows how, even though the discipline began away
to make reading literature unpleasant enough to merit
academic credit, the pleasures of the text continue to
enliven English. Graded S/U only. {L} 1 credit
Michael Gorra and members of the department
Offered Spring 2010
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} WI
Douglas Patey
Offered Spring 2010
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 how poetry, prose fiction, and
drama work, how to interpret them, and how to make
use of interpretations by others. English 199 seeks to
produce perceptive readers who are well equipped to
take on complex texts. This gateway course for prospec-
tive English majors is not recommended for students
simply seeking a writing intensive course. Readings in
different sections will vary, but all will involve active
discussion and frequent writing. WI {L} 4 credits
William Oram, Floyd Cheung, Fall 2009
Ambreen Hai Michael Thurston, Spring 2010
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 2009
201 The English Literary Tradition II
A study of the English literary tradition from the 19th
century to modern times. WI {L} 4 credits
Cornelia Pearsall, Jefferson Hunter
Offered Spring 2010
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 2009
Level Two Electives
These courses in particular are designed to interest
non-majors as well as majors.
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; Vw^sAeneid;
English Language and Literature
207
Dante's Divine Comedy. \\ I {L} 4 credits
lecture and discussion
Arm R. Jones (Comparative Literature)
Thalia Pamiin (Classics)
Robert llosmer (English Language and Literature)
Offered Fall 2009
203/CLT 203 Western Classics in Translation, from
Chretien de Troyes to Tolstoy
Chretien de Troves's Yrain: Shakespeare s Antony and
Cleopatra: Cervantes' Don Quixote; Lafayette's The
Princesse ofCleres; Goethe's Faust; Tolstoy's War and
Peace. \VI {L} 4 credits
Lecture and Discussion
Maria Baner/ee (Russian)
Robert Hosmer (English Language and Literature)
Offered Spring 2010
204/CLT 215 Arthurian Legend
The legend of Arthurian Britain as it developed in
Wales, France and England. Readings will include early
Welsh poems and tales, Geoffrey of Monmouth, Chre-
tien de Troyes, Marie de France. La Queste del Saint
Graal. the Gawain-poei and Malory. {L} 4 credits
Nancy Mason Bradbuty
Offered Spring 2010
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 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 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 Patty
Offered Spring 2010
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, lloban. Dick. Le Guin and
others. Recommended for non-majors. {L} 4 credits
William Oram
Offered Spring 20 10
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 Daris
Offered Spring 2010
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, literary allusiveness) of works by such
writers as Joseph Conrad, E.M. Forster. F.M. Ford, D.H.
Lawrence, Virginia Woolf, Elizabeth Bowen, Doris Less-
ing, Shirley Hazzard, V.S. Naipaul. {L} 4 credits
Jefferson Hunter
Offered Fall 2009
233 American Literature from 1865 to 1914
A survey of American writing after the Civil \\ an with
an emphasis on writers who criticize or stand apart
from their rapidly changing society Fiction by Twain,
James, Howells, Dreiser, Crane, Chopin, Chesnutt, Jewett
and Sui Sin Far, along with a selection of the poetry of
the era. {L} 4 credits
Richard Millington
Offered Spring 2010
236/AAS 237 Twentieth-Century Afro-American
Literature
A survey of the evolution of African-American literature
during the 20th century. This class will build on the
foundations established in AAS 1 13, Survey of Afro-
American Literature. Writers include Langston Hughes,
Richard Wright, James Baldwin, Toni Morrison and
Paule Marshall. {L} 4 credits
Kerin (Juashie
Offered Fall 2009
237 Recent American Writing
Stud\' of selected novelists and short story writers since
1945 with emphasis on Welty. Nabokov. Morrison. Stone.
Simpson. Tyler. Jen. Smilev and others. {L} 4 credits
Dean Flower
Offered Spring 2010
208
English Language and Literature
238 What Jane Austen Read: The 18th-century Novel
A study of novels written in England from Aphra Behn
to Jane Austen and Walter Scott (1688—1814). Emphasis
on the novelists' narrative models and choices; we will
conclude by reading several novels by Austen — includ-
ing one she wrote when thirteen years old. (L) 4 credits
Douglas Patey
Offered Fall 2009
FLS 241 Screen Comedy
Lectures, with occasional discussion, on film comedies
from a variety of places and times: American screwball
comedies and British Ealing comedies; battles of the
sexes; the silent or nonverbal comedy of Chaplin,
Keaton and Jacques Tati; parodies of other film genres;
political satire; musical comedy; adaptations of comic
novels; fast-talking comedy by the Marx Brothers, Mon-
ty Python, Woody Allen and Howard Hawks; and to sum
things up, Ingmar Bergman's Smiles of a Summer
Night. Some attention to animated cartoons; occasional
readings in film criticism, film history and the theory of
comedy Prerequisite: a college course in film or litera-
ture or permission of the instructor. {L/A} 4 credits
Jefferson Hunter
Offered Spring 2010
242 A History of Mystery
A study of the development of detective fiction in
English, starting with gothic mysteries in the late 18th
century and with the investigatory puzzles of Edgar
Allan Poe in the 1830s. Exploration of the ways in
which the conventions of the genre reflect issues of
class, gender and social change, and how in the 20th
century those conventions have been reinvented, styl-
ized, parodied and transformed. Writers discussed will
include Poe, Wilkie Collings, Charles Dickens, Conan
Doyle, G.K. Chesterton, E.C. Bentley, Dorothy Savers,
Agatha Christie, Jorge Luis Borges and others. Open to
non-majors. (E) {L} 4 credits
Dean Flower
Offered Fall 2009
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. Not open to
first-year students. {L} 4 credits
Nancy Mason Bradbury
Offered Fall 2009
252 Sixteenth-Century Literature
Topic: Passion and Despair in the Eyiglish Renais-
sance. Ovidian, Platonic, Petrarchan and Romance
traditions of love as they are questioned and reformu-
lated by Renaissance writers. Lyric and narrative poetry
by Wyatt, Shakespeare, Marlowe, Sidney, Spenser, Lady
Maty Wroth and others. {L} 4 credits
William Oram
Offered Spring 2010
254 English Drama in the Age of Shakespeare
The evolution and interplay of structure, theme and
character in plays by Shakespeare's contemporaries,
particularly in genres such as the tragedy of blood
and the city comedy Authors to include Kyd, Marlowe,
Jonson, Webster, Tourneur, Dekker, Ford. One play by
Shakespeare will also be examined. {L} 4 credits
Jane Degenhardt
Offered Spring 2010
CLT 255 Ghosts, Peasants, Doubles and Frames:
Reading the 19th-century Story
How did the modern short story emerge — why, where,
when? What is its relation to other forms of short
fiction — the Italian novella or the German novelle
or the fairy tale? Why are they often so elaborately
framed, with their kernel presented as a kind of oral
performance: a story told by one character to another?
Why do they so often rely on the fantastic and the
unlikely — and how, by the end of the century, did the
story come to concentrate instead on the mundane and
the ordinary? What, in short, makes a tale worth tell-
ing? Readings in Goethe, Hoffman, Hawthorne, Gogol,
Turgenev, Maupassant, Verga, Kipling, Chekhov, Jewett
and others. {L} 4 credits
Michael Gorra
Offered Fall 2009
256 Shakespeare
A Midsummer Nights Dream, As You Like It, I Henry
N, Measure for Measure, King Lear, Macbeth, Corio-
English Language and Literature
209
lanus. The Tempest. Enrollment In each section lim-
ited to 25. Not open to fiist-year students. {L} 4 credits
William Oram
Offered Fall 2009
257 Shakespeare
Romeo and Juliet. Richard 11. Hamlet. Twelfth Night,
1 roil as and Cressiad, Othello. Antony and Cleopatra.
The Winters Tale. Not open to first-year students. {L}
4 credits
Eric Reeves. Sharon Sedig
Offered Spring 2010
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. Not
open to first-year students. {L} 4 credits
Eric Reeves
Offered Spring 2010
264 Bloomsbury
"Bloomsbury" refers to a district in London, and also to
an intricately interconnected community of influential
artists and writers, bound together by complex aesthetic
and political as well as personal ties. Our reading will
include works by novelists Virginia Woolf and E. M.
Forster, economist John Maynard Keynes, essayist Lytton
Strachey, and critics Clive Bell, Roger Fry and Leonard
Woolf. This course has been designed in conjunction
with a Spring 2010 exhibition at the Smith College
Museum of Art (A Room of Their Oim: The Artists
of Bloomsbury) and will focus closely as well on art
works by Woolf's sister Vanessa Bell, Dora Carrington,
Duncan Grant and others. Prerequisite: a WI course;
limited to 20 students. {L} 4 credits
Cornelia Pearsall
Offered Spring 2010
265 The Victorian Novel
The English novel from Dickens and Thackeray to Con-
rad. Emphasis on the genre's formal development —
narrative voice and perspective, the uses of plot, the rep-
resentation of consciousness — but with some attention
to social-historical concerns. {L} 4 credits
Michael Gorra
Offered Spring 2010
277 Postcolonial Women Writers
A comparative study of 20th centun women writers
in English from Africa, the Caribbean, South Asia and
Australia. We will read novels, short stories, poetry. plays
and autobiography in their historical, cultural and
political contexts as well as theoretical essays to address
questions such as: How have women writers addressed
the dual challenge of contesting sexism and patriarchy
from within their indigenous cultures as well as the
legacies of Western imperialism from without' How
have they combined feminism with anti-colonialism?
How have they deployed the act of writing as cultural
work on multiple counts: addressing multiple audi-
ences; challenging different stereotypes about gender,
sexuality, race, ethnicity? What new stories have they
told to counter older stories, what silences have they
broken? How have they renegotiated the public and the
private, or called attention to areas often ignored by
their male contemporaries, such as relations among
women, familial dynamics, motherhood, bodily desire
or the gendered effects of migration and diaspora? Writ-
ers include Anita Desai, Kamala Das, Thrity Umrigar,
Deepa Mehta, Ama Ata Aidoo, Bessie Head, Nawal-el-
Saadawi, Jamaica Kincaid, Michelle Cliff, Zadie Smith,
Sally Morgan. Prerequisite: a Wl course. {L} 4 credits
Ambreen Hai
Offered Fall 2009
278 Asian American Women Writers
The body of literature written by Asian American wom-
en over the past one hundred years has been recognized
as forming 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 2009
279 American Women Poets
A selection of poets from the last SO years, including
Sylvia Plath, Elizabeth Bishop. Adrienne Rich. Audre
Lorde, Sharon Olds, Cathy Song, Louise Gliick and
Rita Dove. An exploration of each poets chosen themes
and distinctive voice, with attention to the intersection
of gender and ethnicity in the poet's materials and in
210
English Language and Literature
the creative process. Not open to first-year students.
Prerequisite: at least one college course in literature.
{L} 4 credits
Susan Van Dyne (Study of Women and Gender)
Offered Fall 2009
293/ARH 292 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' books. The
course will examine the principal techniques of book
production — calligraphy, illustration, papermaking,
typography, bookbinding — as well as various social
and cultural aspects of book history, including ques-
tions 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 hand-
press and bookbinding. Admission limited to 20 by
permission of the instructor. {H/A} 4 credits
Martin Antonetti
Offered Fall 2009
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 pennission 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, dic-
tion, rhythm, image, lineation, anaphora, alliteration,
assonance, syllables and irregular rhyme. They create a
portfolio of original poems and develop the skills of cri-
tique 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 Cen-
ter readings and Q&As. Recommended background:
ENG 120 Reading and Writing Short Poems. Admission
by pennission of the instructor. (E) 4 credits
Etlen Dore Watson
Offered Spring 2010
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
Hilton Ms, Robert Hosmer
Offered Fall 2009, Spring 2010
292 Crafting the Memoir
This workshop explores, through reading and 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 our own works and those of others,
we will be searching for strategies, 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
To be announced
Offered Spring 2010
295 Advanced Poetry Writing
Admission by permission of the instructor. {L} 4 credits
Annie Boutelle
Offered Fall 2009, Spring 2010
296 Writing Short Stories
Admission by permission of the instructor. {L} 4 credits
Sue Miller
Offered Fall 2009, Spring 2010
384/AMS 351 Writing About American Society
An examination of contemporary American issues
through the works of literary journalists ranging from
Elizabeth Hardwick to Joan Didion; Frances Fitzgerald
to Adrian Nicole Le Blanc. Intensive practice in ex-
pository 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
pennission of the instructor. {L/S} 4 credits
Hilton Ms
Offered Spring 2010
Level IV
300-level courses, but not seminars. These courses are
intended primarily for juniors and seniors who have
English Language and Literature
211
taken at least two literature courses about the 100-level.
Other interested students need the permission of the
instructor.
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. Enrollment limited to 15.
{L} 4 credits
Samuel Scheer
Offered Fall 2009
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
preregistration period. The instructor will select the
students admitted from these applicants.
PRS 306 Beowulf and Archaeology
The Old English poem Beowulf mw be the most
expressive document we possess for the cultural world
of Europe from the 5th through 8th centuries AD,
even though it survives in a single copy from c. 1000.
Our interpretation of this poem has been enhanced
by discoveries of the Sutton Hoo ship-burial in East
Anglia, a huge 6th-century hall in Denmark and other
significant finds. This seminar will examine the way
archaeological investigation, historical research and
literary criticism all combine to create a more reveal-
ing, though still controversial "assemblage of texts"
from this formative phase of earl) European society.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Paris (English)
Offered Spring 2010
308 Seminar: One Big Book
This capstone course offers an intensive, research-
basal study of a single important work of literature in
English, seen in its social, historical and intellectual
context on the one hand, and in terms of its reception
history on the other. The course may be repeated once
for credit with a different topic and instructor. Permis-
sion of the instructor required. Enrollment limited to
12. {L} 4 credits
Topic: George Eliot's Middlemarch.
Prerequisites: two 200-level courses in either the read-
ing of fiction or in 19th-century British literature or a
combination thereof.
Michael Gorra
Offered Spring 2010
312 Seminar: Converts, Criminals and Fugitives: Print
Culture of the African Diaspora, 1760-1860
This seminar will explore the varied publications pro-
duced by people of African descent, America, Canada
and England, including early sermons and conversion
narratives, criminal confessions, fugitive slave narra-
tives and the black press. We will consider these works
in terms of publishing history, editorship (especially
women editors), authorship, readership, circulation,
advertising, influence, literacy, community building,
politics and geography. We will examine their engage-
ments with such topics as religion, law, economics,
emigration, gender, race and temperance. Smiths
manuscript and periodical holdings will offer us a
treasure trove of source materials. {L} 4 credits
Andrea Stone
Offered Spring 2010
315 Seminar: Victorian Imperialism
At its height, the British Empire spanned over a quarter
of the earth's population and a fifth of its surface; to
study the Victorians is therefore to study the globe. This
seminar focuses on literary engagements with a series
of explosive events in India, Jamaica. Ireland. Sudan.
Burma and South Africa that helped create the empire
over which "the sun never set." Readings are drawn
from a range of authors who promoted or challenged
212
English Language and Literature
Victorian Britain's aggressive imperial expansion,
including Joseph Conrad, H. Rider Haggard, Rudyard
Kipling, Olive Schreiner, Alfred Tennyson and Queen
Victoria. Admission by permission of the instructor.
Enrollment limited to 12. {L} 4 credits
Cornelia Pearsall
Offered Fall 2009
333 Seminar: A Major British or American Writer
Alice Munro
Alice Munro has won extraordinary and steadily grow-
ing recognition as one of the very finest and canniest
writers of our time. The subtlety of her narrative skills
and the subdued brilliance of her moral insights mark
her as a major figure. And yet this has not translated
into the kind of attention one might expect in college
and university curricula. Certainly there are challenges
for both student and teacher in tracing out the arc of
her achievement, beginning with the early "Dance
of the Happy Shades" to her most recent work. But
this tracing provides an opportunity to follow Munro
"writing her lives" — in all their narrative sublimity.
Prerequisites: Three literature courses, including one
American literature course and one upper-level course
in fiction. Enrollment limited to 12. (E) {L} 4 credits
Eric Reeves
Offered Fall 2009
Heaney and Muldoon
In-depth study of two living poets important not only
in the context of Northern Ireland but also for their
impact on poetry in English during the latter 20th
century. Discussions will focus on the intersecting
poetic trajectories of these two careers and on the poets'
negotiation of the poetry/politics intersection.
Michael Thurston
Offered Spring 2010
365 Seminar: Studies in 19th-century Literature
Topic: Women in Romantic Literature. A study of
sisters, wives, mothers and nature in the works of Jane
Austen, Mary Shelley, Sir Walter Scott, the Brontes and
the Romantic poets. {L} 4 credits
Patricia Skaraa
Offered Fall 2009
376 Contemporary British Women Writers
Consideration of a number of contemporary women
writers, mostly British, some well-established, some not,
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 2009
393 South Asian Fictions of Autobiography
How have modem South Asians adapted the forms of
autobiography to make sense of their lives? What can
individual idiosyncratic life stories tell us more broadly
about culture or history? How does writing help us to
process, or create meanings from, experiences of colo-
nization, national independence, family, race, gender,
sexuality, migration, loss or trauma? What are the
implications of creating intimacy, voice or subjectivity in
a colonizer's alien language? This course explores how
diverse writers (Indian, Pakistani, Sri Lankan, diasporic)
have crafted life writing in English to produce broader
meanings for various purposes (nation building, antico-
lonial resistance, self fashioning, diasporic identity for-
mation, telling of suppressed histories, remembrance).
Readings include fictional and actual autobiographies
by Ghandi, Nehru, G.V Desani, Nirad Chaudhuri, Attia
Hosain, Sara Suleri, Michael Ondaatje, Shyam Selva-
durai, Hanif Kureishi, Meena Alexander and theories of
autobiography. Enrollment limited to 15. {L} 4 credits.
Ambreen Hai
Offered Spring 2010
Cross-listed and
Interdepartmental Courses
AAS 202 Black Music and Literature
FYS 175 Love Stories
FYS 118 The Groves of Academe
FYS 128 Ghosts
FYS 157 Literature and Science: Models of Time and
Space
English Language and literature
213
FYS 158 Reading the Earth
FYS 162 Ambition and Adultery: Individualism in the
19th-century Novel
FYS 187 Writers and the Body: Health and Illness in
African Diasporic Women's Literature
CLT 205 Twentieth-Century Literature of Africa
CLT 215 Arthurian Legends
CLT 237 Traveller's Tales
CLT 255 Ghosts, Peasants, Doubles and Frames:
Reading the 19th-century Novel
CLT 300 Contemporary Literary Theory
FLS 241 Screen Comedy
PRS 306 Beowulf and Archaeology
PRS 311 Bodies and Machines
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 March 2009, the department voted in a new set of
requirements. Students in course may choose either the
old or new requirements; students in the class of 2013
and thereafter must complete the new ones.
New Requirements
1 Two of our four gateway courses — ENG 199 (meth-
ods), 200 (British survey I ) . 20 1 ( British survey II)
or 231 (American survey I ) — ideally to be taken by
the end of the sophomore year;
1. Two courses concentrating on literature written
before 1832;
3. Semester courses on two of three early canonical
authors; Chaucer (250), Shakespeare (256 or 257)
and Milton (260);
4. Culminating Experience: two seminars in literature
at the 300 level, at least one to be taken in the senior
year A senior who has undertaken an honors thesis,
year-long Kahn Institute project or research-based
4-credit special studies may substitute her project for
the second seminar.
Old Requirements
1. TV/oof the following: 199, 200, 201 or 231;
2. Two courses concentrating on literature written
before 1832;
3. Semester courses on two of three early canonical
authors: Chaucer (250), Shakespeare (256 or 257)
and Milton (260);
4. A seminar;
5. Five additional courses
In 2009-10 the following courses fulfill requirement
number 2: 200, 202, 204, 207, 210, 231, 238, 250, 252,
254, 256, 257, 260, 365, PRS 306.
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 (23 1 . 233 1
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.
214 English Language and Literature
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: Michael Gorra (2009-10)
430d Honors Project
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 fomial 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
permit a student to submit a work of fiction, poetry or
creative nonfiction for honors.
Graduate
580 Graduate Special Studies
Independent study for graduate students. Admis-
sion by permission of the chair. 4 credits
Offered both semesters each year
580d Graduate Special Studies
8 credits
Full-year course; Offered each year
215
Environmental Science and Policy
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
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
M Virginia Hayssen, Professor of Biological Sciences
"' Paulette Peckol, Professor of Biological Sciences
L. David Smith, Associate Professor of Biological
Sciences
+1 Shizuka Hsieh, Assistant Professor of Chemistry
12 Andrew J. Guswa, Associate Professor of Engineering
Paul Voss, Assistant Professor of Engineering
Robert M. Newton, Professor of Geology
Amy Larson Rhodes, Associate Professor of Geology
Donald C. Baumer, Professor of Government
n Gregory White, Professor of Government
n David Newbury, Professor of History7 and of African
Studies
Jeffry Ramsey, Associate Professor of Philosophy
Nathanael Fortune, Associate Professor of Physics
*' Leslie King, Associate Professor of Sociology
Michelle Joffroy, Associate Professor of Spanish and
Portuguese
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,
Geology 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. No more than one course may be taken
S/U; EVS 300 may not be taken S/U.
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 10. {N} 4 credits
Robert Burger
Offered Spring 2011
216
Environmental Science and Policv
EVS 205 Environmental Policy: Economic Perspectives
PENDING CAP APPROVAL
This course will provide an introduction to economic
analysis of environmental problems. The focus will be
on understanding how economists analyze environ-
mental issues and on learning to communicate basic
economic arguments about environmental issues to a
broad audience. The course will cover a variety of topics
including cost-benefit analysis, pollution taxes, quotas,
and permits, sustainability, and intergenerational
equity. Classes will be a mix of lecture, discussion and
student presentations. Limited to 20 students. No pre-
requisites. {S} 4 credits
Susan Stratton Sayre
Offered Spring 2010
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,
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 en-
vironmental issue of local or regional importance with
the explicit goal of identifying sustainable alternatives.
May not be taken S/U and count towards the minor.
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 2010
EVS 400 Special Studies
Admission by permission of the instructor, the program
director, and ES&P's curricular subcommittee. Special
Studies are open only to qualified juniors and seniors,
and in appropriate cases, to sophomores. 1-4 credits
Offered both semesters each year
FYS 177 Global Environmental Changes and Challenges
This course examines how humans have changed
Earth's four vital spheres (biosphere, atmosphere,
hydrosphere and lithosphere) over the last century, and
the social, scientific and political challenges posed by
these environmental alterations. We will reflect on how
differing worldviews have influenced our past actions
and may determine our future trajectory. Readings and
discussions will examine the scientific evidence, envi-
ronmental writings, and national and international
responses to the environmental crises that confront
humanity. Students will investigate strategies for miti-
gating damage, conserving resources and restoring
natural function of the Earth. Enrollment limited to 16
first-year students. (E) WI {N/S} 4 credits
Amy Rhodes (Geology) and I. David Smith (Biologi-
cal Sciences)
Offered Spring 2010
Chemistry
CHM 108 Environmental Chemistry
GEO 301 Aqueous Geochemistry*
EGR 260 Mass and Energy Balances
EGR 3 1 2 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 Biology:
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 Ma-
rine Environment
GEO 109 The Environment
GEO 1 1 1 Introduction to Earth Processes and History
GEO 301 Aqueous Geochemistry*
GEO 309 Groundwater Geology
EGR 315 Ecohydrology
Environmental Science and Polio
217
Environmental Policy
ANT 230 Africa: Population, Health and Environ-
mental Issues
ANT 236 Economy, Ecology and Society
ANT 24 1 Anthropology of Development
ECO 284 Environmental Economics
GOV 254 Politics of the Global Environment
GOV 306 Politics and the Environment
PPL 222 Colloquium: U.S. Environmental History
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:
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 Maritime Studies Program of Williams College
and Mystic Seaport. Courses from other programs may
also be eligible for credit with approval from the minor
adviser.
BIO 103 Economic Botany: Plants and Human
Affairs
Introductory Colloquia: Bacteria: The Good,
the Bad, and the Absolutely Necessary
Introductory Colloquia: Island Biology
Invertebrate Diversity and lab
Plant Systematics and lab
Vertebrate Biology7
Biogeography
Engineering and Global Development
Hydrosystems Engineering
Seminar: Advanced Topics in Engineering:
Science, Technology and Ethics
EVS 1 50/GEO 1 50 Modeling Our World: An Introduc-
tion to Geographic Information Systems
Global Environmental Changes and
Challenges
Politics of Public Policy
Ecology and History in Africa
Environmental Ethics
Colloquium in Applied Ethics: Sustain-
ability
Solar Energy and Sustainability
Public Policy Analysis
World Population
Topics in Latin American and Iberian
Studies: Women, Environmental
Justice and Social Action
SWG 230 Feminisms and the Fate of the Environment
BIO 110
BIO 110
BIO 260
BIO 264
BIO 272
BIO 366
EGR330
EGR 346
EGR390
FYS 177
GOV 207
HST299
PHI 238
PHI 304
PHY 100
PPL 220
SOC 232
SPN 372
*GEO 301 Aqueous Geochemistry fulfills the require-
ments in both Chemistry and Geology (one course
covers two requirements)
218
Ethics
Visiting faculty and some lecturers are generally appointed for a limited term
Visit www.smith.edu/catalog for current course information.
Advisers
n John M. Connolly, Professor of Philosophy, Director
+1 Elizabeth V. Spelman, Professor of Philosophy
*] Donald Joralemon, Professor of Anthropology
Albert Mosley, Professor of Philosophy
Susan Levin, Associate Professor of Philosophy
Jeffry Ramsey, Associate Professor of Philosophy
fl Donna Riley, Associate Professor of Engineering
Ernest Alleva, Lecturer of Philosophy
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 Society
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 pro-
gram.
219
Exercise and Sport Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
11 Donald Steven Siegel, Ed.D.
James H.Johnson, Ph.D., Chair
Barbara Brehm-Curtis, Ed.D
+1 Christine M.Shelton, M.S.
Lecturers
Jane M. Stangl, Ph.D.
Lynn Oberbillig, M.B.A.
Tim Bacon, MA
Jacqueline Blei, M.S.
Performance Instructors
Kim Bierwert, B.S.
Christine Davis, M.S.
Bonnie May, M.S.
Suzanne Payne, M.Ed.
Judith Strong, B.S.
Carta Coffey, MA
Karen Klinger, M.S.
Scott Johnson, B.S.
Wendy Walker, MA
Ellen b'Neil, M.S.T.
David Stillman, B.S.
Richard Cesario
Rosalie Peri, RN, CPT, RYT200
Craig Collins, B.S.
Nancy Rothenberg, 3rd degree black belt
Lisa Thompson, B.A.
Lynne Paterson, RYT200
Jennifer Good-Schiff, A.S., ACA, WFR
Jean Ida Hoffman, M.S.
Judy Messer, RYT, Sensei
Jo Schneiderman, M.Ed.
Cindy Schimelpfenig, A.S.
Dorothy Steele
Katrina O'Brien, B.S., ACA,WFR, NAUI
Jaime Ginsberg, M.Ed.
Lynn Hersey, M.S.
Julie Perrelli, Ph.D.
Tyler Hotchkiss
Teaching Fellows
Rhemi Abrams-Fuller, B.A.
Kathleen Boucher, B.A.
Lacee Carmon, B A
Sarah Cox, B.A.
Sheila Gisbrecht, B A
Jeanne Coree Naslund, B.A.
Ruth Ness, B.A.
Katlin Okamoto, B.A.
Benjamin Raphelson, B.A.
David Senary, B A
A. Theory Courses
100 Playing the Game: 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
Offered Fall 2009
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 certi-
fied in Community First Aid/AED and CPR for the Pro-
fessional Rescuer. Enrollment limited to 14. 2 credits
Craig Collins
Offered both semesters
220
Exercise and Sport Studies
110 Introduction to Coaching
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 well-
ness related to the well-being of athletes. This course
will be of particular interest to dducation students or
those intending to pursue a career in teaching, as the
course will prepare students to obtain the American
Sport Education Program (ASEP) Coaching Certifica-
tion, which is now or will be mandatory for public high
school coaches in many states including Massachu-
setts. Enrollment limited to 20. {S} 4 credits
Tim Bacon
Offered Spring 2010
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
Katie Jones, Fall 2009
Barbara Brehm-Curtis, Spring 2010
Offered both semesters
140 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. This
course may not be taken for the S/U grading option.
Enrollment limited to 20. (WI) {N} 4 credits
Barbara Brehm-Curtis
Offered Spring 2010
150 Nutrition and Health
An introduction to the science of human nutrition. We
will study digestion, absorption, and transportation of
nutrients in the body, and the way nutrients are used to
support growth and development and maintain health.
We will also examine how personal dietary choices
affect nutritive quality of the diet and health of an in-
dividual. The relationship between diet and health will
be explored throughout this course. Special topics will
include diet and physical fitness, weight control, vege-
tarianism and women's nutrition concerns. High school
chemistry recommended but not required. {N} 4 credits
Barbara Brehm-Curtis
Offered Fall 2009
175 Applied Exercise Science
An experiential course designed to introduce students to
applied exercise physiology7 and kinesiology. Energy ex-
penditure, energy systems, aerobic power, exercise fuels,
effort perception, applied anatomy and training princi-
ples are studied using a system of lecture and laboratory
sessions. Enrollment limited to 20. {N} 2 credits
Jamesjohnson
Offered Fall 2009
175j Applied Exercise Science
Same description as 175 above.
Sheila Gisbrecht and Kaitlin Okamoto
Offered during Interterm
200 Sport: In Search of the American Dream
A study of whether sport has served to promote or
inhibit ethnic/minority participation in the American
Dream. Biological and cultural factors will be ex-
amined 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 stud-
ied in depth to determine the costs assessed and rewards
bestowed on those who battled racial, ethnic and/or
sexual oppression in the athletic arena. {H/S} 4 credits
Donald Siegel and Julie Perrelli
Offered Spring 2010
IDP 208 Women's Medical issues
A study of topics and issues relating to women's health,
including menstrual cycle, contraception, sexually
transmitted diseases, pregnanq, 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
Lesliejqffe
Offered Spring 2010
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 train-
ing. {N} 4 credits
Jamesjohnson
Offered Spring 2010
Exercise and Spoil Studies
221
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 1 1 1 {S} 4 credits
Tim Bacon
Offered Fall 2009
230 Body Images and Sport Media
An exploration of sporting images as projected through
the media with primary emphasis on print and elec-
tronic journalism — to include written narratives,
photography, television, film and digital images. The
course will examine the (re) presentation and (repro-
duction of the athletic or healthy body as the standard
for fitness. The topic will include issues on embodi-
ment, cultural symbolism, political and moral ideolo-
gies, as well as commercialization. {S} 4 credits
jane Stangl
Offered Spring 2010
280 Applied Sports Medicine
Injuries due to involvement in sport result in untold
expense, discomfort and possible lifelong problems.
The etiology and prevention of injury are discussed.
Also covered are overtraining, childhood sport and
specialization and how to maintain healthly athletes.
The most common sport injuries are analyzed. Lecture
and discussion are supported by applied laboratory
exercises. Enrollment limited to 20. {S} 4 credits
James Johnson
Offered Fall 2009
EDG 336 Seminar in American Education
Topic: Youth Development and Social Entrepreneur-
ship. Designed for students who aspire to study the
theory and practice of programs devoted to serving
youth and how they are founded, funded and sustained.
We will examine theories that explain the factors that
perpetuate the achievement gap and explore programs
developed to redress these inequalities. This is a course
with a service learning commitment. Students will
work with youth in Springfield on a youth media proj-
ect. Dates and times to be announced. 4 credits
Sam tntrator and Donald Siegel
Offered Fall 2009
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: l4() or a strong biological sciences background
and permission of the instructor. Open to juniors and
seniors. This course may not be taken for the S/U grad-
ing option. Enrollment limited to 14. {N} 4 credits
Barbara Brebm-i art is
Offered Fall 2009
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
variety of activities. Each class is designed to enhance
the student's physical skills, fitness, knowledge of hu-
man movement, and understanding of the role of phys-
ical activity in a healthy lifestyle. Each course encom-
passes 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 nonswimmers. 1 credit
Karen KUnger, Fall 2009
Diane Williams. Spring 2010
Offered both semesters
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Exercise and Sport Studies
Advanced Beginning Swimming
This course will focus on the improvement of swim-
ming skills. Performance 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
Intermediate Swimming
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 2009
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 class is a great way to start your day. Enrollment
limited to 20. 1 credit
Craig Collins
Offered both semesters
905 Water Safety
Lifeguard Training
American Red Cross Certification in Lifeguard Train-
ing and Basic First Aid/AED (Automated External
Defribrillator) and CPR for the Professional Rescuer.
Prerequisites: 300-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 Spring 2010
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
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 16. Course
will meet first 8 weeks of the semester. 1 credit
Kathleen Boucher and Ruth Ness
Offered Spring 2010
SCUBA Diving I
The use and care of equipment, physiology and tech-
niques of SCUBA diving. Students must supply their
own mask, fins, snorkel which may be purchased
through the instructor. Optional NAUI certification
through open water dives is available for a fee. Prereq-
uisite: satisfactory swimming skills and good health.
Enrollment limited to 16. 1 credit
David Stillman
Offered both semesters
Swim Conditioning
Swimming workouts to improve physical fitness. Stroke
improvement, exercise program design, and a variety
of aquatic training modalities will also be included.
Intermediate swimming ability required. Enrollment
limited to 20. 1 credit
Marlene Pineda
Offered Spring 2010
Aqua-Aerobics
This fun-filled class teaches the value of vertical ex-
ercise in the water while shattering the myth that it is
910J Badminton
A repetition of 910. Enrollment limited to 12. 1 credit
Kathleen Boucher
Offered Interterm 2010
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
Golfl — 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
Exercise and Sport Studies
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 6 weeks. Enrollment limited to
10 per section. 1 credit
Wendy Walker, Fall 2009
LyrmHersey, Spring 2010
Offered both semesters
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
Lynn Hersey
Offered Spring 2010
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 eDigest.
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. Cindy Schimelpfenig
Offered both semesters
Eijiiitation 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 Pay fie. Cindy Schimelpfenig
Offered both semesters
Equitation III
lor students in their third semester of riding at Smith.
Low intermediate to advanced levels on the flat and
o\er fences. Prerequisite: Equitation II. 1 credit
Suzanne Payne, Cindy Schimelpfenig
Offered both semesters
Equitation l\
For students in their fourth semester of riding at Smith.
Intermediate to advanced levels on the flat and over
fences. Prerequisite: Equitation III. 1 credit
Suzanne Payne. Cindy schimelpfenig
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, 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 11. 2 credits
Scott Johnson. Fall 2009
Katrina O'Brien. Spring 2010
Offered both semesters
940 Outdoor Skills
Flatwater Canoeing
.An introduction to solo and tandem canoeing. Students
progress from flatwater lake paddling to river run-
ning in this outdoor adventure class. Students are also
taught how to take a multi-day canoe trip and learn
such touring skills as map reading, portaging, plan-
ning and camp cooking. Students have the opportunity
to participate in a weekend overnight trip. Class meets
the first seven weeks of the fall semester. Enrollment
limited to 10. 1 credit
Katrina O Brien
Offered Fall 2009
224
Exercise and Sport Studies
Whitewater Kayaking
An introduction to solo Whitewater kayaking. This
more adventurous class begins in the pool and pond
with basic paddling skills, then progresses to local fast
water rivers. Students should expect to run Class I and
II rapids. Other than one indoor pool session before
spring recess, class meets each week beginning after
spring recess. Prerequisite: satisfactory swimming skills.
Enrollment limited to eight per section. 1 credit
Scott Johnson, Katrina O'Brien
Offered Spring 2010
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 six weeks of the semester. Prerequisite: Previous
flatwater canoeing experience, plus satisfactory swim-
ming skills. Enrollment limited to 10. 1 credit
Katrina O'Brien
Offered Spring 2010
Sea Kayaking
This course is designed to introduce recreational and
sea kayaking to the novice. This class begins in the pool
and progresses to a local river. Ocean paddling, naviga-
tion, safe exiting, equipment and paddle techniques
are covered. Students have the opportunity to partici-
pate in a weekend overnight trip to the coast. Student
comfort in water recommended. Enrollment limited
to 10. Course will meet the first seven weeks of the fall
semester. 1 credit
Jennifer Good-Schiff
Offered Fall 2009
Rock Climbing I
This course is designed to introduce the fundamentals
of rock climbing to the beginner. It will emphasize
smooth climbing technique as well as familiarity with
the equipment, various knots, belaying and rappelling.
Basic top-rope anchor building will also be covered.
Safety issues will also be a strong emphasis in this
course. The majority of class time will take place on
the Ainsworth Gym Climbing Wall, but the course will
also include two off-campus trips. Enrollment limited
to 12. 1 credit
Scottjohnson
Offered both semesters
Rock Climbing II
This course will review the fundamentals of rock
climbing, then introduce more advanced skills with a
greater emphasis on gaining proficienq with outdoor
climbing techniques and top-rope anchor building.
SafeU' 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 permission of the instructor. Class meets for the first
seven weeks of the fall semester. Enrollment limited to
8. 1 credit
Scottjohnson
Offered Fall 2009
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 I
This class is recommended for both the curious begin-
ner and the experienced kickboxer. It incorporates
martial art forms, a variety of strength/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 Messer
Offered both semesters
Kickboxingll
This class kicks up the fighting skills and conditioning
level from Kickboxing I. Each class will include group,
partner and individual training consisting of but not
limited to: short group cardio workouts, jumping rope,
medicine balls, weights, fitness balls, floor mat work,
striking mitts, striking paddles and heavy bag training.
Prerequisite: Each student must have completed the
Kickboxing I class or has completed another Kickbox-
ing Course that is instructor approved. Good health is
a must. Participating student will be challenged at a
high fitness level. Enrollment limited to 18. 1 credit
Judy Messer
Offered Spring 2010
Exercise and Sport Studies
225
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
James Johnson. Ben Raphdson
Offered both semesters
Pilules Mat Training 1
A course designed to teach the mat exercises of Joseph
Pi lates. 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 Hojjman
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
Kathleen Boucher, Ruth Ness, Fall 2009
To be announced. Spring 2010
Offered both semesters
945j Physical Conditioning
A repetition of 945. 1 credit
Ruth Ness
Offered during Interterm 2010
Athletic Fitness
A vigorous fitness course designed for students inter-
ested in high-level training. Individual assessments are
made to assess aerobic and anaerobic power. We will
assess V02 max, lactate threshold, power, speed and
agility. Individualized training programs will be devel-
oped and administered. Class meets first eight weeks of
the semester. Enrollment limited to 12. 1 credit
Jaime Ginsberg
Offered Spring 2010
Resistance Training for Women
This course introduces students to multiple methods of
resistance training. There is a strong emphasis on un-
derstanding anatomical structure and how to stress and
train specific parts of the body. Students will participate
in a structured, periodized, resistance training program
designed to improve body function. This class meets the
first eight weeks of the semester. Class limited to 14.
Diane Williams
Offered Fall 2009
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 2010
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:
satisfactory swimming skills. Enrollment limited to 10
per section. 1 credit
Jeanne Coree Nashlund
Offered both semesters
955 Self-Defense
Self Defense I
This course offers strategies for personal safety and
confident communication skills. Nonverbal, verbal and
physical techniques will be emphasized. Enrollment
limited to 20. 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
226
Exercise and Sport Studies
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
Judith Strong, To be announced
Offered both semesters
965 Tai Chi
TaiChil
An introduction to the Chinese martial art that was de-
veloped over 300 years ago. Emphasis will be on learn-
ing and understanding the unique movements of Chen
Taijiquan, proper practice for health and self-defense
applications. No prerequisites. Enrollment limited to 26
per section. 1 credit
Richard Cesario
Offered both semesters
Ba Gua Zhang
Eight Trigram Palm is a traditional Chinese martial art
once used by the Emperor's Imperial Guard. Its theory
is based on the I Chin, (Book of Changes) and the
eight surrounding trigrams. As a martial art, Ba Gua
Zhang incorporates a number of training methods,
making it a challenging and effective practice in terms
of self-defense and health building. This course will
teach strengthening postures, strike sequences, turning
the circle and forms which are the four pillars of this
unique martial art. Enrollment limited to 20.
1 credit
Richard Cesario
Offered Spring 2010
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
Dorothy Steele, Sarah Cox, Katlin Okamoto. Fall 2009
Dorothy Steele, Sarah Cox, Spring 2010
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 Davis
Offered both semesters
975 Yoga
Yoga I
An introduction to basic hatha yoga poses, breath tech-
niques, 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 Thompson, Lynne Paterson, Jo Schneider-
man, Fall 2009
Elizabeth Thompson, Lynne Paterson, Jo Schneider-
man, Spring 2010
Offered both semesters
Yoga II
Continuing level of Anusara Yoga will include a refine-
ment of postures, breath and meditation techniques.
Introduction of intermediate postures with emphasis
on standing poses, backbends, inversions and arm
balances will provide a vehicle for deeper exploration
of yoga practice and philosophy. Prerequisite: Yoga I.
Enrollment limited to 26. 1 credit
Lynne Paterson
Offered Spring 2010
Riding
In addition to riding classes for credit, noncredit riding
instruction and participation in competitive riding are
Exercise and Sport Studies
227
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.
Students interested in coaching receive certification.
Requirements: Six four-credit 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 depart-
ment may be substituted with the adviser's permission.
A maximum of four performance course credits may
be counted toward the minor. Course selection for the
minor must be approved by a faculty adviser.
Areas of Emphasis & Course Recommendations
Students may wish to follow one of the following spe-
cific areas of emphasis:
Coaching/Education
ESS 100, 107, 110, 215, 220, 225 & EDC 336
Exercise Science
ESS 100, 107, 150,210,215,220,400
Health
ESS 100, 107, 130, 140, 150, 340 & IDP 208
Sociocultural Perspectives
ESS 100, 130, 140, 200, 215, 220, 225, 230, 340
Graduate
Master of Science in Exercise and Sport Studies
Adviser: Jane Stangl
Requirements: The master's degree in exercise & sport
studies is a S 1 -credit program that is tracked over the
course of two years. Candidates receive theoretical and
applied practice in coaching through 12 credits of a
practicum experience by serving as an assistant coach
to an intercollegiate team.
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 2009
502 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 last seven weeks of the semester. 2 credits
Donald Siegel
Offered Fall 2009
505d Practical Foundations of Coaching
Assisting in the coaching of an intercollegiate team.
Weekly conferences on team management, coach re-
sponsibilities and coaching aids. 6 credits
Jacqueline Blei, Bonnie May, Ellen O'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. Prereq-
uisite: 505d. 6 credits
Jacqueline Blei. Bonnie May, Ellen O'Neil
Full-year course; Offered each year
507 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
Jane Stangl
Offered Fall 2009
228
Exercise and Sport Studies
510 Biomechanics of Sport
Emphasis on the concepts of biomechanics and ap-
plications in specific sports. Prerequisite: 210, under-
graduate kinesiology or biomechanics. {N} 4 credits
James Johnson
Offered Spring 2010
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
Donald Siegel
Offered Fall 2009
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 information 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 2010
580 Special Studies
Coaching issues, exercise science and sociocultural
aspects of sport or other approved topics. Hours sched-
uled individually. Optional for graduate students. 1 to
4 credits
Members of the department
Offered both semesters
590 Thesis
Optional for graduate students.
4 credits
Offered both semesters
590d Thesis
Optional for graduate students.
8 credits
Full-vear course
560 Sociocultural 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 2009
570 Sport Psychology
An examination of the theory and application of
psychological skills training in sport from a cognitive-
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
Donald Siegel
Offered Spring 2010
229
Film Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Associate Professor
Alexandra Keller, Ph.D., Director
Assistant Professor
Bernadine Mellis (Five College Visiting Artist in Film
Studies)
Lecturer
Lucretia Knapp, M.FA.
Advisers
Anna Botta, Professor of Italian Language and
Literature
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
"2 Richard Millington, Professor of English Language
and Literature
Frazer Ward, Assistant Professor of Art
200 Introduction to Film Studies
This course offers an overview of cinema as an artis-
tic, industrial, ideological and social force. Students
will become familiar with the aesthetic elements of
cinema (visual style, editing, cinematography, sound,
performance, narration and formal structure, etc.),
the terminology of film production, and the relations
among industrial, ideological, artistic and social issues.
Films (both classic and contemporary) will be dis-
cussed 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 2009
241 Genre/Period
Global Cinema After World War II
This course examines national film movements after
the Second World War. The post-war period was a time
of increasing globalization, which brought about a
more interconnected and international film culture.
But it was also a time during which certain key na-
tional cinemas defined, or redefined, themselves as
national cinemas. We will investigate both of these
trends, as well as focus on the work and influence of
significant directors and landmark films, emphasizing
not only cultural specificity, but also crosscultural and
transhistorical concerns. Films and film movements to
be examined will include Italian Neo-realism, French
New Wave, New German Cinema, Brazilian Cinema
Novo, Chinese Fifth Generation, Hong Kong Action
Cinema and the films of Ousmane Sembene, Thomas
Gutierrez Alea, Satyajit Ray, Akira Kurosawa, Julie Dash
and Spike Lee. {A} 4 credits
Alexandra Keller
Offered Spring 2010
Topic: Screen Comedy
Lectures, with occasional discussion, on film comedies
from a variety of places and times: American screwball
comedies and British Ealing comedies; battles of the
sexes; the silent or nonverbal comedy of Chaplin,
Keaton and Jacques Tati; parodies of other film genres;
political satire; musical comedy; adaptations of comic
novels; fast-talking comedy by the Marx Brothers. Mon-
ty Python, Woody Allen and Howard Hawks; and to sum
things up. Ingmar Bergman's Smiles of a Summer
Night. Some attention to animated cartoons; occasional
readings in film criticism, film history and the theoi) of
comedy. Prerequisite: a college course in film or litera-
ture or permission of the instructor. {L/A} 4 credits
Jefferson Hunter
Offered Spring 2010
230
Film Studies
280 Introduction to Video Production
This course involves both an introduction to the history
and contemporary practice of experimental video and
video art, as well as the acquisition of the technical,
analytical and conceptual skills to complete individual
video projects. Students will be engaged in screenings
and discussion and class exercises and will produce
three to four (short) individual video projects. Projects
are designed to develop basic technical proficiency in
the video medium as well as practical skills for the
completion of the video projects. This is a beginning
course that will cover the basics of shooting, lighting,
audio and digital editing. Prerequisite: 200 (which may
be taken concurrently). Priority given to Smith College
film studies minors and Five College film studies ma-
jors. Permission of the instructor required. Enrollment
limited to 13. {A} 4 credits
Lucretia Knapp
Offered Fall 2009
First Person Documentary
PENDING CAP APPROVAL
This introductory video production course will empha-
size documentary filmmaking from the first-person
point of view We will use our own stories as material,
but we will look beyond self-expression, using video
to explore places where our lives intersect with larger
historical, economic, environmental or social forces.
We will develop our own voices while learning the
vocabulary of moving images and gaining produc-
tion and post-production technical training. Through
in-class critiques, screenings, readings and discussion,
students will explore the aesthetics and practice of the
moving image while developing their own original
projects. Prerequisite: FLS200 Introduction to Film
Studies. Enrollment limited to 12. Priority given the
Five College Film Studies majors. (E) {A} 4 credits
Bernadine Mellis
Offered Spring 2010
versation with each other, as well as how other intellec-
tual and cultural theories influence the development,
nature and mission of theories of the moving image.
We will emphasize written texts (Bazin, Eisenstein,
Kracauer, Vertov, Metz, Mulvey, DeLauretis, Doty, Hall,
Cahiers du Cinema, [heDogme 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 prior exposure to film
theory. Fulfills film theory requirement for the major
and minor. Enrollment limited to 12. Prerequisite: 200
or the equivalent. Priority given to Smith College film
studies minors and Five College film studies majors.
Priority given to seniors, then juniors. {A} 4 credits
Alexandra Keller
Offered Spring 2010
400 Special Studies
\-A credits
Offered both semesters each year
Crosslisted Courses
FRN 244 French Ginima
Topic: Cities of Light: Urban Spaces in Francophone
Film
Dawn Fulton
Offered Spring 2010
FRN 361 The Cinema of Frangois Truffaut
Martine Gantrel
Offered Spring 2010
GER 230 The Wall on Film
Jocelyne Mb
Offered Fall 2009
351 Film Theory
This seminar will explore central currents in film the-
ory, including formalist, realist, auteurist, structuralist,
psychoanalytic, feminist, poststructuralist theories, and
genre, queer and cultural studies approaches to ques-
tions regarding the nature, function and possibilities
of cinema. We will understand film theory readings
through the sociocultural context in which they were
and are developed. We will also be particularly attentive
to the history of film theory: how theories exist in con-
THE 261 Writing for the Theatre
Andrea Hairston, Fall 2009
Leonard Berkman, Fall 2009, Spring 2010
Offered Fall 2009, Spring 2010
THE 262 Writing for the Theatre
Andrea Hairston, Fall 2009
Leonard Berkman, Fall 2009, Spring 2010
Offered Fall 2009, Spring 2010
Film Studies
231
THE 361/ 362 Screenwriting
Andrea Hairston
Offered Spring 2010
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.
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 a 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. T\vo 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 noncurative 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.
The Minor
Advisers: Anna Botta, Dawn Fulton, Jefferson Hunter.
Alexandra Keller, Barbara Kellum, Richard Millington,
Frazer Ward
The Film Studies Program provides the opportunity for
in-depth study of the history, theory and criticism of
film and other forms of the moving image. Our goal
is to expose students to a range of cinematic works,
styles and movements and to help them understand the
medium's significance as an art form, as a technology.
as a means of cultural and political expression, and as
symptomatic of social ideologies.
Requirements: Six semester courses to be taken at
Smith or, by permission of the director, elsewhere
among the Five College institutions.
Required
courses:
FLS200
Introduction to Film Studies
FLS351
Film Theory
Electives:
ENG 120
Colloquia in Literature:
Shakespeare and Film
FLS240
Film and Music
FLS241
Genre/Period
FLS245
British Film and Television
FLS280
Introduction to Video Production
FLS282
Advanced Video Seminar
FLS350
Questions of Cinema
FRN244
French Cinema
FYS 127
Adaptation
FYS 146
Contemporary Theatre and Film in China
GER 230
German Cinema
[TL342
Italian Cinema
SPN 245
Topics in Latin American and Peninsular
Studies
Topic: Latin American Film as 1 isual
Narrative
232 Film Studies
SPN 246 Topics in Latin American Literature
Topic: Reinterpreting Magical Realism in
Literature and Film
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
Dawn Fulton, Associate Professor of French Studies
Jefferson Hunter, Professor of English Language and
Literature
Alexandra Keller, Associate Professor of Film Studies,
Director
Barbara Kellum, Professor of Art
Richard Millington, Professor of English Language and
Literature
Frazer Ward, Assistant Professor of Art
Honors
Director: Alexandra Keller
430d Honors Project
A thesis on a film studies topic or a creative project.
8 credits
Members of the department
Full-year course; offered every year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
233
First-Year Seminars
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
■
Susan M. Etheredge, Associate Professor of Education and Child Study, Director
First- Year Seminars (FYS) are inter- or multi-disciplin-
ary courses that enable faculty and first-year students
to engage in extensive inquiry about an issue, topic or
problem that is of special interest to the instructor (s).
First- Year Seminars are focused on the seminar-style of
investigation; they are not survey courses or introduc-
tions to a specific discipline. They afford the faculty and
students an opportunity to explore a subject broadly
and intensively.
First-Year Seminars are voluntary, but we encourage
students to enroll in them since they aim to give new
students a unique introduction to college-level learn-
ing. First-Year Seminars are small in size (16 students,
20 if team-taught) and are restricted to first-year
students. They incorporate training in the use of intel-
lectual capacities that form the foundation of a suc-
cessful liberal arts education. These capacities include
some or all of the following: writing, speaking, library
research, accessing databases, working in small groups,
quantitative reasoning and critical thinking. First- Year
Seminars are also effective in showing students how to
integrate student support services into their academic
pursuits.
FYS 103 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 first-year students. \VI {N} 4 credits
John Brady (Geosciences)
Offered Fall 2009
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) WI {S} 4 credits
Ernest Alleva (Philosophy)
Offered Fall 2009
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. WI {L} 4 credits
Patricia Skarda (English Linguage and Literature)
Offered Fall 2009
FYS 124 African -American Folk Culture
"\\ ho 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,
234
First-Year Seminars
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. Enrollment limited to 16
first-year students. WI 4 credits
Adrianne Andrews (Anthropology)
Offered Fall 2009
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. Enrollment limited to 16
first-year students. WI {L} 4 credits
Cornelia Pearsall (English Language and Literature)
Offered Fall 2009
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. WI {N/M} 4 credits
Nalini Bhushan (Philosophy) and David Bickar
(Chemistry)
Offered Fall 2009
FYS 140 Literature and Medicine
How do stories heal? What can we learn about medicine
from stories, novels, poems, plays and case studies?
How important are metaphors, framing, time, charac-
terization and motivation? Comparing narratives from
different cultures, students will also compose their own
stories. The course also introduces broader issues in the
medical humanities, such as medical ethics, healthcare
disparities and cross-cultural communication. Works
(available in translation) from China, Taiwan, France,
Russia, and North and Latin America. Enrollment
limited to 16 first-year students. WI {L} 4 credits
Sabina Knight (Comparative Literature)
Offered Fall 2009
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, art-
ists and writers, among others. In this course, we will
examine how writers, in particular, participate in place-
making 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 nonliterary angles, and the discovery of how
landscape works in texts in transforming and surpris-
ing ways. Enrollment limited to 16 first-year students
WI{L} 4 credits
Ann Leone (French Studies)
Offered Fall 2009
FYS 142 Reacting to the Past
Reacting to the Past is an interdepartmental, first-year
seminar based on historical role-playing. In it students
enact 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 com-
petitive games, with subjects varying depending on
the section. These games include "The Threshold of
Democracy: Athens in 403 B.C."; "Confucianism and
First-Year Seminars
235
the Succession Crisis of the Wanli Emperor"; "The Trial
of Anne Hutchinson"; "Henry \ III and the Reformation
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 quar-
rel about such issues as the democratic character of
the regime, the resumption of an imperial foreign
policy, the fate of Socrates, etc. In the "Wanli" game
they are the Hanlin Academy of 16th-century China,
where a succession struggle inside the Ming dynasty7
is underway. In the "Hutchinson" game they are the
General Court of Massachusetts, conducting the trial of
Anne Hutchinson, 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 ad-
viser. Students work in groups, debate issues, negotiate
agreements, cast votes and strive to achieve the group's
objectives. Some students take on individual roles, such
as Thomas More in the "Henry 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
and classic texts (e.g., Plato's Republic, the Analects of
Confucius, Machiavelli's The Prince, Rousseau's Social
Contract). Papers are all game- and role-specific; there
are no exams. WI {H} 4 credits
Sections:
Section: Patrick Coby (Government); enrollment
limited to 23
Section: Daniel Gardner (History); enrollment lim-
ited to 1 6
Section: Richard Sherr (Music); enrollment limited
to 21
Offered Fall 2009
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-centur\ 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 first-year students.
(E)(WI){A}4 credits
Nan Zhang (Theatre) and Ellen Knplan (Theatre)
Offered Spring 2010
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. WI {L/N} 4 credits
Larry Meinert (Geosciences)
Offered Fall 2009
FYS 151 Making Sense of the Pre-Columbian
What is the pre-Columbian past, and how has it been
constructed, reconstructed and represented — both in
antiquity and in the present? We will study sites famous
today, such as Machu Picchu, and cultures such as the
Maya, but also places and practices less well known,
from Chaco Canyon to Nazca. Working with materials
from across the Americas, this seminar will consider
what is under excavation today and how archaeologi-
cal practice produces knowledge of the past; how mu-
seums shape current thinking about pre-Columbian
cultures; and how sacrifice and other ritual practices
from the past have been interpreted across history. We
will visit museum exhibitions, work with manuscript
paintings, online archaeological and mapping data.
and wrestle with political issues that bind the past to
the present. Enrollment limited to 16 first-year stu-
dents. (WI) 4 credits
Dana Leibsobn (Art)
Offered Fall 2009
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
236
First-Year Seminars
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. Enrollment limited to 16
first-year students. (E) WI {S} 4 credits
Alice Hearst (Government)
Offered Fall 2009
FYS 158 Reading the Earth
This course focuses on natural observation, to be
practiced on the Smith campus and in the Connecticut
River Valley; on recording what we see; and asking
questions about how and why we see. About half our
time will be given to noticing and recording and the
rest to consideration of other observers, such as Darwin,
Thoreau, Aldo Leopold, Barry Lopez, Edward Abbey.
Students will keep journals of their observations, present
these in a variety of forms, and prepare a final project
that may involve other media besides the written word
and engage other periods besides the present. Enroll-
ment limited to 16 first-year students. WI {L} 4 credits
Sharon Seelig (English Language and Literature)
Offered Spring 2010
FYS 159 What's in a Recipe?
What stories do recipes tell? What cultural and familial
information is embedded in a recipe? Who wrote the
recipe? Why? How does it reflect her (or his) life and
times? What do we learn about the geography, history
and political economy of a location through recipes?
Are recipes a way for an underrepresented group to tell
its story? Does a recipe bolster or undermine national
cooking? This seminar will look at recipes and cook-
books from the Spanish-speaking world (in English)
and theories of recipes from a variety of different
sources. Our reading will inform our writing as we try
to establish such connections as the politics of choco-
late, olive oil cooperatives, avocado farms, the traveling
tomato, potatoes, and the cultural milieu from which
each recipe emerged. Knowledge of Spanish is useful
but not required. Enrollment limited to 16 first-year
students. WI {L} 4 credits
Nancy Saporta Sternbach (Spanish and Portuguese)
Offered Fall 2009
FYS 162 Ambition and Adultery: Individualism in the
19th-century Novel
We will use a series of great 19th-century novels
to explore a set of questions about the nature of
individual freedom, and of the relation of that
freedom — transgression, even — to social order and
cohesion. The books are paired — two French, two
Russian; two that deal with a woman's adultery and
two that focus on a young man's ambition — Balzac's
Pere Goriot; Flaubert's Madame Bovary; Dostoevsky's
Crime and Punishment; Tokloy'sAnna Karenina
(there are some additional readings in history, criticism
and political theory. Enrollment limited to 16 first-year
students. WI{L} 4 credits
Michael Gorra (English Language and Literature)
Offered Fall 2009
FYS 165 Childhood in the Literatures of Africa and the
African Diaspora
A study of childhood as an experience in the pres-
ent and a transition into adulthood and the ways
in which it is intimately tied to social, political and
cultural histories and identities. The course focuses
on four key questions: How do cultural values and
expectations shape narratives of childhood in differ-
ent contexts? How do narratives told from the point of
view of children represent and deal with various forms
of alienation? 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? What
are the relationships between recollections of childhood
and published autobiography? Enrollment limited to
16 first-year students. WI {L} 4 credits
Katwiwa Mule (Comparative Literature)
Offered Fall 2009
FYS 170 Crime and Punishment
What are some of the causes and consequences of hu-
man wrongdoing? What kinds of wrongdoing do we
consider worse than others and why? How can we tell
the guilty from the innocent? How can punishments be
made to fit crimes? What's the relation between punish-
ment and guilt, the distinction between punishment
and revenge? How, finally, do we define and recognize
and attain that most elusive and important of hu-
man ideas: justice? We will investigate these questions
by reading, discussing and writing about selections
from the Old and New Testaments, a trilogy of ancient
Greek plays (Aeschylus' Oresteia), a medieval allegory
(Dante's Inferno), a 19th-century psychological novel
(Dostoevsky's Crime and Punishment) and two or
three modern American films. Enrollment limited to 16
first-year students. (E) WI {L} 4 credits
Jefferson Hunter (English Language and Literature)
Offered Fall 2009
First-Year Seminars
237
FYS 171 Women Writing Resistance
This course explores women's testimony as a tool for
understanding U.S. history in the 19th and 20th cen-
turies. In particular, we will explore how women have
used cultural work to unmask power relations in their
confrontations with colonialism, racism, patriarch},
war and capitalism, to envision and enact alternative
ways of being. Our focus will be on women's writing,
including speeches, journalism, letters and memoir,
in comparison with other forms of creative expression
such as dance, folklore and political action. Central to
our studies will be to think critically about how knowl-
edge is produced, and how women's cultural work has
changed over time. While our focus will be on primary
documents we will study them within the context of
U.S. women's history. Enrollment limited to 16 first-
year students. WI {H/L/S} 4 credits
Jennifer Guglielmo (History)
Offered Fall 2009
FYS 172 (Dis)Obedient Daughters
How does the powerful relationship between mothers
and daughters influence how women define themselves
and search for their own identity? What does it mean
when a woman defines who she is in opposition to her
mother while seeking her mother's love and approval?
How is the problem compounded when the mother's
culture is different from her first-generation-immigrant
daughter's? Through fiction and film by women from
different cultures, we will explore such topics as gender
roles, race, ethnicity and class. Authors read will include
Jamaica Kincaid, Ama Ata Aidoo, Alice Munro, Marga-
ret Atwood, Maxine Hong Kingston, Nora Okja Keller,
Jhumpa Lahiri, Laila Wadia, Igiaba Scego. Enrollment
limited to 16 first-year students. WI {L} 4 credits
Thalia Pandiri (Classics)
Offered Fall 2009
FYS 173 Psychology of Oppression and Liberation
Oppression is manifest on many levels, including the
structural, interpersonal and intrapsychic. Using the
lens of race and ethnicity, this course explores psycho-
logical processes linked to internalizing and resisting
oppression. The course emphasizes four themes:
examining prevailing theories of oppression and libera-
tion; understanding oppression and liberation across
intersecting social identities; translating these concep-
tualizations into measurement for scientific research,
and the limits of this; and applying scholarship in this
domain to practice. Through focusing on psychological
concepts, we consider writings from across the disci-
plines, including psychology, philosophy, literature,
religion, education, cultural studies and medicine.
Enrollment limited to 16 first-year students. (E) WI {S}
4 credits
Benita Jackson (Psychology)
Offered Spring 2010
FYS 174 The Muslim World in the Age of the Crusades:
Encounters, Influences, and Lasting Legacies
Explores the historical phenomenon of the Crusades
and its religious, political, social and cultural impact
on the Muslim World from 1095 CE until the modern
day. Special attention is given to the wide range of
Muslim reactions to the Crusades, to the effects of the
Crusades on the course of Islamic history and religious
thought, and to the cross-cultural interactions and
influences that were characteristic of this period. The
seminar also considers the enduring legacy of the
Crusades in modern times by examining — through a
variety of media: religious and historical texts, films,
novels, etc. — cases in which the Crusades gave rise
to religious discourses that were foundational for the
perception and treatment of the "other" in Christian
and Muslim cultures. The broader objective of this
seminar is to explore the many ways in which religious
discourses with roots in the past continue to shape po-
litical, social and cultural realities. Enrollment limited
to 16 first-year students. {H/L} 4 credits
Suleiman Mourad (Religion)
Offered Fall 2009
FYS 175 Love Stories
Could a Jane Austen heroine ever marry a servant?
What notions about class or decorum dictate what
seem to be choices of the heart? How are individual
desires in fact shaped or produced by social, historical
and cultural forces, by dominant assumptions about
race, class, gender or sexuality? How do dominant love
stories both reflect these assumptions and actively cre-
ate or legislate the boundaries of what may be desired?
How may nondominant (queer or interracial) love
stories contest those boundaries, creating alternative
narratives and possibilities? This course explores how
notions of love, romance, marriage or sexual desire are
structured by specific cultural and historical forma-
tions. We will closely analyze literature and film from a
range of locations: British, American and postcolonial.
We will also read some theoretical essays to provide
conceptual tools for our analyses. Enrollment limited
238
First-Year Seminars
to 16 first-year students. This course may count towards
the English major. WI {L} 4 credits
Ambreen Hai (English Language and Literature)
Offered Fall 2009
FYS 177 Global Environmental Changes and Challenges
This course examines how humans have changed
Earth's four vital spheres (biosphere, atmosphere,
hydrosphere and lithosphere) over the last century and
the social, scientific and political challenges posed by
these environmental alterations. We will reflect on how
differing worldviews have influenced our past actions
and may determine our future trajectory. Readings and
discussions will examine the scientific evidence, envi-
ronmental writings, and national and international
responses to the environmental crises that confront
humanity. Students will investigate strategies for miti-
gating damage, conserving resources and restoring
natural function of the Earth. Enrollment limited to 16
first-year students. (E) WI {N/8} 4 credits
Amy Rhodes (Geosciences) andL David Smith
(Biological Sciences)
Offered Spring 2010
FYS 178 Perceiving and Thinking Through Drawing and
Writing
We will use the art element, LINE, to take us on a writ-
ing journey of discovery. To draw is to look closely — to
perceive. Recording our perceptions in writing is a way
to refine our ideas. Following and recording linear
structures in our surroundings and writing about our
discoveries develop artistry in both writing and draw-
ing. Moving between drawing, reflecting and writing
is also a way to wonder, to provoke research, to gather
ideas and to learn. Enrollment limited to 16 first-year
students. (E)WI{A/S) 4 credits
Cathy Weisman Topal (Education and Child Study)
Offered Spring 2010
FYS 179 Rebellious Women
This writing-intensive First-Year Seminar will introduce
students to the rebellious women who have changed
the American social and political landscape through
reform, mobilization, cultural interventions and
outright rebellion. Using Estelle Freedman's No Turn-
ing Back on the history of feminisms as our primary
text, we will chronicle the history of feminist ideas
and movements, interweaving historical change with
contemporary debate. This course will use a variety of
sources as our "texts" in addition to Freedman and will
rely heavily on primary sources from the Sophia Smith
Collection. The intention of this seminar is threefold:
(1) to provide an overview of feminist ideas and action
throughout American history, (2) to introduce students
to primary documents and research methods and (3)
to encourage reflection and discussion on current
women's issues. Enrollment limited to 16 first-year
students. (E)WI{H/S} 4 credits
Kelly Anderson (Study of Women and Gender)
Offered Fall 2009
FYS 180 Cleopatra: Histories, Fictions, Fantasies
A study of the transformation of Cleopatra, a competent
Hellenistic ruler, into a historical myth, a staple of lit-
erature and a cultural lens through which the political,
aesthetic and moral sensibilities of different eras have
been focused. Study of Roman, Medieval, Renaissance,
Orientalist, Postcolonial and Hollywood Cleopatras,
with the larger goal of understanding how political and
cultural forces shape all narratives, even those purport-
ing to be objective. (E) WI {H/L} 4 credits
Nancy Shumate (Classics)
Offered Spring 2010
FYS 181 Play Time: Theories of Creativity, Games and
Learning
We will explore the human impulse for play and its
relationship to human development and learning.
Questions that will occupy our time: What is the role of
play in cognitive and social development? What is the
connection between play, learning and creativity, and
what social and institutional conditions promote this
relationship? How have notions of play changed over
time, and what are the economic, cultural and social
implications of these changes? As a companion to the
seminar, we will apply what we study by designing and
teaching in an afterschool program for local youth that
will be field by the Smith College Museum of Art. En-
rollment limited to 16 first-year students. (E) 4 credits
Sam Intrator (Education and Child Study)
Offered Spring 2010
FYS 182 The Body Beautiful: History and Sociology of
Beauty Culture in the United States
This course will explore the sociological significance of
beauty culture economies, politics and practices in the
United States from the 19th century to the current mo-
ment. This exploration will highlight how race, class,
gender, sexuality and citizenship intersect in embodied
ways through beauty culture and its institutions. Read-
First-Year Seminars
239
ings will be drawn from sociology, women and gender
studies, critical race theorj and history. In addition,
students will work with primary materials such as print
media, visual media, film and memoirs. Enrollment
limited to 16 first-year students. {H/S} 4 credits
Ginetta Candelano (latin American studies and
Sociology)
Offered Fall 2009
FYS 183 The Big Bang Theory and Beyond
According to modern science, the universe as we know
it began expanding about U 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. No prior math or science background is
assumed.
Enrollment limited to 16 first-year students. (E) WI {N}
4 credits
Gary Felder (Physics)
Offered Fall 2009
FYS 184 Educating Women: A History and Sociology, at
Home and Abroad
In the United States and abroad, in the past and today,
the nature and scope of women's education are deeply
connected to religious, economic and social norms
and beliefs. Why and how we educate women are
interdisciplinary7 questions that draw in fascinating
ways on issues of national identity and culture. In this
seminar, we will explore the history and sociology of
this subject, beginning in our own country, at the very
start of Americas public school system, and ending
with a global perspective, considering the challenges of
educating women in countries where female literacy is
still deeply contested. Students will do in-depth research
in the Sophia Smith Collection and college archives.
Enrollment limited to 16 first-year students. (E) \\ I {S}
4 credits
Rosetta Marantz Cohen
Offered Fall 2009
FYS 185 Style Matters: The Power of the Aesthetic in
Italian Cinema
Examining Italian cinema from neorealism to today,
this course will investigate how major directors have
negotiated two apparently independent postwar tradi-
tions: the aesthetic of realism (which purports to show
Italian society and landscape without embellishments)
and that search for beauty and style which has histori-
cally characterized Italian civilization and become its
trademark in today's global culture (Made in Italy).
Directors include Amelio, Antonioni, Bertolucci, De
Santis, De Sica, Germi, Moretti, Ozpetek, Pasolini,
Visconti. Conducted in English. Films with English
subtitles. Enrollment limited to 16 first-year students.
W1{L/A} 4 credits
Anna Botta
Offered Fall 2009
FYS 186 Israel: Texts and Contexts
The role of literary and visual culture in the construc-
tion of Israel's founding myths and critiques of its
present realities. The relationship between Zionism as a
political ideology and as an aesthetic revolution: rede-
fining sacred and secular space (Jerusalem, the social-
ist kibbutz, cosmopolitan Tel Aviv); reviving Hebrew as
a living language; rewriting the Bible; and imagining
the New Jew. How shadows of the Holocaust, fantasies of
the Arab and post-nationalist ennui shape the context
of the broader Middle East. Poetry, prose, song, art
and film from before and after the creation of a Jewish
state, by European, Jewish and Arab creative figures,
all in translation. Enrollment limited to 16 first-year
students. WI {L} 4 credits
Justin Cammy (Jewish Studies and Comparative
Literature)
Offered Fall 2010
FYS 187 Writers and the Body: Health and Illness in
African Diasporic Women's Literature
This seminar will explore representations of health
and illness in writing bv women of the African diaspora
from the 19th century to the present. Our authors hail
from Antigua Bermuda, Canada, Guadeloupe and the
United States, and their interventions (ideological and
geographical) engage and even broader territory. We
will ask how women novelists, memoirists, poets and
playwrights (some of them health care professionals)
challenge, support, influence and/or respond to con-
temporary medical theories of health and illness. We
will also make use of archival and digital resources at
Smith. Enrollment limited to 16 first-year students. WI
{L} 4 credits
Andrea Stone
Offered Fall 2009
240
Foreign Language Literature
Courses in Translation
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
The courses listed below are fully described in the origi-
GER227
Topics in German Studies
nating department or program, shown by the initial
GER230
Topics in German Cinema
three-letter designation. (See pages 63-65 for the key
to department/program designations.)
ITL252
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
CLS227
Classical Mythology
RUS 237
The Heroine In Russian Literature
CLS 232
Paganism in the Greco-Roman World
from The Primary Chronicle to
CLS 233
Gender and Sexuality in Greco-
Tlirgenev's On the Eve
Roman Culture
RUS 238
Russian Cinema
CLS 235
Life and Literature in Ancient Rome
RUS 239
Major Russian Writers
CLT/ENG202
Western Classics: Homer to Dante
POR280
Portuguese and Brazilian Voices in
(WI)
Translation
CLT/ENG 203
Western Classics: Chretien de Troyes to
Tolstoy (WI)
CLT260
Health and Illness: Literary Explora-
tions
CLT275
Israeli Literature in International
Context
EAL231
The Culture of the Lyric in Traditional
China
EAL232
Modern Chinese Literature
EAL237
Chinese Poetry and the Other
EAL238
Literature from Taiwan
EAL240
Japanese Language and Culture
EAL242
Modern Japanese Literature
EAL245
Writing, Japan, and Otherness
EAL261
Major Themes in Literature: East-
West Perspectives
EAL360
Seminar: Topics on East Asian
Languages and Literatures
241
French Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
": Mary Ellen Birkett, Ph.D., Chair
Ann Leone, (Professor of French Studies and Landscape
Studies), Ph.D.
: JJanie Vanpee, Ph.D.
': Eglal Doss-Quinby, Ph.D.
Martine Gantrel, Agre'gee de l'Universite', Docteur en
Litte'rature Franchise
Associate Professors
Jonathan Gosnell, Ph.D.
' ' He'lene Visentin, D.E.A, Docteur de L'Universite'
Dawn Fulton, Ph.D.
Assistant Professor
"l Nicolas Russell, Ph.D.
Lecturer
Anouk Alquier, M.A.
Visiting Lecturer from the Ecole Normale Superieure
in Paris
Raphael Blanchier, Agrege de l'Universite'
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 work 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
Latin honors distribution requirement for a foreign
language. Enrollment limited to 18 per section. No
spring preregistration allowed. {F} 5 credits
Anouk Alquier, Eglal Doss-Quinby
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 18
per section. Priority will be given to first-year students.
{F} 5 credits
Anouk Alquier, Jonathan Gosnell
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
220. Enrollment limited to 18 per section. Four class
hours per week. {F} 4 credits
Martine Gantrel. Jonathan Gosnell
Offered each Fall
242
French Studies
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
Celine Krebs
Offered each Fall
220 High Intermediate French
Review of language skills through weekly practice in
writing and class discussion. Materials may include
a movie or video, a comic book, a play and a novel.
Prerequisite: three or four years of high school French,
FRN 102 or 120 or permission of the department.
Students completing the course normally go on to FRN
230. Enrollment limited to 18 per section. {F} 4 credits
Anouk Alquier, Mary Ellen Birkett, Raphael Blanch-
tor, Fall 2009
Mary Ellen Birkett, Marline Gantrel, Spring 2010
Offered each Fall and 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
Erina Iwasaki, M\ 2009
Julie Rampage, Spring 2010
Offered each Fall and Spring
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 2009
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
de francais professional (Affaires B2) 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
Eglal Doss-Quinby
Offered Spring 2010
Intermediate Courses in
French Studies
230 Coiloquia in French Studies
A transition from language courses to more advanced
courses in literature and culture. This course is designed
to develop skills in expository writing and oral expression
and to provide tools and vocabulary for critical think-
ing in French. Materials studied in the course include
novels, films, essays and cultural documents. Students
may receive credit for only one section of FRN 230. En-
rollment limited to 16. Basis for the major. 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 Warner-
Vieyra, J.-P Sartre, Marguerite Duras. The imagination,
its powers and limits in the individual and society.
Raphael Blanchier
Offered Fall 2009
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 women writers in a former
French colony. Texts will include works by Mariama
Ba, Maryse Conde, Gisele Pineau and Myriam Warner-
Vieyra.
Daum Fulton
Offered Fall 2009
French Studies
243
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 care-
fully create suspense, bring order out of disorder and
treat questions of justice and morality.
Man Ellen Hirkett
Offered Fall 2009
Voices of/from the Outskirts
An exploration of ies banlieues" (the French suburbs)
and their inhabitants through different media (novels,
diaries, popular songs and films) from the 1980s to
the present. We will focus on the culture(s), and the
interaction(s) within the different communities and
within the French society at large, establishing parallels
and drawing comparisons with the United States, hence
encouraging an international perspective. How do
artists (writers, singers, directors) try to (re)present the
banlieue? How do they portray their own experiences?
Who (re)presents the banlieue and for whom? What
roles do factors like generation, migration, racism,
gender play in the face of the banlieues? WI
AnoukAlquier
Offered Fall 2009
Consumers, Culture and the French Department
Store
How have French stores and shopping practices evolved
since the grand opening of Le Bon Marche in 1869? In
what ways have megastores influenced French "cul-
ture?" A century after the Le Bon Marche' inauguration,
the first French hyper-marche^2& launched during
a similar moment of economic prosperity. What are
the social, cultural and political implications of this
development? We will examine the representations of
mass consumption in literature, the press, history and
analyses of French popular and bourgeois culture. We
will pay particular attention to the role of women in
the transactions and development of culture. {F/H/L}
4 credits
Jonathan Cornell
Offered Spring 2010
235j 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 roundtable discussions,
forma] 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. Enrollment lim-
ited to 14. {F} 4 credits
Janie Vanpee
Offered Interterm 2010
244 French Cinema
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 English. Prerequisite: FRN 230 or permission of the
instructor. Weekly required screenings. {L/A} 4 credits
Dawn Fulton
Offered Spring 2010
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
customized online forum, as well as webcam and
videoconferencing 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 from primary and secondary sources.
Prerequisite: FRN 230 or higher. Enrollment limited
to 16. {S/F} 4 credits
Eglal Doss-Qninby
Offered Spring 2010
251 The French Press Online
A study of contemporary French social, economic, politi-
cal and cultural issues through daily readings of French
magazines and newspapers online such as Lb Monde, le
244
French Studies
Figaro, Liberation, LeNouvel, Observateur, LExpress.
Prerequisite: FRN 230 or higher. {S/F} 4 credits
Raphael Blanchier
Offered Fall 2009, Spring 2010
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 major literary forms of the 12th through l6th centu-
ries, such as Arthurian romance, lyric, farce, mock epic
and essay, viewed in their cultural context. Students will
acquire a critical framework and a vocabulary for dis-
cussing and analyzing these texts in French. We will also
consider manuscript images, architecture and modern
films. Topics may include chivalry and the courtly code,
love in the Western tradition, oral culture and the rise of
literacy, humanism, scientific inquiry, religious reform.
Prerequisite: a course of higher level than FRN 220 or
permission of the instructor. {L/S/F} 4 credits
Nicolas Russell
Offered Fall 2009
254 France Before the Revolution
Topic: Power and Resistance in theAncien Regime.
The 17th and 18th centuries gave rise to new social
dynamics in France. The "honnete homme," the
"precieuse," the "courtisan," and the "philosophe" co-
exist with — and often contest — the established social
order. We will examine the tension between these new
social categories and official power, expressed through
satire, literary and intellectual battles and other literary
genres. Prerequisite: a course above 220 or permission
of the instructor. {L/S/F} 4 credits
Raphael Blanchier
Offered Spring 2010
256 From Revolution to Revolution: 1789 to 1968
An introduction to important transformations in 19th-
and 20th-century French society. We will examine vari-
ous historic events and analyze their impact on politi-
cal, 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 2009
260 Literary Visions
Topic: Daily Life in 19th- and 20th-century France.
A portrait of postrevolutionary 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
modern narratives. Prerequisite: FRN 253 or higher.
{L/F} 4 credits
Marline Gantrel
Offered Fall 2009
299 Navigating Paris
This course is required for all students going to Paris
on Smith's Junior Year Abroad Program. It prepares
students for the practical, academic, social and cultural
issues they will confront prior to leaving and upon
arrival in Paris. Topics include the French univer-
sity system; the vocabulary of money and banking,
telecommunications, computers and the Internet;
living with a host family; and cultural differences. Six
weekly meetings, each lasting two hours, starting in
mid-March. Taught in French and English. Graded
S/U only. Prerequisite: Acceptance to the Smith College
Junior Year in Paris Program. {F} 1 credit
Members of the department of French studies, past
and future directors of the Junior Year in Paris Pro-
gram and members of the Office for International
Studies
Offered Spring 2010
Advanced Courses in French
Studies
Prerequisite: Two courses in French studies at the 200
level or permission of the instructor.
FRN 301/CLT 301 Readings of Contemporary Literary
Theory in French
For students concurrently enrolled in CLT 300 wishing
to read and discuss in French the literary theory at the
foundation of contemporary debate. Readings of such
seminal contributors as Saussure, Levi-Strauss, Barthes,
Foucault, Derrida, Lacan, Cixous, Kristeva, Irigaray,
Fanon, Deleuze, Baudrillard. Optional course. Graded
S/U only. (E) {L/F} 1 credit
Janie Vanpee
Offered Fall 2009
French Studies
245
320 Women Writers of the Middle Ages
What genres did women practice in the Middle Ages
and in what way did they transform those genres for
their own purposes? What access did women have to
education and to the works of other writers, male and
female? To what extent did women writers question the
traditional gender roles of their society? How did they
represent female characters in their works and what do
their statements about authorship reveal about their
understanding of themselves as writing women? What
do we make of anonymous works written in the femi-
nine voice? Reading will include the love letters of
Heloise, the lais and fables of Marie de France, the
songs of the trobairitz and women trouveres, and the
writings of Christine de Pizan. {L/F} 4 credits
Eglal Doss-Quin by
Offered Fall 2009
363 In the Name of Love: Romance and the Romantic
Novel in 19th-century France
One of the most ancient and universal feelings, love
is also infinitely elusive. Indeed, love stories keep re-
creating themselves. Yet, to the extent that love stories
are often as much about the self as they are about
love, every period in history marks them differently.
In this course, we will read love stories by a variety of
French 19th-century novelists, both male and female,
and examine what the mystery, magic and travails of
love allow the romantic self to discover, hide or express
about itself. Such authors as Chateaubriand, Benjamin
Constant, Mme de Stael, Lamartine, Alexander Dumas,
Louise Colet and Nerval. {F/L} 4 credits
Martine Gantrel
Offered Spring 2010
Seminars
Prerequisite: one course in French studies 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 2009
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
The dieoretical and instructional implications of
teaching foreign languages. This course reflects
contemporary efforts to enhance foreign language
teaching and learning and is designed for aspiring
and in-service instructors, and to prepare participants
for the challenges of the profession. The theoretical
component incorporates a wide range of historical and
contemporary trends in language pedagogy as well as
critical appraisal of different SLA theories. The practical
component focuses on developing a teaching persona,
a relationship with learners, and classroom organiza-
tion and presentation skills. The course will transform
knowledge into practice, and will culminate in the
creation of a teaching portfolio. {F} 4 credits
AnoukAlquier
Offered Fall 2009
Cross-Listed Courses and
Recommended Courses
From Other Departments
and Programs
CLT 100 Introduction to Comparative Literature: The
Pleasures of Reading
Janie Vanpee
Offered Spring 2010
CLT 253 Literary Ecology
Anne Leone
Offered Spring 2010
CLT 271 Writing in Translation: Bilingualism in the
Postcolonial World
Dawn Fulton
Offered Spring 2010
246
French Studies
CLT 300 Foundations of Contemporary Literary Theory
Janie Vanpee
Offered Fall 2009
Study Abroad in Paris or
Geneva
Advisers: Paris: Janie Vanpee
Geneva: Jonathan Gosnell
Majors in French studies who spend the year in Paris or
Geneva will normally meet certain of the requirements
during that year.
Recommendations for study abroad:
Normally, students going on Smith College Junior
Year Abroad programs to Paris or Geneva should have
completed a minimum of four four-credit courses of
college French, of which at least one should be taken
in the spring semester preceding study abroad. Students
beginning French with FRN 101 and 102 must take
three more four-credit French courses in their sopho-
more year. Students should take one of the following:
FRN 251, 253, 254, 256, 260 or a course at a higher
level. Students who begin the study of French at Smith
at the level of FRN 230 or higher need take only three
four-credit French studies courses before going abroad
on Smith College Junior Year Abroad programs; one of
these courses must be at the 253/254 level or higher,
taken in the spring of sophomore year.
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, in-
cluding:
1. The basis for the French studies major: FRN 230;
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
three courses covering periods before the 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, 4-credit courses from ap-
propriate offerings in other departments; the focus of
approximately 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 count-
ing toward the major may be taken for an S/U grade.
Students considering graduate school in French studies
are encouraged to take CLT 300/FRN 301, Contempo-
rary Literary Theory.
Honors
Director: Eglal Doss-Quinby
430d Honors Project
8 credits
Full-year course; offered each year
431 Honors Project
8 credits
Offered Fall semester each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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
247
Geosciences
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
I
Professors
+1 H.Robert Burger, Ph.D.
John B. Brady, Ph.D.
Robert M. Newton, Ph.D., Chair
Professor-in-Residence
Lawrence Meinert, Ph.D.
Associate Professors
TjBosiljkaGlumac, Ph.D.
Amy Larson Rhodes, Ph.D.
Assistant Professor
"- Sara B.Pruss, Ph.D.
Lecturer
Mark E.Brandriss, Ph.D.
Lecturer and Professor Emeritus
H. Allen Curran, Ph.D.
Students contemplating a major in geosciences should
elect 101 and 102, or 108, or FYS 103, and see a depart-
mental adviser as early as possible. All 100-level courses
may be taken without prerequisites.
101 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. Students planning to
major in geosciences should also take GEO 102 concur-
rently. {N} 4 credits
Robert Newton, Fall 2009
Amy Rhodes, Fall 2010
Offered Fall 2009, Fall 2010
102 Exploring the Local Geologic Landscape
The Connecticut Valley region is rich with geologic
formations and features that can be reached by a
short van ride from Smith. This is a field-based course
that explores that geology through weekly trips and
associated assignments. Evidence for volcanoes, dino-
saurs, glaciers, ancient lakes, rifting continents and
Himalayan-size mountains in Western Massachusetts
will be explored. A required course textbook will provide
important background information for the field trips.
Students who have taken FYS 103 Geology in the Field
are not eligible to take GEO 102. This class, when taken
in conjunction with any other 100-level course, can
serve as a pathway to the geoscience major. {N} 2 credits
Mark Brandriss
Offered Fall 2009, Fall 2010
FYS 103 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. WI {N} 4 credits
John Brady
Offered Fall 2009, Fall 2010
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
248
Geosciences
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 2009, Fall 2010
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, and 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
H. Robert Burger
Offered Fall 2010
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
Mark Brandriss
Offered Spring 2011
108 Oceanography: An Introduction to the Marine
Environment
An introduction to the global marine environment,
with emphasis on the carbon cycle, seafloor dynam-
ics, submarine topography and sediments, the nature
and circulation of oceanic waters, ocean-atmosphere-
climate interactions and global climate change, coastal
processes, marine biologic productivity, and issues of
ocean pollution and the sustainable utilization of ma-
rine resources by humans. At least one weekend field
trip. Discussion sections meet Monday and Wednesday.
{N} 4 credits
Sara Pruss
Offered Spring 2010, Spring 2012
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-
tion and global climate change. {N} 4 credits
Amy Rhodes
Offered Spring 2010, Spring 2011
112/ARC 112 Archaeological Geology of Rock Art and
Stone Artifacts
What makes a mineral or a rock particularly useful as
a stone tool or attractive as a sculpture? Students in this
course will explore this and other questions by applying
geological approaches and techniques in studying vari-
ous examples or rock art and stone artifacts to learn
more about human behavior, ecology and cultures in
the past. This exploration across traditional boundaries
between archaeology and earth science will include
background topics of mineral and rock formation,
weathering processes and age determination, as well
as investigations of petroglyphs (carvings into stone
surfaces), stone artifacts and other artif actual rocks
(building stone and sculptures) described in the litera-
ture, displayed in museum collections, and found in
the field locally. {N} 4 credits
Bosiljka Glumac
Offered Spring 2012
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 2011
(Jeosciences
:r)
FYS 150 Sherlock Holmes and the Scientific Method
If it were not for murder and other dastard!) 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. WI {L/N} 4 credits
Larry Meinert
Offered Fall 2009, Fall 2010
FYS 177 Global Environmental Changes and Challenges
This course examines how humans have changed
Earth's four vital spheres (biosphere, atmosphere,
hydrosphere and lithosphere) over the last century, and
the social, scientific and political challenges posed by
these environmental alterations. We will reflect on how
differing worldviews have influenced our past actions
and may determine our future trajectory. Readings and
discussions will examine the scientific evidence, envi-
ronmental writings, and national and international
responses to the environmental crises that confront
humanity. Students will investigate strategies for miti-
gating damage, conserving resources and restoring
natural function of the Earth. Enrollment limited to 16
first-year students. (E) WI {N/S} 4 credits
Amy Rhodes (Geology) andl. David Smith (Biologi-
cal Sciences)
Offered Spring 2010
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: 101, or 102, or 108 or
FYS 103. Recommended: CHM 1 1 1 or equivalent. {N}
4 credits
Mark Brandriss, Fall 2009
John Brady, Fall 2010
Offered Fall 2009, Fall 2010
222 Petrology
\n examination of typical igneous and metamorphic
rocks in the laboratory 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: 22 1 . {N} 4 credits
John Brady
Offered Spring 2010, Spring 201 1
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:
101, or 102, or 108 or FYS 103; open without prerequi-
site to majors in the biological sciences. {N} 4 credits
Sara Pruss
Offered Fall 2009, Fall 2010
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: 101, or 102, or 108 or FYS 103.
{N} 4 credits
Bosiljka Glumac
Offered Fall 2009, Fall 2011
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:
101, or 102, or 108. or FY'S 103. {N} 4 credits
Robert Burger
Offered Spring 2011
250
Geosciences
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: 101, or 102,
or 108 or FYS 103. {N} 4 credits
Robert Newton
Offered Spring 2010, Spring 2011
270] 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 paleoenvi-
ronmental analogues to the modern environments and
to understand better the processes that modify sedi-
ments in the transition to the rock record. Students will
conduct an individual or small group project. Prereq-
uisites: completion of an introductory-level geoscience
course and permission of the instructors. Enrollment
limited to 16. {N} 3 credits
Bosiljka Glumac and Sara Pruss
Offered January 2010
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 analyses,
building to a final analysis of the project study area.
One weekend field trip. Prerequisites: One geoscience
course and CHM 208 or CHM 1 1 1. {N} 4 credits
Amy Rhodes
Offered Fall 2009
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: 101, or 102, or
108 or FYS 103 and MTH 1 1 1 . Enrollment limited to
14. {N} 4 credits
Robert Newton
Offered Fall 2010
AST 330 FC30a Seminar: Topics in Astrophysics-
Asteroids
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
geosciences, any of which may be taken concurrently.
Limited to geoscience majors and, with permission, to
geoscience minors. {N} 4 credits
Bosiljka Glumac, Spring 2010
Mark Brandriss, Spring 2011
Offered Spring 2010, Spring 2011
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 cop-
per, 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 formed 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 2010
Geosciences
251
400 Advanced Work or Special Problems in
Geosciences
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 geoscience course and can be
used to satisfy the elective advance level course require-
ment.
EGR 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 112 or 114 and MTH 245 or 241.
4 credits
Andrew Guswa
Offered Fall 2009
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
basic principles to explore an area of interest through
an in-depth project. Prerequisite: EGR 272 or GEO 241.
{N} 4 credits
Glenn Ellis
Not offered in 2009-10
For additional offerings, see Five College Course Offer-
ings by Five College Faculty.
The Major
Advisers: For the class of 2010, Robert Newton; for the
class of 2011, John Brady; for the class of 2012, Sara
Pruss; for the class of 20 1 3, Bosiljka Glumac
Adviser for Study Abroad: Sara Pruss, 2009-10
Basis: 101 and 102, or 108, or FYS 103, or GEO 102
in conjunction with any other 100-level geoscience
course.
Requirements: Beyond this basis, the requirements for
individual tracks within the major include:
1) Geoscience Track
a) Six intermediate-level geoscience courses: 221, 222,
231, 232, 241 and 251.
b) TWo advanced-level geoscience courses: 36 1 plus one
additional course at the advanced level or a 4-6
credit summer geology field camp.
2) Environmental Geoscience Track
a) 1\vo chemistry courses: General Chemistry (CHM
111), Environmental Chemistry (CHM 108) or
Aqueous Geochemistry (GEO 301).
b) One ecology course: Biodiversity. Ecology and Con-
servation and Lab (BIO 154, 155), Marine Ecology
and Lab (BIO 268, 269) (prereq BIO 154 or GEO
108), Principles of Ecology and Lab (BIO 266, 267)
(prereq BIO 154 and a course in statistics) or Plant
Ecology and Lab (BIO 364, 365) (prereq course in
plant biology or ecology or environmental science).
c) One environmental policy course: Environmental
Economics (ECO 224) (prereq ECON 150), Popula-
tion and Environment in Africa (ANT 230), Econo-
my. Ecology and Society (ANT 236), Politics of the
Global Environment (GOV 254) (prereq GOV 241),
Seminar in American Government: Politics and the
Environment (GOV 306) (prereq a 200-level course
in American Government), World Population (SOC
232), Environment and Society (SOC 233). Seminar
in Environmental Sociology (SOC 332) (prereq SOC
101), l.S. Environmental History and Polio (PPL
222) or Seminar in Environmental Sciences and
Policy (EVS300).
d) Four intermediate-level geoscience courses: 22 1 .
222, 231, 232, 241 or 251.
252
Geosciences
e) One 300-level course in geosciences or a 4-6 credit
summer geology field camp.
0 Research: Special Studies (GEO 400) or Honors
(GEO430dor432d).
3) Educational Geoscience Track
a) Three education courses (*recommended): *The
American Middle School and High School (EDC
232), *Educational Psychology (EDC 238), *Grow-
ing up American: Adolescents and their Educational
Institutions (EDC 342), Individual Differences
Among Learners (EDC 347), Methods of Instruction
(EDC 352), or *Teaching Science, Engineering and
Technology (EDC 390).
b) Six additional geoscience courses above the 100-
level. One of these must be at the 300-level or be a
4-6 credit summer geology field camp course.
(Note: This track does not lead to Educator Licensure.
Students who wish to satisfy licensure requirements
would need to take all EDC courses listed above, plus
EDC 346 (Clinical Internship in Teaching), and should
consult with a faculty member of the Department of
Education and Child Study.)
Smith courses that satisfy the advanced-level course
requirement include: Aqueous Geochemistry (GEO
301), Groundwater Geology (GEO 309), Environmen-
tal Geophysics (GEO 311), Ecohydrology (ENG 315),
Seminar: Topics in Astrophysics-Asteroids (AST 330),
Mechanics of Granular Media (ENG 340), Geology
Senior Seminar (GEO 355), Economic Geology (GEO
370) and Advanced Work or Special Problems in Geol-
ogy (GEO 400). Appropriate courses taken at other
institutions also may qualify, as does a 4-6 credit geol-
ogy field camp.
A summer field course is strongly recommended for
all majors and is a requirement for admission to some
graduate programs. Majors planning for graduate
school will need introductory courses in other basic
sciences and mathematics. Prospective majors should
see a departmental adviser as early as possible.
The Minor
Advisers: Same as for the major.
Many emphases are possible within the geoscience
minor. For example, a student interested in earth pro-
cesses and history might take 101, 106, 112, FYS 103,
231, 232, 251, 36l and an elective course. A student
concerned about environmental and resource issues
might take 101, 104, 105, 108, 109, FYS 177, 221, 232
and 309- Students contemplating a minor in geosci-
ences should see a departmental adviser as early as pos-
sible to develop a minor course program. This program
must be submitted to the department for approval no
later than the beginning of the senior year.
Requirements: Six geoscience courses and a total of no
more than three courses at the 100 level.
Honors
Director: Robert Newton, 2009-10
John Brady, 2010-11
430d Honors Project
8 credits
Full-year course; Offered each year
432d Honors Project
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Field Experiences
The department regularly sponsors an off-campus
field-based course for geoscience students. This course
may be entirely during Interterm, such as recent cours-
es 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, geoscience majors are encouraged to
take at least one of these courses to add breadth to their
geologic understanding.
The Department of Geosciences 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 United States and abroad.
253
German Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
i
Professors
Jocelyne Kolb, Ph.D., Chair
il Joseph George McVeigh, Ph.D.
Assistant Professor
Joel Westerdale, Ph.D.
Senior Lecturer
"-Judith Keyler-Mayer, M.A.
Lecturer
Anca Holden, MA
Professor Emerita
Gertraud Gutzmann, Ph.D.
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 250
(220), 300 (222) or higher course should consider
taking the Zertifikat Deutsch examination adminis-
tered by the Goethe Institute 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 com-
municative skills in basic German. Students are also
recommended to take courses in other departments
that treat a German topic.
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 1 lOy, 144 (115),
200 or 250 (220).
A course number in parentheses represents the
former course number (prior to the year 2009-10).
A. German Language
Credit is not granted for the first semester only of the
yearlong elementary language courses.
110y 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
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 250 (220)
will be eligible for the Junior Year Abroad in Hamburg.
{F} 10 credits
Section Y.Joel Westerdale
Section 2: Anca Holden
Full-year course; Offered each year
200 Intermediate German
A review of basic grammatical concepts and the study
of new ones, with emphasis on vocabulary building. An
exploration of contemporary German culture through
literary and journalistic texts, with regular practice in
written and oral expression. Prerequisite: HOy, permis-
sion of the instructor or by placement. {F} 4 credits
Sec. 1: Judith Keyler-Mayer
Sec. 2: Judith Keyler-Mayer
Offered Fall 2009
250 Advanced Intermediate German
Introduction and practice of more advanced elements
of grammar, with an emphasis on expanding vocabu-
lary. Discussion of topics in modem German culture;
development of reading skills using unedited literary
and journalistic texts; weekly writing assignments Shi-
254
German Studies
dents in this course are eligible to take the examination
for the Zertifikat Deutsch that is administered at Smith
each spring by the Goethe Institute. The Zertifikat
Deutsch is highly regarded by private and public sector
employers in all German-speaking countries as proof of
well-developed communicative skills in basic German.
Students who successfully complete GER 250 (220)
will be eligible for the Junior Year Abroad in Hamburg.
Prerequisite: 200, permission of the instructor or by
placement. {F} 4 credits
Judith Keyler-Mayer
Offered Spring 2010
350 Language and Power
Language as the transmission of politics and culture:
a study of the German-language media (newspapers,
magazines, Internet, television, supplemented by a va-
riety of films and texts to be chosen in accordance with
the interests and academic disciplines of students in the
class). Active and intense practice of written and oral
German through weekly compositions and linguistic
exercises, as well as discussions and presentations ana-
lyzing the manner in which linguistic nuances reflect
cultural and political practices. Conducted in German.
Prerequisite: GER 300 (222), permission of the instruc-
tor or by placement. {F/L} 4 credits
Jocelyne Mb
Offered Fall 2009
B. German Literature
and Society (Taught in
German)
300 Topics in German Culture and Society
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:
250 (220), permission of the instructor or by place-
ment. {F/L} 4 credits
Judith Keyler-Mayer
Offered Fall 2009
Grim(m) Tales and Happy Endings
This course invites you to journey into the world of
German fairy 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. Although our fo-
cus 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 as literary
and cultural products for today. Prerequisite: GER 250
(220) or permission of the instructor. {F/L} 4 credits
Gertraud Gutzmann
Offered Spring 2010
339 Topics in Media Studies
Reading Other People's Mail: Letters in Literature
andlife
Would Goethe's Werther have used e-mail? What if
Dangerous liaisons had appeared as a blog? Starting
with two epistolary novels, Goethe's The Sufferings of
Young Werther (1774) and Laclos's Dangerous Liai-
sons (1784), we will study the art and function of letter-
writing by men and women in fiction and reality from
the 18th century to the present. Additional readings
from, for example, Schiller, Austen, F. Schlegel, Rahel
Levin, Fontane, Freud, Kafka, Rilke, Proust, Th. Mann,
H. Arendt, Derrida. {L/H/F} 4 credits
Jocelyne Mb
Offered Spring 2010
360 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.
The Birth of German Studies
Goethe (1749-1832) did it all. He was a political advi-
sor as well as a poet, a director of mines as well as of
theater, a scientist as well as a painter. What is more,
everything that Goethe did and wrote about during his
long lifetime continues to shape German studies as we
now understand it. Using Goethe's literary, scientific and
theoretical writings as a touchstone, we will trace the
historical context and current state of the field. 4 credits
Jocelyne Mb
Offered Spring 2010
German Studies
255
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
Evil
This course examines portrayals of evil in literature,
theory and film, looking at the relationship between
evil and the development of the modern autonomous
individual; the intersection of morality; freedom and
identity; and the confrontation of literary and histori-
cal evil in the 20th century. Literary works by Goethe,
Kleist, Kafka, Thomas Mann; theoretical texts from
Nietzsche, Freud, Arendt; films from Marnau and oth-
ers. Conducted in English. {L/H} 4 credits
Joel Westerdale
Offered Fall 2009
230 Topics in German Cinema
The Wall on Film
A study of cinematic responses to the Berlin Wall 20
years after its fall in November 1989. Using as a frame
Ruttmann's Berlin: Symphony of a City (1927) and
Schadt's remake 75 years later, we will analyze the Wall
as an influence on the culture, politics, and psyche of
Berliners and non-Berliners. Films by Wilder, Wenders,
Schlondorff, von Trotta, Lew, Becker, Henckel von
Donnersmarck and Akin; texts include P. Schneider,
B. Schlinck, T Brussig, M. Maron and J. Hermann.
{A/H/L} 4 credits
Jocelyne Mb
Offered Fall 2009
Cross-Listed Courses
JUD I10j 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 even 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 B(X)k Center, the larg-
est depositor) of Yiddish books in the world. Admission
^permission of the instructor; contact Justin Camim
prior to the November registration period. Smith enroll-
ment limited to 9. {H} 4 credits
Taught on site at the National Yiddish Book Center.
Offered jointly with Hampshire College mid the
National Yiddish Book Center.
Justin Gammy (Smith College). Rachel Rubinstein
(Hampshire College) and staff 'of the National Yid-
dish Book Center
Offered Interterm 2010
JUD 257 (C) Jewish Writers in Modernist Berlin
The upheavals of World War I and the Russian Revo-
lution drew Eastern European Jewish intellectuals to
Berlin, leading to its emergence as a multilingual
center of European Jewish modernism and avant-garde
experimentation. This course explores the influence of
movements such as Expressionism, Dada, and the Neue
Sachlichkeit on Jewish modernist development, with
a focus on how exile, cosmopolitanism, revolution,
folklore, and nationalism spawned creative innova-
tion. Readings (with some film, visual art and theory)
from Benjamin, Doblin, Kafka, and Lasker-Schiiler
in dialogue with Hebrew and Yiddish writers such as
S.Y. Agnon, "Der Nister" (the Hidden One) and Dovid
Bergelson, all in translation. Enrollment limited to 19-
(E) {L} 4 credits
Jonathan Skolnik (UMass)
Offered Fall 2009
JUD 260 (C) Yiddish Literature and Film
Topic: The Novel Between Revolution and Catastro-
phe. Why did Yiddish, the language of Eastern Euro-
pean Jewry and millions of immigrants to America,
so often find itself at the bloody crossroads of art and
politics? Charts the development of a trans-Atlantic
Yiddish culture in the competition between Poland, the
Soviet Union and the Americas. Topics may include
creative betrayals of folklore (dybbuks. Golems and
demons); modernist experimentation; sexual politics of
Yiddish expression; radicalism; ethnic performance; the
art of memory; and the Yiddish trace in contemporary
fiction. All texts in translation. Enrollment limited to
19. {L} 4 credits
Justin Can uny
Offered Spring 2010
256
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, Andreas Stuhlmann and staff
Offered Fall 2009 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 2009 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. Attendance
at four or five performances is required. Limited to
students enrolled in the JYA program. {L/A/F} 4 credits
Jutta Gutzeit
Offered Fall 2009 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 German fashion. In addition, there will be an
optional weekly phonetics tutorial. {F} 4 credits
Jutta Gutzeit
Offered Fall 2009 and Spring 2010 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 2009, Spring 2010 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 reunification 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 2010 on the Junior Year in Hamburg
German Studies
257
The Major
Courses Available only on the
Hamburg JYA Program:
Advisers: Judith Keyler-Mayerjocelyne Kolb.Joel West-
erdale (Fall)
Adviser for Study Abroad: Jocelyne Kolb, Judith Keyler-
Mayer
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.
Basis: GER 200 (Intermediate German)
Requirements: Ten courses (or 40 credits) beyond the
basis.
Required Courses:
GER 1 6 1 The Cultures of German-Speaking
Europe
GER 250 Advanced Intermediate German
GER 300 Topics in German Culture and Society
(may be repeated as an elective with a
different topic)
GER 350 Language and Power (must be taken at
Smith)
GER 360 Advanced Topics in German Studies
(must be taken at Smith)
One of the following courses: GER 291, 320, 340/339 or
two 298 courses (varied topics)
Electives:
Five courses (or 20 credits) from the following:
GER 211
America and the Germans
GER 24
Jews in German Culture
GER 330
Literary Forms
GER 230
Topics in German Cinema
GER 231
Weimar Film
GER 233
Nazi Cinema
GER 339/340 Topics in Media Studies
GER 291
Topics in the Culture of Science and
Technology
GER 298
NEXUS courses, 2 credits, varied topics
CLT214
literary Anti-Semitism
CLT296
Enlightenment
GER 26
Orientation Program in Hamburg
GER 270
German History and Culture from 1871
to 1945
GER 280
Contemporary German Theater
GER 290
Studies in Language II
GER 310
Studies in Language 1 1 1
Students may count FYS 156 or GER 211 toward the
major, but not both.
Period Requirements: Students must take at least one
course representing each of the following periods:
before 1832; 1832-1933; 1933-present
For any of the three periods a ten-page paper on a spe-
cifically German topic may serve as fulfillment of the
requirement provided that:
1) students gain prior approval of the chair of the De-
partment of German Studies
2) the course for which the paper is written deals with
some aspect of European culture, history or society,
and
3) the paper substantially conforms to the topic of the
course.
Courses outside the Department of German Studies
may count toward the major with prior approval of the
department chair.
The Minor
Advisers: Judith Keyler-Mayer and Joel Westerdale
Basis: GER 200 (Intermediate German)
Requirements: Six courses (or 24 credits) beyond the
basis
Required Courses:
Three courses are required:
GER 161 The Cultures of German-Speaking
Europe
GER 250 Advanced Intermediate German
GER 350 Language and Power or GER 360
Advanced Topics in German Studies
258 German Studies
Electives:
Three additional courses from those listed under the
major.
Honors
Directors: Joel Westerdale (Fall); Jocelyne Kolb
(Spring)
430d Honors Project
8 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
259
Government
Visiting faculty and some lecturers are generally appointed for a limited term
Visit www.smith.edu/catalog for current course information.
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. Baumer, Ph.D.
- Dennis Yasutomo, Ph.D.
- Patrick Goby. Ph.D.
': Catharine Newbury, Ph.D.
Howard Gold, Ph.D., ' Chair
71 Gregory White, Ph.D.
Associate Professors
Yelma H. Garcia, Ph.D.
Alice L Hearst, J.D., Ph.D.
Gary Lehring, Ph.D.
Mlada Bukovansky, Ph.D.
Marc Lendler, Ph.D.
Assistant Professor
Brent Durbin. Ph.D.
Adjunct Associate Professor
Robert Hauck, Ph.D.
Lecturers
Timothy Ruback
Michael KJare
Jon Western
Alumna Coordinator, Picker Semester in Washington
Annie Russo Bellavia
Research Associate
Michael Clancv
For first-year students in their first semester, admission
to 200-level courses, excepting GOV 200, GOV 220 and
GOV 241, 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
A study of the leading ideas of the Western political
tradition, focusing on such topics as justice, power,
legitimacy, revolution, freedom, equality and forms of
government — democracy especially. Lecture/discus-
sion format taught in independent sections, with one or
more sections designated Writing Intensive (WI). Open
to all students. Entering students considering a major
in government are strongly encouraged to take the
course in their first year, either in the fall or the spring
semester. {S} 4 credits
Martha Ackelsberg, Donna Robinson Divine. Steven
Goldstein. Fall 2009
Patrick Coby. Gary1 Lehring, Spring 2010
Donna Robinson Divine, Steven Goldstein, Gary
Lehring, Fall 2010
To be announced, Spring 201 1
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 survej data and to data
analysis using computer software. {S/M} 4 credits
Howard Gold
Offered Spring 2010, Spring 201 1
American Government
200 is suggested preparation for al
this field.
other courses in
260
Government
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. {8} 4 credits
Donald Baumer
Offered Spring 2010, Spring 201 1
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 2009, Fall 2010
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 2010, Spring 201 1
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 Spring 2010
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 2011
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
Marc Lender
Offered Spring 2010, Spring 201 1
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 2009
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
Offered Fall 2010
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
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 Fall 2010
210 Public Opinion and Mass Media in the United States
This course examines and analyzes American public
opinion and the impact of the mass media on politics.
Topics include political socialization, political culture,
attitude formation and change, linkages between
public opinion and policy, and the use of surveys to
measure public opinion. Emphasis on the media's role
in shaping public preferences and politics. {8} 4 credits
Howard Gold
Offered Fall 2009
Government
261
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. Enrollment limited
to 20. {8} 4 credits
Marc Lender
Offered Fall 2010
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. {8} 4 credits
Marc Lender
Offered Fall 2009, Fall 2010
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 Spring 2011
304 Seminar in American Government
Communism and Anti-Communism in America
A look at the controversies surrounding the American
Communist Part)7 and the reaction to it. We will study
the Party's creation, its relationship to the Soviet Union,
its various phases, the issue of espionage and its re-
sponse to the Cold War. We will look at the intertwined
issue of anti-Communism, including Congressional
investigations, the McCarthy era and presidential re-
sponses. Readings will include overviews of Communist
Part)' history, including material from newly opened
Soviet archives, memoirs and primary documents. {S}
4 credits
Marc Le? idler
Offered Fall 2009
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
Marc Lender
Offered Spring 2011
306 Seminar in American Government
Topic: Politic and ibe Environment. An examination
of environmental policy makingwithin the federal
government, with special emphasis on how Congress
deals with environmental policj 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 2010, Spring 2011
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 2010
312 Seminar in American Government
Topic: Political Behaiior 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 2009, Fall 2010
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 2009, Fall 2010
412 Semester-in-Washington Research Project
Open only to members of the Semester-in-Washington
Program. 8 credits
Donald Baumer
Offered Fall 2009, Fall 2010
413 Washington Seminar: The Art and Craft 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
262
Government
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 2009, Fall 2010
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 Spring 2010
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 2010
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. {8} 4 credits
Steven Goldstein
Offered Spring 2010
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 2009
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 Fall 2009, Fall 2010
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 Fall 2009
229 Government and Politics of Israel
A historical analysis of the establishment of the State
of Israel and the formation of its economy, society and
culture. Discussions will focus on the Zionist 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 2010
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
fonnulation and patterns of party and state power. {S}
4 credits
Steven Goldstein
Offered Fall 2009, Fall 2010
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
Government
263
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. {S} 4 credits
Catharine Newbury
Offered Spring 201 1
233 Problems in Political Development
Why are so many states of the world poor and "under-
developed?" What is the meaning of development, and
how can it be achieved? Focusing on areas of Africa,
Latin America and Asia, this course will explore the
role of the state in development, institutions, actors and
social movements which structure political interaction,
and the relationship between democratization and
development. {8} 4 credits
Catharine Newbury
Offered Spring 2010
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 U.S./Mexico border. Though
at the present time the border has become increasingly
militarized, the boundary dividing the U.S. and Mexico
has traditionally been relatively porous, allowing
people, capital, goods and ideas to flow back and forth.
The course will focus on the border as a region histori-
cally marked both by conflict and interdependence.
Open to majors in government and/or Latin American
studies; others by permission of the instructor. Enroll-
ment limited to 20. {8} 4 credits
Velma Garcia
Offered Spring 2010, Spring 201 1
321 Seminar in Comparative Government
Topic: Ihe Rwanda Genocide in Comparative Per-
spective. In 1994, Rwanda was engulfed by violence
that caused untold human suffering, left more than
hall a million people dead, and reverberated through-
out the Central African region. Using a comparative
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 the Congo. {S}
4 credits
Catharine Newbury
Offered Fall 2009
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 2009
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 die 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
264
Government
consequences of globalization. {S} 4 credits
Donna Robinson Divine
Offered Spring 2010, Spring 201 1
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 the interactions of states in the international
system. Emphasis is given to the historical evolution of
the international system, security politics, the role of
international norms in shaping behavior and the influ-
ence of the world economy on international relations.
Not a course in current events. Enrollment limited to
70. {S} 4 credits
Timothy Ruback, Fall 2009
Brent Durbin, Spring 2010
Gregory White, Fall 2010
Brent Durbin, Spring 2011
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 permission of the instructor.
Enrollment limited to 40. {8} 4 credits
Mlada Bukovansky
Offered Spring 2010, Spring 201 1
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
Brent Durbin
Offered Fall 2009, Fall 2010
245 Global Terrorism
This course will give an in-depth examination of the
nature, causes, tactics and responses to global ter-
rorism. This course considers both theoretical and
empirical literature on terrorism to ask the following
questions: Why is terrorism so difficult to define? Why
do groups choose terrorist tactics? What is the history of
terrorism in the state system? What are the various ways
states can combat terrorism? How has globalization
changed both terrorism and counterterrorism? How
effective are the U.S.'s current counter-terrorism tactics,
and what else have they brought about? Prerequisite:
GOV 241 or permission of the instructor. (E) {S}
4 credits
Timothy Ruback
Offered Spring 2010
246 Colloquium: Politics and the Experience of War
An exploration of how war impacts the political views
of soldiers and other participants. This course surveys
several conflicts from the last century through the
eyes of combatants, considering both national and
individual motives for going to war, and evaluating the
effects of fighting on the personal politics of soldiers.
Core readings will include scholarship on political
socialization, nationalism, military culture, faith and
trauma, as well as accounts of war written by soldiers.
Enrollment limited to 20. {S} 4 credits
Brent Durbin
Offered Fall 2009
248 The Arab-Israeli Dispute
An analysis of the causes of the dispute and of efforts
to resolve it; an examination of Great Power involve-
ment. A historical survey of the influence of Great
Power rivalry on relationships between Israel and the
Arab States and between Israelis and Palestinian Arabs.
Consideration of the several Arab-Israeli wars and the
tensions, terrorism and violence unleashed by the dis-
pute. No prerequisites. {S} 4 credits
Donna Robinson Divine
Offered Spring 2010, Spring 201 1
250 Case Studies in International Relations
In Spring 2010, the course will focus on the global
competition for vital natural resources, especially oil,
natural gas, water, food and key industrial miner-
als. The course will begin with a review of the role of
resource competition in human history and an assess-
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265
ment of the potential for international friction and
conflict arising from disputes over scarce or contested
supplies of vital materials. Particular emphasis will be
placed on the geopolitics of oil, natural gas and water.
The impact of global wanning on the future avail-
ability of water, food and other key resources will also
be considered. Students will be expected to acquire a
general knowledge of the global resource equation and
to examine a particular resource problem in consider-
able depth. {S} 4 credits
Michael Klare
Offered Spring 2010
251 Foreign Policy of Japan
Analysis of Japan's diplomacy and foreign policy since
World War II. Emphasis on various approaches to the
study of Japan's external relations, and on contending
national identities debated in Japan, including pacifist,
neo-mercantilist, civilian, normative and normal na-
tion images. Case studies focus on relations with the
U.S., Europe, East through Central Asia and other non-
Western regions. {S} 4 credits
Dennis Yasutomo
Offered Spring 2010
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 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 Union. Prerequisite: 241 or permis-
sion of the instructor. {8} 4 credits
Mlada Bukovansky
Offered Fall 2010
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 warming and envi-
ronmental security. Special attention is also accorded
to North-South relations and the politics of indigenous
peoples. Prerequisite: 241 or permission oi the instruc-
tor. Enrollment limited to 20. {S} 4 credits
Gregory White
Offered Spring 2011
255 The Global Politics of Resistance and Change
In 1999, various activist groups organized outside the
Seattle G8 meetings to protest "globalization." But,
paradoxically, their coordinated efforts constituted an
aspect of globalization. By protesting the most violent,
rigid, global processes, these organizations may be
resisting "statecraft" instead. Against this background,
we ask: What is statecraft? Why resist it? Who are the
people working to do so? What are their tactics? What
effects have their efforts had? Are these diverse groups
part of the same struggle? And what might the future of
these resistance movements be? Prerequisite: GOV 241
or permission of the instructor. (E) {S} 4 credits
Timothy Ruback
Offered Spring 2010
257 Colloquium: Refugee Politics
This course examines refugees — i.e., people displaced
within their country, to another country or, perhaps,
somewhere "in between." Refugee politics prompt a
consideration of the cause of refugee movements; per-
secution, flight, asylum and resettlement dynamics; the
international response to humanitarian crises; and the
"position" of refugees in the international system. In
addition to international relations theory, the seminar
focuses on historical studies, international law, com-
parative politics, refugee policy studies and anthropo-
logical approaches to displacement and "foreignness."
Although special attention is devoted to Africa, other
cases of refugee politics are examined. Open to majors
in government; others by permission of the instructor.
Enrollment limited to 20. {S} 4 credits
Greg White
Offered Spring 2011
259 Colloquium: Theories of International Relations
An in-depth exploration of diverse theoretical ap-
proaches to world politics. The course critical ly reviews
the major schools of thought in international relations,
such as realism, liberalism and Marxism, paving 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
266
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world politics, and evaluate the competing explanatory
claims put forth. Government majors and international
relations minors with strong interest in theory may
substitute this course for GOV 241. Enrollment limited
to 20. {8} 4 credits
Timothy Ruback, Spring 2010
Mlada Bukovansky Fall 2010
Offered Spring 2010, Fall 2010
341 Seminar in International Relations
Politics of Torture
The U.S. government's recent use of torture in the War
on Terror leads to questions of the state's relationship
to international law, of the relationship between state
power and political responsibility, and of the intersec-
tion between statecraft and human living, dying and
surviving. Any inquiry into the politics of torture must
not only consider torture as a subject for international
relations (i.e., treaties outlawing torture) but also
torture as the practice of international relations (i.e.,
torture as an instrument of state policy). In this course,
we will investigate how torture fits within state policy
and the logic of sovereignty. In so doing, we will con-
sider: (1) examples of how torture is used today; (2)
the history of norms opposing torture; (3) torture in a
colonial context and (4) the politics of justifying tor-
ture. In so doing, we will ground an investigation of the
politics of torture in its source — human bodies — and
explore the political and physical consequences of this
systematic violence. {S} 4 credits
Timothy Ruback
Offered Fall 2009
U.S. Foreign Policy, Human Rights and Democracy
Is the United States committed to promoting democracy
and human rights abroad or just advancing its own
strategic and domestic corporate interests? What influ-
ence does the United States have on the development of
democracy around the world, and the emergence of —
and compliance with — international human rights
conventions, protocols and laws? This seminar begins
with a historical overview of American democracy and
human rights rhetoric and policies, and seeks to uncover
the range of political, economic, cultural and geostrate-
gic motivations underlying U.S. behavior. We will then
examine American foreign policy responses to contem-
porary human rights and democracy. {8} 4 credits
Jon Western
Offered Spring 2010
343 Seminar in International Politics and Comparative
Politics
Topic: To be announced. [%} 4 credits
Mlada Bukovansky
Offered Spring 2011
344 Seminar on Foreign Policy of the Chinese People's
Republic
After examining the historical roots of the foreign pol-
icy 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 contempo-
rary international behavior. {S} 4 credits
Steven Goldstein
Offered Spring 2011
345 Seminar in International Politics
Topic: Intelligence. How do governments learn about
the threats facing them and their citizens? What is
the proper balance between liberty and security in a
democratic society? Why did the U.S. government fail
to prevent the 9/1 1 attacks, and what can be done to
ensure against such attacks in the future? This course
considers these and other questions through the lens of
the U.S. intelligence community. The modem Ameri-
can intelligence system was established in the wake of
World War II and has since grown to comprise eighteen
different agencies requiring upwards of $50 billion per
year in funding. We will review the history of this sys-
tem, both at home and abroad, with special attention
to the Central Intelligence Agency and its often contro-
versial role in U.S. foreign policy. {S} 4 credits.
Brent Durbin
Offered Spring 2010
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 —
focusing 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-Saharan
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
Government
267
to the politics of Islam, the "status" of women and
democratization. {8} 4 credits
Gregory White
Offered Fall 2010
348 Seminar in International Politics
Topic: Conflict and Cooperatioji 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 2009
Political Theory
261 Ancient and Medieval Political Theory
An examination of the great thinkers of the classical
and (time permitting) medieval periods. Possible topics
include family and the state, freedom and the gods, war
are faction, politics and philosophy, secular and reli-
gious authority, justice, citizenship, regimes and natu-
ral law. Selected authors include Sophocles, Aeschylus,
Aristophanes, Thucydides, Xenophon, Plato, Aristotle,
Polybius, Cicero, Lucretious, Augustine, Aquinas and
Marsilius. {S} 4 credits
Patrick Cob}'
Offered Fall 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. {S} 4 credits
Gary Lehring
Offered Fall 2009, Spring 201 1
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 2010
265 Reacting to the Past: American's Founding, the
Constitutional Convention of 1787
A departmental version of the historical role-playing
First-Year Seminar by the same name, featuring a
new game written by the instructor; a one-game,
half-semester course for 2 credits connected loosely to
American Political Thought (GOV 264) as an optional
"lab," in which the ideas learned in the lecture course
are put into practice in the Reacting game. Open to all
students whether enrolled in GOV 264 or not. Enroll-
ment limited to 21. {8} 2 credits
Patrick Coby
Offered Spring 2010
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 may
include Neo-Marxism, Feminism, Ideology; Postmod-
ernism and Multiculturalism. Successful completion of
Gov 100 and/or other political theory course is strongly
suggested. {S} 4 credits
Gary Lehring
Offered Fall 2010
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. {8} 4 credits
Gary Lehring
Offered Spring 2010
362 Seminar in Political Theory
Topic: Revolution to Consolidation. A look at how
American political thinkers and activists justified a
war for independence, puzzled through the construc-
tion of a new political order, thought about creating a
democratic nation state, and argued over issues such
as individual rights, the role of political parties and the
capabilities of citizens for self-government. We will look
at specific debates between 1776 and 1800 and also an
overview of the most important contributors: Jefferson,
Madison, Hamilton and John Adams. Prerequisite:
268
Government
Some previous course on American government or
permission of the instructor. {S} 4 credits
Marc Lender
Offered Spring 2010
366 Seminar in Political Theory
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 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, and
Discipline and Punish to his later works including
The 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
Gary Lehring
Offered Fall 2009
367 Seminar in Political Theory
Topic: Lesbian and Gay Politics. An exploration of
the lesbian and gay political movement in the United
States, this seminar will begin with the invention of the
medical model of "homosexuality" in the 19th century
and trace the rise of a lesbian/gay/bisexual political
movement through the 20th century. The course will
adopt a historical approach, examining issues of policy,
politics and identity from within these different time
periods, including an examination of the rise in lesbian
and gay multiculturalism and the advent of lesbian
and gay studies as an academic discipline. Prerequisite:
100 or a course in feminist theory. {S} 4 credits.
Gary Lehring
Offered Spring 2011
Cross-listed Courses
EAS 210 Colloquium: Topics in East Asian Studies
{S} 4 credits
Dennis Yasutomo
Offered Spring 2010
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, Marc Lendler, Gary Lehring, Catharine New-
bury, Gregory White, Dennis Yasutomo
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 sem-
inar, 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 encour-
aged to select 190 as one of their electives.
Majors may spend the junior year abroad if they meet
the college requirements.
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269
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.
Honors
Director: Gary Lehring
430d Honors Project
8 credits
431 Honors Project
8 credits
Offered Fall 2009, Fall 2010
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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 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.
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.
270
History
Visiting faculty and some lecturers are generally appointed for a limited term
Visit www.smith.edu/catalog for current course information.
Professors
41 Daniel K. Gardner, Ph.D.
11 David Newbury, Ph.D. (History and African Studies)
Ann Zulawski, Ph.D. (History and Latin American
Studies)
Richard Lim, Ph.D.
Robert B. Merritt, Ph.D., Interim Acting Chair
Associate Professor
+1 Ernest Benz, Ph.D.
Assistant Professors
t2DarcyBuerkle,Ph.D.
Jennifer Guglielmo, Ph.D.
fl Marnie Anderson, Ph.D.
+1 Nadya Sbaiti, Ph.D.
Elizabeth Stordeur Pryor, Ph.D.
Joshua C.Birk, Ph.D.
Five College Assistant Professor of Russian History
n 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.
Peter Gunn, M.Ed.
Jennifer Hall-Witt, Ph.D.
Research Associates
Sean Gilsdorf, M.A.
Erika Laquer, Ph.D.
Ann Ramsey, Ph.D.
Marylynn Salmon, Ph.D.
Revan Schendler, Ph.D.
Robert Weir, 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.
101 Introduction to Historical Inquiry
Colloquia with a limited enrollment of 18 and surveys,
both designed to introduce the study of history to stu-
dents at the beginning level. Emphasis on the sources
and methods of historical analysis. Recommended for
all students with an interest in history and those con-
sidering a history major or minor.
Topic: Biography and History in Africa
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
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. {H} 4 credits
David Newbury
Offered Fall 2010
Topic: The European Millennium?
A survey of world history from 1000-2000. How did
Europe, a cape of Asia, come to dominate much of
the planet politically and culturally? The encounters
of Vikings, Crusaders, conquistadors, missionaries,
traders, settlers, revolutionaries and feminists with
non-Europeans. How distinctive forms of family, state,
History
271
church, economy and community participated in and
grew out of European imperialism. The formation of a
global culture as the reconquest of Europe by the rest of
the world. {H} 4 credits
Ernest Ben:
Offered Fall 2010
EAS 100 Introduction to Modern East Asia
This course looks comparatively at the histories of
China, Japan, Korea from the late 18th 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 modern 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
Jonathan Lifnnan. Fall 2009
Marnie Anderson Fall 2010
Offered Fall 2009, Fall 2010
FYS 142 Reacting to the Past
Reacting to the Past is an interdepartmental, first-year
seminar based on historical role-playing. In it students
enact moments of high drama from the distant and
not-so-distant past, and from cultures strange and
engrossing. The seminar consists of three competitive
games, "The Threshold of Democracy: Athens in 403
B.C."; "Confucianism and the Succession Crisis of the
Wanli Emperor"; "The Trial of Anne Hutchinson."
Class sessions are run by students; the instructor sets
up the games and functions as an adviser. Students
work in groups, debate issues, negotiate agreements,
cast votes and strive to achieve the group's objectives.
Course materials include game rules, historical read-
ings, detailed role assignments and classic texts (e.g.,
Plato's Republic, the Analects of Confucius). Papers are
all game- and role-specific; there are no exams. Enroll-
ment limited to 16 first-year students. WI {H} 4 credits
Section: Daniel Gardner
Offered Fall 2009, Fall 2010
FYS 171 Women Writing Resistance
This course explores women's testimony as a tool for
understanding U.S. history in the 19th and 20th-cen-
turies. In particular, we will explore how women have
used cultural work to unmask power relations in their
confrontations with colonialism, racism, patriarchy.
war and capitalism, to envision and enact alternative
ways of being. Our focus will be on women's writing,
including speeches, journalism, letters and memoir,
in comparison with other forms of creative expression
such as dance, folklore and political action. Central to
our studies will be to think critically about how knowl-
edge is produced, and how women's cultural work has
changed over time. While our focus will be on primary
documents we will study them within the context of
U.S. women's history. Enrollment limited to 16 first-
year students. WI {H/L/S} 4 credits
Jennifer 6 u giiei 'mo
Offered Fall 2009
Lectures and Colloquia
Lectures (L) are normally limited to 40 students. Collo-
quia (C) are primarily reading and discussion courses
limited to 18. Lectures and colloquia are open to all
students unless otherwise indicated. In certain cases,
students may enroll in colloquia for seminar credit
with permission of the instructor.
Antiquity
201 (G) The Silk Road
The premodem 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 2010
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 inn
Offered Fall 2010
272
History7
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 and Judea; new developments in science
and religion. {H} 4 credits
Richard Lim
Offered Spring 2011
204 (L) The Roman Republic
A survey of the developing social, cultural and political
world of Rome as the city assumed dominance in the
Mediterranean. Achievements of the Roman state, 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 Lim
Offered Fall 2009
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
family, law and society; military monarchy; persecu-
tion of Christians; pagans, Christians and Jews in late
antiquity. {H} 4 credits
RichardLim
Offered Spring 2010
Islamic Middle East
207 (L) The Islamic Middle East to the 17th Century
An introductory survey of the principal economic,
social, cultural and political features of the Middle
East from the 6th through the 17th centuries. Topics
include the rise of the new monotheistic faith of Islam;
the formation and evolution of classical and medieval
Muslim institutions; local diversities within the unify-
ing systems of Muslim beliefs, law and administration;
the Crusades and the Mongol invasions; the emergence
of Islamic imperial systems; social, material and intel-
lectual interactions between Muslim and non-Muslim
communities and polities. {H} 4 credits
Nadya Sbaiti
Offered Spring 2011
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 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. Special attention to
social changes affecting individuals and groups such as
women, workers and peasants. {H} 4 credits
Daniel Brown
Offered Fall 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. {HJ 4 credits
Daniel Gardner
Offered Fall 2009, Fall 2010
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-
official class, civil service examination system, Neo-
Confucian orthodoxy, poetry and the arts, Mongol con-
quest, popular beliefs, women and the family, Manchus
in China, domestic rebellion and confrontation with
the West. {H} 4 credits
Daniel Gardner
Offered Spring 2010, Spring 201 1
214 (C) Aspects of Chinese History
Topic: The World of Thought in Early China
Readings from the major schools of Chinese thought,
such as Confucianism, Daoism, Legalism and Bud-
dhism. Consideration will also be given to the relevance
of these traditional teachings in contemporary China.
As China moves away from Marxism-Leninist ideology
Historv
273
is there a place for a renewed Confucianism? As the
Chinese become more ecologically concerned, will they
draw on the concepts and vocabulary of Daoism and
Buddhism? How do views of the relationship between
body and cosmos in traditional teachings influence
medical practices in China today? {H/L} 4 credits
Daniel Gardner
Offered Spring 2010, Spring 201 1
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 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
Marnie Anderson
Offered Spring 2011
222 (C) Aspects of Japanese History
Topic: The Place of Protest in Modern Japan. Histo-
ries of social conflict, protest, and revolution in early
modern and modern Japan. In the early modern period
(1600— 1867), peasant resistance and protest urban
uprisings, popular culture, "world-renewal" move-
ments and the restorationist activism of the Tokugawa
period. In the modern 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 (1912-26), anti-imperialist movements in China
during the prewar years, and finally, a range of citizens'
movements in the postwar decades. {H/S} 4 credits
Marnie Anderson
Offered Spring 2011
223 (C) 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. {H/S} 4 credits
Marnie Anderson
Offered fell 2010
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 Summit. We will also consid-
er modernization, nationalism, industrialization and
urbanization, changing gender relations, the nuclear
issue and the Korean culture industry. {H} 4 credits
Ellie Choi
Offered Spring 2010
Europe
224 (L) The Early Medieval World, 400-1000
The Mediterranean world from the fall of Rome to the
age of conversion. The emergence of the Islamic world,
the Byzantine state and the Germanic empire. Topics
include the monastic ideal, Sufism and the cult of
saints; the emergence of the papacy; kinship and king-
ship: Charlemagne and the Carolingian renaissance,
the high caliphate, and the continuation of the Eastern
Roman Empire; literacy and learning. The decline of
public authority and the dominance of personal power
in societies built on local relations. {H} 4 credits
Joshua Birk
Offered Fall 2009
225 (L) The Making of the Medieval World, 1000-1350
Topics include agricultural technology and popula-
tion expansion; organization of the countryside for the
market; growth of a money economy, international
trade and an urban culture; universities; chivalry and
romantic love; scientific method; law and bureaucracy,
growth of professional government; struggles between
papacy and empire, evangelical awakening, feminine
mysticism, the laity and the Inquisition; expulsion of
the Jews; crusades against Muslims and Greek Chris-
tians; from Romanesque to Gothic. The course con-
cludes with the stud\' of the Black Death. {H} 4 credits
Joshua Birk
Offered Spring 2010
274
History
227 (C) Aspects of Medieval European History
Topic: Crusade and Jihad. Religious Violence in the
Islamo-Christian Tradition. This course juxtaposes the
medieval understanding of religious violence and war
in the Western Christian and Islamic traditions with
modem understandings of those same phenomena. It
traces the intellectual development of these concepts
during the Middle Ages, and how medieval conceptions
of violence are reinterpreted and redeployed in the 19th
through 21st centuries. {H} 4 credits
Joshua Birk
Offered Spring 2010
228 (C) Medieval Peripheries
The experiences of women, peasants, heretics, Jews,
Muslims, homosexuals, lepers and other groups on
the margins of a Europe that increasingly defined
itself as Christian. Did the High Middle Ages mark the
emergence of a persecuting society? Differences in the
treatment of these various outcast groups, their depic-
tion in art, their legal segregation, and their presumed
association with demonic activity. {H} 4 credits
Joshua Birk
Offered Fall 2009, Fall 2010
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 institu-
tion of government, the challenge to papal authority by
church councils, the Italian Renaissance, the early voy-
ages of discovery and the Reformation. {H} 4 credits
Joshua Birk
Offered Fall 2010
238 (C) Gender and the British Empire
Traditionally, historians portrayed the British Empire as
the province of male explorers, merchants, missionar-
ies, soldiers and bureaucrats. This course treats such
men as gendered subjects, investigating intersections
between the empire and masculinity. It surveys debates
about the nature of women's colonial experiences and
studies the experience of the colonized and enslaved
through the lens of gender history. It examines the
gendered structure of racial ideologies and the imperial
features of feminist concerns. Focus on the West Indies,
Africa and India from the late 18th to the early 20th
centuries. Enrollment limited to 25. {H} 4 credits
Jennifer Hall-Witt
Offered Spring 2010
239 (L) Empire-building in Eurasia since 1750
The emergence, expansion and maintenance of the
Russian and Soviet Empire to 1929. The dynamics
of pan-imperial institutions and processes (imperial
dynasty, peasantry, nobility, intelligentsia, revolution-
ary movement, rise of the Communist government),
as well as the development of the multitude of nations
and ethnic groups conquered by or included into the
empire. Focus on how the multinational Russian em-
pire dealt with pressures of modernization (nationalist
challenges in particular), internal instability and exter-
nal threats. {H} 4 credits
Sergey Glebov
Offered Fall 2009
246 (C) Memory and History
Contemporary debates among European historians,
artists and citizens over the place of memory in political
and social history. The effectiveness of a range of rep-
resentational practices from the historical monograph
to visual culture, as markers of history, and as creators
of meaning. Can it be more dangerous to remember
history than to forget it? Not open to students who have
taken HST 101 Memory and History. {H} 4 credits
Darcy Buerkle
Offered Fall 2009
247 (L) Aspects of Russian History
Topic: Affirmative Action Empire: Soviet Experiences
of Managing Diversity. How the Communist rulers of
the Soviet Union and Stalin in particular, mobilized
national identities to maintain control over the diverse
populations of the USSR. World War I and the Revolu-
tion of 1917 opened a window of opportunities for the
nationalities of the former Russian Empire. Soviet
policies of creating, developing and supporting new
national and social identities among diverse Soviet
ethnic groups in light of collectivization, industrializa-
tion, 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 2010
248 (G) The French Revolution as Epic
Cultural and social interpretations of the fundamental
event in modem history. The staging of politics from
the tribune to the guillotine. History as a literary art in
History
275
prose, poetrv, drama and film. Focus on Paris 1787-95.
{L/H} 4 credits
Ernest Ben:
Offered Spring 2011
History 249, 250 and 251 constitute an introductory
sequence in modem European history.
249 (L) Early Modern Europe 1600-1815
A survey of the ancien regime. On behalf of the central
state, war-making absolutists. Enlightened philosophes
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 2010
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 Spring 2011
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
Jennifer' Hall-Witt
Offered Fall 2009
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
secondary literature in 20th-century European history
of women and gender. {H} 4 credits
Darcy Buerkle
Offered Spring 2010
Africa
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; post-colonial
crises and present challenges. {H/S} 4 credits
Davul Newbury
Offered Fall 2010
258 (L) History of Central Africa
Focusing on the former Belgian colonies of Congo,
Rwanda and Burundi from the late 1800s, this course
seeks to explore, and then transcend, the powerful
myths that adhere to this area of the world, the setting
for Joseph Conrad's '"Heart of Darkness."' Topics include
precolonial cultural diversities; economic extraction
in the Congo Free State; the colonial encounter and
colonial experiences; decolonization and the struggles
over defining the state; and postcolonial catastrophes.
{H/S} 4 credits
DavidNewbury
Offered Spring 2011
259 (L) Aspects of African History
Topic: Islam in Africa or African Islam? A regional
approach to the histories of Islam in Africa, the first
home of Islam outside Arabia. The spread of Islam in
Egypt and North Africa and its further expansion into
West Africa, Southern Africa and East Africa. Examina-
tion, in each region, of the impact of the African envi-
ronment on Islam, the impact of Islam on African his-
torical development, and the major themes that have
dominated scholarly inquiry-. Throughout, we grapple
with the vexing problem of whether we are dealing with
Islam in Africa or African Islam. {H} 4 credits
Daniel Brown
Offered Spring 2010
AAS 370 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} 4 credits
Louis Wilson
Offered Fall 2009
276
History
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 multiethnic societies
that emerged during the three centuries of colonization
and resistance. The study of sexuality, gender ideologies
and the experiences of women are integral to the course
and essential for understanding political power and
cultural change in colonial Latin America. {H} 4 credits
Ann Zulawski
Offered Fall 2009, Fall 2010
261/LAS 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 to bring social justice and
democracy to the region. {H} 4 credits
Ann Zulawski
Offered Spring 2010, Spring 2011
263 (C) Continuity and Change in Spanish America and
Brazil
Topic: Gender in the Study of Latin American History.
Gender as a central element in the creation of Latin
American societies. The interaction of gender, class
and ethnicity in different historical periods in various
regions of Spanish America and Brazil. Topics include
changing gender relations in the Aztec and Inca states,
men and women under colonialism, gender and move-
ments for social change, the household economy and
the public sphere, sexuality and society. At least one
course in Latin American history is strongly recom-
mended as a foundation for this class. {H/S} 4 credits
Ann Zulawski
Offered Fall 2010
United States
History 265, 266 and 267 form an introductory se-
quence in United States history.
265 Race, Gender and United States Citizenship, 1789-1861
Analysis of the historical realities, the social movements,
cultural expression and political debates that shaped
the American character from the ratification of the U.S.
Constitution to the dawn of the Civil War. From the hope
of liberty and equality to the exclusion of marginalized
groups that made whiteness, maleness and native birth
synonymous with Americanness. How African Americans,
Native Americans, immigrants and women harnessed the
Declaration of Independence and its ideology to define
themselves as citizens of the United States too. {H} 4 credits
Elizabeth Stordeur Pryor
Offered Fall 2009, Fall 2010
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
Elizabeth Stordeur Pryor
Offered Spring 2010, Spring 201 1
267 (L) The United States Since 1898
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, includ-
ing industrial capitalism, colonialism, imperialism,
mass im/migration, urbanization, the rise of mass
culture, nationalism, war, feminism, labor radicalism,
civil rights and other liberatory movements for social
justice. Emphasis on class discussion and analysis of
original documents, with short lectures. {H} 4 credits
Jennifer Guglielmo
Offered Spring 2010, Spring 201 1
270 (C) Aspects of American History
Topic: The Black Atlantic. Historical debates sur-
rounding African American identities and intellectual
continuities throughout the Atlantic World, tracing the
African-American experience from Western Africa and
the Middle Passage to the British Colonies, the United
States, Haiti and the British Isles. The lives of African-
descended people as slaves, sailors, rebels and passengers
on the Atlantic. African-American images, migrations,
self-directed travel, resistance, organizations and writ-
ings as they relate to black freedom and black national-
ism from the revolutionary era through to the U.S. Civil
War. Theorizing of the "Black Atlantic." {H} 4 credits
Elizabeth Stordeur Pryor
Offered Spring 2010*
Historv
277
278 (L) Women in the United States, 1865 to Present
Survey of women's unci 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
fomiation, empire, im/migration, popular culture,
citizenship, education, religion, medicine, war, con-
sumerism, feminism, queer cultures and globalizing
capitalism. Emphasis on class discussion and analysis
of original documents, with short lectures. {H} 4 credits
Jennifer Guglielmo
Offered Fall 2009, Fall 2010
280 (C) Inquiries into United States Social History
Topic: Globalization, l»u 'migration and the Trans-
national'Imaginary. How can history help us to
understand globalization, im/migration and the
emergence of a transnational, border consciousness in
the U.S. over the past century and a half? How have im/
migrants responded to displacement, marginalization
and exclusion by redefining the meanings of home,
community and freedom? What are the connections
between mass migration and imperialism? What are
the histories to such cross-border social movements as
labor radicalism, borderlands feminism, Black Libera-
tion and anti-colonialism? How have im/migrants
themselves transformed the United States? {H} 4 credits
Jennifer Guglielmo
Offered Spring 2010, Spring 201 1
AAS 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
intersectionality of race, gender, and sexuality in Ameri-
can culture. Not open to first-year students. {H} 4 credits
Paula Giddings
Offered Fall 2009
AAS 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: AAS 1 17 and/or AAS 270 or
permission of the instructor. Enrollment limited to 40.
{HJ 4 credits
Louis Wilson
Offered Spring 2010
AAS 335 Seminar: Free Blacks in the U.S. Before 1865
A study of the history of free blacks from the 17th
century to the abolition of slavery in 1865. A major
problem created by the establishment of slavery based
on race by the 1660s was what was to be the status of
free blacks. Each local and state government addressed
the political, economic and even religious questions
raised by having free blacks in a slave society. This
course will address a neglected theme in the history of
the Afro- American experience, i.e., the history of free
blacks before the passage of the thirteenth amendment.
Recommended background: AAS 117. {H} 4 credits
Louis Wilson
Offered Spring 2010
AMS 302 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/k] 4 credits
Nan Wolverton
Offered Spring 2010
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 20th century. 'Hie course will
encourage the students to think about intersections of
race, sexuality and class, and how diese categories have
affected sexual minority communities. The course will
also explore the legal and cultural impact sexual minor-
ity communities have had in the l tailed Stales. Prerequi-
site SWG 150 or permission of the instructor. {H} 4 credits
Daniel h'iiers
Offered Spring 2010
278
History
SWG 300 Special Topics in the Study of Women and
Gender
Topic: Intimate Revolutions: Sexuality and the Fam-
ily in the Postwar Era. This seminar will look at the
ways that categories of sexuality, class, race and gender
have intersected and operated in constructions of the
family in the last half of the 20th century. The focus
will be on both political and institutional attempts to
regulate the family and the ways the family has acted
as a site of resistance. We will interrogate the notion
of the family as a static, conservative institution and
explore how changes in reproduction and sexuality
have been linked both to each other and to other social
transformations. Prerequisites: SWG 150, one addition-
al course in the major and permission of the instructor.
{H/S} 4 credits
Daniel Rivers
Offered Fall 2009
Seminars
307 Problems in Middle East History
Topic: The Middle East and World War One. The
Middle East in the context of World War One and its
immediate and far-reaching aftermath. This highly
pivotal moment cemented new imaginings of both
nation and state, with consequences for population
movements, changing political compasses, and new
social, cultural, economic and religious formulations.
Topics include colonialism, Arab and state national-
isms, Zionism and Islamism, as well as peasant, labor,
communist and women's movements. Primary sources
include diplomatic and political documents, memoirs,
the press, photographs and film. {H} 4 credits
Nadya Sbaiti
Offered Fall 2010
335 Problems in British History
Topic: Art, Culture and Leisure in British Society,
1660-1901. Interpretations of cultural activities with
attention to situating them within historical debates re-
garding consumer culture, polite society and the public
sphere, the emergence of a class society, the decline of
traditional pastimes, and the configuration of impe-
rial cultures. Potential research areas include the arts
(painting, architecture, theater, music, opera, dance);
cultural institutions (coffee houses, museums, clubs,
music halls, the circus); daily practices (tea-drinking,
vegetarianism, gardening); community rituals (rough
music, crowd activity, weddings, funerals); and leisure
activities (cock-fighting, hunting, mountain-climbing,
ballroom dancing, shopping, traveling). {H/A} 4 credits
Jennifer Hall-Witt
Offered Fall 2009
355 Topics in Social History
Topic: Debates in the History of Gender and Sexuality.
{H/S} 4 credits
Darcy Buerkle
Offered Spring 2010
358 Problems in African History
Topic: Ecology and Imperialism in African History.
{H} 4 credits
David Newbury
Offered Spring 2011
LAS 301 Topics in Latin American and Latino/a Studies
Topic: Culture and Society in the Andes. The seminar
examines the history and culture of the core area of
Andean civilization (Ecuador, Peru and Bolivia) from
the pre-Columbian period to the present. We will study
Andean cosmology and the area's unique social and
economic organization before the arrival of the Span-
ish; changes in social structure and gender ideologies
under colonialism; capitalist expansion, liberalism and
native protest; indigenismo, labor organization and the
Left; gender and Aymara and Quechua culture today;
the struggle against neoliberalism. {H/S} 4 credits
Ann Zulawski
Offered Spring 2010
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 Spring 2011
371 Problems in 19th-century United States History
Topic: African-American Women in Slavery and
Freedom. Despite the particular degradation, violence
and despair of enslavement in the United States,
African-American women built families, traditions and
History
279
a legacy of resistance that nurtured freedom move-
ments during enslavement and fostered a trajectory of
activism in the black community throughout the 19th
century. Close reading of protest strategies, speeches
and writings including those of Sojourner Truth, Har-
riet Jacobs, Sarah Remond, Francis Harper, Amanda
Smith, Ida Wells and Anna Julia Cooper. How did race,
gender and freedom affect African-American women?
{H} 4 credits
Elizabeth Stordeur Pryor
Offered Fall 2009
372 Problems in American History
Topic: Consumer Culture in the United States,
1880-1980 (HI 4 credits
Daniel Horowitz
Offered Spring 2010
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
Helen Horoicitz. Spring 2010
Jennifer GugMmo. Fall 2010
Offered Spring 2010, Fall 2010
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 Guam
Offered Fall 2009
404 Special Studies
By permission of the department.
4 credits
Offered both semesters each vear
The Major
Advisers: Krnest Benz, Darcy Buerkle, Daniel Gardner,
Sergey (ilebov. Jennifer Guglielmo, Richard Lim, 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 history7 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 concentration.
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 ex-
amination 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/ll grading option is not allowed for courses
counting toward the major.
280
History
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 study
abroad programs.
Adviser for Study Away: To be announced
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.
Honors
Director: To be announced
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered fall semester each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
The history honors major comprises 11 semester
courses, at least six of which shall normally be taken at
Smith, distributed as follows:
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 geographic
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 re-
quirement. 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 ex-
amination 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.
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-year course; offered each year
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
281
Program in the History of Science
and Technology
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers
Lale Aka Burk, Senior Lecturer in Chemistry
David Dempsey, Museum of Art
S1 Robert Dorit, Associate Professor of Biological
Sciences
"-Craig Felton, Professor of Art
Nathanael Fortune, Associate Professor of Physics
t2 Laura Katz, Associate Professor of Biological Sciences
Albert Mosley, Professor of Philosophy
**2 Douglas Lane Patey, Professor of English Language
and Literature
Jeffry Ramsey, Associate Professor of Philosophy,
Director
**' Nicolas Russell, Assistant Professor of French Studies
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
Topic: The Century of the Gene. We are not solely or
only our genes, but we are not without them either.
How do we understand talk of genes? This course is an
historical, philosophical and sociological examination
of the power, promises and perils of genetic research
during the past 100 or so years. We will explore the
changing relation of the gene concept, genetic theories
and genetic experimental practices to other biological
disciplines such as evolutionary theory, cytology, devel-
opment and other biological practices such as genetic
engineering. We will also examine the influence of
genetic theories and perspectives in the larger culture.
{H/N} 4 credits
Jeffry Ramsey
Offered Spring 2010
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 2010
404 Special Studies
4 credits
Offered both semesters each year
Cross-Listed Courses
ANT 135 Introduction to Archaeology
The study of past cultures and societies through their
material remains. How archaeologists use different
field methods, analytical techniques and theoretical
approaches to investigate, reconstruct and learn from
the past. Data from settlement surveys, site excavations
and artifact analysis are used to address economic,
social, political and ideological questions across time
and space. Course taught from an anthropological
perspective, exploring key transitions in human prehis-
282
Program in the History of Science and Technology
tory, including the origins of food production, social
inequality, and state-level societies across the globe.
Relevance of archaeological practice in modern politi-
cal, economic and social contexts is explored. Enroll-
ment limited to 30. 4 credits
Elizabeth Klarich
Offered Fall 2009, Fall 2010
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 Spring 2010, Fall 2010
ANT 249 Visual Anthropology
This course considers the unique perspectives, tech-
niques and theories that anthropology offers for
understanding the visual world. We focus both on the
production of visual materials (photographs and films,
in particular) by anthropologists, as well as the anthro-
pological analysis of visual artifacts produced by other
people. We will consider the historical (particularly
colonial) legacies of visual anthropology as well as
its current manifestations and contemporary debates.
Particular attention will be paid to issues of representa-
tion, authority, authenticity and circulation of visual
materials. Enrollment limited to 30. (MI) {S} 4 credits
Caroline Melly
Offered Fall 2009, Fall 2010
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
LdleAkaBurk, David Dempsey
Offered Spring 2009, Spring 2010
FYS 183 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. No prior
math or science background is assumed. Enrollment
limited to 16 first-year students. (E) WI {N} 4 credits
Gary Felder
Offered Fall 2009
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
and philosophy and cross-linguistic data as well as
English. Prerequisite: either PSY 1 1 1, PSY 233, PHI 100
or PHI 236 or permission of the instructor. {N} 4 credits
Jill de Villiers
Offered Fall 2009
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. Enrollment limited to
25 per section. {N} 3 credits
Suzan Edwards, Meg Thacher
Offered Spring 2010
CHM 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.
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 Smithso-
nian 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.
283
Interterm Courses Offered for Credit
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
EAL 115 Kyoto Then and Now (2 credits)
ESS 175 Applied Exercise Science (2 credits)
ESS 945 Physical Conditioning (1 credit)
FRN 240 gaparledrolement: 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: "Book title'
(1 credit)
IDP 140 Exploring the Archives (2 credits)
IDP 150 Introduction to AutoCad (1 credit)
IDP 151 Introduction to SolidWorks (1 credit)
IDP 250 Applied Design and Prototyping: Design It!
Make It! (1 credit)
JUD 110 Elementary Yiddish (4 credits)
MTH/QSK 103 Math Skills Studio (2 credits)
MTH289 The Mathematics of Knitted Objects
(2 credits)
MUS 215 Interterm Chamber Music Immersion
(1 credit)
MUS 905 Five College Opera Production (1 credit)
PHI 253 Indo-Tibetan Buddhist Philosophy and
Hermeneutics (3 credits)
SPN 218 Speaking Spanish in Context (4 credits)
SWG 1 15 Oral History and Queer Subjects (1 credit)
THE 140 Commedia dell' Arte Workshop (2 credits)
WTG 100 Popular Nonfiction (1 credit)
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 prior to preregistration in the fall.
284
Italian Language and Literature
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Alfonso Procaccini, Ph.D., Chair
§1't2GiovannaBellesia,Ph.D.
Anna Botta, Ph.D. (Italian and Comparative Literature)
Lecturers
Serena Grattarola, M.A.
§2 Maria Succi-Hempstead, M.A.
Bruno Grazioli, M.A.
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 in the spring of their sopho-
more 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 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 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. Preference given to first-year students.
Three class meetings per week plus required weekly
multimedia work and a discussion session. Enroll-
ment limited to 20 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
Serena Grattarola, Bruno Grazioli, Maria Succi-
Hempstead, Alfonso Procaccini
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
material of ITL 1 lOy in one semester. Three class meet-
ings 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 20 per section. Students
should enroll in ITL 220 (or ITL 230 in exceptional
cases) the following semester. This course does not
fulfill the foreign language requirement {F} for Latin
Honors because it is a one-semester language course
and a two-semester language course is needed to fulfill
that requirement. 5 credits
Maria Succi-Hempstead, Serena Grattarola
Offered each Spring
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 llOy or ITL 111 or permis-
sion of the department. {F} 5 credits
Serena Grattarola
Offered Fall 2009
Italian Language and Literature
285
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 or 1 1 1 with permission of the depart-
ment {F} 5 credits
Maria Succi- Hempstead
Offered Fall 2009
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 or
1 1 1 with permission of the department. {F} 5 credits
Serena Grattarola
Offered Fall 2009
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: for the Fall course ITL 1 10
or 1 1 1 or placement exam to assure correct language
level. Prerequisite for the Spring course: ITL 220 or 230
or 231 or placement exam to assure correct language
level. This course can be repeated. {F} 2 credits
Serena Grattarola, Bruno Grazioli
Offered Fall 2009, Spring 2010
B. Literature and Culture
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
Italian is fluency in written -
permission of the instructor
The prerequisite lor 300-level courses conducted in
Italian is fluency in written and spoken Italian, and
Dermission of the instructor.
FYS 185 The Power of the Aesthetic in Italian Cinema
Examining Italian cinema from neorealism to today,
this course will investigate how major directors have
negotiated two apparently independent postwar tradi-
tions: the aesthetic of realism (which purports to show
Italian society and landscape without embellishments)
and that search for beauty and style which has histori-
cally characterized Italian civilization and become its
trademark in today's global culture (Made in Italy).
Directors include Amelio, Antonioni, Bertolucci, De
Santis. De Sica. Garni, Moretti, Ozpetek, Pasolini,
\ isconti. Conducted in English. Films with English
subtitles. Enrollment limited to l6 first-year students.
\\ I {L/A} 4 credits
Anna Botta
Offered Spring 2010
205 Savoring Italy: Recipes and Thoughts on Italian
Cuisine and Culture
The course will examine Italy's varied geography, his-
tory and artistic tradition to further appreciate Italy's
rich, delicious, yet simple cuisine. In our travels we will
move from the caffe to ihepizzeria, to the trattoria,
to ihepasticceria, to the enoteca to probe the cultural
impact Italian cuisine has on promoting a holistic
philosophy for eating/drinking/speaking best reflected
by the now renowned Italian "Slow food" movement.
Taught in English. Graded S/U only. {L} 2 credits
Bruno Grazioli and Members of the department
Offered each Spring
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. One class a
week is dedicated to linguistic preparation of the text
studied. Prerequisite: ITL 220, and/or 230 and/or 231
or permission of the instructor. {L/F} 4 credits
Alfonso Procaccini
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 Italy has achieved over the centuries the recog-
nition and the mystique of cultivating a philosophy of
living best expressed by the title of Fellini s classic film.
La dolce mta. The class will follow a lecture/discus-
sion format: invited Smith faculty members from other
286
Italian Language and Literature
departments will join the class to share her/his passion
and specialized knowledge of Italian culture. Required
work includes weekly readings, oral presentation in
class and regular film viewings. Knowledge of Italian is
recommended but not required. Conducted in English.
{L} 4 credits.
Bruno Grazioli
Offered each Fall
332 Dante: Divina Gommedia— Inferno
Detailed study of Dante's Inferno in the context of his
other works. Conducted in Italian. {L/F} 4 credits
Alfonso Procaccini
Offered Fall 2009
334 Boccaccio: Decameron
An in-depth thematic study of Boccaccio's literary mas-
terpiece, Decameron, including its style, structure and
historical context. Particular attention will be devoted
to Boccaccio's singular interest in how imagination
effectively combats the various constraints and even
tragic aspects of life such as the plague or certain forms
of social, political and psychological oppression. In
what way do Boccaccio's novelle provide every reader
the same "diletto e utile consiglio " which he was so
intent on offering his gracious ladies? Conducted in
Italian. Open only to senior Italian majors or by per-
mission of the instructor. {L/F} 4 credits
Alfonso Procaccini
Offered Spring 2010
343 Senior Seminar: Modern Italian Literature
Topic: Dust Tracks (Tracce dipolvere). Our eyes were
filled with dust during the collapse of the 20th century,
as the Berlin Wall and the Twin Towers fell. "Dust we
are, and dust we shall be." Artists, filmmakers and writ-
ers have all focused a microscopic lens on microcosmic
life today. Our ecological spirit cries out against the
contamination of water, soil and air. Pixels, bytes, nan-
otechnology, Stardust: how has micromatter reshaped
our imagination for a postmodern, even posthuman
world? Fiction by contemporary Italian and Italophone
authors (Calvino, Celati, Tahar Lamri, Loi, Masino,
Montale, Tabucchi); films, photography, artwork and
theory (Barthes, Belpoliti, Douglas, Grazioli, Krauss).
Conducted in Italian. {L/F} 4 credits
Anna Botta
Offered Spring 2010
348 Senior Seminar: The Creation of Italian Identity
(1800-1900)
The course will explore different notions of Italian
national identity. The first part will concentrate on the
Risorgimento (19th century) as the historical moment,
which witnessed the amplification of a debate around
national identity. Texts by Alfieri, Leopardi, Foscolo and
Manzoni will here be studied. The second part of the
course will follow the development of this concept until
our days through the analysis of poetry, novels, essays
and media. A compendium of theories on the process
of national identity formation will also be presented.
This will enable students to discern the complexity of
the expression of national identity and to determine its
applicability within the Italian situation. Conducted
in Italian; enrollment limited to 12; permission of the
instructor required. {L/F} 4 credits
Bruno Grazioli
Offered Fall 2009
Cross-listed Courses
CLT 204 Writings and Rewritings
Topic: The Mediterranean. Three continents, Africa,
Asia and Europe, share coastlines on the Mediterra-
nean— 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. modernization,
globalization. Literary texts by Homer, Lawrence, Verga,
Camus, Amin Maalouf, Paedrag Matvejevic and Orhan
Pamuk; history and theory from Braudel, Abulafia,
Zemon Davis and Said. Open to first-year students by
permission of the instructor. {L} 4 credits
Anna Botta
Offered Fall 2009
400 Special Studies
For qualified juniors and senior majors only. Admission
by permission of the instructor. 1 to 4 credits
Members of the department
Offered both semesters each year
Italian Language and Literature
287
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 pennission of the chair, for senior majors.
8 credits
Members of the department
Full-year course; offered each year
The Major in Italian
Language and Literature
and Italian Studies
Advisers: Giovanna Bellesia, Anna Botta, Serena Grat-
tarola, Alfonso Procaccini
Advisers for Study Abroad: Anna Botta, Maria Succi-
Hempstead, Alfonso Procaccini
Basis: ITL 1 lOy or ITL 1 1 1, ITL 220 or ITL 230 (or
permission of the department).
Requirements: The basis, ten semester courses.
The following courses are compulsory for majors at-
tending the JYA in Florence:
Sophomore year — Spring : ITL 250, JYA — Survey 2
ITL 251, Stylistics ITL 240.
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 334 (Dante and Baccaccio) and a
senior seminar in Italian during their senior year. No
course counting for the major can be taken S/U.
The rest of the courses can be chosen among the fol-
lowing: 334, 338, 340, 342, 343, 344, 346, 348, 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.
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
Grattarola, Alfonso Procaccini
Basis: ITL 1 lOy 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 240 Stylistics (offered only in Florence).
ITL 250 and 251
Three (nonlanguage) 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 fulfill
the requirement (for instance CLT 305 or CLT 204)
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.
No course counting for the major can be taken S/U.
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.
Italian Language and Literature
One senior literature seminar (all work done in
Italian).
One semester of ITL 332 or 334 (Dante or Boccaccio).
All work must be done in Italian.
The Minor in Italian
Language and Literature
Advisers: Giovanna Bellesia, Anna Botta, Serena
Grattarola, 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 lOy, 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, 332, 334, 338, 340, 342, 343, 344, 346,
348, 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.
Honors in Italian Studies
ITS 430d Honors Project
8 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Graduate
Advisers: Giovanna Bellesia, Anna Botta
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
Honors in Italian Language
and Literature
Director: Anna Botta
ITL 430d Honors Project
8 credits
Full-year course; Offered each year
289
Jewish Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
*' Justin Cammy, Ph.D., Assistant Professor of Jewish
Studies
Ilona Ben-Moshe, M.S.S.C, lecturer in Jewish Studies
Jonathan Skolnik, Ph.D., Lecturer in Jewish Studies
(University- of Massachusetts)
Jewish Studies Advisory Committee
1 Ernest Benz, Associate Professor of History
Silvia Berger, Lecturer in Spanish and Portuguese
*' Justin Cammy, Assistant Professor of Jewish Studies
' - Lois Dubin, Professor of Religion
+1Joel Kaminsky, Professor of Religion
Ellen W. Kaplan, Professor of Theatre, Director
Jocelyne 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.
Students who wish to pursue advanced work in
Jewish studies should begin learning Hebrew as soon as
possible. The completion of JUD lOOy or equivalent is
required before beginning a semester of study in Israel.
Basis
225/REL 225 Jewish Civilization
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 (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 {L/H} 4 credits
Justin Cammy
Offered Spring 2010, Spring 201 1
Language
100y Elementary Modern Hebrew
A yearlong introduction to modem Hebrew, with a
focus on equal development of the four language skills:
reading, writing, speaking and listening. Study of
Israeli song, film and short texts amplifies acquisitions
of vocabulary and grammar. By the end of the year,
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. No
previous knowledge of Hebrew language is necessary.
Enrollment limited to 18. {F} 8 credits
Ilona Ben-Moshe
Full-year course; Offered 2009-10
110j 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; 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 nine; admission by permission of the instructor.
Taught on site at the National Yiddish Book (-enter. In
order to receive foreign language Latin Honors credit,
students must complete an additional semester of Yid-
dish through Special Studies, within the Live Colleges or
through approved coursework elsewhere. {H/F} 4 credits
Course Coordinators: Justin Cammy (Smith College),
Rachel Rubinstein (Hampshire College) and staff of
the National Yiddish Book Center
Offered Interterm 2010
290
Jewish Studies
200 Intermediate Modern Hebrew
Continuation of JUD lOOy. Emphasizes skills necessary
for proficiency in reading, writing and conversational
Hebrew. Transitions from simple Hebrew to more col-
loquial and literary forms of language. Elaborates and
presents new grammatical concepts and vocabulary,
through texts about Israeli popular culture and every-
day life, newspapers, films, music and readings from
Hebrew short stories and poetry. Prerequisite: one year
of college Hebrew or equivalent or permission of the
instructor. Enrollment limited to 18. Offered at Smith
in alternate years. {F} 4 credits
Ilona Ben-Moshe
Offered Fall 2009
Additional opportunities for the study of modern
Hebrew, Biblical Hebrew or Yiddish may be available
through Special Studies at Smith, within the Five Col-
lege consortium or through summer study abroad.
Please consult the Jewish Studies Web site for an up-to-
date list.
Classical Texts
REL 210 Introduction to the Bible
Joel Kaminsky
Offered Fall 2010
REL 213 Prophecy in Ancient Israel
Joel Kaminsky
Not offered 2009-10
REL 216 Topics in Biblical Studies: Archaeology and
the Bible: From Ancient Israel to Early Judaism and
Christianity
Gregg Gardner
Offered Fall 2009
History And Thought
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. Topics include the
effects of tsarist legislation, pogroms, Polish nation-
alism, the Russian Revolutions and Sovietization;
competition between new forms of ecstatic religious
expression (Hasidism) and the Jewish Enlightenment;
proto-feminist critiques of traditional society; variet-
ies of political self-assertion such as Zionism, Jewish
Socialism, Diasporism and Communism; folklore and
the birth of modern Jewish identity; and the tension
between memory and nostalgia in the aftermath of the
Holocaust. Enrollment limited to 18. {H} 4 credits
Justin Cammy
Offered Spring 2011
REL 221 Jewish Spirituality: Philosophers and Mystics
Lois Dubin
Offered Fall 2009
REL 224 Jews and Judaism in the Americas
Lois Dubin
Offered Spring 2010
REL 320 Seminar: Jewish Religion and Culture
Topic: Jewish Women's History
Lois Dubin
Offered Spring 2010
GOV 229 Government and Politics of Israel
Donna Robinson Divine
Offered Fall 2010
GOV 248 The Arab-Israeli Dispute
Donna Robimon Divine
Offered Spring 2010
GOV 323 Seminar in Comparative Government and
Political Theory
Topic: Warring for Heaven and Earth: Jewish and
Muslim Political Activism in the Middle East
Donna Robinson Divine
Offered Spring 2010
Literature And The Arts
FYS 186 Israel: Texts and Contexts
The role of literary and visual culture in the construc-
tion of Israel's founding myths and critiques of its
present realities. The relationship between Zionism as a
political ideology and as an aesthetic revolution: rede-
fining sacred and secular space (Jerusalem, the social-
ist kibbutz, cosmopolitan Tel Aviv); reviving Hebrew as
a living language; rewriting the Bible; and imagining
the New Jew. How shadows of the Holocaust, fantasies of
the Arab, and post-nationalist ennui shape the context
of the broader Middle East. Poetry, prose, song, art
and film from before and after the creation of a Jewish
state, by European, Jewish and Arab creative figures,
Jewish Studies
291
all in translation. Enrollment limited to 16 first-year
students. WI {L} 4 credits
Justin Cam my
Offered Fall 2010
CLT 218 Holocaust Literature
Creative responses to the destruction of European Jewry,
differentiating between literature written in extremis
in ghettos, concentration/extermination camps or in
hiding, and the vast post-war literature about the Holo-
caust. How to balance competing claims of individual
and collective experience, the rights of the imagination
and the pressures for historical accuracy. Selections
from a variety of artistic genres (diary, reportage, poetry,
novel, graphic novel, film, monuments, museums),
and critical theories of representation. All readings in
translation. {L/H} 4 credits
Justin Catnmy
Offered Fall 2010
performance on the Yiddish stage and screen; the art
<>f translation; and the Yiddish trace in contemporary
American fiction. How did the surviving remnant of
post-Holocaust Yiddish writers memorialize not only
this lost civilization but also this murdered language?
Includes several classes and a project at the National
Yiddish Book Center, the largest repository of Yiddish
books in the world. All texts in translation. Enrollment
limited to 19. {L} 4 credits
Justin Cam my
Offered Spring 2010
SPN 246 Life Stories by Latin American Jewish Writers
Silvia Berger
Offered Fall 2009
Special Studies
400 Special Studies
1 to 4 credits
Offered both semesters each year
257 (C) Jewish Writers in Modernist Berlin
The upheavals of World War I and the Russian Revo-
lution drew Eastern European Jewish intellectuals to
Berlin, leading to its emergence as a multilingual 1
center of European Jewish modernism and avant-garde 1 [\Q M2,] OY
experimentation. This course explores the influence of
movements such as Expressionism, Dada, and the Neue
Sachlichkeit on Jewish modernist development, with
a focus on how exile, cosmopolitanism, revolution,
folklore and nationalism spawned creative innova-
tion. Readings (with some film, visual art and theory)
from Benjamin, Doblin, Kafka and Lasker-Schuler
in dialogue with Hebrew and Yiddish writers such as
S.Y. Agnon, "Der Nister" (the Hidden One) and Dovid
Bergelson, all in translation. Enrollment limited to 19-
(E) {L} 4 credits
Jonathan Skolnik (UMass)
Offered Fall 2009
Advisers: Ernest Benz, Silvia Berger, Justin Cammy,
Lois Dubin, Joel Kaminsky, Ellen Kaplan, Jocelyne Kolb
The major in Jewish studies comprises 12 semester
courses.
A. Requirements
260 (C) Yiddish Literature and Culture
Why did Yiddish, the language of Eastern European
Jews and millions of immigrants to America, so often
find itself at the bloody crossroads of art and politics?
Charts the rise of secular Jewish culture in Yiddish in
the differing contexts of tsarist and revolutionary Rus-
sia, interwar Poland, Weimar Berlin and immigrant
America. Topics include creative betrayals of folklore
(demons, dybbuks, golems, shlemiels); Yiddish as
imagined homeland; the Yiddish roots of Jewish com-
edy; the politics of language; gender stereotypes; ethnic
1. Basis: JUD 225 Jewish Civilization, normally taken
in a student's first or second year.
2. Language: JUD lOOy Elementary Modern 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, they 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 IVxt.s
2. History and Thought
3. Literature and the Arts
292
Jewish Studies
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, geographic
area or body of literature. A student defines her concen-
tration in consultation with her adviser. No more than
one 100-level course may count toward the concentra-
tion. 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
courses (for example, JUD 362, REL 310, REL 320, GOV
323) 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 lOOy is the minimum requirement for
the major, the program strongly encourages students to
continue study of Hebrew, and to do so at Smith, when
appropriate courses are available: JUD 200 (Intermedi-
ate Modern Hebrew); Special Studies in language. A
student may continue her study of Hebrew, or of another
Jewish language (such as Yiddish) within the Five-Col-
lege consortium or at an approved program elsewhere.
With the approval of her adviser, a student may
count up to two Smith College courses that are not part
of the approved list of Jewish studies courses toward the
major as electives, when such courses offer a broader
comparative framework for Jewish studies. In such
cases, a student writes at least one of her assignments
for the course on ajewish studies topic. Such courses
do not count towards the breadth or concentration
requirement.
F. Courses elsewhere
Courses in the Five-College consortium, 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.
Honors
Director: Lois Dubin
430d Honors Project
Full-year course; offered each year
Requirements for the Honors mjuor: 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.
To be admitted to the Honors Program, a student must
have a 3-4 cumulative GPA through the junior year,
demonstrate an ability to do independent work, and
have her thesis approved by the program by the requi-
site deadline.
For honors guidelines, please consult the Jewish studies
Web site atwww.smith.edu/jud/honors.html
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
Jewish Studies
293
Arts). Normally, a student electing to minor in Jew
ish studies will take at least three courses toward the
minor at Smith. The year-long Jl'I) lOOy 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. The completion of JUD lOOy or equivalent is
required 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 study away. A list of approved programs in
Israel, Europe, Australia and the Americas is available
on the Program website at www.smith.edu/jud.
Advisers for Study Away: Hone Ben-Moshe (Fall 2009)
and Justin Cammy (Spring 2010)
Courses Counting Toward
the Jewish Studies Major
and Minor
I. Basis
JUD 225/REL 225 Jewish Civilization
(formerly JUD 187)
II. Language
JUD lOOy Elementary Modem Hebrew
JUDllOj Elementary Yiddish
JUD 200 Intermediate Modem Hebrew
III. Classical Texts
REL210 Introduction to the Bible I
REL 2 1 1 Wisdom Literature and Other Books from
the Writings
REL 2 1 3 Prophecy in Ancient Israel
REL 216 Topics in Biblical Studies: Archaeology and
the Bible — From Ancient Israel to Early
Judaism and Christianity
REL 222 Sages, Strangers and Women: An Introduc-
tion to Rabbinic Literature
REL 310 Seminar: Sibling Rivalries: Israel and the
Other
IV. History and Thought
The Holy Land
Government and Politics of Israel
The Arab-Israel Dispute
Seminar; Warring for Heaven and Earth:
Jewish and Muslim Political Activism in the
Middle East
The Spanish Inquisition
The Jews of Eastern Europe, 1750-1945
Jews and Judaism in the Ancient World
Jewish Spirituality: Philosophers and
Mystics
The Modem Jewish Experience
Jews and Judaism in the Americas
Judaism/Feminism/Women's Spirituality
Seminar: Tying and Untying the Knot:
Women, Marriage and Divorce
Seminar: Jewish Women's History
FYS 163
GOV 229
GOV 248
GOV 323
JUD 283
JUD 284
REL 220
REL 221
REL 223
REL 224
REL 227
REL 320
REL 320
V. Literature and the Arts
CLT 214 Literary Anti-Semitism
CLT 2 18 Holocaust Literature
CLT 275 Israeli Literature and Film
CLT 277 Modem Jewish Fiction
ENG 230/JUD 258 American Jewish Literature
FYS 186 Israel: Texts and Contexts
GER 230 Nazi Cinema
GER 241 Jews in German Culture
JUD 257 Jewish Writers in Modernist Berlin
JUD 260 Yiddish Literature and Culture
JUD 362 Seminar: Punchline — The Jewish Comic
Tradition
SPN 246 Life Stories by Latin American Jewish Writ-
ers (in Spanish)
THE 220 Homelands: Mvthmaking, Representation
and Debate in Israeli Drama
THE 241 Staging the Jew
The following are examples of courses that touch
on Jewish studies and that may count as an elective
toward the major with the prior approval of an adviser.
294 Jewish Studies
Students must write one of their assignments for such
courses on an appropriate Jewish studies topic. Please
consult the offerings of other programs and depart-
ments and your adviser, for additional possibilities:
FYS 169 Women and Religion
FYS 174 The Muslim World in the Age of the
Crusades
GER 248 Laboratories of Modernity, 1800-1900
HST 203 Alexander the Great and the Hellenistic
World
HST 205 The Roman Empire
HST 227 Outcasts: Minorities in Medieval Society
HST 228 Medieval Peripheries
HST 243 Reconstructing Historical Communities
HST 246 Memory and History
HST 255 TVventieth-Century European Thought
MES 100 Family and Society in the Middle East: An
Introduction Through Film
REL 105 Introduction to World Religions
REL 2 1 5 Introduction to the Bible II
SPN250 Sex and the Medieval City
SPN332 The Middle Ages Today
SPN 332 Queer Iberia
295
Landscape Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Ann Leone, Professor of French Studies and Landscape
Studies, Director
n Nina Antonetti, Assistant Professor in Landscape
Studies
Reid Bertone-Johnson, Lecturer in Landscape Studies
Marcia McNally, Visiting Professor in Landscape Studies
Randolph Hester, William Allan Neilson Professor
Associated Faculty
Dean Flower, Professor of English Language and
Literature
*' 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
**2 Douglas Patey, Professor of English Language and
Literature
**' *2 Suzanne Gottschang, Associate Professor of
Anthropology
Jesse Bellemare, Assistant Professor of Biological
Sciences
Susannah Howe, Director of the Design Clinic and
Lecturer in Engineering
LSS 100 Issues in Landscape Studies
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. {H/S/A} 2 credits
Ann Leone. Director: Reid Bertone-Johnson. Co-Director
Offered Spring 2010
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
arts 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 first years, sophomores and LSS mi-
nors. Enrollment limited to 30. {H/S/A} 4 credits
Reid Bertone-Johnson
Offered Fall 2009
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 socially and
culturally constructed. A variety of media are used in
the design process including drawing, model-making,
collage and photography. Prerequisites: Permission of
the instructor. Priority given to LSS minors and ARCH
majors. Enrollment limited to 12. {A/S} 4 credits
Rent Bertone-Johnson
Offered Fall 2009
LSS 256 Studio: From Urban Wildlands to National
Parks: Our Place in the Built Environment
More than ever we are faced with the need to make good
sense of the public realm from the human perspective.
296
Landscape Studies
How formal and informal landscapes can encourage
or discourage use applies to a variety of places: urban
wildlands to neighborhood mini-parks, high-style
urban squares to one-day parking space plazas, com-
munity centers to third spaces, upscale shopping malls
to ad hoc night markets, suburban neighborhoods
to downtown artist lofts. In an increasingly "global"
world, this applies to all kinds of people. With a growing
and increasingly diverse population, we have the chal-
lenge of balancing complex social and environmental
needs. In the LSS 255 studio we will remix the venerable
traditions of social factors methodology with designs for
daily life activities and the spaces that contain them.
Prerequisites: two LSS courses or an equivalent accepted
by the program or permission of the instructor. Enroll-
ment limited to 12. (E) {A/S} 4 credits
Marcia McNally
Offered Spring 2010
LSS 300 Rethinking Landscape
This capstone colloquium for the study of the built
environment will explore myriad issues in design —
including territory, expansion, sexuality, disjunction,
fantasy, dwelling, memory, nationalism — in the
context of critical approaches such as modernism,
deconstruction, structuralism, poststructuralism,
phenomenology and gender. A full range of landscapes
will be studied, from rural to urban, ancient to contem-
porary, east to west. A group project will culminate in
independent research. By permission of the instructor.
Priority given to LSS minors and seniors and juniors.
Enrollment limited to 12. {H/S/A} 4 credits
Reid Bertone-Johnson
Offered Spring 2010
LSS 400 Special Studies
Admission by permission of the instructor and director,
for junior and senior minors. To be taken in conjunc-
tion with LSS 300 or as an extension to design work
begun during or after a landscape studies or architec-
ture studio. 1-4 credits
Reid Bertone-Johnson
Offered Spring 2010
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}' 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
James Middlebrook
Offered Fall 2009
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
James Middlebrook
Offered Spring 2010
Landscape Studies Related
Courses
GLT 253 Literary Ecology
Ann Leone
Offered Spring 2010
ECO 230 Urban Economics
Randall Bartlett
Offered Spring 2010
ENG 120 Colloquium: Reading the Landscape
Dean Flower
Offered Fall 2009
Landscape Studies
297
ENG 238 What Jane Austen Read: The 18th-century
Novel
Douglas Patey
Offered Fall 2009
FRN 244 Cities of Light: Urban Spaces in Francophone
Film
Dawn Fulton
Offered Spring 2010
FYS 141 Reading, Writing and Placemaking: Landscape
Studies
Ann Leone
Offered Fall 2009
FYS 158 Reading the Earth
Sharon Sedig
Not offered 2009-10
GE0 101 Introduction to Earth Processes and Earth
History
Robert Newton
Offered Fall 2009
GE0 102 Exploring the Local Geologic Landscape
Mark Brandriss
Offered Fall 2009
GE0 104 Global Climate Change
Robert Newton
Offered Fall 2009
GE0 109 The Environment
Amy Rhodes
Offered Spring 2010
GEO 251 Geomorphology
Robert Newton
Offered Spring 2010
PRS 308 Urbanization in the 21st Century
Randall Bartlelt
Offered Fall 2009
THE 252 Set Design I
Edward Check
Offered Fall 2009
The Minor in Landscape
Studies
Adviser: Ann Leone
Graduate Adviser: Reid Bertone-Johnson, Ann Leone
The minor consists of six courses, to be chosen in con-
sultation with a LSS adviser. One course should normal-
ly be at the 300 level. LSS 300 is strongly recommended.
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.
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 concen-
trate these three courses in one of the following areas:
1. Landscape design, history and theory (examples:
LSS 250, 255 and LSS 300, related courses in art
history and literature)
2. Land use and development (examples: environmen-
tal science and policy, engineering, urban studies,
sociology, studio courses)
3. Horticulture and plant biology
298
Latin American and
Latino/a Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers and Members of the Latin American and
Latino/a Studies Committee
Fernando Annstrong-Fumero, Assistant Professor of
Anthropology
fl Susan C. Bourque, Professor of Government
n Ginetta Candelario, Associate Professor of Sociology
and of Latin American and Latino/a Studies
Velma Garcia, Associate Professor of Government
n Maria Estela Harretche, Professor of Spanish and
Portuguese
fl Marguerite Itamar Harrison, Associate Professor of
Spanish and Portuguese
Michelle Joffroy, Associate Professor of Spanish and
Portuguese
Marina Kaplan, Associate Professor Emerita of Spanish
and Portuguese and of Latin American and Latino/a
Studies
"2 Dana Leibsohn, Associate Professor of Art
Malcolm McNee, Assistant Professor of Spanish and
Portuguese
Maria Helena Rueda, Assistant Professor of Spanish and
Portuguese
"! Nola Reinhardt, Professor of Economics
Nancy Saporta Stembach, Professor of Spanish and
Portuguese
Ann Zulawski, Professor of History and of Latin
American and Latino/a Studies, Director
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 2009
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 to bring social justice
and democracy to the region. Basis for the LALS major.
{H} 4 credits
Ann Zulawski
Offered Spring 2010
LAS 301 Seminar: Topics in Latin America and Latino/a
Studies
Topic: Culture and Society in the Andes. Andean
peoples' contributions to human culture and the ways
Andean societies have responded to and been changed
by outside forces. Readings on Andean cosmology
and principles of social and economic organization;
social differentiation and ethnicity under colonialism;
capitalist expansion, migration and urbanization;
indigenismo and the Left; social movements and the
rejection of neo-liberalism. {H} 4 credits
Ann Zulawski
Offered Spring 2010
LAS 303 What Latin America Are You Talking About?
This course is a senior capstone research seminar. Stu-
dents will reflect upon the work they have done for the
major in dialogue with LALS faculty. The larger goal
Latin American and Latino/a Studies
299
is for students to cohere as an intellectual communitj
and to develop a deeper understanding of the region
and current debates about its history and contemporary
realities. Core readings will offer launching points for
discussion, and students will meet individually with the
faculty director. The seminar will culminate in an end
of the semester symposium that critically addresses the
question, "What Latin America are you talking about?"
Open only to 1ALS majors and minors who have
completed the core requirements and have at least 20
credits in LALS at the time of enrollment. Graded S/U
only. {H/S} 1 credit
Ginetta Canddario (Latin American Studies and
Sociology) and Dana Leibsobn (Art)
Offered Fall 2009
404 Special Studies
4 credits
Offered both semesters each year
The Major
This major builds on a basic understanding of the
history of Latin America and a developing proficiency
in Spanish. (A reading knowledge of Portuguese is also
recommended.) Following this, 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: Malcolm McNee,
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 ma\ wish to consult the major programs available
in the Department of Spanish anil Portuguese.
Basis: IAS 260/HST 260 and LAS 261/HST 261.
Other Requirements:
1. T\vo courses in Spanish American literature usually
SPN 260 and SPN 26l. 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
2009-10
Anthropology
234
237
269
340
Art
204
260
Culture, Power and Politcs
Offered Spring 2010
Native South Americans
Offered Spring 2011
Indigenous Cultures and the State of Mesoamerica
Offered Fall 2010
Tales of Cannibalism and Capital in Latin America
Not offered in 2009-10
Ancient America: Art, Architecture and
Archaeology
Offered Fail 2009
Art Historical Studies
"topic: Current Issues in Latin American Art
Not offered 2009-10
Comparative Literature
268 Latina and Latin American Women Writers
Offered Spring 2010
300
Latin American and Latino/a Studies
Economics
Sociology
213 The World Food System
213 Ethnic Minorities in America
Offered Fall 2009
Offered Spring 2010
318 Latin American Economics Seminar
214 Sociology of Hispanic Caribbean Communities in
Offered Fall 2009
the United States
Offered Fall 2009
First Year Seminars
314 Seminar in Latina/o Identity: Latina/o Racial
Identities in the United States
1 5 1 Making Sense of the Pre-Columbian
Offered Spring 2010
Offered Fall 2009
159 What's in a Recipe?
Offered Fall 2009
Spanish and Portuguese
POR 220 Contemporary Cityscapes: Mapping
Government
Brazilian Culture Onto an Urban Grid
216 Minority Politics
Offered Spring 2011
220 Introduction to Comparative Politics
Offered Spring 2010, Spring 201 1
226 Latin American Political Systems
Offered Fall 2009, Faff 2010
237 Colloquium: Politics and the U.S./Mexico Border
Offered Spring 2010, Spring 201 1
307 Seminar in American Government
Topic: Latinos and Politics in the United States
Offered Fall 2010
321 Mexican Politics
Offered Fall 2009
322 Seminar in Comparative Government
Topic: Mexican Politics from 1910-Present
Offered Fall 2009
History
260 Colonial Latin America, 1492-1825
Offered Fall 2009, Fall 2010
261 National Latin America, 1821 to the Present
Offered Spring 2010, Spring 2011
36 1 Problems in the History of Spanish America
and Brazil
Topic: Public Health and Social Change in
Latin America, 1850-Present
Offered Spring 2011
Presidential Seminars
301 Translating New Worlds
Offered Spring 2010
Offered Fall 2009
POR 22 1 Topics in Portuguese and Brazilian
Literature and Culture
Topic: Popular Music, Nationhood and
Globalization in the Portuguese-Speaking
World
Offered Spring 2010
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: Female Visions of Mexico
Offered Fall 2009
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: A Transatlantic Search for Identity
Offered Fall 2009
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: Central American Poetry of War
and Peace
Offered Spring 2010
SPN 240 From Page to Stage
Topic: Homage to Gabriel Garcia
Mdrquez
Offered Spring 2010
SPN 246 Topics in Latin American Literature
Topic: Literary Constructions of Afro-
Cuban Identity
Offered Spring 2010
SPN 245 Topics in Latin American and Peninsular
Studies
Topic: Latin American Film Today:
Global Visions, Local Expressions
Offered Spring 2010
Latin American and Latino/a Studies
301
SPN 246 Topics in Latin American Literature
Topic: Latin American Jewish Writers
Offered Fall 2009
SPN 246 Topics in Latin American Literature
Ttpic: Literary Constructs of Afro-Cuban
Identity
Offered Spring 2010
SPN 246 Topics in Latin American Literature
Topic: Zapatismo Now: Cultural Resis-
tance on the "Other" Border
Offered Spring 2010
SPN 260 Survey of Latin American Literature I
Offered Fall 2009
SPN 26l Survey of Latin American Literature II
Offered Spring 2010
SPN 371 Latin American Literature in a Regional
Context
Topic: Centroamerica: Texts, Film, Music
Not offered 2009-10
SPN 372 Seminar: Topics in Latin American and
Iberian Studies
Topic: Stages of Conflict: Performing
Memory and Change in Spain and Latin
America
Offered Spring 2010
SPN 372 Topics in Latin American and Iberian
Studies
Topic: Women, Environmental justice
and Social Actio)i
Offered Spring 2010
SPN 373 Literary Movements in Spanish America
Topic: Literature, Film and the Transna-
tional Imagination in Latin America
Offered Fall 2009
SPN 380 Seminar: Advanced Literary Studies
Topic: Translating Poetry
Offered Spring 2010
Minor in Latino/a Studies
Requirements: Six oourses which must include the fol-
lowing: LAS 260/HST 260 or LAS 261/1 1ST 261. SPN 260
or SPN 26l, one other class on Latin America to be cho-
sen from anthropology, art. economics, government,
history, or literature: and three classes in Latino/a
studies to be chosen from CLT 268, G( )V 216, ( i( )V 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 Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each Fall
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
For Five-College Certificate in Latin American Studies
see the description on page 431.
The Minor in Latin
American Studies
Requirements: Six courses dealing with Latin America
to be selected from anthropology, art, economics, gov-
ernment, histoiy and literature. They must include LAS
260/HST 260, US 261/HST 261 and SPN 260 or SPN
261, and at least one course at the 300 level.
302
Linguistics
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
**2Jill de Villiers, Professor of Philosophy and
Psychology, Director
Advisers
t2 Giovanna Bellesia, Professor of Italian Language and
Literature
n Nalini Bhushan, Associate Professor of Philosophy
Joon-suk Chung, Lecturer in East Asian Languages and
Literatures
M Craig Davis, Professor of English Language and
Literature
Peter de Villiers, Professor of Psychology
Jay Garfield, Professor of Philosophy
Maki Hubbard, Associate Professor of East Asian
Languages and Literatures
Lucy Mule, Associate Professor of Education and Child
Study
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, 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
year-long 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 Catalog
and your 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: Problems in Japanese
Language
Linguistics 303
Education
EDC 210 Literacy in Cross-Cultund Perspective
EDC 249 Children With Hearing Loss
EDC 338 Children Learning to Read
EDC 567 English Language Acquisition and Deafness
English
ENG 1 18 Colloquium: The Politics of Language
ENG 170 The English Language
ENG 207 The Technology of Reading and Writing
ENG 210 Old English
ENG 212 Old Norse
ENG 214 Medieval Welsh
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
504
Logic
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers
"2 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,
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. WI {M} 4 credits
James Henle (Mathematics), Jay Garfield (Philosophy)
Offered Fall 2009
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 G. Mosley
Offered Spring 2010
404 Special Studies
4 credits
Offered both semesters each year
The Minor
Minors in logic, to be designed in consultation with a
co-director, will consist of at least 20 credits including:
LOG 100 or PHI 202, but not both
MTH 153 or CSC 250
MTH 217 or PHI 220
Additional courses may be chosen from the following list:
CSC 111 Computer Science I
CSC 250 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 153 Discrete Mathematics
MTH 217 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.
505
Marine Science and Policy
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers
"' Paulette Peckol. Professor of Biological Sciences,
Co-Director
L. David Smith. Associate Professor of Biological
Sciences, Co-Director
"2 Sara Pruss, Assistant Professor of Geology
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
260/261
364/365
366
390
400
Conservation Biology Colloquium
Invertebrate Diversity and required
Concurrent Laboratory
Plant Ecology and required Concurrent
Laboratory
Biogeography
Topics in Environmental Biology
Coral Reefs: Past, Present and Future
Special Studies
Geology
231 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
(i( )\ J54 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. 26 1: Fisheries Conservation and Management
Off-Campus Course Possibilities
Some students may elect to take two or three of their
courses for the minor away from Smith College by par-
ticipation in a marine-oriented, off-campus program.
In recent years Smith students have been enrolled in
the following programs:
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 Ma-
rine Laboratory:
306
Mathematics and Statistics
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
n James Joseph Callahan, Ph.D.
"'James M. Heme, Ph.D.
Joseph O'Rourke, Ph.D. (Computer Science)
"' Katherine Taylor Halvorsen, D.Sc.
M Ruth Haas, Ph.D.
Ileana Streinu, Ph.D. (Computer Science)
PauAtela,Ph.D.
Christophe Gole, Ph.D., Chair
Associate Professors
Patricia L. Sipe, Ph.D.
Nicholas Horton, D.Sc.
Assistant Professors
*2 Elizabeth Denne, Ph.D.
Laurel G. Miller-Sims
Visiting Assistant Professor
Michael Bush, Ph.D.
Senior Lecturer
Mary Murphy, MAT.
Lecturer
Alicia Gram, M.S.
Lecturer and Professor Emerita
Marjorie Lee Senechal, Ph.D.
Lecturer and Professor Emeritus
David Warren Cohen, Ph.D.
Mellon Post-Doctoral Fellow
Michael Young, Ph.D.
Laboratory Instructor
Pamela Matheson, Ph.D.
Research Associates
Danielle Ramdath, Ph.D.
sarah-marie belcastro, Ph.D.
Anne Schwartz, 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 (114) 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 (107) are intended for students not expecting
to major in mathematics or the sciences.
A student who receives credit for taking MTH 1 1 1
may not have AP Calculus credits applied toward her
degree. A student with 8 AP Calculus credits (available
to students with a 4 or 5 on the AP Exam for BC Calcu-
lus) may apply only 4 of them if she also receives credit
for MTH 1 12 or MTH 1 14. A student who has a score of
4 or 5 on the AP Statistics examination may receive 4
AP credits. She may not however, use them toward her
degree requirements if she also receives credit for MTH
107, 190, 241 or 245. (AP credits can be used to meet
degree requirements only under circumstances speci-
fied by the college).
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.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-
Mathematics and Statistics
507
ronment for learning or reviewing, as well as applying.
arithmetic, algebra and mathematical skills. Students
develop their numerical, statistical and algebraic skills
b\ working with numbers drawn from a \anet\ of
sources. Enrollment limited to 20. Permission of the
instructor required. This course does not count towards
the major. 4 credits
Catherine McCune
Ottered Fall 2009, Spring 2010
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
103/QSK 103 Math Skills Studio
In this course, students will focus on computational
skills, graphing skills, algebra, trigonometry and be-
ginning calculus. Featuring a daily lecture/discussion
followed by problem-solving drills and exercises stress-
ing technique and application, 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 math skills study
plan. Enrollment limited to 20 students. This course
to be graded S/U only. Permission of the instructor
required. This course does not count toward the major.
(E) 2 credits
Catherine McCune
Offered Interterm 2010
105 Discovering Mathematics
Topic: To be announced. {M} 4 credits
Patricia Sipe
Offered Spring 2010
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 analvsis
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
lb be announced
Offered Pall 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 natural ly
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 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
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 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,
recursion, counting and combinatorics. {M} 4 credits
Members of the department
Offered both semesters each year
Mathematics and Statistics
MTH 190/PSY 190 Statistical Methods for
Undergraduate Research
An overview of the statistical methods needed for under-
graduate research emphasizing methods for data collec-
tion, data description and statistical inference including
an introduction to confidence intervals, testing hypoth-
eses, analysis of variance and regression analysis. Tech-
niques 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 requirement for the psy-
chology 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 241, MTH 245 or SOC
201. Enrollment limited to 40. {M} 4 credits
Nicholas Horton, Katherine 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
PauAtela, Christophe Gole
Offered each Spring
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 221. Prerequisite: MTH 112 or
the equivalent or MTH 1 1 1 and MTH 153; MTH 153 is
suggested. {M} 4 credits
Members of the department
Offered both semesters each year
212 Calculus III
Theory and applications of limits, derivatives and
integrals of functions of one, two and three 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 112 or MTH 114. It is
suggested that MTH 2 1 1 be taken before or concur-
rently with MTH 212. {M} 4 credits
Members of the department
Offered both semesters each year
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 2 1 1 and MTH 22 1 . Enrollment limited to
20 students. WI{M} 4 credits
Michael Bash
Offered Fall 2009
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
PauAtela
Offered Fall 2009
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
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 211 or permis-
sion of the instructor. {M} 4 credits
Michael Bush
Offered Spring 2010
238 Topics in Number Theory
Topic: The integers, prime numbers, congruences,
Diophantine pivblems, arithmetical functions. Ap-
plications will be drawn from computing, cryptography
and coding theory. Prerequisite: MTH 153, MTH 211 or
Mathematics and Statistics
309
permission of the instructor. {M} 4 credits
To he announced
Offered each Fall
241 Probability and Statistics for Engineers
This course gives students a working knowledge <>t
basic probability and statistics and their application to
engineering. Students use computers to analyze data
and simulation. Topics include random variables,
probability distributions, expectation, estimation, test-
ing, experimental design, quality control and multiple
regression. Limited to 25 students. Prerequisites: PHY
2 10 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 24S or MTH 190. {M} 4 credits
Nicholas Horton. Katherine Halvorsen
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 21 1 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 1 1 1, or MTH 153. or
one year of high school calculus or permission of the
instructor. Lab sections limited to 24. {M} 4 credits
Nicholas Horton. Pamela Matheson
Offered both semesters each vear
246 Probability
An introduction to probability, including combinatorial
probability, random variables, discrete and continu-
ous distributions. Prerequisites: MTH 153 and MTH
212 (may kj taken concurrently) or permission of the
instructor. {M} 4 credits
Katherine Halvorsen
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 ana-
lyzes 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.
{M} 4 credits
Katherine Halvorsen
Offered during 2010-11
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 211 or permission of
the instructor. {M} 4 credits
To he announced
Offered Spring 2011
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: Mill
153 and MTH 211 or permission of the instructor. {M}
4 credits
Michael Young
Offered Spring 2010
310
Mathematics and Statistics
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
Katherine Halvorsen
Offered Fall 2009
300 Dialogues in Mathematics
In the class we don't do math as much as we talk about
doing math and the culture of mathematics. The class
will include lectures by students, faculty and visitors
on a wide variety of topics, and opportunities to talk
with mathematicians about their lives. This course is
especially helpful for those considering graduate school
in the mathematical sciences. Prerequisites: MTH 211,
MTH 212 and two additional mathematics courses at
the 200 level or permission of the instructor. May be
repeated once for credit. This course is graded satisfac-
tory/unsatisfactory only. {M} 2 credits
Ruth Haas, James Henle
Offered Fall 2009, Spring 2010
301 Topics in Advanced Mathematics
Topic: Research in Mathematics. The course is specifi-
cally designed for students in the Center for Women
in Mathematics, but open to all serious mathematics
students. Prerequisites: At least one of MTH 233, 238 or
243 and permission of the instructor. {M} 2 credits
Ruth Haas, James Henle
Offered Fall 2009, Spring 2010
PRS 309 Art/Math Studio
This course is a combination of two distinct but related
areas of study: studio art and mathematics. Students
will be actively engaged in the design and fabrication
of three-dimensional models that deal directly with
aspects of mathematics. The class will include an in-
troduction to basic building techniques with a variety
of tools and media. At the same time each student
will pursue an intensive examination of a particular-
individual-theme within studio art practice. The
mathematical projects will be pursued in small groups.
The studio artwork will be done individually. Group
discussions of reading, oral presentations and critiques-
as well as several small written assignments will be
a major aspect of the class. Prerequisite: Juniors and
seniors with permission of the instructor/s. Enrollment
is limited to 15. (E) {A/M} 4 credits
PauAtela (Mathematics) and John Gibson (Studio
Art)
Offered Spring 2010
333 Topics in Abstract Algebra
Topic: Rings, Fields and Codes. Rings are abstract
algebraic objects that occur throughout mathematics.
The course will start with an introduction to the basic
results and constructions in ring theory. We will then
focus our attention on the special properties of poly-
nomial rings and their quotients. Applications in field
theory and the theory of error-correcting codes will be
given. 4 credits
Michael Bush
Offered Fall 2009
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. The course could be taken concurrently with
Real Analysis.) Prerequisites: MTH 225 or 243 or per-
mission of the instructor. {M} 4 credits
Elizabeth Denne
Offered Fall 2009
343 Topics in Mathematical Analysis
Topic: Manifolds and Differential Topology. Intersec-
tion of manifolds, Sard's theorem, Vector fields and
flows. {M} 4 credits
Elizabeth Denne
Offered Spring 2010
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,
Mathematics and Statistics
311
introduction to the estimation of parameters and In
pothesis testing. Prerequisites: MTU 212 and Mill 246.
{M} 4 credits
Katberme Halvorsen
Offered Spring 2010 at Mount Holyoke College
364 Advanced Topics in Continuous Applied
Mathematics
To[)ic: Dynamical Systems, with nfflliaitions to
Biology. An introduction to the theory of discrete and
continuous Dynamical Systems. Fixed points, periodic
orbits and their stability; bifurcation, chaos. Applica-
tions include cell division, spirals in plants (Phyllota-
six, see www.math.smith.edu/phyllo) epidemics and
more. Prerequisites: MTH 21 1 and either MTH 222,
MTH 225 or MTH 243 or permission of the instructor.
{M} 4 credits
Christophe Gole
Offered Spring 2010
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
CSC 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: Pau Atela, James Callahan. David Cohen,
Elizabeth Denne, Christophe Gole', Ruth Haas, Kather-
ine Halvorsen, James Henle. Nicholas Horton, Patricia
Sipe
Requirements: The mathematics major has an entry
way requirement, aeon1 requirement, adepth require-
ment and a total credit requirement Hie entrywa)
requirement consists of MTH L53,MTH211 and MTH
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 MTH 1 1 1 and above, with the fol-
lowing exceptions. At most 8 credits may be awarded
for MTH 111, MTH 153, MTH 190 and either MTH 112
or MTH 1 14. 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 the mathematics
major: AST 337, AST 351, AST 352, CHM 331, CHM 332,
CSC 240, CSC 252, CSC 274, CSC 334, 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.
Adviser for Study Abroad: Christophe Gole'
Ml
Mathematics and Statistics
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, 247, 254,
255, 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, 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.
Honors
Directors: Patricia Sipe
A student majoring in mathematics and statistics may
apply for the departmental honors program. An honors
project consists of directed reading, investigation and a
thesis. This is an opportunity to engage in scholarship
at a high level. A student at any level considering an
honors project is encouraged to consult with the direc-
tor of honors and any member of the department to
obtain advice and further information.
Eligibility and application: Normally, a student who
applies to do honors work must have an overall 3.0
GPA for courses through her junior year, and a 3-3 GPA
for courses in her major. A student may apply either in
the second semester of her junior year or by the second
week of the first semester of her senior year; we strongly
recommend the former.
Requirements: In addition to the credits required for
the major, students must take 430d or 432d (for either
eight or twelve credits). In unusual circumstances, a
student may instead take 431. The length of the thesis
depends upon the topic and the nature of the investiga-
tion, and is determined by the student, her adviser and
the department. The student will give an oral presenta-
tion of the thesis. The department recommends the
designation of Highest Honors, High Honors, Honors,
Pass or Fail based on the following three criteria at the
given percentages:
60 percent thesis;
20 percent oral presentation;
20 percent grades in the major.
Specific guidelines and deadlines for completion of the
various stages of an honors project are set by the de-
partment as well as by the college. The student should
obtain the department's requirements and deadlines
from the director of honors.
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each Fall
Graduate
580 Graduate Special Studies
4 credits
Offered both semesters each year
432d Honors Project
12 credits
Full-year course; Offered each year
313
Medieval Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers and Members of the Medieval Studies Council
Nancy Mason Bradbury, Professor of English Language
and Literature
Brigitte Buettner, Professor of Art
t2John Connolly, Professor of Philosophy
*' Craig R. Davis, Professor of English Language and
Literature
*J Eglal Doss-Quinby, Professor of French Studies
Alfonso Procaccini, Professor of Italian Language and
Literature
Suleiman Ali Mourad, Associate Professor of Religion,
Director
n Vera Shevzov, Associate Professor of Religion
Joshua C. Birk, Assistant Professor of History
' ' Ibtissam Bouachrine, Assistant Professor of Spanish
and Portuguese
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
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;
2. 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 mat the
students principal written work deals with a medieval
subject.
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.
314
Medieval Studies
The Minor
Italian
Latin
212
213
330
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 21 6,
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. Philosophy
Students are encouraged to select courses that deal with
different aspects of the same time period and together
comprise a meaningful examination of a segment of
medieval civilization.
332 Dante's Divina Commedia — Inferno
334 Boccaccio: Decameron
Introduction to Latin Prose and Poetry
Virgil's ,46?^
Advanced Readings in Latin Literature I & II
Topic: Cicero: The Power of Rhetoric at Rome
Topic: Literature and Politics under Augustus
Approved courses for 2009-10 are as follows:
124
226
History of Ancient and Medieval Western
Philosophy
Topics in the History of Philosophy: Human
Action and the Will in Aristotle and Medieval
Philosophy
Art
Religion
234 Age of Cathedrals
242 Early Italian Renaissance Art
English
CLT215 Arthurian Legend
CLT 272 The Renaissance Gender Debate
247 TheQur'an
Spanish and Portuguese
250 Survey of Iberian Literatures and Society I
Topic: Sex and the Medieval City
210 Old English
250 Chaucer
PRS 306 Beowulf md Archaeology
French
253 Medieval and Renaissance France
320 Women Writers of the Middle Ages
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
First Year Seminar
174 The Muslim World in the Age of the Crusades:
Encounters, Influences and Lasting Legacies
History
Silk Road
The Early Medieval World, 400-1000
The Making of the Medieval World, 1000-1350
Aspects of Medieval European History
Topic: Crusades and Jihad: Religious Violence
in the Islamo-Christian Tradition
Medieval Peripheries
201
224
225
227
228
Honors
Director: Eglal Doss-Quinby
430d Honors Project
Admission by permission of the Medieval Studies Coun-
cil. 8 credits
Full-year course; offered each year
Please consult the director of medieval studies or the
program Web site for specific requirements or applica-
tion procedures.
315
Middle East Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Members of Middle East Studies Committee
Ilona Ben-Moshe. Lecturer in Hebrew
fl Ibtissam Bouachrine, Assistant Professor, Spanish
and Portuguese
*' Justin Cammy, Assistant Professor, Jewish Studies
Donna Robinson Divine, Professor, Government,
Director
Suleiman Mourad. .Associate Professor, Religion
"' Karen Pfeifer, Professor, Economics
fl Nadya Sbaiti, Assistant Professor. Historj
'' Gregory White, Professor, Government
Saleema Waraich, Ph.D.. Mellon Post-Doctoral Fellow
and Lecturer
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 modem 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 intermediate 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 —
e.g. Arabic, Farsi, Hebrew Turkish, Urdu.
Breadth Requirements (2 courses)
1. A course on classical Islam or pre-modern (prior
tol800) Middle Eastern history.
2. A course on modem history, contemporary politics/
economics/sociology/anthropology or modern/con-
temporary Islamic thought.
Electives (3 courses)
In consultation with their adviser, students may choose
additional electives in religion, literature, arts, and/or
history and the social sciences.
Students who wish to conduct independent research
may approach an advisor 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 man 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 Program in Middle East Studies encourages
students to explore study abroad opportunities which
allow them to deepen their understanding of Middle
Eastern languages, history and cultures. A list of Smith-
approved programs is available from the Office of Study
Abroad.
MES 100 Family and Society in the Middle East: An
Introduction Through Film
This course will introduce students to the Middle East
through films in the four major languages of the
region: Arabic, Farsi, Hebrew and TUrkish with English
subtitles. The films focus on family and society and
on how people who live in the shadow of violence of
one sort or another manage their daily lives. While the
films focus on the lives of individuals caught in the
316
Middle East Studies Minor
webs of family and religious traditions that radically
limit their choices and chances for personal fulfill-
ment, they also show the many ways in which people
respond to these cultural strictures. Faculty-led discus-
sions after the showing of the films along with ancillary
reading will enable students to see how these narra-
tives fit into the larger cultural and social tapestries of
the Middle East and to understand how people in the
Middle East understand themselves. 2 credits
Members of the program, Donna Robinson Divine,
Coordinator
Offered Spring 2010
MES 400 Special Studies
Admission by permission of the Program in Middle
East Studies, normally for junior and senior minors
in Middle East Studies, and for qualified juniors and
seniors from other departments. Offered both semesters
each year. 1-4 credits
Members of the program in Middle East Studies
Offered Fall 2009, Spring 2010
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} 4 credits
To be announced
Offered Fall 2009
ARA 299 Intermediate Arabic II
Continued conversation at a more advanced level, with
increased awareness of time-frames and complex pat-
terns of syntax. Further development of reading and
practical writing skills. Prerequisite: ARA 283 or the
equivalent or permission of the instructor. {F} 4 credits
To be announced
Offered Spring 2010
Advanced study in Arabic is offered by the Five Col-
leges Mentored Language Program, the Department of
Judaic and Near Eastern Studies (JUDNEA) at UMass-
Amherst and the Asian Studies Program at Mount
Holyoke College.
Courses
Students should consult the catalogue for an up-to-
date list of courses. In consultation with an adviser
equivalent courses may be substituted.
Language
ARA 100y Elementary Arabic
A yearlong course that introduces the basics of Modern
Standard Arabic, this course concentrates on all four
skills: speaking, listening, reading and writing. Begin-
ning with a study 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 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. Enrollment limited to 18 students. {F} 8 credits
To be announced
Offered Fall 2009, Spring 2010
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 DVDs,
JUD 100y Elementary Modern Hebrew
A yearlong introduction to modern Hebrew, with a
focus on equal development of the four language skills:
reading, writing, speaking and listening. Study of
Israeli song, film and short texts amplifies acquisitions
of vocabulary and grammar. By the end of the year,
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. No
previous knowledge of Hebrew language is necessary.
Enrollment limited to 18. {F} 8 credits
Ilona Ben-Moshe
Full-year course; Offered 2009-2010
JUD 200 Intermediate Modern Hebrew
Continuation of JUD lOOy. Emphasizes skills necessary
for proficiency in reading, writing and conversational
Hebrew. Transitions from simple Hebrew to more col-
loquial and literary forms of language. Elaborates and
presents new grammatical concepts and vocabulary,
through texts about Israeli popular culture and every-
day life, newspapers, films, music and readings from
Hebrew short stories and poetry. Prerequisite: one year
of college Hebrew or equivalent or permission of the
instructor. Enrollment limited to 18. Offered at Smith
in alternate years. {F} 4 credits
Ilona Ben-Moshe
Offered Fall 2009
Middle East Studies Minor
317
Advanced study in Hebrew is offered in the Department
of Judaic and Near Eastern Studies at UMass-Amherst
or through Special Studies. Please consult the Web site
of the Program in Jewish Studies (www.smith.edu/jud)
for a full list of summer Hebrew language programs.
Social Sciences
ANT 280 Women and Islam in the Modern Middle East
PENDING CAP APPROVAL
An exploration of women's religious identities, dis-
courses and practices. What does it mean to take [slam
as an object of anthropological analysis? How is gender
mediated by religious discourses and practices? How
has feminist theory grappled with the question of reli-
gion? Readings include ethnographic, historical and
fictional texts written by and about Muslim women
in places as diverse as Egypt, Iran, Uirkey, Lebanon,
Yemen and Morocco. The goal is a comparative and
critical perspective on the varieties of ways in which
Muslim women fashion, inhabit and conceptualize
their gendered, religious and secular identities in the
modem Middle East and North Africa. Prerequisite:
ANT 130 or permission of the instructor. Enrollment
limited to 30. {S} 4 credits
Nadia Guessous
Offered Spring 2010
EGO 214 Economies 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 2009
GOV 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. {8} 4 credits
Donna Robinson Divine
Offered Fall 2009
GOV 229 Government and Politics of Israel
A historical analysis of the establishment of the State
of Israel and the formation of its economy, society and
culture. Discussions will focus on the Zionist 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. {8} 4 credits
Donna Robinson Divine
Offered Fall 2010
GOV 248 The Arab-Israeli Dispute
An analysis of the causes of the dispute and of efforts
to resolve it; an examination of Great Power involve-
ment. A historical survey of the influence of Great
Power rivalry on relationships between Israel and the
Arab States and between Israelis and Palestinian Arabs.
Consideration of the several Arab-Israeli wars and the
tensions, terrorism and violence unleashed by the dis-
pute. No prerequisites. {8} 4 credits
Donna Robinson Divine
Offered Spring 2010, Spring 201 1
GOV 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. {8} 4 credits
Donna Robinson Divine
Offered Spring 2010. Spring 2011
318
Middle East Studies Minor
GOV 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 —
focusing 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-Saharan
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 2010
History and Religious Thought
HST 207 The Islamic Middle East to the 17th Century
An introductory survey of the principal economic,
social, cultural and political features of the Middle
East from the sixth through the 17th centuries. Topics
include the rise of the new monotheistic faith of Islam;
the formation and evolution of classical and medieval
Muslim institutions; local diversities within the unify-
ing systems of Muslim beliefs, law and administration;
the Crusades and the Mongol invasions; the emergence
of Islamic imperial systems; social, material and intel-
lectual interactions between Muslim and non-Muslim
communities and polities. {H} 4 credits
Nadya Sbaiti
Offered Fall 2010
HST 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 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. Special attention to
social changes affecting individuals and groups such as
women, workers and peasants. {H} 4 credits
Daniel Brown
Offered Fall 2009
HST 227 Aspects of Medieval European History
Topic: Crusade and Jihad. Religious Violence in the
Islamo-Christian Tradition. This course juxtaposes the
medieval understanding of religious violence and war
in the Western Christian and Islamic traditions with
modern understandings of those same phenomena. It
traces the intellectual development of these concepts
during the Middle Ages, and how medieval conceptions
of violence are reinterpreted and redeployed in the 19th
through 21st centuries. {H} 4 credits
Joshua Birk
Offered Spring 2010
HST 259 (L) Aspects of African History
Topic: Islam in Africa or African Islam? A regional
approach to the histories of Islam in Africa, the first
home of Islam outside Arabia. The spread of Islam in
Egypt and North Africa and its further expansion into
West Africa, Southern Africa and East Africa. Examina-
tion, in each region, of the impact of the African envi-
ronment on Islam, the impact of Islam on African his-
torical development, and the major themes that have
dominated scholarly inquiry. Throughout, we grapple
with the vexing problem of whether we are dealing with
Islam in Africa or African Islam. {H} 4 credits
Daniel Brown
Offered Spring 2010
HST 307 Problems in Middle East History
Topic: The Middle East and World War One. The
Middle East in the context of World War One and its
immediate and far-reaching aftermath. This highly
pivotal moment cemented new imaginings of both
nation and state, with consequences for population
movements, changing political compasses, and new
social, cultural, economic and religious formulations.
Topics include colonialism, Arab and state national-
isms, Zionism and Islamism, as well as peasant, labor,
communist and women's movements. Primary sources
include diplomatic and political documents, memoirs,
the press, photographs and film. {H} 4 credits
Nadya Sbaiti
Offered Spring 2011
FYS 174 The Muslim World in the Age of the Crusades:
Encounters, Influences, and Lasting Legacies
Explores the historical phenomenon of the Crusades
and its religious, political, social and cultural impact
on the Muslim World from 1095 CE until the modern
day. Special attention is given to the wide range of
Muslim reactions to the Crusades, to the effects of the
Middle East Studies Minor
319
Crusades on the course of Islamic history and religious
thought, and to the cross-cultural interactions arid
influences that were characteristic of this period. The
seminar also considers the enduring legacy of the
Crusades in modem times by examining — through a
variety of media: religious and historical texts, films.
novels, etc. — cases in which the Crusades gave rise
to religious discourses that were foundational for the
perception and treatment of the "other" in Christian
and Muslim cultures. The broader objective of this
seminar is to explore the many ways in which religious
discourses with roots in the past continue to shape po-
litical, social and cultural realities. Enrollment limited
to 16 first-year students. {H/L} 4 credits
Suleiman Mom-ad (Religion)
Offered Fall 2009
REL 246 Islamic Thought and the Challenge of Modernity
Major themes addressed by Muslim thinkers since
the 18th century, such as Islamic reform and revival,
the encounters with colonialism and imperialism,
nationalism and other modern ideologies; and Islamic
discussions of modernity, liberalism, conservatism,
fundamentalism and militancy. Reading of primary
sources in translation. {H} 4 credits
Suleiman Mourad
Offered Spring 2010
REL 247 The Qur'an
The Qur'an, according to the majority of Muslims,
is God's word revealed to Muhammad through angel
Gabriel over a period of 22 years (610-632 CE). This
course will introduce students to Islam's scriptural
text: its content, form, structure and history. It will also
situate the Qur'an in the larger frame of the genre of
Scripture: What does it mean for a text to be revealed?
As such the course will both study the Qur'an as a sev-
enth century product and as a text that has a history of
reception among Muslims with variant levels of impact
on the formulation of salvation history, law and legal
theory, theology, ritual, intellectual trends and art and
popular culture. {H/L} 4 credits
Suleiman Mourad
Offered Spring 2010
Literature and the Arts
ARH 240 Art Historical Studies (C)
Tbpic: '/be Role of Women m Islamic Visual Cultures.
This reading-intensive course focuses on women — as
patrons, subjects of representation and artists — associ-
ated with Muslim communities across various time pe-
riods and regions. Weaving \arious documents, includ-
ing religious texts, historical documents and literary
works, with architectural and artistic production, this
course will endeavor to analyze women's contributions
to and presence within this corpus of visual material.
This course will also explore debates surrounding the
depiction of Muslim women in Orientalist painting and
Western media. Pennission of the instructor required.
Enrollment limited to 18. {A/H} 4 credits
Saleema Waraich
Offered Fall 2009
ARH 240 Art Historical Studies (C)
Topic: Image. Text and Sanative in Islamic Arts
(1200-1800 CE). This interdisciplinary course stud-
ies the illustrated manuscripts associated with Muslim
patrons not only for their prominence as an artistic
endeavor but also for what they illuminate about the
histories and literary texts they initially accompanied.
In addition to examining how these paintings visual-
ized narrative, the course will consider the relationship
between these images and their relevance in contem-
porary narratives. This class will further expand the
investigation of image and text to include historic sites.
tourist destinations and the urban landscape. Enroll-
ment limited to 18. {A/H} 4 credits
Saleema Waraich
Offered Spring 2010
FYS 186 Israel: Texts and Contexts
The role of literary and visual culture in the construc-
tion of Israel's founding myths and critiques of its
present realities. The relationship between Zionism as a
political ideology and as an aesthetic revolution: rede-
fining sacred and secular space (Jerusalem, the social-
ist kibbutz, cosmopolitan Tel Aviv): reviving Hebrew as
a living language; rewriting the Bible; and imagining
the New Jew. How shadows of the Holocaust, fantasies of
the Arab, and post-nationalist ennui shape the context
of the broader Middle East. Poetry, prose, song. art.
and film from before and after the creation of a Jewish
state, by European, Jewish and Arab creative figures.
all in translation. Enrollment limited to 16 first-year
students. \\ I {L} 4 credits
Justin Cammy (Jewish Studies and Comparative
Literature)
Offered Fall 2010
320
Music
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
*] Peter Anthony Bloom, Ph.D.
*M Donald Franklin Wheelock, M.Mus.
"] Richard Jonathan Sherr, Ph.D.
"'Ruth Ames Solie, Ph.D.
Karen Smith Emerson, M.M.
Jane Bryden, M.M., Chair
Raphael Atlas, Ph.D.
Margaret Sarkissian, Ph.D.
Associate Professors
Joel Pitchon, M.M.
Steve Waksman, Ph.D.
Assistant Professor
Judith Gordon, B.Mus.
Senior Lecturers
Grant Russell Moss, D.M.A.
Jonathan Hirsh, D.M.A., Director of Orchestral and
Choral Activities
Lecturer and Assistant Director of Choral Activities
Gregory Brown, M.M.A.
Visiting Artist and Lecturer
ElizabethJoyRoe,M.M.
Lecturers
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 previ-
ous background in music. Limited to 20 students, they
will emphasize class discussion and written work, which
will be either music or critical prose as appropriate to
the topic. Open to all students, but particularly recom-
mended 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 110. {A}
Ruth Solie, Fall 2009
Margaret Sarkissian, Spring 2010
Offered both semesters each year
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}
Gregory Brown
Offered Fall 2009
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. No prerequisites. {A/S} 4 credits
Margaret Sarkissian
Offered Fall 2009
103 Sight-Singing
Instruction and practice in singing intervals, rhythms
and melodies, in interpreting time and key signatures,
Music
521
and in acquiring other aural skills essential to basic
musicianship. Recommended background: a basic-
knowledge of pitch and rhythmic notation. Enrollment
limited to 11 {A} 1 credit
Gregpry Broum
Offered Fall 2009. Spring 2010
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 and American race relations; Jimi Hendrix and
the blues; girl groups; the rise of arena rock; and the
significance of the I)J in hip hop. Enrollment limited to
45. {H/A} 4 credits
Steve Waksman
Offered Spring 2011
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 2010
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 musical
! repertory. Regular written exercises in harmony and
\ critical prose. Prerequisite: satisfactory- performance
on a placement test or completion of Fundamentals of
i Music. {A} 4 credits
Ruth Solie. Donald Wheelock
Offered Fall 2009
111 Analysis and Repertory
\ continuation of 1 10. Prerequisite: 1 10 or pennission
of the instructor. {A} 4 credits
Raphael Atlas
Offered Spring 2010
Intermediate and Advanced
Courses
201 Music from the Pre-Classic to the Post-Modern
A historical survey of the principal styles 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 2010
205 Topics in Popular Music
Topic: Improvising History — The Development of
Jazz. The course will combine exploration of jazz mu-
sic with examination of topics in the social and cul-
tural history of jazz. Musically, the development of jazz
will be traced from the early styles that took root in New
Orleans and Chicago to the challenging "free jazz"
sounds of the 1960s and the 1970s, and into the current
"postmodern" moment of jazz history. Historically, the
course will consider such issues as the key importance
of race to the social development of jazz, the shifting
status of jazz as "popular" or "art" music, and the na-
ture and significance of improvisation as a medium of
creative expression in 20th-century American culture.
Some previous knowledge of African American music
and history or permission of the instructor required.
Enrollment limited to 20. {H/A}
Steve Waksman
Offered Fall 2009
210 Approaching the Score
The course develops the ability to read scores, especiall)
to recognize cadences, keys, standard harmonic pat-
terns and formal units. Repertory covers principal I8th-
and 19th-century genres and includes piano sonatas.
Lieder, string quartets, concertos and symphonies.
Prerequisite: MI'S 1 1 1. {A} 4 credits
Raphael Atlas
Offered Fall 2000
322
Music
215j Interterm Chamber Music Immersion
This course offers students a week of uninterrupted focus
on chamber music. Each participant will be assigned to a
small ensemble that meets daily for scheduled rehearsals
and coachings. Additionally, everyone will attend perfor-
mance classes with discussion. The selected works will be
presented in a concert in early February. Permission of the
instructor is required to enroll for credit; all members of
the Interterm community are welcome to attend the open
classes. May be repeated three times for credit. (E) 1 credit
Judith Gordon and others to be determined
Offered Interterm 2010
220 Topics in World Music
Topic: The Music of Japan. An introduction to the mu-
sic of Japan focusing on selected ritual, instrumental,
theatrical and popular music genres. In addition to
placing music within its socio-cultural context, the
course will explore how distinctly Japanese genres have
developed in response to internal social changes and
contacts with foreign cultures. There are no prerequi-
sites for this class. {A}
Margaret Sarkissian
Offered Fall 2009
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 permission of
the instructor. {A} 4 credits
Donald Wheelock
Offered Fall 2009
242 German and French Diction for Singers
Prerequisite: voice or permission of the instructor. {A}
1 credit
Karen Smith Emerson
Offered Spring 2010
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
Offered Fall 2009
ANT 258 Performing Culture
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 2010
308 Seminar in the Music of the 20th Century
The Worlds of Hector Berlioz and Richard Wagner. A
comparative study of two controversial composers whose
lives intersected with momentous events in political
history and whose works — of unrivaled novelty, unprec-
edented monumentality and unquestionable profun-
dity— marked their own generations and generations
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. Prerequi-
site: 201 or permission of the instructor. {H/A} 4 credits
Peter Bloom
Offered Spring 2010
311 Tonal Counterpoint
Principles of two- and three-part counterpoint with refer-
ence to such categories as the chorale prelude, invention,
canon and fugue. Ear training, analysis and practice in
contrapuntal writing. Prerequisite: 111 or permission of
the instructor. Offered in alternate years. {A} 4 credits
Raphael Atlas
Offered Spring 2010
312 Seminar: Analysis and Repertory— 20th Century
Study of major developments in 20th-century music.
Writing and analytic work including nontonal har-
monic practice, serial composition and other musical
techniques. Prerequisite: 1 1 1 or permission of the
instructor. {A} 4 credits
Raphael Atlas
Offered Fall 2009
345 Electro-Acoustic Music
Introduction to musique concrete, analog and digital
synthesis and sampling through practical work, assigned
reading and listening. Enrollment limited to eight. Pre-
requisites: a semester course in music theory or composi-
tion and permission of the instructor. {A} 4 credits
Dan Warner
Offered Spring 2010
Music
323
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 MA degree would be overseen by the appropriate
members of the faculty.
Performance
Admission to performance courses is determined by au-
dition. Students are accepted on the basis of musician-
ship, competence and potential. Auditions take place
during orientation. Please consult the music office or
department Web site for details.
When no instructor for a particular instrument is
available at Smith College, even' effort is made to pro-
vide students with qualified instructors from the Five
College community. Such arrangements may require
Smith students to travel to other campuses within the
Five College system.
Courses in performance consist of weekly private
lessons. Specific course expectations are determined
by the instructor. TVvo performance courses may not be
taken concurrently without permission of the depart-
ment. This restriction does not apply to chamber music
or conducting.
Performance study requires a yearlong commit-
ment. First- and second-year students normally take
lessons in addition to a regular course load. With
permission of the instructor, a student in the third or
fourth year may register for eight credits within or
above a regular program. All performance students are
encouraged to study music in the classroom. Those
who wish to continue beyond the second year must take
MUS 110 and either MI'S 200 or MUS 201, preferably
prior to the junior year.
No more than 24 credits in performance courses
may be counted toward graduation.
Students wishing to stud) [xrformance with Five
College (acuity must obtain departmental approval
Performance courses require an additional fee,
which is waived for music majors and minors.
Performance courses earn' the following numbering
sequence, credits and section letters:
914y {A} 4 credits, first year of performance stuck
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.
TVvo 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
M
Clarinet
B Organ
N
Bassoon
C Harpsichord
0
French Horn
D Voice
P
Trumpet
E Violin
0
Trombone
F Viola
R
Tuba
G Violoncello
S
Percussion
H Double Bass
T
Guitar
I Viola da Gamba
U
Lute
J Flute
V
Harp
K Recorder
W
Other Instruments
L Oboe
Piano. Judith Gordon. Grant Moss, Elizabeth Joy Roe
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 linden. Judith
Gray. Gregory Brown
Violin. Joel Pitchon. Sarah Cornelius
324
Music
Viola. Ronald Gorevic
Violoncello. Akiva Cahn-Lipman, Volcy Pelletier
Double bass. (UMass)
Viola da 6amba.^//c^ Robbins
Wind Instruments. Ellen Redman, flute; Kirsten Had-
den Lipkins, oboe; Lynn Sussman, clarinet; Emily
Samuels, recorder; Rebecca Eldredge, bassoon
Brass Instruments. Donna Gouger, trumpet; Freder-
ick Aldrich, French horn; trombone, tuba (UMass)
Percussion. (UMass)
Harp. Felice Swados
Guitar. Phillip de Fremery
Drum Set. Claire Arenius
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, Judith Gordon, 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
Gregory Brown
Offered Spring 2010
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 Tuesday 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.
Sumarsam 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.
Genevieve Rose, Director
Smith College Wind Ensemble
One rehearsal per week; at least one concert per semes-
ter. Open by audition to Smith and Five College students,
and members of the community.
Ellen Redma?i, Director
Choral Ensembles
The Choral Program at Smith includes three ensembles.
Each ensemble perfonns annually at Family Weekend,
Montage, Autumn Serenade, Christmas Vespers and at
college events such as Convocation, Rally Day and some
chapel services. All the ensembles perform a varied rep-
ertoire 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 so-
loists. 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
Monday and Wednesday afternoons.
Jonathan Hirsh, Conductor
Chamber Singers: open to selected members of the cho-
ral ensembles by audition. Normally offered in alternate
years.
Jonathan Hirsh, Conductor
College Chorus: open by audition to all first-year stu-
dents and Ada Comstock Scholars. Rehearsals on Mon-
day and Wednesday afternoons.
Gregory Brown, Conductor
Music
325
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.
Robert Eisenstein. Director
The Major
Advisers: Members of the department
Adviser for Study Abroad: Richard Sherr
Basis for the major: 110, 111, 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
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 940j < 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: Ruth Solie
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each Fall
Requirements: A GPA of 3-5 in classroom courses in
music through the end of the junior year; a GPA of 3-3
in courses outside music through the end of the junior
year. Honors students will fulfill the requirements of
the major, will present a thesis or composition (430d or
431) equivalent to eight credits, and will take an oral
examination on the subject of the thesis. The thesis in
history, theory or cultural studies will normally be a
research paper of approximately fifty pages. The thesis
in composition will normally be a chamber work of
substantial duration. The final grade (highest honors,
high honors, honors, pass) will be calculated as fol-
lows: thesis (60 percent); grades in music (20 percent);
performance on the oral examination (20 percent).
326
Neuroscience
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Neuroscience Committee
*'• *2 Margaret E. Anderson, Professor of Biological
Sciences
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, Professor of Chemistry
Adam C. Hall, Associate Professor of Biological
Sciences, Director
**1*2 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 test-
ing, design of experiments and data analysis. Prereq-
uisites: PSY 210 or 221 and CHM 1 1 1 or 1 18 or permis-
sion of the instructor. Not open to seniors. Enrollment
limited to 14. {N} 4 credits
Mary Harrington
Offered both semesters each year
311 Neuroanatomy
A survey of the structural organization of the mam-
malian brain and the behavioral changes associated
with brain damage. Laboratory covers research tech-
niques in neuroanatomy. Prerequisites: 210 or 221, an
introductory BIO course or permission of the instructor.
Enrollment limited to 20. Laboratory sections limited to
10. {N} 5 credits
Benjamin Rood
Offered Fall 2009
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 2009
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 Spring 2011
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: BIO 150/151; CHM 111 or 118, 222; PSY
210; two courses with laboratories from BIO 200/201,
202/203, 230/231; PSY 190, 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, 230,
300/301, 302, 310, 362, 363, NSC 311, EGR 380, PSY
218,219,221,222.
Select one from NSC 312, 400 (special studies, 4 or 5
credits), 430d/432d (Thesis), BIO 323, BCH 380, PSY
314,325.
Neuroscience
327
A total of 53 credits is required in the major. The S/l
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, 230, 300, 302, 310 or NSC 311 may be
taken as either core or elective, but one course cannot
be counted as both core and elective.
BI0 150 Cells, Physiology and Devlopment
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. Carolyn Wetzel
Offered Fall 2009, Spring 2010
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 2009, Spring 2010
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 by
specific environments. Prerequisites: BIO 150/151 and
CHM 1 1 1 or CHM 1 18. Laboratory (BIO 201) is optional
but strongly recommended. {N} 4 credits
Richard Briggs
Offered Fall 2009
BIO 201 Animal Physiology Laboratory
Experiments will demonstrate concepts presented in
BIO 200 and illustrate techniques and data analysis
used in the studj of physiology. BIO 200 must be taken
concurrently. {N} I credit
Richard Briggs
Offered Fall 2009
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, 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 2009
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-
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 2009
BIO 230 Genomes and Genetic Analysis
An exploration of genes and genomes that highlights
the connections between molecular biology, genetics,
cell biology and evolution. Topics will include: DNA
and RNA, and protein structure and function, gene
organization, mechanisms and control of gene expres-
sion, origins and evolution of molecular mechanisms
and gene networks. The course will also deal with
the principal experimental and computational tools
that have advanced relevant fields, and will introduce
students to the rapidly expanding databases at the core
of contemporary biology Reiving heavily on primary
literature, we will explore selected topics including the
molecular biology of infectious diseases, genetic un-
derpinnings of development, 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
Steven Williams
Offered Spring 2010
328
Neuroscience
BIO 231 Genomes and Genetic Analysis Laboratory
A laboratory designed to complement the lecture material
in 230. Laboratory and computer projects will investigate
methods in molecular biology including recombinant
DNA, gene cloning and DNA sequencing as well as con-
temporary bioinformatics, data mining and the display
and analysis of complex genome databases. Prerequisite:
BIO 230 (should be taken concurrently). {N} 1 credit
Lori Saunders
Offered Spring 2010
BIO 300 Neurophysiology
The function of nervous systems. Topics include electri-
cal signals in neurons, synapses, the neural basis of
form and color perception, and the generation of behav-
ioral patterns. Prerequisites: BIO 200 or 202. Laboratory
(BIO 301) must be taken concurrently. {N} 4 credits
Richard Olivo
Offered Spring 2011
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 2011
BIO 302 Developmental Biology
The field of developmental biology tries to address the
age-old question of how a single cell can give rise to the
complexity 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 unify
many of the principles discussed in other courses. Obser-
vations 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 developmental biologists will web
conference with our class. Prerequisites: All three Core
Courses are suggested, at least BIO 150 and BIO 152 are
required. An upper-level course in cell biology (BIO 202
or 206) or genetics (BIO 230) is required. {N} 4 credits
Michael Barresi
Offered Spring 2010
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 Spring 2010
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, or BIO 230 or permission of the instructor. Enroll-
ment limited to 20. {N} 4 credits
Adam C. Hall
Offered Fall 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
technology for studying gene expression in the brain.
The rest of the laboratory uses the Xenopus oocyte ex-
pression 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 is a prerequisite and must be taken concur-
rently. Enrollment limited to 20 {N} 1 credit
Adam C. Hall
Offered Fall 2009
Neuroscience
329
BIO 323 Seminar: Topics in Developmental Biology
This seminar is designed to introduce students to the
variety of research areas in developmental biology.
Normally taken in the junior or senior year by biology;
biochemistry and neuroscience majors and minors.
Prerequisites: BIO ISO, BIO 1 Si, one 200 or 300-level
course in the area of cells, physiology and development
as well as a similarly upper-level course in the area
of genetics, genomics and evolution or permission of
instructor. May not be repeated for credit. Enrollment
limited to 12. {N} 3 credits
Topic: Stem Cells unci Their Amazing "Potential. "
Whether at dinner tables, the halls of Congress and
church or a patient's bedside, the promise of stem
cells is highly debated. This course will explore all
aspects of stem cells from a detailed cellular, genetic
and molecular description to discussions of the ethical
concerns. We will investigate the differences between
embryonic versus adult stem cells and their related
potential to the development of different cell types and
their role in development, disease, trauma and cancer.
Course material will mainly be derived from primary
research literature, and the main assessment is based
on the composition of a grant proposal, which will
be reviewed in mock NIH-style study sections. A letter
of intent should be e-mailed at time of registration.
Prerequisites: BIO 150, 152, and at least one upper-level
course in the area of cells, physiology and development.
Enrollment limited to 12. {N} 3 credits
Michael J. Barresi
Offered Fall 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 2011
BIO 363 Animal Behavior: Methods
Research design and methodology for field and labora-
tory studies of animal behavior. Prerequisite, one of
the following: BIO 260, 272, 362, a statistics course or
permission of the instructor. Enrollment limited to 15
students. {N} 3 credits
Virginia Hayssen
Offered Fall 2010
BGH 380 Seminar: Topics in Biochemistry
Topic: liiochemical liases 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 encephal-
opathies (e.g. 'mad cow'), Lou Gehrig's, Alzheimer's
and Parkinson's. Prerequisite: Cell Biology, BIO 202.
{N} 3 credits
Adam Hall
Offered Spring 2010
PSY 210 Introduction to Neuroscience
An introduction to the organization and function of
the mammalian nervous system. An in-depth explo-
ration of the brain using multiple levels of analysis
ranging from molecular to cognitive and behavioral
approaches. An appreciation of how brain cells interact
to orchestrate adaptive responses and experiences will
be gained. Seniors require permission of the instructor.
This course has no prerequisites. {N} 4 credits
Adam Hall
Offered Spring 2010
PSY 218 Cognitive Psychology
Theory and research on current topics in cognition,
including attention, perception, concept formation,
imagery, memory, decision making and intelligence. Pre-
requisite: 1 1 1 or permission of the instructor. {N} 4 credits
Maryjane Wraga
Offered Spring 2011
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 and executive function.
Prerequisites: PSY 1 1 1; PSY 210 or PSY 221; or permis-
sion of the instructor. {N} 4 credits
Maryjane Wraga
Offered Spring 2010
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-
330
Neuroscience
tions, depression, schizophrenia, autism, ADHD and
neurological disorders. Open to entering students. {N}
4 credits
Beth Powell
Offered Fall 2009, Fall 2010
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 2010, Spring 201 1
PSY 314 Seminar in Foundations of Behavior
Cognition in Film
This seminar explores the cognitive processes underly-
ing human perception and comprehension of film, the
techniques filmmakers use to capitalize on these pro-
cesses, as well as the general portrayal of cognition by
film makers. We will read and discuss empirical articles
and view relevant examples of film. Topics range from
change blindness and apparent motion to various de-
pictions of amnesia in 20th-century film. Prerequisite:
PSY 218 or PSY 219 or permission of the instructor. {N}
4 credits
Maryjane Wraga
Offered Spring 2010
PSY 326 Seminar in Biopsychology
Autism
What do we know about the biopsychology of autism?
Starting with a review of history and symptoms, we will
study current evidence for neurological changes associ-
ated with autism and will also examine data related to
genetic and environmental causes. On occasion we will
join with Psy 314 to meet experts who conduct research
on this topic. Prerequisites: a course in biopsychology, a
course in biology, a course in statistics and a course in
research methods. Enrollment limited to 12. {N}
4 credits
Mary E. Harrington
Not offered in 2009-10
Adviser for Study Abroad: Mary Harrington
Adviser for Transfer Students: Mary Harrington
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: Mary Harrington
430d Honors Project
8 credits
Full-year course; offered each year
432d Honors Project
12 credits
Full-year course; offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
331
Philosophy
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Jill G. de Villiers, Ph.D. (Psychology' and Philosophy)
John M.Connolly, Ph.D.
"' Elizabeth Y. Spelman, Ph.D.. Chair (Fall)
Jay L. Garfield, Ph.D.
Albert Mosley, Ph.D.
tJ Nalini Bhushan, Ph.D.
Associate Professors
Susan Levin, Ph.D., Chair (Spring)
Jeffry Ramsey, Ph.D.
Lecturer
Ernest Alleva, Ph.D.
Research Associates
Janice Moulton, Ph.D.
Meredith W.Michaels, Ph.D.
Introductory and intennediate 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, 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. {M} Wl 4 credits
James Henle (Mathematics), Jay Garfield (Philosophy)
Offered Fall 2009
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 detennine 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 2010
124 History of Ancient and Medieval Western
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 Lei i) i
Offered Fall 2009
125 History of Early Modern European 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 IS. {H/M}
4 credits
Jeffry Ramsey
Offered Spring 2010
Philosophy
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 brief-
ly consider the relation of these ancient traditions to the
views of some influential modern Indian thinkers like
Aurobindo, Vivekananda and Krishnamurti. Compari-
sons with positions in the western philosophical tradi-
tion will be an integral part of the course. {H} 4 credits
Nalini Bhushan
Offered Spring 2010
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
Members of the department
Offered Spring 2010
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, behaviorism
vs. mentalism, and the relation of mind and brain.
Prerequisite: at least one 100-level course in philosophy
or psychology. {N} 4 credits
//// de Vi tilers
Offered Spring 2010
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. Prerequisites:
Previous work in philosophy is highly recommended.
In other cases, permission of the instructor will be
required. {H/M} 4 credits
To be taught at Hampshire College
John Connolly
Offered Fall 2009
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,
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 Villiers
Offered Fall 2009
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
theorems such as Godel's incompleteness theorem and
Tarskis demonstration of the indefinability of truth in
certain languages. A wide variety of approaches to resolv-
ing fundamental mathematical and semantical para-
doxes have emerged in the wake of these results, as well
as a variety of alternative logics including paraconsistent
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 inconsistency in logic and
knowledge. Prerequisite: one course in logic. {M} 4 credits
JayL. Garfield
Offered Spring 2010
221 Ethics and Society
This course will survey current topics in applied
ethics. It will introduce the major sources of moral
theory from religious and secular sources, and show
how these theories are applied. Topics will include
biomedical ethics (abortion, euthanasia, reproductive
technologies, rationing), business ethics (advertising,
accounting, whistle-blowing, globalism), sexual eth-
ics (harassment, coercion, homosexuality), animal
rights (vegetarianism, vivisection, experimentation),
social justice (war, affirmative action, poverty, criminal
justice), environmental ethics (preserving species and
places, genetically modified foods, global warming),
and other topics. {H/S} 4 credits
Albert Mosley
Offered Fall 2009
Philosophy
533
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 ami scope of our moral
responsibilities. Enrollment limited to 2S students.
{H/8} 4 credits
Ernest Altera
Offered Spring 2010
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
kiln Ramsey
Offered Fall 2009
226 Topics in the History of Philosophy
Topic: Human Action and the Will in Aristotle and
Medieval Philosophy. The notion of the will has been
a crucial one in ethics and the philosophy of human
action from Aristotle to the present day. Yet treatments
of it have varied greatly over the centuries. A case in
point is the development of the notion, as inherited
from classical pagan thought, by the Christian thinkers
of the Middle Ages: Augustine, Aquinas, Duns Scotus,
and \ leister Eckhart. We will examine the development
of the concept of will (and 'weakness of will') in Aris-
totle and these medieval thinkers. It is recommended
that students have read Aristotle's Ethics before taking
this course.
To be announced
Offered Spring 2010
230 American Philosophy
Topic: Pragmatism andNeo-Pragmatism. This
course will survey the unique contributions of Ameri-
can philosophers to the development of the Western
philosophical tradition. Pragmatism rejected a number
, of the basic assumptions of ancient, medieval, and
modem philosophy-, and has played a leading role in
1 reconfiguring our conceptions of knowledge, truth,
beauty, and morality. We will read selections from
the founders of pragmatism ( Ralph Waldo Emerson,
Charles Peirce, William James, John Dewey, George
Herbert Mead, Alaine Locke) and from neo-pragmatisLs
(W.Y. Quine, Hilarj Putnam, Richard Horn. Stanley
c.awll. Richard Shusterman) In order to show the
relevance of pragmatism to contemporary debates con-
cerning the nature of science, technology, aesthetics,
politics, and the law. {H} \ credits
Albert Mosley
Offered Spring 2010
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:
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,
amenable to reshaping? Are we in any sense responsible
for our desires? {S} 4 credits
Elizabeth V. Spelman
Offered Fall 2009
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 Allera
Offered Spring 2010
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
revolution in linguistics introduced by Noam Chomsky,
and the profound questions it raises for human nature,
linguistic universals and language acquisition. {N/M}
4 credits
Jilldelilliers
Offered Spring 2010
334
Philosophy
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-
emy; 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 2009
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 Levin
Offered Spring 2010
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 2010
254 African Philosophy
This course will explore the debate as to whether tradi-
tional African beliefs should be used as the foundation
of contemporary African philosophy; the relationship
between tradition and modernity in colonial and
postcolonial Africa; and the relationship between
African and African-American beliefs and practices. In
exploring this issue we will read selections from Afri-
cans (Mbiti, Senghor, Hountondji, Bodunrin, Wiredu,
Appiah, Sodips, Eze), African-Americans (Blyden,
Dubois, Mosley, Gates, Gilroy), Europeans (Levy-Bruhl,
Tempels, Horton), and European-Americans (Crawford,
Bernasconijanz). (E) {L/H/S} 4 credits
Albert Mosley
Offered Fall 2009
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 2009
262 Meaning and Truth: The Semantics of Natural
Language
This course is an introduction to central topics in the
philosophy of language. What is the relation between
thought, language and reality? What kinds of things do
we do with words? Is there anything significant about
the definite article "the"? How does meaning accrue
to proper names? Is speaker meaning the same as the
public, conventional (semantic) meaning of words?
Is there a distinction between metaphorical and literal
language? We will explore some of the answers that
Philosophy
335
philosophers like Frege, Russell. Strawson, Donnellan.
Austin, Quine. Kripke and Davidson have offered to
these and other related questions. Prerequisite: U )(i
100, LOG 101 or the equivalent. {M} 4 credits
\alini Bbusban
Offered Spring 2010
PRS 302 Whose Voice? Whose Tongue? The Indian
Renaissance and Its Aftermath
The Indian Renaissance in the mid- 19th century rep-
resented a resurgence of interest in and development of
classical Indian culture and learning. It also involved
an explosion of new art, political and social move-
ments and philosophy arising from the confluence
of indigenous Indian ideas and imports brought by
British colonialists and foreign-returned Indians who
traveled in the context of the colonial situation. The
ferment generated by the renaissance fueled the Indian
independence movement and is the context against
which contemporary' Indian society is constituted. We
will examine India's vast contributions to contempo-
rary world culture against the backdrop of this fascinat-
ing period, reading the philosophy, art, theatre, poetry,
politics and religious texts this period produced. Pre-
requisites: at least two intermediate-level courses either
in philosophy or south Asian history, including Indian
history, literature, art or philosophy. Enrollment limited
to 15 juniors and seniors. (E) {L/H} 4 credits
Jay Garfield and Nalini Bhushan (Philosophy)
Offered Fall 2009
304 Colloquium in Applied Ethics
Topic: Sustainability. .An examination of the concep-
tual and moral underpinnings of sustainability. Ques-
1 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? 4 credits
Jeffry Ramsey
Offered Fall 2009
310 Seminar: Recent and Contemporary Philosophy
Topic: Disorder. Recent literature from a number of
< subfields in philosophy and related disciplines has
invited us to reflect on the meaning, function and
significance of disorder. Often portrayed as the evil twin
of order, disorder appears to loom as a threat to moral.
social, psychological and political Stability. Historically,
cauldrons of disorder have been thought to brew in or
around the poor; the criminal, the feminine, the immi-
grant, the urban. What are the various forms of order
to which disorder has been contrasted? Is disorder the
same thing as lack of order? What kinds of conceptual
and institutional means have been employed to try to
eliminate disorder and to discipline the disorderly:' {81
4 credits
Elizabeth V.Spelman
Offered Fall 2009
324 Seminar in Ancient Philosophy
Topic: Conceptions of the Best Life. This seminar will
explore die reflections of ancient philosophers on the
topic of human flourishing. Questions to be addressed
include: What role should reason and thought play m
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 2010
330 Seminar in the History of Philosophy
Topic: Nagarjuna. This seminar will address the
principal philosophical texts of the c 2nd c CE Indian
Buddhist philosopher Nagarjuna, the founder of the
Madhyamaka school of Buddhist philosophy. We will
read Mulamadhyamakakarika. \ igrahau avartani and
Ratnavali, as well as some pertinent canonical com-
mentarial literature and recent scholarship. It is rec-
ommended that students have taken a previous course
in Buddhist studies. 4 credits
Jay Garfield
Offered Spring 2010
Cross-Listed Courses
HSC 112 Images and Understanding
Topic: 'The Century of the Gene. We are not solely or
onh our genes, but we are not without them either.
336
Philosophy
How do we understand talk of genes? This course is an
historical, philosophical and sociological examination
of the power, promises and perils of genetic research
during the past 100 or so years. We will explore the
changing relation of the gene concept, genetic theories
and genetic experimental practices to other biological
disciplines such as evolutionary theory, cytology, devel-
opment and other biological practices such as genetic
engineering. We will also examine the influence of
genetic theories and perspectives in the larger culture.
{H/N} 4 credits
Jeffry Ramsey
Offered Spring 2010
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
Advisers for Study Abroad: Jay L. Garfield
Requirements: Ten semester courses in philosophy in-
cluding two courses in the history of philosophy, at least
one of which must be PHI 124 or PHI 125; either LOG
100, LOG 101, or PHI 202; 200-level courses, one each
from three of the following areas (check department
Web site for designation of current courses): (1) Value
Theory; (2) Social/Political Philosophy; (3) Culture
and Material Life; (4) Metaphysics and Epistemology;
(5) Language and Logic; (6) Science and Technology;
PHI 200, normally taken in the sophomore year; two
300-level courses.
ed departments may be included in the major program
of ten 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.
Students and their faculty advisers together will regu-
larly assess the student's progress in the major in light
of the following desiderata:
Skills and competencies: e.g., LOG 100, PHI 200,
the ability to write papers of varying lengths (from 2
to 25 pages to honors theses), knowing how to locate
and assess scholarly literature, being comfortable at
presenting philosophical material orally. Philosophy
majors are expected to master all of these; and
Breadth and depth of understanding of texts, topics and
themes, traditions, and perspectives. Each of the follow-
ing is a strong desideratum for a philosophy major:
1 . systematic study of one or more major philosophical
texts;
2. topics and themes: e.g., human beings' relationship
to technology, to the environment; the relationship
between language and reality; the nature and func-
tions of human cognition; human flourishing; the
human body; the significance of race, gender, class,
etc.; the meaning of work; the meaning of life; end-
of-life care, etc.;
3. traditions: tracing philosophical dialogues through
time-ancient, medieval, and modern philosophy,
continental philosophy, Indian philosophy, Bud-
dhism, African philosophy, etc.;
4. perspectives: understanding the joining or clashing
of perspectives across cultures or subcultures — e.g.,
courses such as The Meaning of Life, Cosmopolitan-
ism, Hermeneutics; Meaning and Interpretation,
and those that explore the significance of race, class,
gender and nation;
5. extensive study of the philosophy of a single major
figure;
6. an element of study in a related field or fields.
The Minor
Advisers for the Minor: Members of the department
Notes: (1) Topics courses, such as 210, may fall under
different rubrics in different years; (2) courses in relat-
The minor in philosophy consists of at least 5 courses:
a two-course "basis," which typically will include a
Philosophy 337
course in LOG and a 100-level PHI course; and a three- 590d Research and Thesis
course "concentration," to be built by the student in 8 credits
close consultation with her adviser and with the ap- Yearlong course: ( offered each year
proval of the department.
Honors
Director: Jeffry Ramsey
430d Honors Project
8 credits
Yearlong course; Offered each year
431 Honors Project
8 credits
Offered each Fall
432d Honors Project
\2 credits
Yearlong course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
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
338
Physics
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
+1 Malgorzata Zielinska-Pfabe, Ph.D.
n Piotr Decowski, Ph.D.
Nalini Easwar, Ph.D.
Associate Professors
Doreen A. Weinberger, Ph.D., Chair
Nathanael A. Fortune, Ph.D.
Garv Felder, Ph.D.
Lecturer/Laboratory Instructors
Joyce Palmer-Fortune, Ph.D.
MegThacher,M.S.
Laboratory Supervisor
JerzyWPfabe,M.Sc.
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
115/117 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 then will consider
how to make use of these technologies and their un-
derstanding 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 Spring 2010
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 2010
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 2009-10
Phvsics
339
FYS 183 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 die 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.
Enrollment limited to 25. (E) {N} 4 credits
GaryFdder
Offered Fail 2009
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, Fall 2009
Nalini Easwar. Spring 2010
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 1 12
(Calculus II) or permission of the instructor. Students
cannot receive credit for both PHY 115 and 117. {N}
5 credits
Doreen Weinberger
Offered both semesters each year
118 General Physics II
A continuation of 115/1 17. Electromagnetism, optics,
waves and elements of quantum physics. Prerequisite:
1 15/1 17 or permission of the instructor. {N} 5 credits
Nathanael Fortune, Fall 2009
Joyce Palmer-Fortune Spring 2010
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 1 12 or the equiva-
lent. {N/M} 4 credits
Gary Felt lev
Offered both semesters each year
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 transfonns.
Prerequisites: 210 or MTH 111, 112, 211, and 212 or
permission of the instructor. {N/M} 4 credits
Malgorzata Zielinska-Pfabe
Not offered 200^-10
318 Electricity and Magnetism
Electrostatic fields, polarization, magnetostatic fields,
magnetization, electrodynamics and electromagnetic
waves. Prerequisite: 1 15/117 and 118, 210 or permis-
sion of the instructor. {N} 4 credits
Piotr Decowski
Offered every Fall
317/EGR 317 Classical Mechanics
Newtonian dynamics of particles and rigid bodies,
oscillations. Prerequisite: 115/117, 118, 210 or permis-
sion of the instructor. {N} 4 credits
Doreen Weinberger
Offered every Spring
217 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 1 5/ 1 17 and 1 18 or permission of the instructor. {N}
4 credits
Piotr Decowski
Offered Spring 2010
218 Modern Physics II
More detailed, rigorous, and extended discussion of
topics covered in PHY 217 Modem Physics I. Distribu-
tion functions. Wave description of the microworld:
atoms, molecules, and nuclei. Quantum statistics
Solids. High energj physics. Prerequisite: PHY 210 and
I'm 217. W 4 credits
Not offered 2009-10
340
Phvsics
240 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
NaliniEaswar
Offered every Fall
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 can
select up to 4 modules from the pool of experiments,
prepare equipment for the chosen experiment, per-
form measurements, analyze data and write the final
report. Each module lasts three weeks. Prerequisites:
PHY 115/1 17, PHY 1 18, PHY 217, or equivalent. May
be repeated for credit up to a maximum number of 8
credits. Enrollment limited to 8. (E) {N} 1-4 credits
Piotr Decowski
Offered Fall 2009
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 217. Restricted to juniors and seniors.
{N} 2 credits
Nalini Easwar
Offered Fall 2009
328/EGR 324 Advanced Electrodynamics
A continuation of PHY 318. Electromagnetic waves in
matter; the potential formulation and gauge transfor-
mations; dipole radiation; relativistic electrodynamics.
Prerequisite: PHY 318 or permission of the instructor.
{N} 2 or 4 credits
Piotr Decowski
Offered Spring 2010
327 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, 317 and 217. {N} 4 credits
Gary Felder
Offered every Spring
337 Advanced Quantum Mechanics
A continuation of PHY 327. Applications of non-
relativistic quantum mechanics to systems of identical
particles; perturbation theory analysis. Prerequisite:
PHY 327. {N} 2 or 4 credits
Not offered 2009-10
319 Thermal Physics
Statistical mechanics and introduction to thermody-
namics. Prerequisites: 210, 317, 217 or permission of
the instructor. {N} 4 credits
Nathanael Fortune
Offered every Fall
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. Prerequisites: 210, 318, 217; strongly
recommended: 327. {N} 4 credits
Not offered 2009-10
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
Physics is a fundamental discipline that is rapidly
evolving as new tools open up new areas of study. A
foundation in physics opens the gateway to multiple
career options in physics and related fields including
astrophysics, applied physics and engineering, geophys-
ics, environmental studies, mathematics, chemistry,
metrology, biophysics and medicine.
Physics
341
The undergraduate physics curriculum at Smith
stresses the fundamental principles, concepts and
methods of physics with emphasis placed on analytical
reasoning, problem-solving, and the critical evaluation
of underlying assumptions in theory and experiment.
Built around the core courses thai achieve this goal,
the major allows options within the requirements that
provide flexibility to students primarily interested in in-
terdisciplinary applications of physics. The PHY courses
in the requirements are intended for students interested
in pursuing graduate work in physics, astrophysics and
allied fields. The EGR course options serve students
primarily interested in the applied aspects of physics,
the CUM options serve students primarily interested in
materials science and chemistry, and the GEO options
serve students interested in earth science.
The requirements for the major are as follows:
PHY 115/117, PHY 118
PHY 210, PHY 318, PHY 317, PHY 217
PHY 218 or EGR 271 or EGR 272 or GEO 221
PHY 240 or EGR 220
PHY 250 (at least 4 credits) or CHM 347
PHY 319 or EGR 290 or CHM 332
PHY 300, PHY 327 and one additional 300-level physics
course PHY 328, 337, or 360
The Minor
Advisers: Members of the department
The minor consists of: US/ IP. 118, 217 and at least
two additional 200- or 300-level courses from the list of
major requirements above.
Honors
Director: Malgorzata Zielinska-Pfabe
432d Honors Project
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Some courses in AST, BIO, CHM, EGR, and GEO may
be used to replace the 300-level phvsics elective, includ-
ing AST 330, 335, 337, 352; CHM 335, 337, 338, 395;
EGR 302, 312, 320, 327, 373, 380; BIO 308-309; GEO
309. Students are advised to check with members of
the physics department to choose the appropriate op-
tions; other courses may qualify; with permission of the
department.
Students planning graduate study in physics are also
advised to take as many 300-level physics courses as
possible. Students should also acquire a facility in
computer programming and numerical analysis, and
complete a machine shop project.
342
Presidential Seminars
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Presidential Seminars (PRS) are interdisciplinary
seminars that provide advanced students (juniors and
seniors) with an opportunity to grapple with complex,
challenging problems that require multiple disciplin-
ary perspectives and methods to analyze them. These
seminars enable juniors and seniors to bring to bear
their talents and apply their acquired knowledge to
problems of significance.
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, "anthro-
pologies," material objects, and pictorial and written
records, students analyze how travel to and through the
Americas reshaped the lives of consumers and think-
ers— from food and finery (chocolate and silver, sugar
and feathers) to published narratives and collections
of objects made in New Spain, New England and New
France. In addition to initial 16th-century contacts, we
discuss cultural practices — material, imagined, factual
or fantastical — that arose from the first encounters,
conquests and settlements. This seminar welcomes
students who are interested in art history, literature,
history, anthropology or the history of science. Read-
ing knowledge of one relevant European language
(French, German, Italian, Portuguese or Spanish)
strongly recommended. Enrollment limited to 15
juniors and seniors. (E) {A/H/L} 4 credits
Dana Leibsohn (Art) and Ann Jones (Comparative
Literature)
Offered Spring 2010
PRS 302 Whose Voice? Whose Tongue? The Indian
Renaissance and Its Aftermath
The Indian Renaissance in the mid- 19th century rep-
resented a resurgence of interest in and development of
classical Indian culture and learning. It also involved
an explosion of new art, political and social move-
ments and philosophy arising from the confluence
of indigenous Indian ideas and imports brought by
British colonialists and foreign-returned Indians who
traveled in the context of the colonial situation. The
ferment generated by the renaissance fueled the Indian
independence movement and is the context against
which contemporary Indian society is constituted. We
will examine India's vast contributions to contempo-
rary world culture against the backdrop of this fascinat-
ing period, reading the philosophy, art, theatre, poetry,
politics and religious texts this period produced. Pre-
requisites: at least two intermediate-level courses either
in philosophy or south Asian history, including Indian
history, literature, art or philosophy. Enrollment limited
to 15 juniors and seniors. (E) {L/H} 4 credits
Jay Garfield and Nalini Bhushan (Philosophy)
Offered Fall 2009
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Weil-Being
What is happiness? What is personal well-being? How
are they achieved? This course will examine the core
ideas of the Buddhist science of mind and how they are
being studied and employed by psychologists, neuro-
scientists, cognitive scientists and psychotherapists. The
focus of the course will be the notion of "happiness," its
cross-cultural and cross-disciplinary definition as well
as the techniques advocated for its achievement by both
the Buddhist and the psychologist. Prerequisite: PSY
111 or REL 105. Enrollment limited to 15 juniors and
seniors. (E) {S/N} 4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2009
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from U.S. cultural history, and learn, as a result, how
shared social meanings are created, commodified and
contested. Prerequisites: an introductory or methods
course in AAS, AMS, SWG, and/or prior coursework in
Presidential Seminars
any department focusing on race, gender and culture.
Enrollment limited to IS juniors and seniors. (E)
{H/L/S} 4 credits
Kevin Quasbie (Afro-American studies) and Susan
Van Drue (Study of Women and Gender)
Offered Spring 2010
PRS 306 Beowulf and Archaeology
The Old English poem Beowulfsurmes in a single
fire-scorched manuscript copied around the year 1000,
telling of the last king of a lost tribe once living in
southern Sweden. It may be the most expressive docu-
ment we possess for the cultural world of northern
Europe after the fall of Rome, but no one knows when,
where, by whom, or for whom it was first composed,
whether it reflects ancient legendary traditions or more
recent literary art. Our confidence in the historicity of
Beowulfhds been greatly enhanced in recent years by
the discovery of a rich ship burial at Sutton Hoo in East
Anglia, a huge timber hall at Lejre in Denmark and
other finds. We will examine the obscure world of this
old poem in the light of its emerging material context.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. I Juris (English)
Offered Spring 2010
PRS 307 Asian Americans and the Law
How has the legal system of the United States defined
the category of people we know as Asians and Asian
Americans? In this seminar we will explore Asian im-
migration, citizenship eligibility, and the development
of Asian American identity by studying how Asians and
Asian Americans themselves negotiated their status and
rights as lawyers, judges, scholars or litigants. We will
analyze judicial opinions, laws, historical writings, lit-
erary responses and academic studies. Previous course-
work in Asian American history, sociology, literature,
or government is recommended, though any junior or
senior with an interest in the law and American society-
would be welcome. Enrollment limited to 15. (E) {H/L}
4 credits
Floyd Cheung (English Language and literature)
and Georgia Yuan (General Counsel)
Offered Spring 2010
PRS 308 Urbanization in the 21st Century:
Comparative Prospects, Problems and Policies
Urban growth is Inextricably linked to economic de-
velopment, environmental impact, social change and
political conflict By 2050 world urban population will
double from 3 billion to 6 billion. Rates of urbaniza-
tion, problems associated with urban growth, and
policies to address those vary substantially. The urban
population in Japan and in Eastern Europe is projected
to fall. In the I I.S. and South America it is projected to
increase by half. In Sub-Saharan Africa and India it
is projected to triple. We will develop multidisciplinary
case studies of 2 lst-century urbanization. Enrollment
limited to 12 juniors and seniors majoring in social
sciences. (E) {S} 4 credits
Rundall Bartiett (Economics)
Offered Fall 2009
PRS 309 Art/Math Studio
This course is a combination of two distinct but related
areas of study: studio art and mathematics. Students
will be actively engaged in the design and fabrica-
tion of three-dimensional models that deal directly
with aspects of mathematics. The class will include
an introduction to basic building techniques with
a variety of tools and media. At the same time each
student will pursue an intensive examination of a
particular-individual-theme within studio art practice.
The mathematical projects will be pursued in small
groups. The studio artwork will be done individual ly.
Group discussions of reading, oral presentations and
critiques — as well as several small written assignments
will be a major aspect of the class. Prerequisite: Juniors
and seniors with permission of the instructor/s. Enroll-
ment is limited to 15. (E) {A/M} 4 credits
PauAtda (Mathematics) ami John Gibson (Studio Art)
Offered Spring 2010
344
Psychology
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
"-Jill G. de Yilliers, Ph.D. (Psychology and Philosophy)
"l Peter A. deVilliers, Ph.D.
Randy O.Frost, Ph.D.
Fletcher A. Blanchard, Ph.D., Chair
Mary Harrington, Ph.D.
Philip K. Peake, Ph.D.
*2 Patricia M. DiBartolo, Ph.D.
Bill E.Peterson, Ph.D.
Adjunct Professors
Maureen A Mahoney, Ph.D.
Marsha Kline Pruett Ph.D., M.S.L.
Associate Professors
Lauren E. Duncan, Ph.D.
MaryjaneWraga, Ph.D.
Nnamdi Pole, Ph.D.
"1 Byron L. Zamboanga, Ph.D.
Assistant Professor
Benita Jackson, Ph.D.
Lecturers
Beth Powell, PhD.
David Palmer, Ph.D.
Assistant in Statistics
David Palmer, Ph.D.
Research Associates
Robert Teghtsoonian. Ph.D.
Martha Teghtsoonian, Ph.D.
George Robinson, 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 prin-
ciples and findings in classical and contemporary psy-
chology Students must enroll in a discussion section.
Discussion sections are limited to 22. {N} 4 credits
Maryjane Wraga, Director
Byron L. Zamboanga. Nnamdi Pole, Peter de
Villiers
Offered Fall 2009
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 lll'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 241,
MTH 245 or SOC 201. Psychology majors have priority
for enrollment in PSY 190. Enrollment limited to 40.
{M} 4 credits
Philip Peake. Fall 2009
David Palmer. Spring 2010
Nicholas Horton, Spring 2010
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' psychology such as observational, experimental
and survey methods. Sections will differ in the par-
ticular content theme used to illustrate these methods.
PSY 1 1 1 or equivalent is required for PSY 192 and it
Psychology
345
is recommended that students take PSY 190/MTH 190
prior to enrolling in this course. Enrollments limited to
14 per section. {N} 4 credits
Fall 2009
Lauren Duncan. Content theme: Gender and Personality
Benita Jackson: Content theme: Health
fill de l filters: Content theme: Language
Patricia DiBartolo: Content theme: Abnormal/Clinical
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 20 1()
Spring 2010
Beth Powell. Content theme: Physiological/Animal Behavior
Bill Peterson: Content Theme: Personality and Development
Patricia DiBartolo: Content Theme: Abnormal/Clinical
Fletcher Blanchard: Content Theme: Social Psychology
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
//// de \ Uliers
Offered Spring 2010
210 Introduction to Neuroscience
An introduction to the organization and function of
the mammalian nervous system. An in-depth explo-
ration of the brain using multiple levels of analysis
ranging from molecular to cognitive and behavioral
approaches. An appreciation of how brain cells interact
to orchestrate adaptive responses and experiences will
be gained. Seniors require permission of the instructor.
This course has no prerequisites. {N} 4 credits
Adam Hall
Offered Spring 2010
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 PSY 111, PSY 233, PHI 100
or PHI 236 or pemiission of the instructor. {N} 4 credits
fill de Villiers
Offered Fall 2009
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 2011
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 and executive function.
Prerequisites: PSY 1 11; PSY 210 or PSY 221; PSY 221; or
permission of the instructor. {N} 4 credits
Maryjane Wraga
Offered Spring 2010
NSC 311 Neuroanatomy
A survey of the structural organization of the mam-
malian brain and the behavioral changes associated
with brain damage. Laboratory covers research tech-
niques in neuroanatomy. Prerequisites: 210 or 11 1. an
introductory BIO course or pemiission of the instructor.
Enrollment limited to 20. Laboratory sections limited to
10. {N} 5 credits
Benjamin Rood
Offered Fall 2009
NSC 312 Seminar in Neuroscience
topic: Biological Rhythms
Molecular, physiological and behavioral studies of
arcadian andcirca-annual rhythms. Prerequisites:
NSC 230 and a course in statistics and pemiission of
the instructor. Enrollment limited to 12. {N} 4 credits
Mary Harrington
Offered Fall 2009
346
Psychology
314 Seminar in Foundations of Behavior
Cognition in Film
This seminar explores the cognitive processes underlying
human perception and comprehension of film, the tech-
niques film makers use to capitalize on these processes,
as well as the general portrayal of cognition by film mak-
ers. 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-century film. Prerequisite: PSY 218 or
PSY 219 or permission of the instructor. {N} 4 credits
Maryjane Wraga
Offered Spring 2010
Autism Spectrum Disorder
This seminar discusses research on the neuro-cognitive
basis of autism spectrum disorders, considering genetic,
neuroscientific, psychological and linguistic factors in
their etiology7 and characterization. Topics will include
the history of the diagnosis, the incidence of the disor-
ders, cross-cultural conceptions of autism, studies of
the underlying neural mechanisms, and the cognition
and language of children with ASD. Prerequisites: One
of PSY 213, PSY 233 or PSY 253 or permission of the
instructor. {N} 4 credits
Peter de Villiers
Offered Spring 2010
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 Fall 2010
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 US} 4 credits
Tim Bacon
Offered Fall 2009
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. iMajor 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 2009, Fall 2010
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 2010, Spring 201 1
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 Palmer
Offered Fall 2009, Fall 2010
225 Health Psychology
Health psychology is a burgeoning field that examines
associations between psychosocial factors and health.
This course will provide a broad overview using the
basic concepts, theories, methods and applications of
health psychology. We will critically examine state-of-
the-art research and as well as current gaps in knowl-
edge to explore topics including: definitions of health
and illness; stress and coping; health behaviors; how
the mind influences specific physical health condi-
Psychology
347
tions and vice versa; patient-practitioner relations; and
health promotion. Emphasis will be placed on the ways
psychological factors interact with the social, cultural.
economic and environmental contexts of health. {N/S}
4 credits
Benita Jackson
Offered Spring 2009, Spring 2011
324 Seminar: Society, Psychology and Health
Worldwide disparities in chronic physical health out-
comes (such as cancer and asthma) are growing as a
function of race/ethnicity, socioeconomic status, gender
and other social categories. To understand these and
related issues, we will examine the social distribution
of health and illness. We will focus on how environ-
ments— social, cultural and physical — shape psycho-
logical factors which in turn influence physical health.
Emphasis will be placed on critically evaluating and
applying primary empirical sources to a social change
project targeting the Smith campus and conducted in
teams. Prerequisite: PSY 192 or equivalent; or PSY 221,
224 or 225; or permission of the instructor. Enrollment
limited to 12. {N/S} 4 credits
Benita Jackson
Offered Fall 2009, Fall 2010
325 Research 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 permission of the instructor. {N/S} 4 credits
Benita Jackson
Offered Spring 2009, Spring 201 1
AAS 366 Seminar: Contemporary Topics in Afro-
Americana Studies
Topic: Stress and Coping of Black Women in the
United States. This interdisciplinary course will exam-
ine the stress and coping of black women in the U.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 by black wom-
en of the African Diaspora in the U.S., the multitude of
coping strategics employed by these women, and their
resilience in the face of such stress. Emphasis will be
placed on the ways in which psychological factors in-
teract with the social, cultural, economic, and environ-
mental contexts of stress and coping. This course will
examine multidisciplinan literature (e.g.. psychology,
Afro-American studies, sociology, women's studies) as
well as current knowledge gaps in this area. Prerequi-
site: AAS 1 1 1, PSY 1 1 1 or permission of the instructor.
Not offered in 2009-10
C. Culture and Development
PHI 210 Issues in Recent and Contemporary Philosophy
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. (E) {S} 4 credits
Not offered in 2009-10
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. Viewed from biological, cognitive
and cultural perspectives. One observation period to be
arranged. {S/N} 4 credits
Peter de Villiers
Offered Spring 2010, Spring 201 1
EDC 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
Man Rudnitsky
Offered Fall 2009
348
Psychology
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 social changes of this phase.
Emphasis will be given to cultural diversity issues and
multicultural concepts in adolescent psychology and
development. Prerequisite: PSY 111. {S/N} 4 credits
Byron L. Zamboanga
Offered Spring 2011
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 2009, Fall 2010
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. {S} 4 credits
Bill Peterson
Offered Spring 2010, spring 2011
247 Psychology of the Black Experience
Designed to facilitate an understanding of Afro-Amer-
ican 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 generated
by psychologists attempting to redefine the study of the
black experience. {S/N} 4 credits
NnamdiPole
Offered Spring 2010, Spring 201 1
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. Prerequi-
site: permission of the instructor. {N} 4 credits
Bill Peterson
Offered Fall 2009, Fall 2010
335 Research Seminar in the Study of Youth and
Emerging Adults
An introduction to research techniques and writing
through the discussion of current research, and design
and execution of original research in drinking behav-
iors and alcohol-related cognitions among high school
and college students. Prerequisites: PSY 290, 241, 190,
192, 111 and permission of the instructor. {N} 4 credits
Byron L. Zamboanga
Offered Spring 2011
342 Seminar: Psycholgy of Adolescence and Emerging
Adulthood among U.S. Hispanics
Adolescence is a time of dramatic development whereby
young people experience multiple changes in their
physical, psychological and social worlds. In the U.S.,
this age period presents adolescents with exciting op-
portunities for growth, as well as challenges to healthy
development. In an attempt to broaden our under-
standing of developmental and cultural processes dur-
ing adolescence, this course will examine the construct
of ethnic identity and acculturation, as well as their
relevance to psychosocial adjustment among Latino
adolescents and emerging adults. Prerequisites: PSY
111, PSY 241, PSY190/192. Enrollment limited to 12.
(E) {S} 4 credits
Byron L Zamboanga
Offered Spring 2011
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 2009
Psychology
*49
252 Abnormal Psychology
A stuck 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: 1 1 1. {N} 4 credits
Randy Frost
Offered Fall 2009, Fall 2010
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 permission of the instructor. {N} 4 credits
Patricia DiBartolo
Offered Spring 2010
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
Randy Frost
Offered Spring 2010
352 Seminar in Advanced Clinical Psychology
Topic: Divorce as Family Transition. Examination of
research and clinical knowledge relevant to child and
family transitions and adaptation following divorce. We
will focus on risk and protective factors with a special
focus on children, legal and psychological interven-
tions and various roles for the mental health profes-
sional. Prerequisite: 1 1 1 and 252 or 254. Permission of
the instructor required. {N} 4 credits
Marsha Kline Pruett
Offered Spring 2010
354 Seminar in Advanced Abnormal Psychology
Topic: 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 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
alsobeaddivsscil. Prerequisites; 252 or 254. Permission
of the instructor required {N} 4 credits
Randy Frost
Offered Fall 2009, M 2010
358 Research Seminar in Clinical Psychology
An introduction to research methods in cluneal psy-
chology and psychopathology. Includes discussion of
current research as well as design and execution of
original research in selected areas such as anxiet\ dis-
orders, PTSD and depression. Prerequisite: 192 and 252
and permission of the instructor. {N} 4 credits
Patricia DiBartolo, Nnamdi Pole and Randy Frost
Offered Fall 2009, Spring 2010
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 development
of gender roles and stereotypes, and the impact of dif-
ferences in power within the family, workplace and pol-
itics on women's lives and mental health. This course
will emphasize how psychologists have conceptualized
and studied women and gender, paying attention to
empirical examinations of current controversies (e.g.,
biological versus cultural bases of gender differences).
Prerequisite: PSY 1 1 1 or SWG 1 50. {S/N} 4 credits
Lauren Duncan
Offered Spring 2010, Spring 201 1
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 widi emphasis on issues of race and
ethnicity. We will encounter theories and research con-
cerning the processes of self-and-other categorization,
self-identity, stereotyping, prejudice and strategies from
the reduction of intergroup hostility that these approach-
es inform. Enrollment limited to 18. {S/N} 4 credits
Fletcher Blancbard
Offered Fall 2009. Fall 2010
270 Social Psychology
The stud} of social behavior considered from a psy-
chological point of view. Topics include interpersonal
behavior, intergroup behavior and social cognition.
Prerequisite: PSY 1 1 1 or PS\ 269- {N} 4 credits
Fletcher Blancbard
Offered Fall 2009
350
Psychology
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 2009, Fall 2010
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 2009-10
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Weil-Being
What is happiness? What is personal well-being? How
are they achieved? This course will examine the core
ideas of the Buddhist science of mind and how they are
being studied and employed by psychologists, neuro-
scientists, cognitive scientists and psychotherapists. The
focus of the course will be the notion of "happiness," its
cross-cultural and cross-disciplinary definition as well
as the techniques advocated for its achievement by the
Buddhist and the psychologist. Prerequisite: PSY 111 or
REL 105. Enrollment limited to 15 juniors and seniors.
(E) {S/N} 4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2009
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, Spring 201 1
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 2010, Spring 2012
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 2010, Spring 201 1
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 2010, Spring 2011
375 Research Seminar on Political Psychology
An introduction to research methods in political psy-
chology. Includes discussion of current research as well
as design and execution of original research in selected
areas such as right wing authoritarianism, group con-
sciousness and political activism. Prerequisites: PSY 192
or GOV 190 and PSY 266, 270 or 271 and permission of
the instructor. Enrollment limited to 16. {N} 4 credits
Lauren Duncan
Offered Fall 2009, Fall 2010
Psychology
351
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: PSY190A1TH 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
Katharine Halvorsen. Fall 2009
David Palmer, Fall 2010
Offered Fall 2009, Fall 2010
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
The Major
Advisers: Members of the department
Adviser for Study Abroad: Fletcher Blanchard
Basis: 111. PSY 190/MTH 190 and 192 or NSC 230.
stantive 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 depart-
ment Students are strongl) advised to work with their
major adviser to define their program of stud) for the
major One course in the track of depth must be a semi-
nar. Although we discourage the use ol the S/U option
for courses in the major, students are allowed to take
one non-basis course S/T. 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
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.
Honors
Director: Patricia DiBartolo
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, as
well as adequate depth in at least one track. Normally,
breadth is achieved by selecting at least one course
from four of the five auricular tracks, A-E. Depth is
achieved by selecting at least three courses in a sub-
431 Honors Project
8 credits
Offered each Fall
432d Honors Project
12 credits
Pull-year course; Offered eacl
\ear
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures
352
Public Policy
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit vmw.smith.edu/catalog for current course information.
Director
Donald Baumer, Professor of Government
Lecturer
Paul Newlin, MA
Advisers
Randall Bartlett, Professor of Economics
fl 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 2009
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 repre-
sentation 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 2010
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 2010
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 read-
ing and class participation will be required. Enrollment
limited to 20 students. {H/S} 4 credits
Paul Newlin
Offered Spring 2010
ECO 284 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
Susan Stratton Sayre
Offered Spring 2010
Public Policy
553
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) 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 Knvironmen-
tal Science and Policy {S} 4 credits
Leslie Kmg
Offered Spring 2010
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 2009
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 Bautner
Offered Spring 2010
EGR 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 Enrollment limited
to 12. Offered in alternating years. (E) {N} 4 credits
Donna Riley
Offered Spring 2010
ECO 343 Seminar: The Economics of Global Climate
Change
se global climate change has the potential to af-
fect every person In even 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){S} 4 credits
Not offered 2009-10
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
signal7), 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 2009-10
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
To be announced
Offered Spring 2010
400 Special Studies
By permission of the director.
variable credit
Offered both semesters each year
354 Public Policy
The Minor
Director: Donald Baumer, Professor of Government
Advisers: Randall Bartlett (Economics); Donald
Baumer (Government); Deborah Haas-Wilson (Eco-
nomics)
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 or an alternate
selected in consultation with a minor adviser.
355
Quantitative Courses for
Beginning Students
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
The following courses engage students in quantitative
analysis. Note, some may 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 2009
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 2009
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 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 various micros-
copies, we will examine different muscle cell types. We
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. {H}
Stylianos Scordilis
Offered Fall 2011
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. Enrollment limited to 60 per lecture section, 16 per
lab section. {N} 5 credits
Members of the department
laboratory Coordinator: .Maria Bickar
Offered Fall 2009, Fall 2010
CHM 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 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 Ihe
laboratory deals with synthesis, physical properties and
kindicv The course is designed to prepare students for
CHM 222 223 as well as replace both CHM HI and
CHM 224. A student who passes l is cannot takeeither
356
Quantitative Courses for Beginning Students
111 or 224. Enrollment limited to 32. {N} 5 credits
Robert Linck
Laboratory Coordinator: Heather Shafer
Offered Fall 2009, Fall 2010
EC0 150 Introductory Microeconomics
How and how well do markets work? What should gov-
ernment do in a market economy? How do markets 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 is-
sues, 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, govern-
ment (monetary and fiscal) policies should be pursued
in order to achieve low inflation, full employment, high
economic growth and rising real wages. {S} 4 credits
Members of the department
Offered both semesters each year
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 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 2009-10
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 modem societies
have been constructed were made in prehistoric times.
Ancient inventions tell detailed stories of complex
knowledge for which no written records exist. In the
first part of the course, we will survey what is known
about the technology of daily life in several very ancient
societies. In the second part, we will study one 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 2009-10
ESS 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
Jamesjohnson
Offered Fall 2009
ESS 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 114,
111, or permission of the instructor. This course also
counts toward the major in biology. {N} 4 credits
Jamesjohnson
Not offered 2009-10
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,
Quantitative Courses for Beginning Students
357
field observation and discussion. Enrollment limited to
16. Quantitative Skills. 4 credits
Fletcher Blancbard (Psychology)
Not offered 2009-10
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 2010, Spring 201 1
MTH 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
of the instructor required. This course does not carry a
Latin Honors {M} designation. 4 credits
Catherine McCune
Offered Fall 2009, Spring 2010
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
Man Murphy
Offered each Fall
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
experimental design. The class meets m a computer
lab and emphasizes using the computer for analysis
ot 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
7b be announced
Offered Fall 2009
MTH 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
MTH 190 PSY 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 Hor to) i. Katherine Halvorsen, Paint
Palmer. Philip Peake
Offered both semesters each year
SOC 201 Evaluating Information
An introduction to statistical and other strategies for
summarizing and evaluating sociological data. Topics
include descriptive statistics, probability theory, correla-
tion, presentation and assessment of research findings.
deduction and induction, error and bias, confidence.
{M} 5 credits
Nancy Wbittier
Offered Fall 20(H). Fall 2010
358
Quantitative Courses for Beginning Students
SOC 202 Quantitative Research Methods
This course explores both the philosophy and practice
of research methods. The first part of the course focuses
on the scientific method and positivism as a model for
social research and contemporary techniques of this
model. Here we will discuss alternative social science
paradigms and the relationship between sociological
theory and research methods. The second part of the
course focuses on the practice of quantitative research
methods. Students will design and carry out a research
project using survey methodology, along with exercises
in additional quantitative methods. Prerequisite: 201.
{S/M} 4 credits
Tina Wildhagen
Offered Spring 2010, Spring 2011
359
Religion
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Carol G. Zaleski, Ph.D.
*2 Peter N. Gregory, Ph.D.
1 Jamie Hubbard, Ph.D. (Professor of Religion and
Yehan Numata Professor of Buddhist Studies), Chair
- Lois C.Dubin, Ph.D.
Tl JoelS. Kaminskv, Ph.D.
Associate Professors
Vera Shevzov, Ph.D.
"l"2 Andy Rotman, Ph.D.
Suleiman Ali Mourad, Ph.D.
Lecturers
L Scott Brand
Elizabeth E. Carr, Ph.D.
Gregg Gardner
Jody Shapiro
Research Associates
Benjamin Braude, Ph.D.
Philip Zaleski, B.A.
Edward FekUl.H.L
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 espe-
cially recommended for those students planning to
major or minor in religion. For more information on
language study, see "Language Courses."
100-Level Courses
Introduction to the Study of Religion
105 An Introduction to World Religions
An exploration of the religious texts and practices of
major traditions (Hindu, Buddhist, Chinese, Jewish,
Christian, Islamic) as well as those of smaller, more
localized communities. Diverse forms of classical and
contemporary religious experience and expression are
analyzed through texts, rituals and films as well as
through fieldwork. Consideration will also be given to
the role of religion in the American public sphere and
in current world events. {H} 4 credits
Lois Dubin. Suleiman Mourad, Carol Zaleski
Offered Fall 2009
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
Women Christian 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 Carr
Offered Spring 2010
FYS 174 The Muslim World in the Age of the Crusades:
Encounters, Influences and Lasting Legacies
An exploration of the religious, political, social and
cultural impact of the Crusades on the Muslim World
from 1()()^ CE until the ptesenl day. Special attention to
the variety of Muslim reactions to the Crusades, to the
effects of the Crusades on the course of Islamic history
and religious thought, and to cross-cultural interac-
tions and influences. The enduring legacy of the Cru-
sades in iiKxlem times including the rise of religious
360
Religion
discourses that were foundational for the perception
and treatment of the "other" in Christian and Muslim
cultures. Religious and historical texts, films, novels.
{H} 4 credits
Suleiman Mourad (Religion)
Offered Fall 2009
200-Level Courses
No prerequisites unless specified.
Religious Studies: Critical and
Comparative
200 Colloquium: Approaches to the Study of Religion
Topic: Manufacturing Religion. This course is an
introduction to various approaches that have charac-
terized 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, psychology7
and phenomenology. The second part examines the ap-
plication of these approaches to the study of particular
religious phenomena. {H/S} 4 credits
Andy Rotman
Offered Fall 2009
202 Religion and Folklore
This course offers a thematic inquiry into the folk di-
mension of religious life. Using the tools of folklorists to
examine cross-cultural ethnographic material, we will
explore how ordinary people "on the ground" make
religious meaning of time (calendar customs, the life
cycle), space (material culture, the natural world and
the built environment) and embodiment (foodways,
adornment, health and healing). (E) {H/L} 4 credits
Jody Shapiro
Offered Fall 2009
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 Spring 2010
208 The Inklings: Religion and Imagination in the
Works of C.S. Lewis, J.R.R. Tolkien and Their Circle
The Inklings were a group of Oxford intellectuals who
met in the Magdalen College rooms of the literary
historian, apologist and fantasist C.S. Lewis to read
aloud and discuss their works in progress (Woe Lord of
the Rings, Out of the Silent Planet, All Hallow s Eve,
among others). This course examines the Inklings'
shared concerns, among them mythology, philology,
recovery of the Christian intellectual tradition and
resistance to "the machine." Readings include essays
and letters by Tolkien, Lewis, Charles Williams, Owen
Barfield and quasi-Inkling Dorothy Savers, as well as
selections from their major works of fiction, theology
and criticism. Enrollment limited to 25. {H/L} 4 credits
Carol Zaleski
Offered Spring 2010
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 sur-
vey of the Hebrew Bible and its historical and cultural
context. Critical reading and discussion of its narrative
and legal components as well as an introduction to the
prophetic corpus and selections from the wisdom litera-
ture. {H/L} 4 credits
JoelKaminsky
Offered Fall 2010
215 Introduction to the Bible II
The literature of the New Testament in Jewish and
Greco-Roman context. This course will emphasize
literary genre, images of gender and social hierarchy,
and continuity with and distinction from Greco-Roman
Jewish texts. Enrollment limited to 25. {H/L} 4 credits
L. Scott Brand
Offered Fall 2009
216 Topics in Biblical Studies
Topic: Archaeology and the Bible. This course explores
the material culture of the peoples who lived in ancient
Religion
361
Palestine from the Israelite through Roman-Byzantine
eras (c. 1000 B.C.E. to 640 C.E.). We will consider the
latest archaeological finds from Israel and the Medi-
terranean basin, including the ruins of great cities.
temples, ancient churches and synagogues, and color-
ful mosaic artwork. Special attention will be given to a
critical evaluation of the ways that archaeology can —
and cannot — illuminate the key people, places, and
events mentioned in biblical and post-biblical texts.
{L/H} 4 credits
Gregg Gardner
Offered Fall 2009
Jewish Traditions
221 Jewish Spirituality: Philosophers and Mystics
The rise of Jewish philosophy and mysticism (Kab-
balah) in the Islamic world and in medieval Spain and
the development of these theological and intellectual
trends as decisive influences upon all subsequent forms
of Judaism. Analysis of Jewish philosophy and mysti-
cism as complementary yet often competing spiritual
paths. Expressions of philosophy and mysticism in
individual piety, popular religious practice and com-
munal politics. Readings from Maimonides, the Zohar
and other major works, as well as personal documents
of religious experience and thought. All readings in
English. {H} 4 credits
Lois Dubin
Offered Fall 2009
REL 225/ JUD 225 Jewish Civilization
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 (Bible, Talmud, midrash, Passover Haggadah,
mystical and philosophical works, Hasidic tales) and
from modem Jewish literature, thought and popular
culture. Focuses on dynamics of religious, cultural and
national reinvention at specific moments and places in
Jewish history. {H/L} 4 credits
Justin Cammy
Offered Spring 2011
Christian Traditions
237 Colloquium: Christianity and Culture
Topic. Gnostic Christianity. The literature of the vari-
ous Gnostic sects within ancient Christianity, as evi-
denced by writings from the Nag Hammadi manuscript
discovery and other sources. Particular attention to
continuities with ancient Greek philosophy, and with
other sapiential and apocalyptic traditions, both Jewish
and Christian. (E) {H/L} 4 credits
L Scott Brand
Offered Fall 2009
Islamic Traditions
246 Islamic Thought and the Challenge of Modernity
Major themes addressed by Muslim thinkers since
the 18th century, such as Islamic reform and revival,
the encounters with colonialism and imperialism,
nationalism and other modern ideologies; and Islamic
discussions of modernity, liberalism, conservatism,
fundamentalism and militancy. Reading of primary
sources in translation. {H} 4 credits
Suleiman Mourad
Offered Spring 2010
247 The Qur'an
The Qur'an, according to the majority of Muslims, is
God's word revealed to Muhammad through angel
Gabriel over a period of 22 years (610-632 CE). This
course will introduce students to Islam's scriptural text:
its content, form, structure and history. It will also situ-
ate the Qur'an in the larger frame of the genre of Scrip-
ture: What does it mean for a text to be revealed? Study
of the Qur'an as a seventh-century product, as well as
the history of reception of this text. Analysis of its vary-
ing impact on the formulation of Islamaic salvation
history, law and legal theory, theology, ritual, intellec-
tual trends and art and popular culture. {H/L} 4 credits
Suleiman Mourad
Offered Spring 2010
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 2009
264 Buddhist Meditation
This course will explore classical and contemporary
forms of Buddhist meditation theorj and practice. It
will examine both classical formulations and contem-
porary expositions with an eye to seeing how the theory
362
Religion
and practice of Buddhist meditation are being adapted
to fit the needs of people today. Enrollment limited to
25. {H} 4 credits
Peter N. Gregory
Offered Fall 2009
265 Colloquium in East Asian Religions
Topic: Chinese Religions. The course will explore
some of the basic orientations and themes in Chinese
religions by focusing on two clusters of stories, prac-
tices and images that are central to understanding the
evolution of Chinese Buddhism. First we will examine
the transformation of the Indian Buddhist bodhisattva
Avalokitesvara into the Goddess of Mercy Guanyin by in-
vestigating how Buddhist canonical sources and imagery
interacted with Chinese notions of gender, family, filial
piety and cosmic resonance to produce the most widely
revered deity in Chinese religion. We will then examine
various practices for feeding hungry ghosts associated
with Mulian's (Maudgalyayana) travel to hell to save his
mother, which we will explore within the broader context
of indigenous beliefs and practices concerning ancestors,
the dead, mortuary practice and shamanic journeys.
The course will use these two "case studies" to reflect on
broader themes of how Chinese Buddhism both trans-
formed and was transformed by Confucianism, Daoism
and popular religious culture. {H} 4 credits
Peter N. Gregory
Offered Spring 2010
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 an-
cient times to the classical period. Readings will include
materials from the Vedas, Upanishads, 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 2009
Religion in the Americas
224 Jews and Judaism in the Americas
A survey of Jewish history and culture from the arrival
of Jews in the colonial empires in South, Central and
North America (16th — 17th centuries) through the era
of mass immigration to the U.S., Canada and Argentina
(late 19th— early 20th centuries) to the present day. How
did Jews adapt and contribute to New World societies,
and what distinctive patterns of Jewish religion, culture,
and politics have emerged in the Americas? {H} 4 credits
Lois Dubin
Offered Spring 2010
266 Buddhism in America
Almost fifty different Buddhist groups can be found
within a 20-mile radius of the Smith campus. This class
will explore the way Buddhism is practiced and concep-
tualized by some of the more prominent and representa-
tive groups in the area as a perspective from which to
reflect on the broader phenomenon of Buddhism in
America. It will involve participant observation, field
trips and class visits from some of the area teachers.
Enrollment limited to 25 students. {H} 4 credits
Peter N. Gregory
Offered Spring 2010
300-Level Courses
Prerequisites as specified.
301 Seminar: Topics in Philosophy of Religion
Topic: The Catholic Philosophical Tradition. Faith and
reason, worship and the intellectual life, the dignity of
the human person, and the beatific vision according
to major Catholic thinkers. Readings from Augustine,
Anselm, Aquinas, Pascal, John Henry Newman, G.K.
Chesterton, SimoneWeil, Karol Wojtyla (Pope John
Paul II) and others. Prerequisite: previous coursework
in religion or philosophy or permission of the instruc-
tor. {H} 4 credits.
Carol Zaleski
Offered Fall 2009
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Weil-Being
Presidential Seminar: What is happiness? What is per-
sonal well-being? How are they achieved? This course
will examine the core ideas of the Buddhist science of
mind and how they are being studied and employed
by psychologists, neuroscientists, cognitive scientists
and psychotherapists. The focus of the course will
be the notion of "happiness," its cross-cultural and
cross-disciplinary definition as well as the techniques
advocated for its achievement by both the Buddhist
and the psychologist. Prerequisite: PSY 111 or REL 105.
Religion
363
Enrollment limited to IS juniors and seniors. (E) {S/N}
4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2009
320 Seminar: Jewish Religion and Culture
Topic: Jewish Women's History. An exploration of Jew-
ish women's changing social roles, religious stances
and cultural expressions in a variety of historical set-
tings from ancient to modem times. How did Jewish
women negotiate religious tradition, gender and cul-
tural norms to fashion lives for themselves as individu-
als and as family and community members in diverse
societies? Readings from a wide range of historical, reli-
gious, theoretical and literary7 works in order to address
examples drawn from biblical and rabbinic Judaism,
medieval Islamic and Christian lands, modem Europe,
America and the Middle East. {H} 4 credits
Lois Dubin
Offered Spring 2010
360 Seminar: Problems in Buddhist Thought
Topic: Enlightenment. Buddhists the world over
understand the Buddha as an enlightened being and
Buddhahood as the highest goal of Buddhist practice,
but there is little agreement beyond this. What do Bud-
dhas know? Is enlightenment our innate nature or a
nurtured quality? Is nirvana a state of joyous ecstasy
or the elimination of all passions and pleasures? Can
women be Buddhas? How can a Buddha simultane-
ously be free from all desire yet want to save all beings?
Can Buddhas be found in the world today? Does this
ideal still make sense in light of contemporary' psychol-
ogy? Is Prozac easier and faster than meditation? We
will explore contemporary views of Buddhahood as well
as earlier ideas drawn from the classical Theravada,
Tibetan and East Asian traditions. Prerequisite: one
course in Buddhist traditions or permission of the in-
structor. {H} 4 credits
Jamie Hubbard
Offered Spring 2010
400 Special Studies
By permission 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
Bj permission of the department, normally tor 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 modem 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 intro-
ductory' course in addition to the credit received for the
advanced course (counted in courses 7-10). Students
interested in pursuing courses at an advanced level in
a particular language should contact the appropriate
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
elective outside the department (courses 11-12).
The Major
Advisers: Lois Dubin, Peter N. Gregory, Jamie Hubbard,
Joel Kaminsky, Suleiman Mourad, Andy Rotman, Vera
Shevzov, Carol Zaleski
Adviser for Study Abroad: Peter Gregory
Requirements for Majors
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.
364
Religion
Colloquium (Course 5)
A student will take Approaches to the Study of Religion
(REL200).
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 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.
PHI 124 History of Ancient and Medieval Philosophy
Language course related to concentration
The Minor
Advisers: Same as for the major
Requirements for Minors
Five 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.
Honors
Director: Peter N. Gregory
430d Honors Project
8 credits
Full-year course; Offered each year
Students should check current offerings by other pro-
grams and departments. Examples include:
ARH 2 1 2 Ancient Cities and Sanctuaries
ARH352 Studies in Art History
CLS227 Classical Mythology
GOV 224 Islam and Politics in the Middle East
GOV 323 Warring for Heaven and Earth: Jewish and
Muslim Political Activism in the Middle East
JUD 258 American Jewish Literature
MUS 220 Topics in World Music— Popular Music in
the Islamic World
431 Honors Project
8 credits
Offered each Fall
The religion department encourages majors to apply
to the departmental honors program and engage in a
significant research project of their own design. Stu-
dents in the honors program develop, research, write,
and defend a thesis in close consultation with a faculty
mentor. For further details please contact the director
of honors.
365
Russian Language and Literature
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
"' Maria Nemcova Banerjee, Ph.D.
Alexander Woronzoff-Dashkoff, Ph.D., Chair
Senior Lecturer
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 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
Catherine 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 2009
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 2010
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 2009
Topic: Readings of Pushkin
Discussion, conversation, oral reports, papers. Prerequi-
site: 332 or permission of the instructor.
Catherine Woronzoff-Dashkoff
Offered Spring 2010
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, Tlirgenev, Tolstoy, Dostoevsky and Chekhov.
In translation. {L} 4 credits
Alexander Woronzoff-Dashkoff
Offered Fall 2009
127 Readings in 20th-century Russian Literature
Topic: Literal u re and Revolution. The theme of revo-
lution as a central concern of Soviet literature. Authors
treated include Gorky, Bely, Blok, Mayakovsky, Pilnyak,
Zamiatin, Gladkov, Babel, Sholokhov, Pasternak, Sol-
zhenitsvn. In translation. {L} 4 credits
Alexander Woronzoff-Dashkoff
Not offered 2009-10
366
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 in 2009-10
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
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 2009-10
239 Major Russian Writers
Russia?! Culture, Literature and Art
A study of Russian culture from medieval times to the
present through its major writers. Emphasis will be
given to artistic, historical, geographical, social and
spiritual forces in the development of Russian culture.
Course material will include primary texts as well as
audio-visual presentations. Conducted in English. No
prerequisites. {L} 4 credits
Alexander Woronzoff-Dasbkoff
Offered Fall 2009
Women s Memoirs and Autobiographical Writings
in Russia
A study of Russian culture, history and literature
through outstanding examples of women's autobio-
graphical writings from the 18th to the 20th century.
The course will focus on issues of gender, class, race
and disguise, among others. Authors to include Cathe-
rine II, Ekaterina Dashkova, Nadezhda Durova, Marina
Tsvetaeva, Anna Akhmatova, Evgeniia Ginzburg and
Yelena Khanga. {L} 4 credits
Alexander Woronzoff-Dasbkoff
Offered Fall 2009
340 Seminar in Russian Thought
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, Tlirgenev's On The Eve, Chernyshevsky's What
Is To Be Done?, Dostoevsky's A Gentle Spirit and Tol-
stoy's The Kreutzer Sonata. These novelistic narratives
will be supplemented with theoretical essays by Be-
linsky, J.S. Mill, Schopenhauer and Vladimir Soloviev.
{F/L} 4 credits
Maria Banerjee
Not offered in 2009-10
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 of Cleves, Goethe's Faust, Tolstoy's War and
Peace. Prerequisite: CLT 202/ENG 202. {L} WI 4 credits
Maria Banerjee William Oram
Offered Spring 2010
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 The Un-
bearable Lightness of Being.
Maria Banerjee
Offered Spring 2010
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 pennission of the department, for majors who have
had four semester courses above the introductory level.
8 credits
Full-year course; Offered each year
Russian Language and Literature
367
The Majors
Adviser for Study Abroad: Alexander Woronzoff-
Dashkoff
Courses Elsewhere
Courses in the Five-College consortium, on approved
programs abroad, or at other institutions may count
toward the major. A student's petition to count such
a course must be approved by the major adviser and
the Department of Russian. Normally, at least six of
the courses toward the major shall be taken at Smith
College.
Russian Literature
Advisers: Members of the department
Basis: 220y, 126 and 127
Required courses: 331 and 332 and one semester of
338 and two of the following: 234, 235, 236, 237, 238,
239, CLT 223, CLT 305, CLT 203
One required seminar: 340, 346, HST 340, REL 335
Strongly recommended: HST 239, HST 245, 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, GOV
223, HST 239, HST 240, HST 245, HST 247, REL 236
One required seminar: 340, 346, ECO 309, HST 340,
REL 335
Honors
Director: Maria Nemcova" Banerjee
431 Honors Project
8 credits
Full-year course; Offered each year
Russian Literature or Russian
Civilization
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Strongly recommended: 338
368
Science Courses for
Beginning Students
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
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
Modem Biology for the Concerned Citizen
Economic Botany: Plants and Human Affairs
Introductory Colloquia: Life Sciences for the
21st Century
Horticulture: Landscape Plants and Issues
Horticulture: Landscape Plants and Issues
Laboratory
Horticulture
Horticulture Laboratory
Cells, Physiology and Development
Cells, Physiology and Development
Laboratory
Genetics, Genomics and Evolution
Genetics, Genomics and Evolution
Laboratory
Biodiversity, Ecology and Conservation
Biodiversity, Ecology and Conservation
Laboratory
BIO
L03
BIO
110
BIO
L20
BIO
121
BIO
122
BIO
123
BIO
150
BIO
151
BIO
152
BIO
153
BIO
154
BIO
1SS
CHM 111
Chemistry I: General Chemistr
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
ESS 175 Applied Exercise Science
GEO 104 Global Climate Change: Exploring the Past,
the Present and Options for the Future
Natural Disasters
Extraordinary Events in the History of
Earth, Life and Climate
GEO 108 Oceanography: An Introduction to the
Marine Environment
The Environment
Introduction to Earth Processes and History
Geology in the Field
GEO 105
GEO 106
GEO 109
GEO 111
FYS 134
CHM 100 Perspectives in Chemistry
CHM 108 Environmental Chemistry
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
Research
PHY 100 Solar Energy and Sustainability
PHY 105 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
369
Sociology
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
I
Professors
Richard Fantasia, Ph.D.
t2 Nancy \Vhittier. Ph.D.
Associate Professors
Marc Steinberg, Ph.D. .Chair
t2GinettaCandelario. Ph.D. (Sociology and Latin
American Studies)
*' Leslie King, Ph.D.
Assistant Professors
EevaSointu, Ph. I).
Tina Wildhagen, Ph.D.
Payal Banerjee, Ph.D.
Lecturers
Jonathan Wynn. Ph.D.
Joshua Carreiro
Vanessa Adel
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
Pared Banerjee, Vanessa Adel. Tina Wildhage?i. Fall
2009
Marc Steinberg. Joshua Carreiro. Spring 2010
Offered both semesters each year
201 Evaluating Information
An introduction to statistical and other strategies for
summarizing and evaluating sociological data. Topics
include descriptive statistics, probability theory, correla-
tion, presentation and assessment of research findings,
deduction and induction, error and bias, confidence.
{M} S credits
Nancy Wbittier
Offered Fall 2009, Fall 2010, Fall 201 1
202 Quantitative Research Methods
This course explores both the philosophy and practice
of research methods. The first part of the course focuses
on the scientific method and positivism as a model for
social research and contemporary techniques of this
model. Here we will discuss alternative social science
paradigms and the relationship between sociological
theory and research methods. The second part of the
course focuses on the practice of quantitative research
methods. Students will design and carry out a researcl i
project using survey methodology, along with exercises
in additional quantitative methods. Prerequisite: 201
{S/M} 4 credits
Tina Wildbagen
Offered Spring 2010, Spring 201 1
203 Qualitative Methods
This course offers a basic explanation of qualitative re-
search methods with a focus on the practical elements
of ethnographic analysis. Organized in a workshop
format, it includes research design, the art of observa-
tion, interviewing techniques, the analysis of visual
data and multi-method approaches. The relationship
between and theory and practice and the necessity of
ethical considerations in sociological research will be
stressed throughout. Prerequisite: 201. {S} 4 credits
Richard Fantasia . Spring 2010
EevaSomiu, Spring 2011
Offered Spring 2010. Spring 2011
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
370
Sociology
mobility, class consciousness, class reproduction and
the place of race and gender in the class order. {S}
4 credits
Joshua Carreiro
Offered Fall 2009
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 Candetario
Offered Spring 2010
214 Sociology of Hispanic Caribbean Communities in
the United States
This service learning course surveys social science re-
search, literary texts and film media on Cuban, Domini-
can 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. Stu-
dents are required to dedicate four (4) hours per week to
a local community based organization. {S} 4 credits
Ginetta Candetario
Offered Fall 2009
216 Social Movements
This course provides an in-depth examination of major
sociological theories of collective action and social move-
ments. Emphasis will be placed on the analysis of social
movement dynamics including recruitment and mobi-
lization, strategies and tactic and movement outcomes.
The empirical emphasis will be on modem American
social movements including student protest, feminist,
civil rights and sexual identity movements. {S} 4 credits
Marc Steinberg
Offered Spring 2010
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 Fall 2009
219 Medical Sociology
This course analyzes — and at times challenges — the
ways in which we understand health, illness and medi-
cine. The course is divided in roughly three parts: first
dealing with definitions and representations of health
and illness, the second with the significance and impact
of biomedical dominance, and the third with the in-
tersections of health, illness and medicine with gender,
race, social class and sexual orientation. The course
encourages you to ask questions about the power exer-
cised by various medical practitioners, and about the
ways in which understandings of health and illness are
neither natural nor neutral, but invested with culturally
and historically specific meanings. Enrollment limited
to 35. Prerequisite: SOC 101. {S} 4 credits
Eeva Sointu
Offered Fall 2010, Fall 2011
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
Jonathan Wynn
Offered Spring 2010
226 Sociology of Education
What is the purpose of education? This question will
guide the theoretical and empirical investigations of
this course. Our consideration of the multiple and con-
tested answers to this question will lead us to examine
several theoretical views of education, ranging from
classic statements on education from early theorists to
more recent critical views. We will explore the role of
schools in society, the social structure of schools, strati-
fication processes within and between schools and the
outcomes of schooling. This course will play close atten-
tion to the dynamics of inequality in education in the
United States. Prerequisite: SOC 101. (E) {S} 4 credits
Tina Wildhagen
Offered Fall 2009, Fall 2010
Sociology
371
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 Whit tier
Offered Spring 2009, Spring 2010
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-
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. {S} 4 credits
Leslie King
Offered Spring 2010
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 2010
236 Beyond Borders: The New Global Political Economy
This course will introduce students to the basic con-
cepts and theories in global political economy. It will
cover the history of economic restructuring, global
division of labor, development, North-South state rela-
tions, and modes of resistance from a transnational
and feminist perspective. Issues central to migration,
borders and security, health, and the environment will
be central to the course. Prerequisite: SOC 101. Enroll-
ment limited to 40. {S} 4 credits
Para I Banerjee
Offered Fall 2009
237 Gender and Globalization: Culture, Power and Trade
This 200- level course will engage with the various
dimensions of globalization through the lens of gender,
race and class relations. We will study how gender
and race intersect in global manufacturing and sup-
ply chains as well as in the transnational politics of
representation and access in global media, culture,
consumption, fashion, ftxxl. water, war and dissenting
voices. Prerequisite: SOC 101. Enrollment limited to 40.
{S} 4 credits
l'a\ ul Banerjee
Offered Spring 2010
250 Theories of Society
This course is designed to introduce majors to widely
used theoretical perspectives that inform the sociologi-
cal imagination. It focuses on how these perspectives
analyze core facets of social life, such as structure and
stratification, power and inequality; culture, agency, self
and identity. Each topic will be surveyed from several
major perspectives, providing a comparative view so
that students can make assessments of the insights
each theory offers. Enrollment limited to 40 with ma-
jors and minors having priority. {S} 4 credits
Marc Steinberg
Offered Fall 2009, Fall 2010
314 Seminar in Latina/o Identity
Topic: Latina/o Racial Identities in the I iiited 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
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
Ginetta Cam Ida rio
Offered Spring 2010
316 Special Topics in Collective Action and Social
Movements
Sec. 1: Workers' Movements
This seminar will examine, from a sociological perspec-
tive, the roots and development of workers' movements
of various tonus and in a range of social and geographi-
372
Sociology
cal settings, primarily in the Modern era. In addition to
studying the relevant theoretical literature on workers
and social movements, the course will consider the
experience of early mutual aid societies, peasant move-
ments, 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 recognition: the effects
of official sanction on the trajectory7 of labor move-
ments; as well as a consideration of unofficial worker's
groups and movements (dissident factions within
unions, informal work groups, movements of radical-
ism and syndicalism) . The seminar will offer a par-
ticular focus on the dynamics of the contemporary U.S.
labor movement, including the process and problems of
labor organizing, the forms of mobilization by employ-
ers to counter it, and the prospects for its revival as a
social movement. Enrollment limited to 12. {S} 4 credits
Richard Fantasia
Offered Fall 2009
317 Seminar: Inequality in Higher Education
This course will apply a sociological lens to under-
standing inequality in American higher education. We
will examine how the conflicting purposes of higher
education have led to a highly stratified system of col-
leges and universities. We will also address the question
of how students' social class, race, ethnicity and gender
affect their chances of successfully navigating this
stratified system of higher education. Finally, we will
examine selected public policies aimed at minimizing
inequality in students' access to and success in college.
Prerequisites: SOC 101 and permission of the instructor.
Enrollment limited to 12. {S} 4 credits
Tina Wildhagen
Offered Spring 2010, Spring 201 1
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 theory. 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 2009
327 Seminar: Global Migration in the 21st Century
This 300-level seminar will provide an in-depth en-
gagement with global migration. It will cover areas
such as theories of migration, the significance of global
political economy and state policies across the world in
shaping migration patterns and immigrant identities.
Questions about imperialism, postcolonial conditions,
nation-building/national borders, citizenship, and the
gendered racialization of immigration will intersect as
critical contexts for our discussions. Prerequisite: SOC
101, a course on global political economy or permis-
sion of the instructor. Enrollment limited to 12. {S} 4
credits
Payal Banerjee
Offered Spring 2010
332 Seminar in Environmental Sociology
This seminar will examine how sociologists have ap-
proached the study of peoples' relationships with their
environments. Perspectives include political ecology;
organizations; environmental justice and inequalities;
gender; culture and social movements. Writing require-
ments will include weekly reading critiques and a final
research paper. Priority will be given to senior sociology
majors and senior ES & P minors. Prerequisites: SOC
101. Permission of instructor. {S} 4 credits
Leslie King
Offered Spring 2010
General Courses
404 Special Studies
By permission of the department, for junior and senior
majors.
4 credits
Offered both semesters each year
Sociology
373
408d Special Studies
8 credits
Full-year course; Offered each year
The Major in Sociology
Advisers: Paval Banerjee, Ginetta Candelario. Richard
Fantasia, Leslie King, Eeva Sointu, Marc Steinberg,
Nana' Whittier, Tina Wildhagen
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
major adviser, in related fields, and one seminar at
Smith during the senior year — any 300-level courses.
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 250
in their sophomore or junior year. Normally, majors
may not take 201, 202, 203 or 250 on a satisfactory/
unsatisfactory basis.
The Minor in Sociology
Advisers: Paval Banerjee, Ginetta Candelario, Richard
Fantasia, Leslie King, Eeva Sointu, Marc Steinberg,
Nancy Whittier, Tina Wildhagen
Requirements: 101, 201 and 250, three additional
courses at the 200 or 300 level.
430d Honors Project
(S credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each Fall
432d Honors Project
12 credits
Full-year course; Offered each year
Requirements: 10 semester courses beyond the intro-
ductory 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 (431) 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
Honors
Director: Nancy Whittier
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
374
Spanish and Portuguese
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Nancy Saporta Sternbach, Ph.D. (Spanish and
Portuguese and Study of Women and Gender)
n Maria Estela Harretche, Ph.D.
Associate Professors
Reyes Lazaro, Ph.D.
Michelle Joffroy, Ph.D., Chair
fl Marguerite Itamar Harrison, Ph.D.
Assistant Professors
Maria Helena Rueda, Ph.D.
' ] Ibtissam Bouachrine, Ph.D.
Malcolm K. McNee, Ph.D.
Senior Lecturer
Patricia Gonzalez, Ph.D.
Lecturers
Silvia Berger, Ph.D.
Phoebe Ann Porter, Ph.D.
Molly Falsetti-Yu, MA
Esther Cuesta, M.A.
Cristiano Mazzei, M.A.
Lisandro Kahan, M.A.
Teaching Assistant
Melissa Belmonte, M.A.
Lecturer and Professor Emeritus
Charles Cutler, Ph.D.
Lecturer and Professor Emerita
Marina Kaplan, Ph.D. (Spanish and Portuguese and
Latin American Studies)
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
375
reading and writing skills. Second semester will also
include the use of music and videos to improve listen
ing comprehension, as well as readings and discussion
of short texts by modern writers of the Portuguese-
speaking world from Brazil. Portugal. Angola. Mozam-
bique and Cape Verde. {F} 8 credits
Cristiano Mazzei
Full-year course (with a one-semester option for Smith
Spanish majors on ly)
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: listen-
ing, speaking, reading and writing. Classes will be
in Portuguese 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 introduc-
tion to aspects of the cultures of Brazil, Portugal and
Portuguese-speaking Africa, with discussion of authen-
tic audio-visual materials and short texts. Prerequisite:
Spanish placement test or SPN 220 or its equivalent.
{F} 4 credits
Malcolm K McNee
Offered Fall 2009, Spring 2010
POR 220 Topics in Portuguese and Brazilian Literature
and Culture
Topic: Contemporary City scapes: Mapping Brazilian
Culture onto an Urban Grid. This course will address
i a broad range of urban, social and cultural issues while
; also strengthening skills in oral expression, reading,
j and writing, through the medium of short stories, es-
says, articles, images, music and film. In order to pro-
'• mote a hands-on approach to understanding culture,
1 class assignments will also encourage students to ex-
plore the Brazilian community in Boston. Prerequisite:
POR 100Y or POR 125 or the equivalent. {F/L} 4 credits
Malcolm K McNee
Offered Fall 2009
POR 221 Topics in Portuguese and Brazilian Literature
and Culture
Topic: Popular Music. Nationhood and Globaliza-
tion m the Portuguese-Speaking World. An introduc-
tion to popular music genres in Portuguese-speaking
nations, the historical, sociocultural, and political
forces that have shaped their emergence, and ways in
which they communicate ideas of nationhood. We will
also explore impacts of globalization on these genres
and their transnational dissemination. Our approach
will involve close readings of lyrics, analysis of musi-
cal form and influence, and attention to the broader
cultural contexts surrounding songs, genres and musi-
cians. Genres may include bossa nova. MPB and forro
(Brazil); fado (Portugal); morna (Cape Verde); kuduro
(Angola); marrabenta (Mozambique); and transna-
tional fonns such as rock and hop-hop. Course taught
in Portuguese. {F/L/A} 4 credits
Malcolm K McNee
Offered Spring 2010
POR 380 SPN 380 Seminar: 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 Afri-
ca. 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, Drum-
mond de Andrade, Cecilia Meireles and others; the sec-
ond half will allow for independent work on a favorite
poet which will be part of a final course compilation.
Visits from local poet-translators; attendance 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 2010
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 serws as an introduction to Hispanic
culture. Three contact hours. Priorit) will W given to
376
Spanish and Portuguese
first- and second-year students. {F} 8 credits
Michelle Joffroy Lisandro Kahan, Fall 2009
Phoebe Porter, Lisandro Kahan, Spring 2010
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 lan-
guage, 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
Molly Falsetti-Yu, Esther Cuesta, Melissa Belmonte
Offered Fall 2009
SPN 200 Intermediate Spanish
This course expands vocabulary and conversational
skills, strengthens grammar, and explores 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 "realities" of Spanish-
speaking countries. Prerequisite: SPN 112y, 120 or the
equivalent. {F} 4 credits
Molly Falsetti-Yu, Lisandro Kahan, Fall 2009
Phoebe Porter, Molly Falsetti-Yu, Spring 2010
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, Patricia Gonzalez, Nancy Saporta
Sternbach, Esther Cuesta, Fall 2009
Silvia Berger, Molly Falsetti-Yu, Patricia Gonzalez,
Lisandro Kahan, Spring 2010
Offered both semesters each year
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: Female Visions of Mexico
In the strong male dominated environment, women have
always worked, written and fought side-by-side with men
in the construction of Mexican identity. Starting with the
period of the Revolution of 1910, women participated ac-
tively in the transformation of their country: This course
will recount history and literature through women's
perspectives by studying influential women throughout
the 20th century. Mexican artists include Carmen Mon-
dragon (Nahui Olin), Remedios Varo, Frida Khalo and
Leonora Carrington. Fiction writers such as Nellie Cam-
pobello, Rosario Castellanos, Elena Garro, Elena Poni-
atowska and more contemporary writers will encompass
most of the readings for the class. {F/L} 4 credits
Patricia Gonzalez
Offered Fall 2009
Topic: A Transatlantic Search for Identity
A quest for 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
political exile as a journey to the unknown (Jimenez,
Cernuda, 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 sexu-
ality in the works of four women poets: Agustini, Storni,
Parra and Pizarnik. Students will have the option of
composing an original poem to supplement their final
grade. Prerequisite: SPN 200 or equivalent. Enrollment
limited to 19. {L/F} 4 credits
Maria Mela Harretche
Offered Fall 2009
Topic: Central American Poetry of War and Peace
This course will offer an overview of Central American
poetry since the late 19th century and continuing into
the present through the lens of war and peace. We
will study the role of poetry in revolutionary struggles,
especially in Nicaragua, El Salvador and Guatemala.
Students will engage in an exploration of language
and education as creative tools for communication.
Prerequisites: SPN 220 or above. Enrollment limited to
19. {L/F} 4 credits
Nancy Saporta Sternbach
Offered Spring 2010
Spanish and Portuguese
377
SPN 240 From Page to Stage
Topic: Homage to Gabriel Garcia Mdrquez. In this
course we will read works by Gabriel Garcia Marquez,
one of the greatest Latin American writers of the XXth
century In a world globally weakened by violence,
hunger, wars and repression, we will reconnect through
the magic scenes created by our author to memory and
love as sustainable antidotes to suffering and solitude.
Analyses of the texts (/:'/ amor en los tiempos del
colera. Ojos depeiro azul Doce cuentos peregrinos) ,
research into the historical and cultural contexts of
the author, his time and his work (Vivir para contarla,
films, journal articles), and the application of actor-
training methodologies will bring stories from page to
stage for a final presentation in Spanish. Performance
strategies will be utilized during the course to deepen
understanding of the texts and enhance foreign lan-
guage skills. Prerequisites: SPN 220 or equivalent. No
previous acting experience required. Enrollment lim-
ited to 19- {L/F/A} 4 credits
Maria Estela Harretche
Offered Spring 2010
SPN 241 Culturas de Espana
A study of the Spain of today through a look at its past
in art, history, film and popular culture. The course
analyzes Spain's plurality of cultures, from the past
relations among Jews, Christians and Muslims to its
present ethnic and linguistic diversity. Highly recom-
mended for students considering JYA in Spain. Prereq-
uisite: SPN 220 or above or pennission of the instructor.
Enrollment limited to 19- {F} 4 credits
Reyes Ldzaro
Offered Spring 2010
SPN 244 Advanced Composition
The course provides the student with the academic
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 19- Priority given to majors,
minors and second-year students planning on a JYA.
{F} 4 credits
Silvia Berger
Offered both semesters each year
SPN 245 Topics in Latin American and Peninsular
Studies
Topic: iiicdiciadura: Historical Narrative m Spanish
TV. "Cuentamec6mopas6" is a pedagogical T\ series
which narrates the life of an average Spanish family
from the lasl years of Franco's dictatorship to the tran-
sition to democracy ( 1968-82). Through the Alcantara
family and complementary materials (historical,
sociological, cultural, literary) we will analyze both the
private and public history of this defining moment of
contemporary Spain and the politics of memory of the
Spanish transition. Prerequisite: SPN 220 or above or
permission of the instructor. {F/S/H} 4 credits
Reyes Ldzaro
Offered Fall 2009
Topic: Latin American Film Today: Global Visions,
Local Expressions
This course will study important changes that have
taken place in Latin American film-making since the
mid nineties, both in terms of the international visibil-
ity of films from the region, and in their development
of innovative audio-visual languages. The class will
analyze national and transnational factors that have
influenced these changes, related to the cultural and
sociopolitical effects of globalization in the region. It is
a landscape that brought many new challenges to film-
makers, and saw the emergence of previously unseen
stories, which found their way to the screens. We will
study films by directors such as Alejandro Gonzalez
Inarritu, Lucrecia Martel and Jose Padilha, while read-
ing and reflecting on the many elements that impact
their content and production. {A/F} 4 credits
Maria H. Rueda
Offered Spring 2010
SPN 246 Topics in Latin American Literature
{L/F} 4 credits
Topic: 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 earl\ 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: Sl'\ 220 or above. Enroll-
ment limited to 19. {L/F} 4 credits
Silvia Berger
Offered Fall 20(H)
378
Spanish and Portuguese
Topic: Literary Constructions of Afro-Cuban Identity
This course addresses issues related to the Afro-Cuban
world in literature, history and culture through the
writings of Lydia Cabrera, Fernando Ortiz and Alejo
Carpentier, the testimonies of Miguel Barnet and the
poetry of Nicolas Guillen. Special attention will be
given to "official" mulatto identity declared by the
Cuban State after 1959 and black participation in
cultural life. Exploration of the Regla de Ocha religion
and its influence on Afro-Cuban ritual theater today
will be studied, as well as plays by Eugenio Hernandez,
Gerardo Fulleda and Alberto Pedro. Prequisite: SPN 220
or above. Enrollment limited to 19. {L/F} 4 credits
Patricia Gonzalez
Offered Spring 2010
Topic: Zapatismo Now: Cultural Resistance on the
"Other" Border
This course explores the social and cultural expression
of Zapatismo from its initial revolutionary uprising
in the Mexican indigenous borderlands of Chiapas on
New Year's Eve, 1994 through its present-day global
vision of an alternative world model. Through close
analysis of the movement's diverse cultural media,
including communiques, radio broadcasts, visual art,
Web blogs and storytelling, students will examine the
role of media arts and literary forms in Zapatismo 's
cultural and political philosophies, as well as develop
a broad understanding of Zapatismo's influence in
popular and indigenous social movements throughout
Latin America and the global south. Course taught in
Spanish. Prerequisites: SPN 220 or above. Enrollment
limited to 19. {L/F} 4 credits.
Michelle Joffroy
Offered Spring 2010
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 deNuestra Senora by Gonzalo de
Berceo, El Collar de lapaloma by Ibn Hazm, Medical
Aphorisms by Maimonides andZtf Celestina by Fer-
nando de Rojas. Prerequisite: SPN 220 or equivalent.
Enrollment limited to 19. {L/F} 4 credits
Maria Estela Harretche
Offered Fall 2009
SPN 251 Survey of Iberian Literatures, Art and Society II
A society and its artistic and cultural journeys will be
examined through the eyes of writers and other artists
and intellectuals who lived both in Spain itself as well
as in exile. From Romanticism to the Post-Franco and
Postmodern eras (Goya to Almodovar). Prerequisite:
SPN 220 or above. Enrollment limited to 19- {L/F}
4 credits
Reyes Ldzaro
Offered Spring 2010
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
Patricia Gonzalez
Offered Fall 2009
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
Maria Helena Rueda
Offered Spring 2010
SPN 290 Listen Deeply, Tell Stories: Digital Storytelling
This course taught in Spanish is designed for senior
majors who have spent a semester or year in another
country. Based on the premise that we never outgrow
our need for stories and storytelling, we will introduce
the methodology of digital storytelling, in which im-
ages, recorded narrative and music are combined to
create short video stories. The course derives its strength
from the fact that human beings have always told
stories, using whatever technology was available: cave
drawing, quill pen, printing press. In the digital age,
with its emphasis on passive entertainment, many feel
that modern society is losing the art of telling stories. As
a group, students will listen, watch and read compel-
ling personal stories and then share their own stories.
Each participant will then script, plan (storyboard) and
produce a 3-4 minute film about their study abroad
experience. Prerequisite: Semester or year abroad and a
Spanish and Portuguese
W
high level of Spanish. Enrollment limited to IS
students. {F/A} 1 credits
Molly Falsetti-Yu, Nancy Saporta Sternbach
Offered Fall 2009
SPN 356 Seminar: Close-Reading, Translation and
Performance— Don Juan
Close-reading in the original Spanish of texts read in
English in CLT 364. This course also provides oppor-
tunities to perfect the language through translations
and performances. Requirement: Being enrolled in CLT
364. Graded S/U only. {F} 1 credit
Reyes Lcizaro
Offered Fall 2009
SPN 372 Seminar: Topics in Latin American and Iberian
Studies
Topic: Stages of Conflict: Performing Memory and
Change in Spain and Latin America
A study of two societies (Spain and Argentina) at a criti-
cal moment in their histories. With theoretical readings
from an array of disciplines such as the political sci-
ences, history, theater and art, we will examine at least
two different responses to these societies' respectively
traumatic transition from dictatorship to "democracy."
Through dramatic texts that vary from tragedy to farce,
and with the help of films, documentaries, diaries,
journal articles, correspondence and graphic art, we
will discuss repression, state-terrorism, censorship, cor-
ruption and the reciprocal roles of victim and oppres-
sor. The class will include training in methodologies
of acting, and, at the end of the course, scenes from
these texts will be staged in Spanish. No previous acting
experience required. Enrollment limited to 12. {A/F/L}
4 credits
Maria Mela Harretche
Offered Spring 2010
Topic: Women, Environmental Justice and Social
. Action
, This multidisciplinary course explores key debates
; and theoretical approaches involved in understand-
| ing environmental concerns, as well as the role of
art and cultural production in social movements, in
' Latin America from a gender and justice perspective.
With Latin American women's and environmental
; movements as our lens, we will map the politics and
poetics of environmental justice in Latin America from
! the early 20th century to the present. Through films,
memoirs, ethnography, music and narrative fiction we
will explore how women's cultural and social activisms
have articulated the multiple ways that gender, class
and race mediate paradigms of political-environmental
justice. Enrollment limited to 12. {L/F} 4 credits.
Michelle Jqffroy
Offered Spring 2010
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 Fall 2009
SPN 380 P0R 380 Seminar: 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 Af-
rica. 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, Drum-
mond de Andrade, Cecilia Meireles and others; the sec-
ond half will allow for independent work on a favorite
poet which will be part of a final course compilation.
Visits from local poet-translators; attendance at poetT)
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 2010
SPN 400 Special Studies in Spanish and Spanish
American Literature
Bj permission ot 'the department, normally for senior
majors. 1 to 4 credits
Offered both semesters each wear
380
Spanish and Portuguese
SPN 481/FRN 480 The Teaching of French/Spanish
The theoretical and instructional implications of
teaching foreign languages. Designed for aspiring and
in-service instructors, this course reflects contemporary
efforts to enhance foreign language teaching and
learning and prepares participants for the challenges of
the profession. The theoretical component incorporates
a wide range of historical and contemporary trends
in language pedagogy as well as critical appraisal of
different SLA theories. The practical component focuses
on developing a teaching persona, a relationship with
learners, and classroom organization and presentation
skills. The course will transform knowledge into
practice, and will culminate in the creation of a
teaching portfolio. {F} 4 credits
AnoukAlquier (French Studies)
Offered Fall 2009
Cross-Listed Courses
FYS 159 What's in a Recipe?
What stories do recipes tell? What cultural and familial
information is embedded in a recipe? Who wrote the
recipe? Why? How does it reflect her (or his) life and
times? What do we learn about the geography, history
and political economy of a location through recipes?
Are recipes a way for an underrepresented group to tell
its story? Does a recipe bolster or undermine national
cooking? This seminar will look at recipes and cook-
books from the Spanish-speaking world (in English)
and theories of recipes from a variety of different
sources. Our reading will inform our writing as we try
to establish such connections as the politics of choco-
late, olive oil cooperatives, avocado farms, the traveling
tomato, potatoes, and the cultural milieu from which
each recipe emerged. Knowledge of Spanish is useful
but not required. Enrollment limited to 16 first-year
students. Wl {L} 4 credits
Nancy Saporta Sternbach (Spanish and Portuguese)
Offered Fall 2009
GLT 268 Latina and Latin American Women Writers
This course examines the last 20 years of Latina writing
in this country while tracing the Latin American roots
of many of the writers. Constructions of ethnic identity,
gender, Latinidad, "race," class, sexuality and politi-
cal consciousness are analyzed in light of the writers'
coming to feminism. Texts by Esmeralda Santiago,
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. {L} 4 credits
Nancy Sternbach
Offered Spring 2010
CLT 364 Don Juan, World/s Traveler
Do you think of Don Juan as just a seducer? This course
will surprise you by tracing the unexpected reinterpre-
tations of the Don Juan theme in plays, opera, novels
and films. Don Juan is a central myth of patriarchy
and a perfect example of how comparative literary
themes develop through endless creative dialogue. He
has been called a scoundrel and a hero, a macho and
a homosexual, a modern rebel. He is a sinner and a
philosopher in the 17th century (Tirso and Moliere),
a montruous precursor of modernity in the 18th (Mo-
zart), an embodiment of post-colonial Spain in the
19th and 20th (Zorrilla, Valle-Inclan) and of national
failures in contemporary America, (Levin's Don Juan
de Marco, Jarmusch's Broken Flowers, Allen's Vicky,
Cristina, Barcelona). Different attitudes towards him il-
lustrate how countries and ages define freedom, power,
conquest, rape, sin, gender, sex, self. The optional one-
credit course SPN 356 offers students the possibility to
read the Spanish texts in the original. {L} 4 credits
Reyes Ldzaro
Offered Fall 2009
The Majors
Majors, as well as non-majors interested in gaining in-
tensive linguistic and cultural proficienq^, 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.
Spanish and Portuguese
381
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. Malcolm K. McNee
Advisers for Study Abroad
For students interested in Spain: PRESHCO, Maria
Estela Harretche, Nancy Saporta Sternbach; for other
programs in Spain, Ibtissam Bouachrine. For students
interested in Latin America: Michelle Joffroy and Maria
Helena Rueda. For students interested in Puebla: Silvia
Berger and Patricia Gonzalez. For students interested in
Brazil and other Portuguese-speaking countries: Mar-
guerite Itamar Harrison and Malcolm K. McNee.
Major in Spanish
Ten semester courses. TVvo 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.
Portuguese-Brazilian Studies Major
Requirements: POR lOOy, POR 200 and either POR
220 or POR 22 1 . 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 261), Afro-
American studies, anthropology, art, dance, music,
economics and government.
The Minors
Advisers: Members oi 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 22 1 . T\vo 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 26l), Afro-American stud-
ies, anthropology, art, dance, music, economics and
government.
Honors
Director: Reyes Lazaro
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each Fall
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
382
Statistics
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Professors
Robert Buchele, Professor of Economics
Howard Gold, Professor of Government
**' Katherine T. Halvorsen, Professor of Mathematics
and Statistics, Director
*l Virginia Hayssen, Professor of Biological Sciences
Philip K. Peake, Professor of Psychology
*2 Elizabeth Savoca, Professor of Economics
"2 Stephen Tilley, Professor of Biological Sciences
'2 Nancy Whittier, Professor of Sociology
"Patricia M. DiBartolo, Professor of Psychology
Associate Professor
Nicholas J. Horton, Associate Professor of
Mathematics and Statistics
Lecturer and 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
requirements 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 to-
ward the minor. (Students presenting a 4 or 5 on the AP
Statistics Examination will receive exemption from this
requirement.)
MTH/PSY 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 Economet-
rics
GOV 190 Empirical Methods in Political Science
SOC 201 Evaluating Information
The student must also take both of the following
courses:
MTH 247 Regression Analysis
MTH/PSY 290 Research Design and 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 266/26 "
Principles of Ecology and Principles of
Ecology Laboratory
ECO 240
Econometrics
MTH 246
Probability
PSY319
Research Seminar in Biological
Rhythms
PSY325
Research Seminar in Health Psychology
PSY 335
Research Seminar in the Study of Youth
and Emerging Adults
PSY 358
Research Seminar in Clinical Psychology
PSY 369
Research Seminar on Categorization and
Intergroup Behavior
PSY 373
Research Seminar in Personality
Psychology
PSY 375
Research Seminar on Political Psychology
SOC 202
Methods of Social Research
Students planning to minor in applied statistics should
consult with their advisers when selecting applications
courses. Some honors theses and special studies courses
may apply if these courses focus on statistical applica-
tions in a field.
Also see the concentration in statistics within the
mathematics major and the minor in mathematical sta-
tistics in the Department of Mathematics and Statistics.
383
Theatre
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
m
Professors
Leonard Berkman, D.F.A.
Catherine H. Smith, M.F.A.
Andrea Hairston, M.A. (Theatre and Afro-American
Studies)
Ellen W.Kaplan, M.F.A., 6/w
Kennedy Professor in Renaissance Studies
Aileen Ribeiro, Ph.D.
Associate Professor
§1 12 Kiki Gounaridou, Ph.D.
Assistant Professor
Daniel Klihu Kramer. M.F.A.
Lecturer and Professor Emeritus
John D. Hellweg, Ph.D.
Senior Lecturer
Edward Check, M.F.A.
Lecturers
Nan Zhang, M.F.A.
Holly Derr. M.F.A.
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 16. {A} 4 credits
Nan Zhang Fall 2009
Ed Check, Spring 2010
Offered Fall 2009, Spring 2010
198 Theatre History and Culture: Ancient Greece to
English Restoration
Theater draws from other arts, sciences, humanities,
and social and cultural structures; it also affects the
development of those things. This course is a historical
investigation of theater, drama and performance from
Ancient Greece to the 18th century, focusing primarily
on the theaters of Europe and America, but including a
unit on Asian theater. The course aims to enable students
to interpret plays based on in-depth textual analysis and
grounding in historical factors; to determine how the the-
ater of specific periods is related to the other arts, sciences,
humanities, and human social and cultural develop-
ment of those periods; and to examine the role of theater
as asocial institution in this period. Reading includes
dramatic literature, history and theory. Class format will
include lectures, discussions, presentations, debate and
acts of historical imagination. {L/H/A} 4 credits
Holly Derr
Offered Fall 2009
199 Theatre History and Culture: 18th Century to the
Present
Theater draws from other arts, sciences, humanities and
social and cultural structures; it also affects the develop-
ment of those things. This course is a historical investi-
gation of theater, drama and performance from the Res-
toration to the present, focusing primarily on the theaters
of Europe and America, but including a unit on African
theater. The course aims to enable students to interpret
plays based on in-depth textual analysis and ground-
ing in historical factors; to determine how the theater
of specific periods is related to the other arts, sciences,
humanities, and human social and cultural develop-
ment of those periods: and to examine the role of theater
as asocial institution in this period Reading includes
dramatic literature, history and theory Class formal will
include lectures, discussions, presentations, debate and
acts of historical imagination. {l/H/h} 4 credits
Holly Derr
Offered Spring 2010
384
Theatre
A. History, Literature,
Criticism
213 American Theatre and Drama
This course will trace the sometimes competing, some-
times complimentary, forces of Puritanism and mer-
cantilism on the American theatre. Beginning with the
theatre of the colonies and the early days of indepen-
dence; moving through Westward expansion, the Civil
War, industrialization and workers' rights movements;
continuing through the Golden Age of Broadway, the
Civil Rights movement, the identity politics-driven de-
cades of the 1970s, 1980s and 1990s; and including the
present day, the course will investigate the interplay of
commercial and social realities in defining what makes
American theatre American . {L/H/A} 4 credits
Holly Derr
Offered Fall 2009
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, Langston
Hughes, Lorraine Hansberry, Douglas TUrner Ward,
George Wolfe, Pearl Cleage, Carlyle Brown and Lynn
Nottage, we investigate the impact of the minstrel per-
formance 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 histori-
cal 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 Hairston
Offered Fall 2009
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., Jarry, Artaud, Stein, Witkiewicz, Pirandello, Maya-
kovsky, Fleisser, early Brecht). Special attention to is-
sues of gender, class, warfare and other personal/politi-
cal foci. Attendance required at selected performances.
{L/H/A} 4 credits
Leonard Berkman
Not offered in 2009-10
218 Modern European Drama II
Pioneering and influential contemporary theatre in Eu-
rope 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, Loher 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 in 2009-10
240 Topics in Theory and Performance
Staging History and Identity: Introduction to Chi-
nese Operatic Heritage
Chinese operatic heritage is a crucial component of
Chinese identity and the collective memory. This course
introduces students to the heritage and aesthetics of
traditional Chinese opera, and examines the inspiration
it has provided for the modem stage. Through readings,
film screenings and viewing of Chinese art, we will
explore such topics as the origin and development of
Chinese opera, regional styles, symbolism in the cos-
tumes, makeup, scenery and props, the aesthetics of the
singing and movement styles, training of opera per-
formers, as well as modem and contemporary theories
and adaptations. Enrollment limited to 18. {A} 4 credits
Nan Zhang
Offered Fall 2009
The Mirror of History: Representations of the Fash-
ionable Image in Europe
The clothes we wear are essential forms of commu-
nication; they reveal our status, identity, aspirations,
role-playing, and they reflect political and cultural
changes in society. As Louis XIV of France said; "Fash-
ion is the mirror of history." This course explores some
of the ways that the history of dress is crucial to our
understanding of culture in Europe from the late Re-
naissance to the end of the 19th century. Using a wide
range of visual sources and the work of specific artists,
Theatre
385
we will examine the main narratives of dress in the
period and focus on such themes as court and country,
urban life, politics, theatre and masquerade. Recom-
mended background ARH 140 or THE 254. Enrollment
limited to 18. (E) {H/A} 4 credits
Aileen Ribeiro (Kennedy Professor)
Offered Fall 2009
CLT 267 African Women's Drama
A study of contemporary drama by African women as
a site of cultural expression and resistance in postcolo-
nial Africa. We shall study the use of drama to expose
and confront the realities of women's lives, to subvert
dominant gender constructs and mock rigid power
structures. How are aspects of performance in African
oral traditions interwoven with elements of European
drama? How are these playwrights' visions of social
change both enabled and restricted by the ideological
frameworks of nationalism? Readings, some translated
from French, Swahili and other African languages,
will include Ama Ata Aidoo's The Dilemma of a Ghost
Efua Sutherland's Edufa. Fatima Dike's The First
South African, Nawal El Saadawi's Twelve Women in
a Prison Cell, Osonye Tess Onwueme's Tell It to Wom-
en and Penina Mlama's Mother Pillar. 4 credits
Kal 'it "lira Mule
Offered Spring 2010
316 Contemporary Canadian Drama
Michel Tremblay and contemporary Canadian play-
wrights. Emphasis on plays by and about women,
within the context of political/personal issues of gender,
class, race, sexuality and cultural identity in English
Canadian and French Canadian and Native Canadian
drama of the past five decades. Other playwrights ex-
plored will be: Judith Thompson, George Walker, Erika
Ritter, David French, Rene Daniel DuBois, Margaret
Hollingworth, Anne-Marie McDonald. Sally Clark,
Tomson Highway, Hannah Moscovitch and Sharon
Pollock. {L/A} 4 credits
Leonard Berkman
Offered Fall 2009
The following advanced courses in history, literature and
criticism may have limited enrollments as indicated.
319 Shamans, Shapeshifters and the Magic If
To act, to perform is to speculate with your body. The-
atre is a transformative experience that takes performer
and audience on an extensive journey in the play-
ground of the imagination beyond the mundane world
Theatre asks us to be other than ourselves we can for a
time inhabit someone else's skin, be shaped bj another
gender or ethnicity, become part of a past epoch or an
alternative time and space similar to our own time but
that has yet to come. As we enter this "imagined" world
we investigate the normative principles of our current
world. This course will investigate the counter/actual,
speculative, subjunctive impulse in overtly speculative
drama and film with a particular focus on race and
gender, we will examine an international range of
plays by such authors as Caryl Churchill, Wole Soyinka,
Dael Olandersmith, Derek Walcott. Bertolt Brecht, Lor-
raine Hanberry. Craig Lucas and Doug Wright, as well
as films such as The Curious Case of Benjamin Hut-
Ion. Pan's Labyrinth, Children of Men, Crouching
Tiger Hidden Dragon, X-Men, Contact and Brother
From Ano/ber Planet. Enrollment limited to 18. {L/A}
4 credits
Andrea Hairston
Offered Spring 2010
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
Daniel lilihu Kramer. Fall 2009
Holly Den. Spring 2010
Topic: . [ding Fundamentals for Majors
A more focused approach to acting tor those students
with some acting experience and for those who intend
to major in theatre, encompassing foundational skills;
developing a personal warm-up; and work on script
analysis, character building, scoring the role and
creating ensemble We work on developing truthful
responses to imagmar\ circumstances, and exploring
the worlds of the text
Ellen Kaplan
Offered Fall 2009, Spring 2010
386
Theatre
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 15. {A} 4 credits
Pan Welland
Offered Spring 2010
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 14, 2009, at 4:10 p.m. in the
Fall and Monday, January 25, 2010, at 4:10 p.m. in the
spring, in the Green Room, Theatre Building. 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
Ellen Kaplan and Samuel Rush
Offered Fall 2009, Spring 2010
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. 4 credits
Daniel Elihu Kramer
Offered Spring 2010
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 character analysis and visualizing the
action of the play. Visual research, sketches, basic draft-
ing skills and model building are some of the areas in
which students will learn to develop their ideas. This
course will also emphasize the importance of collabo-
rating with every member of the creative team. {A}
4 credits
Edward Check
Offered Fall 2009
253 Lighting Design I
This course introduces students to the theory and prac-
tice of stage lighting design. Over the semester, we will
cultivate sensitivity towards the expressiveness of light
and the relationship between light, form and space,
eventually learning to manipulate light to articulate
ideas. Through script analyses and design projects, we
will learn to understand the power of light in enhanc-
ing stage presentations, acquire skills in illuminating
the drama, and apply such skills to collaboration with
the production team at large. Through hands-on exer-
cises in the lab and in the theatres, we will also become
familiar with the mechanical aspects of lighting:
instrumentation, control systems and safe electrical
practice. Enrollment limited to 12. {A} 4 credits
Nan Zhang
Offered Fall 2009
254 Costume Design I
The elements of line, texture and color and their appli-
cation to design and character delineation. Research of
clothing styles of various cultures and eras. Enrollment
limited to 15. {A} 4 credits
Kiki Smith
Offered Fall 2009, Spring 2010
261 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. Weekly
and biweekly exercises in writing for various media.
Goal for beginning playwrights: to draft a one-act play
by the end of the semester. Plays by students will be
considered for staging. L and P with writing sample
required. {A} 4 credits
Andrea Hairston, Fall 2009
Leonard Berkman, Fall 2009, Spring 2010
Offered Fall 2009, Spring 2010
262 Writing for the Theatre
Intermediate and advanced script projects.
Prerequisite: 26 1. L and P. {A} 4 credits
Andrea Hairston, Fall 2009
Leonard Berkman, Fall 2009, Spring 2010
Offered Fall 2009, Spring 2010
313 Masters and Movements in Drama
Topic: The World of Caryl Churchill "s Plays. Best
known as the author of such widely produced scripts
as Cloud Nine, Top Girls, Mad Forest, The Skriker,
Theatre
Far Away and A Number, British playwright Caryl
Churchill has explored her vision and craft on stage,
television and radio since the 1960s. Her plays range
from collaborations with Joint Stock Company and
Monstrous Regiment to unique individual ventures thai
link London's Royal Court to NYC's New York Theatre
Workshop and the Papp Public Theatre. Her socialist-
feminist, postcolonial, and virtual sci-fi dramatizations
leave audiences never knowing what next to expect,
even as regards her play's time-length. Her work is so
startling that a number of male critics of British drama
either ignore her completely or box her into a bland
minor category of "women dramatists." If one gives hit
parades any credence. Churchill may well be, beyond
Samuel Beckett, the major dramatist n English of the
20th (even 21st ) century. 4 credits
Leonard Berk man
Offered Spring 2010
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. 200-level
design; set design or equivalent is strongly recom-
mended. Enrollment limited to 12. {A} 4 credits
Darnel Elibu Kramer Fall 2009
John Hdhuegl Spring 2010
Offered Fall 2009, Spring 2010
345 Directing II
| Theoretical and practical aspects of directing for the
: stage. Structural analysis of dramatic texts, with em-
\ phasis on articulating a unique vision for a text. Work
' on problems of visual composition, rehearsal tech-
niques and development, in collaboration with actors
and designers, of the inner score of action and its physi-
cal expression on the stage. Prerequisites: Directing I.
, In addition, Acting II (THE 242) and a 200-level design
class are strongly recommended. Enrollment limited to
4. {A} 4 credits
Daniel Elibu Kramer Fall 2009
John Hettweg, Spring 2010
Offered Fall 2009, Spring 2010
346 Acting for Directing
Students in this course perfonn in monologues, exer-
cises and scenes directed by students in Directing I and
! II. The class requires approximately two hours per week
tor rehearsals outside of class time. Grading tor the
course is satisfactory unsatisfactory only Enrollment
limited to 12. {A} 2 credits
Daniel Elibu Kramer, Fall 2009
JobnHdkueg Spring 2010
Offered Fall 2009, Spring 2010
352 Set Design II
This course is a continuation of Set Design I. Students
will look at the advanced challenges whin designing
sets for ballet, music theatre and opera. Students will
also learn scene-painting techniques that apply to these
types of scenery. Enrollment limited to 12. {A} 4 credits
Edward Check
Offered Spring 2010
354 Costume Design II
The integration of the design elements of line, texture,
color, gesture and movement into unified produc-
tion styles. Further study of the history of clothing.
movement in costume, construction techniques and
rendering. Production work may be required outside
of the class meeting time. Prerequisites: 254 and P. {A}
4 credits
Kiki Smith
Offered Spring 2010
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: 26l or 262 or permis-
sion of the instructor. Enrollment limited to 12. Writing
sample required. {A} 4 credits
Andrea Hatrston
Offered Spring 2010
362 Screenwriting
Intermediate and advanced script projects. Prerequisite:
561. Land P. {A} 4 credits
Andrea Hatrston
Offered Spring 2010
400 Special Studies
For qualified juniors andseniors. Admission bj permis-
sion of the instructor and the chair of the department.
Departmental permission forms required
1 to 4 credits
Offered both semesters each year
Theatre
The Major
Advisers: Members of the department
Adviser for Study Abroad: Catherine H. Smith
Basis: 198 and 199
Requirements: Ten semester courses, including the
following:
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
or four-credit dance course (141 or a four-credit
dance course); one design or technical course (151,
252, 253 or 254); one directing, choreography or
playwriting course (344, 26l or DAN 353).
4. Four semesters (or four credits) of 200.
5. 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 Playwrit-
ing; and
c. Costume, Lighting or Scene Design.
Honors
Director: Leonard Berkman
430d Honors Project
8 credits
Full-year course; Offered each year
431 Honors Project
8 credits
Offered each Fall
432d Honors Project
12 credits
Full-year course; Offered each year
Please consult the director of honors or the departmen-
tal Web site for specific requirements and application
procedures.
Graduate
Adviser: Leonard Berkman
M.F.A. in Playwriting, please refer to p. 56
512 Advanced Studies in Acting, Speech and Movement
4 credits
Members of the department
Offered both semesters each year
513 Advanced Studies in Design
4 credits
A. Set Design
Edward Check
B. Lighting Design
Nan Zhang
C. Costume Design and Gutting
Kiki Smith
Offered both semesters each year
Theatre 389
515 Advanced Studies in Dramatic Literature, History,
Criticism and Playwriting
4 credits
Leonard Berkman, Andrea Hairston, Ellen Kaplan
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
Leonard Berkman
Andrea Hairston
Full-year course; Offered each year
590 Research and Thesis Production Project
4 credits
Leonard Berkman
Andrea Hairston
Offered both semesters each year
390
Third World Development Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Advisers
"] Karen Pfeifer, Professor of Economics
"2Nola Reinhardt, Professor of Economics, Director
n Gregory' White, Professor of Government
*: Catharine Newbury, Professor of Government
' ' David Newbury, Professor of History and African
Studies
M 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 examine within a com-
parative framework the processes of social, economic,
political and ideological change in these regions as
they respond to asymmetrical contact with the wider
global economy
The minor introduces the student to the diverse
analytical perspectives of the social science disciplines
while ensuring that the student has a sustained famil-
iarity with one geographical region.
Requirements: Six semester courses distributed as fol-
lows:
1. One course from History
2. One course from Economics
3. Four other courses from among the following five
social science departments: Anthropology, Econom-
ics, Government, History and Sociology. The student
may petition the program through her minor
adviser, for one of these four courses to be from a
discipline outside of the social sciences.
4. Two of the courses in the minor must reflect a re-
gional concentration on Africa, Asia, Latin America,
or the Middle East.
5. The student can include no more than two courses
from any department.
See departmental and program listing 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
Anthropology of Development
251 Women and Modernity in East Asia
267 Power and Political Revolt in South Asia
269 Indigenous Cultures and the State in It Ieso
America
27 1 Globalization and Transnationalism in Africa
272 Women in Africa
348 Seminar: Health in Africa
348 Seminar: Indigenous Systems of Healing in Africa
352 Anthropology of Multiculturalism
Economics
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
230 Government and Politics of China
232 Women and Politics in Africa
233 Problems in Political Development
237 Colloquium: Politics and the U.S./Mexico Border
241 International Politics
242 International Political Economy
Third World Development Studies
391
248 The Arab -Israeli Dispute
250 Case Studies in International Relations
252 International Organizations
_!S4 Colloquium: Politics of the Global Environment
257 Colloquium: Refugee Politics
321 Seminar in Comparative Government: The
Rwanda Genocide in Comparative Perspective
322 Seminar in Comparative Government: Mexican
Politics from 1910 to the Present
323 Seminar in Comparative Government: Warring
for Heaven and Earth — Jewish and Muslim Po-
litical Activism in the Middle East
344 Seminar on Foreign Policy of the Chinese Peo-
ple's Republic
347 Seminar in International Politics and Compara-
tive Politics: North Africa in the International
System
348 Seminar in International Politics: Conflict and
Cooperation in Asia
EAS 210 Colloquium: Culture and Diplomacy in Asia
Sociology
History
101
257
258
260/LAS
261/LAS
263
307
358
361
AAS370
EAS 100
EAS 216
EAS 219
EAS 350
LAS 301
Introduction to Historical Inquiry:
Topic: Latin America and the I ailed
States
East Africa in the 19th and 20th Centuries
History of Central Africa
260 Colonial Latin America, 1492-1825
261 National Latin America, 1821— Present
Gender in Latin America
Problems in Middle East History:
Topic: Middle Hast a ad World War One
Problems in African History:
Topic: Ecolog}' and Imperialism in Afri-
can History
Problems in the History of Spanish America
and Brazil:
Topic Public Health and Social Change
in latin America
Seminar: Modern Southern Africa
Introduction to Modern East Asia
Urban Modernity in Colonized Korea
Modern Korean History
Seminar: Modem Girls and Marxist Boys:
Consumerism, Colonialism and Gender in
East Asia
Seminar: Topics in Latin America and
Latino/a Studies
Topic: ('.allure and Society in the Andes
132 World Population
n H 236 The New Global Political Economy
SOC 237 Gender and Globilization: Culture. Power,
and Trade
SOC 527 Global Migration in the 21st Century
EAS 200 Colloquium: Korean Diaspora: Korea Inside
and Outside
392
Urban Studies
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
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
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 many
possible combinations, but requires her to experience at
least three different disciplinary7 approaches.
The minor consists of six courses from the follow-
ing list but must contain choices from at least three
different 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
245 The Harlem Renaissance
278 The '60s: A History of Afro-Americans in the
United States from 1954 to 1970
Art
2 1 2 Ancient Cities and Sanctuaries
250 Building Baroque Europe
272 Art and Revolution in Europe, 1789-1889
281 Landscape Studies Introductory Studio
285 Great Cities
386 Topics in Architecture
388 Advanced Architecture
Economics
230 Urban Economics
Education
200 Education in the City
336 Urban Youth Development and Social
Entrepreneurship
English
239 American Journeys
French
230 Voices ofrfrom the Outskirts*
360 The Year 1830
Government
204 Urban Politics
217 Colloquium: The Politics of Wealth and Poverty
in the U.S.
3 1 1 Seminar in Urban Politics
History
209
227
267
279
Aspects of Middle Eastern History
Topic: Spaces/Contested Places — Social and
Cultural Histories of Non-Western Cities
(C) Aspects of Medieval European History
Topic: Crusade and Jihad. Religious Violence in
the Iskimo-Christian Tradition
The United States since 1877
(L) The Culture of American Cities
Landscape Studies
200 Socialized Landscapes: Private Squalor and
Public Affluence
Urban Studies 393
Presidential Seminars
308 Urbanization in the 21st Century: Comparative
Prospects, Problems and Policies
Sociology
213 Ethnic Minorities in America
214 Sociology of Hispanic Caribbean Communities in
the United States
218 Urban Sociology
*certain topics only, consult with urban studies adviser.
394
Study of Women and Gender
Visiting faculty and some lecturers are generally appointed for a limited term
Visit www.smith.edu/catalog for current course information.
Members of the Committee for the Program for the
Study of Women and Gender 2009-10
Susan Van Dyne, Professor of the Study of Women and
Gender, Chair
Martha Ackelsberg, Professor of the Study of Women
and Gender and William R. Kenan Jr. Professor of
Government
Elisabeth Armstrong, Associate Professor of the Study of
Women and Gender
Paula Giddings, Elizabeth A. Woodson 1922 Professor
of Afro-American Studies
Jennifer Guglielmo, Assistant Professor of History
*2 Ambreen Hai, Associate Professor of English Lan-
guage and Literature
n Marguerite Itamar Harrison, Associate Professor of
Spanish and Portuguese
Michelle Joffroy, Associate Professor of Spanish and
Portuguese
Kimberly Kono, Associate Professor of East Asian
Languages and Literatures
Gary Lehring, Associate Professor of Government
n Cornelia Pearsall, Professor of English Language and
Literature
**2 Kevin Quashie, Associate Professor of Afro-American
Studies and the Study of Women and Gender
fl Donna Riley, Associate Professor of Engineering
Daniel Rivers, Visiting Lecturer in the Study of Women
and Gender
Marilyn Schuster, Professor of the Study of Women
and Gender and Andrew W Mellon Professor in the
Humanities
+1 Christine Shelton, Professor of Exercise and Sport
Studies
"' Elizabeth V Spelman, Professor of Philosophy and
Barbara Richmond 1940 Professor in the
Humanities
Nancy Saporta Sternbach, Professor of Spanish and
Portuguese
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 pro-
gram continues to examine the experiences, ideologies,
works and actions of women in a variety of national,
cultural, historical and political contexts. As an inter-
disciplinary endeavor, the study of women and gender
shows students how different academic disciplines view
the operation of gender in the labor market, the family,
political systems and cultural production. Research
and theory emerge from these everyday realities and
feminist theory, in turn, informs our analysis of politi-
cal 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
395
Requirements for the Major
The major requires the completion often semester
courses, totaling forty (40) credit hours. These courses
shall comprise SWG prefix courses and department-
based courses chosen from a list of possibilities com-
piled yearly by the Program for the Study of Women
and Gender. All Smith courses that might be considered
for major credit are listed on the SWG website, www.
smith.edu/swg. Requirements 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.
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.
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 {L/A}; ( b )
historical perspectives {H}; (c) forms of political/social/
economic thought/action/organization {S}; (d) modes
of scientific inquiry {N/M}; (e) queer studies; or (0
women, race and culture.
Three courses with the SWG prefix, one at the 300
level.*
Two additional 300-level courses, in area of concentra-
tion or electives in the program.
i * 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 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. The senior statement and SWG
advising checklist are due to the faculty adviser by the
Friday before Spring break (or the Friday prior to Fall
break for January graduates.)
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:
S\\ ( ; 1 50, 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 Stud}'
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 detennined
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 No
more than 4 special studies credits ma\ be taken in an)
academic year and no more than 8 special studies cred-
its total may be applied toward the major. 1 to 4 credits
Offered both semesters each year
396
Study of Women and Gender
430d Honors Project
An 8-credit two-semester thesis in addition to the 10
courses that fulfill the major. Eligibility requirements
for honors work, and supervision and evaluation of
the thesis are determined by the Program Committee
for the Study of Women and Gender as outlined on the
program Web site at www.smith.edu/swg/honors.html.
8 credits
Director, Susan Van Dyne
Full-year course; Offered each year
Courses with SWG prefix or taught by SWG faculty in
2009-10
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
Martha Ackelsberg, Elisabeth Armstrong, Daniel
Rivers
Offered Spring 2010
Further work in the study of women and gender usually
requires SWG 150 as a prerequisite.
SWG 200 Queer Theories/Queer Cultures
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. {H/S} 4 credits
Daniel Rivers
Offered Fall 2009
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 20th 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
minority communities have had in the United States.
Prerequisite SWG 150 or permission of the instructor.
{H} 4 credits
Daniel Rivers
Offered Spring 2010
SWG 230 Feminisms and the Fate of the Planet
We begin this course by sifting the earth between our
fingers as part of a community learning partner-
ship with area farms in Holyoke, Hadley and other
neighboring towns. Using women's movements and
feminisms across the globe as our lens, this course
develops an understanding of current trends in global-
ization. This lens also allows us to map the history of
transnational connections between people, ideas and
movements from the mid-20th century to the pres-
ent. 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. (E)
{H/S} 4 credits
Elisabeth Armstrong
Offered Fall 2009
SWG 252 Colloquium: Debates in Feminist Theory
Topic: "Solidarity. " This course provides a focused,
historical understanding 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 translation. Readings, lectures and discus-
sions will ground widely differing perspectives, modes
of analysis and arguments in their political, social and
historical context. Enrollment limited to 20. Prerequi-
Studv of Women and Gender
597
sites: SWG 150 and one other SWG course. Permission
of the instructor required. {H/8} 4 credits
Elizabeth Armstrong
Offered Spring 2010
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 contemporary life-writing nar-
ratives, published in the U.S. over roughly the last 30
years, to explore the relationships between queer sub-
jectivities, politicized identities, communities and social
movements. Students also practice writing memoirs.
Prerequisites: SWG 150 and a college-level literature
course. {L/H} 4 credits
Susan Van Dyne
Offered Spring 2010
SWG 270 Colloquium: Documenting Lesbian Lives
Grounding our work in the current scholarship in
lesbian history, this course will explore lesbian commu-
nities, cultures and activism. While becoming familiar
with the existing narratives about lesbian lives, students
will be introduced to the method of oral history7 as a key
documentation strategy in the production of lesbian
history. Our texts will include secondary literature on
late 20th-century lesbian culture and politics, oral
history theory and methodology, and primary sources
from the Sophia Smith Collection (SSC). Students
will conduct, transcribe, edit and interpret their own
interviews for their final project. The course objectives
are an understanding of modern lesbian movements
and cultures from a historical perspective, basic skills
in and knowledge of oral history methods, and the rich
experience of being historians by creating new records
of lesbian lives. Prerequisites: SWG 1 50 or permission
of the instructor. Enrollment limited to 20. (E) {H/S}
4 credits
Kelly Anderson
Offered Spring 2010
ENG 279 American Women Poets
' A selection of poets from the past 50 years, including
Sylvia Plath, Elizabeth Bishop, Adrienne Rich, Audre
Lorde, Sharon Olds, Cathy Song. Louise (iliick and
Rita Dove. An exploration of each poet's chosen themes
and distinctive voice, with attention to the intersection
of gender and ethnicity in the poet's materials and in
the creative process. Not open to first-year students.
Prerequisite: at least one college course in literature.
{L} 4 credits
Susan Van Dyne
Offered Pall 2009
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 300 Special Topics in the Study of Women and
Gender
Topic: Intimate Revolutions: Sexuality and the Fam-
ily in the Postwar Era. This seminar will Imk at the
ways that categories of sexuality, class, race and gender
have intersected and operated in constructions of the
family in the last half of the 20th century. The focus
will be on both political and institutional attempts to
regulate the family and the ways the family has acted
as a site of resistance. We will interrogate the notion
of the family as a static, conservative institution and
explore how changes in reproduction and sexuality
have been linked both to each other and to other social
transformations. Prerequisites: SWG 150, one addition-
al course in the major and permission of the instructor.
{H/S} 4 credits
Daniel Rivers
Offered Fall 2009
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from l.S. cultural history, and learn, as a result, how
shared social meanings are created, commodified and
contested Prerequisites: an introductory or methods
course in AAS. AMS. SWG, and/or prior coursework in
any department focusing on race, gender and culture.
Enrollment limited to IS juniors and seniors (E)
{H/L/S} 4 credits
Kevin Ouashie (. \fra-. \mencan Studies j and Susan
Van Dyne (Study of Women and Gender)
Offered Spring 2010
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
Study 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/S} 4 credits
Nancy Whittier
Offered Spring 2010
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
permission of the instructor. (E) {S} 4 credits
Elisabeth Armstrong
Offered Fall 2009
AAS 209 Feminism, Race and Resistance: History of
Black Women in America
Paula Giddings
Offered Fall 2009
AAS 212 Culture and Glass in the Afro-American Family
Riche Barnes
Offered Fall 2009
AAS 366 Seminar: Contemporary Topics in Afro-
American Studies
Topic: Black Feminist Theories
Riche Barnes
Not offered 2009-10
AAS 366 Seminar: Contemporary Topics in Afro-
American Studies
Topic: Black Women, Work and Family
Riche Barnes
Offered Spring 2010
AAS 366 Seminar: Contemporary Topics in Afro-
American Studies
Topic: Ida B. Wells and the Struggle Against Racial
Violence
Paula Giddings
Offered Spring 2010
ANT 251 Women and Modernity in East Asia
Suzanne Gotschang
Offered Fall 2009
ANT 271 Globalization and Transnationalism in Africa
Caroline Melly
Offered Spring 2010
ANT 272 Women in Africa
Caroline Melly
Offered Spring 2011
These courses may count toward the major and minor
in the study of women and gender with the approval of
the adviser. Please see the SWG program Web site or
the Smith College Catalogue for descriptions.
ARH 240 Art Historical Studies
Topic: The Role of Women in Islamic Visual Cultures
Saleema Waraich
Offered Fall 2009
AAS 202 Topics in Black Studies: Introduction to Black
Feminist Theory
Riche Barnes
Offered Fall 2009
CLT 229 The Renaissance Gender Debate
Ann Jones
Offered Spring 2010
Study of Women and Gender
599
CLT 230 "Unnatural" Women: Mothers Who Kill Their
Children
Thalia Pandiri
Offered Spring 2011
CLT 267 Contemporary African Women's Drama
Kalwiwa Mule
Offered Spring 2010
FRN 320 Topics in Medieval and Renaissance Literature
Topic: Women Writers of the Middle \ges
Eglal Doss-Quinby
Offered Fall 2009
FYS 159 What's in a Recipe?
Nancy Saporta Sternbacb
Offered Fall 2009
CLT 268 Latina and Latin American Women Writers
Nancy Sternbacb
Offered Spring 2010
FYS 171 Women Writing Resistance
Jennifer Guglielmo (History)
Offered Fall 2009
EAL 238 Literature From Taiwan
Sabina Knight
Offered Fall 2009
FYS 172 (Dis)Obedient Daughters
Thalia Vandiri
Offered Fall 2009
EAL 245 Writing Japan and Otherness
Kimberly Kono
Offered Spring 2010
FYS 175 Love Stories
Ambreen Hai
Offered Fall 2009
ENG 277 Postcolonial Women Writers
Ambreen Hai
Offered Fall 2009
FYS 179 Rebellious Women
Kelly Anderson
Offered Fall 2009
ENG 278 Writing Women
Topic: Asian American Women Writers
Floyd Cheung
Offered Fall 2009
ENG 279 American Women Poets
! Susan Van Dyne
Offered Fall 2009
FYS 180 Cleopatra: Histories, Fiction, Fantasies
Saucy Shumate
Offered Spring 2010
FYS 182 The Body Beautiful: History and Sociology of
Beauty Culture in the United States
Ginetta Candelario
Offered Spring 2010
ENG 292 Crafting the Memoir
j Ann Boutelle
Offered Spring 2010
GOV 204 Urban Politics
Martha Ackelsberg
Offered Spring 2010
ENG 393 South Asian Autobiographical Fictions
Ambreen Hai
Offered Spring 2010
GOV 232 Women and Politics in Africa
Catharine Newbury
Offered Spring 201 1
ESS 340 Women's Health: Current Topics
Barbara Brehm-Curtis
Offered Fall 2009
GOV 269 Politics of Gender and Sexuality
Garybebring
Offered Spring 2010
FRN 230 Colloquia in French Studies: Women Writers of
Africa and the Caribbean
Datum Fulton
Offered Fall 2009
GOV 367 Seminar in Political Theory
Ttpic: Lesbian and day Politics
GaryLehring
Offered Spring 20! 1
400
Study of Women and Gender
HST 238 Gender and the British Empire
Jennifer Hall-Witt
Offered Spring 2010
HST 252 Women and Gender in Modern Europe,
1789-1918
Jennifer Hall-Witt
Offered Fall 2009
HST 253 Women in Contemporary Europe
Darcy Burkle
Offered Spring 2010
HST 265 Race, Gender and United States Citizenship,
1789-1861
Elizabeth Stordeur Pryor
Offered Fall 2009
HST 278 Women in the United States Since 1865
Jennifer Gugliemo
Offered Fall 2009
HST 280 Colloquium: Inquiries into United States Social
History— Globalization, Im/migration and the
Transnational Imaginary
Jennifer Gugliemo
Offered Spring 2010
HST 355 Topics in Social History
Topic: Debates in the History of Gender and Sexuality
Darcy Buerkle
Offered Spring 2010
HST 371 Problems in 19th-century United States
History
Topic: African-American Women in Slavery and
Freedom
Elizabeth Stordeur Pryor
Offered Fall 2009
PRS 305 Cultural Literacy
Kevin Quashie and Susan Van Dyne
Offered Spring 2010
PSY 266 Psychology of Women and Gender
Lauren Duncan
Offered Spring 2010, Spring 2011
PSY 374 Psychology of Political Activism
Lauren Duncan
Offered Spring 2010, Spring 2011
REL 110 Women Mystics' Theology of Love
Elizabeth Can
Offered Spring 2010
REL 320 Seminar: Jewish Religion and Culture
Topic: Jewish Women's History
Lois Dubin
Offered Spring 2010
SOC 213 Ethnic Minorities in America
Ginetta Candelario
Offered Spring 2010
SOC 229 Sex and Gender in American Society
Nancy Whittier
Offered Spring 2010
SOC 237 Gender and Globalization: Culture, Power and
Trade
Pay at Banerjee
Offered Spring 2010
SOC 244/LAS 244 Feminisms and Women's Movements:
Latin American Women's and Latinas' Pursuit of Social
Justice
Ginetta Candelario
Offered 2011-12
HST 383 Research in U.S. Women's History: The Sophia
Smith Collection
Topic: American Women in the 19th and 20th Cen-
turies.
Helen Horowitz
Offered Spring 2010
IDP 208 Women's Medical Issues
Lesliejaffe
Offered Spring 2010
SOC 314 Seminar in Latina/o Identity
Topic: Latina/o Racial Identities in the United States.
Ginetta Candelario
Offered Spring 2010
SOC 323 Seminar: Gender and Social Change
Nancy Whittier
Offered Fall 2009
Stud\' of Women and Gender 401
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: Female Visions of Mexico
Patricia Gonzalez
Offered Fall 2009
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: A Transatlantic Search for Ideality
Maria Tlstela Ha rrelche
Offered Fall 2009
SPN 230 Topics in Latin American and Peninsular
Literature
Topic: Central American Poetry of War and Peace.
Nancy Stern bach
Offered Spring 2010
SPN 250 Survey of Iberian Literature and Society
Topic: Sex and the Medieval City
Maria Estela Harretche
Offered Fall 2009
SPN 372 Topics in Latin American and Iberian Studies:
Women, Environmental Justice and Social Action
Michelle Jojfroy
Offered Spring 2010
THE 215 Minstrel Shows from Daddy Rice to Big
Momma's House
Andrea Hairston
Offered Fall 2009
THE 319 Shamans, Shapeshifters and the Magic If
Andrea Hairston
Offered Spring 2010
For a list of other courses that may count but are not
I offered in 2009- 1 0, visit the program Web site at www.
smith.edu/swg/crsmain.html.
402
Interdepartmental and
Extradepartmental Course Offerings
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
ACG 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 4 credits in accounting may be
counted toward the degree. {S} 4 credits
Charles Johnson
Offered Fall 2009
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. Seminar to be taken twice- once
as a junior and once as a senior. Graded S/U only (2
S/U credits each time taken). (E) 2 credits
Randy Bartlett
Offered Fall 2009
To be arranged to accommodate schedules of MMUF
Fellows (90 minutes per week)
IDP lOOj 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.
Enrollment limited to 15 per topic. 1 credit
Margaret Bruzelius, Course Director
Members of the Faculty and Staff
Offered Interterm 2009-10
IDP 102 Thinking Through Race
This course offers an interdisciplinary and comparative
examination of race in the Americas, as well as in other
parts of the world, from the periods of discovery/con-
quest to the present. Although race is no longer held by
scientists to have any biological reality, it has obviously
played a central role in the formation of legal codes
(from segregation to affirmative action), economics
(slavery and labor patterns), culture and identities
across the Americas and elsewhere. Where did the
concept of race come from? How has it changed over
time and across space? What pressures does it continue
to exert on our lives? By bringing together faculty from
a variety of programs and disciplines, and by looking
at a range of cultural texts, visual images and histori-
cal events where racial distinctions and identities have
been deployed, constructed and contested, we hope to
give students a much richer understanding of how race
matters. This course will meet for the first seven weeks
of the semester. Not open to students who have taken
AMS 102. Graded S/U only. (E) 1 credit
Thomas Riddell and Richard Millington (English
Language and Literature)
Offered Fall 2009
Interdepartmental and E xtradepartmental (bourse Offerings
403
IDP 103 Thinking Through Race Discussion Section
PENDING CAP APPROVAL
Optional discussion section for IDP 102. (E) 1 credit
Thomas RiddeU and Richard Millington (English
Language and literature)
Offered Fall 2009
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
perfonnance events. Graded S/U only. No prerequisite.
(E) 1 credit
Carol Christ. Grant Moss
Not offered in 2009-10
IDP 118 The History and Critical Issues of Museums
Through readings and lectures bj Smith faculty
and guests, we will examine institutions that shape
knowledge and understanding through the collection,
preservation, interpretation and display of material
culture. We will look at the historj of museums, the
role of museums in presen ing and elucidating our
cultural heritage, and such critical issues as the ethics
of collection and display and the importance of cul-
tural property rights. We will examine different types ol
museums, using the Smith College Museum of Art and
the Smith Botanic Gardens as case studies. The final
lecture will consider the future of museums and how
they are evolving to meet society's needs. Graded S/U
only. 2 credits
Jessica Xicoll. Director. Smith College Museum of Art
Offered Fall 2009
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 upperclass students and from members
of the college staff. Enrollment limited to first-year
students, 15 per section. (E) 1 credit
Not offered in 2009-10
IDP 115 AEMES Seminar
This course teaches students to apply appropriate
learning strategies to extend and refine their academic
capacities with an emphasis on science, engineering
and mathematics. Course content includes research
on learning shies and multiple intelligences as well
as capacity-building application in critical thinking,
problem solving, active reading and information litera-
cy. The format consists of lectures, readings, discussion,
guest speakers, written and oral presentations as well
as weekly study groups for science, engineering and
mathematics courses. Enrollment limited to 20 AEMES
scholars. Graded S/U only. (E) 2 credits
Gail Thomas (Jacobson Center for Writing, Teaching
and Learning)
Offered Fall 2009
IDP 135 Applied Learning Strategies in Science,
Engineering and Mathematics
This course teaches students to apply appropriate
learning strategies to extend and refine their academic
capacities with an emphasis on science, engineering
and mathematics. Course content includes research
on learning styles and multiple intelligences as well
as capacity-building application in critical thinking,
problem solving, active reading and information litera-
cy. The format consists of lectures, readings, discussion,
guest speakers, written and oral presentations as well
as weekly study groups for science, engineering and
mathematics courses. Priority will be given to first-year
students recommended by their advisers or class dean.
Enrollment limited to 18. Permission of the instructor
required. Graded S/U only. (E) 2 credits
Gail Thomas (Jacobson Center for Writing. Teaching
and Learning)
Offered Spring 2010
IDP 140 Exploring the Archives
Exploring the Archives is a hands-on Introduction to
archival work through research and field trips to local
historic sites, libraries, museums and archival collec-
tions. This course serves as a gateway to the archives
cluster Enrollment limited to IS. To be graded S I
only. (E){H/S) 2 credits
Susan Van Dyne and Members of the archives clus-
ter faculty
Offered January 2010
404
Interdepartmental and Extradepartmental Course Offerings
IDP 141 What I Found in the Archives
An introduction to the theoretical and practical ques-
tions of building archives: issues in collection develop-
ment, what to collect, methods for locating sources,
alternatives for documenting underrepresented groups
and individuals, donor stewardship, legal, ethical and
donor relations issues related to access; collecting, pres-
ervation and access challenges presented by the digital
age. Faculty members will also share their "aha" mo-
ments, when working in archives in the U.S and abroad
took their work in unexpected directions. To be graded
S/U only. This course serves as a gateway to the archives
cluster. (E) {H} 1 credit
Susan Van Dyne and Members of the archives clus-
terfaculty
Offered Spring 2010
IDP 150j Introduction to AutoCAD
This course will provide students with an introduction
to AutoCAD. Through a combination of short lecture
components and hands-on drafting activities, the
course will cover tools and techniques for effective two-
dimensional drafting. No previous computer drafting
experience is required. Open to all students. Enrollment
limited to 24. Graded S/U only. (E) 1 credit
Reid Bertone Johnson (Landscape Studies)
To be arranged
IDP 151j Introduction to SolidWorks
This course will provide students with an introduction
to SolidWorks 3D CAD software. Through a combina-
tion of short lecture components and hands-on design
activities, the course will cover tools and techniques for
effective three-dimensional modeling and parametric
design. No previous computer modeling experience is
required. Open to all students. Enrollment limited to
18. Graded S/U only. (E) 1 credit
To be announced
To be arranged
IDP 250] Applied Design and Prototyping: Design It!
Make It!
This course will provide students with an introduc-
tion to applied design and prototyping. Students will
learn how to transform an idea into a set of sketches, a
computer model and a working prototype. The course
will cover design strategies, design communication,
documentation, materials, rapid prototyping and
manufacturing. Prerequisites: Introduction to AutoCAD
or Introduction to SolidWorks. Enrollment limited to
12. Graded S/U only. (E) 1 credit
Susannah Howe (Engineering) and Eric Jensen
(Clark Science Center)
To be arranged
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 repre-
sentation 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 2010
PRS 301 Translating New Worlds
This course investigates how New World explorations
were translated into material culture and patterns of
thought in early modern Europe and the Americas
(1500-1750). Focusing upon geographies, "anthro-
pologies," material objects, and pictorial and written
records, students analyze how travel to and across the
Americas reshaped the lives of consumers and thinkers
from food and finery (chocolate and silver, sugar and
feathers, corn and cochineal) to published narratives
and collections of objects made in New Spain, New
England and New France. In addition to 16th-century
initial contacts, we discuss cultural practices be they
material, imagined, factual or fantastical that arose
from the first encounters, conquests and settlements.
Students with strong interests in history, anthropology,
art history or the history of science are welcome. Read-
ing knowledge of French, German, Italian, Portuguese,
or Spanish is recommended. Enrollment limited to 15
juniors and seniors. (E) {A/H/L} 4 credits
Dana Leibsohn (Art) and Ann Jones (Comparative
Literature)
Offered Spring 2010
PRS 302 Whose Voice? Whose Tongue? The Indian
Renaissance and Its Aftermath
The Indian Renaissance in the mid- 19th century rep-
resented a resurgence of interest in and development of
classical Indian culture and learning. It also involved
an explosion of new art, political and social move-
ments and philosophy arising from the confluence
of indigenous Indian ideas and imports brought by
Interdepartmental and Bxtradepartmental Course Offerings
405
British colonialists and foreign-returned Indians who
traveled in the context of the colonial situation. The
ferment generated by the renaissance fueled the Indian
independence movement and is the context against
which contemporary Indian society is constituted. We
will examine India's vast contributions to contempo-
rary world culture against the backdrop of this fascinat-
ing period, reading the philosophy, art, theatre, poetry,
politics and religious texts this period produced. Pre-
requisites: at least two intermediate-level courses either
in philosophy or south Asian history, including Indian
history, literature, art, or philosophy. Enrollment lim-
ited to 15 juniors and seniors. (E) {L/H} 4 credits
Jay Garfield and Satin i Bhushan (Philosophy)
Offered Fall 2009
PRS 304 Happiness: Buddhist and Psychological
Understandings of Personal Well-Being
What is happiness? What is personal well-being? How
are they achieved? This course will examine the core
ideas of the Buddhist science of mind and how they are
being studied and employed by psychologists, neuro-
scientists, cognitive scientists and psychotherapists. The
focus of the course will be the notion of "happiness," its
cross-cultural and cross-disciplinary definition as well
as the techniques advocated for its achievement by the
Buddhist and the psychologist. Prerequisite: PSY 1 1 1 or
REL 105. Enrollment limited to 15 juniors and seniors.
(E) {S/N} 4 credits
Philip Peake (Psychology) and Jamie Hubbard
(Religion)
Offered Fall 2009
PRS 305 Cultural Literacy
This seminar investigates the interdisciplinary knowl-
edge and critical skills that we need in order to under-
stand the cultures we inhabit. The heart of our work is
to consider a selection of resonant artifacts and icons
from U.S. cultural history, and learn, as a result, how
shared social meanings are created, commodified and
contested. Prerequisites: an introductory or methods
course in AAS, AMS, SWG, and/or prior coursework in
any department focusing on race, gender and culture.
\ Enrollment limited to 1 5 juniors and seniors. (E)
{H/L/S} 4 credits
Kevin Quashie (Afro-American Studies) and Susan
Van Dyne (Study of Women and Gender)
Offered Spring 2010
PRS 306 Beowulf and Archaeology
The Old English poem Beowulfma) be the most
expressive document we possess for the cultural world
of Europe from the fifth through eighth centuries \l >.
even though itsurvives in a single copy from c. 1000.
Our interpretation of this poem has been enhanced
by discoveries of the Sutton 1 loo ship-burial in East
Anglia. a huge 6th-century hall in Denmark, and other
significant finds. This seminar will examine the way
archaeological investigation, historical research and
Literal) criticism all combine to create a more reveal-
ing, though still controversial "assemblage of texts"
from this formative phase of early European society.
Enrollment limited to 12 juniors and seniors. (E)
{L/H/A} 4 credits
Craig R. Davis (English)
Offered Spring 2010
PRS 307 Asian Americans and the Law
How has the legal system of the I fnited States defined
the category of people we know as Asians and Asian
Americans? In this seminar we will explore Asian im-
migration, citizenship eligibility, and the development
of Asian American identity by studying how Asians and
Asian Americans themselves negotiated their status and
rights as lawyers, judges, scholars or litigants. We will
analyze judicial opinions, laws, historical writings, lit-
erary responses and academic studies. Previous course-
work in Asian American history, sociology, literature,
or government is recommended, though any junior or
senior with an interest in the law and American society
would be welcome. Enrollment limited to 15. (E) {H/L}
4 credits
Floyd Cheung (English Language and Literature)
and Georgia Yuan (General Counsel ')
Offered Spring 2010
PRS 308 Urbanization in the 21st Century:
Comparative Prospects, Problems and Policies
Urban growth is inextricablj linked to economic de-
velopment, environmental impact, social change and
political conflict. By 2050 world urban population will
double from 3 billion to 6 billion. Kates of urbaniza-
tion, problems associated with urban growth, and
policies to address those \ an substantially. The urban
population in Japan and in Eastern Europe is projected
to fall. In the U.S. and South America it is projected to
increase by half. In Suh-Saharan Africa and India it
is projected to triple. We will develop multidisciplmarx
406
Interdepartmental and Extradepartmental Course Offerings
case studies of 21st-century urbanization. Enrollment
limited to 12 juniors and seniors majoring in social
sciences. (E) {S} 4 credits
Randall Bartlett (Economics)
Offered Fall 2009
PRS 309 Art/Math Studio
This course is a combination of two distinct but related
areas of study: studio art and mathematics. Students
will be actively engaged in the design and fabrication
of three-dimensional models that deal directly with
aspects of mathematics. The class will include an in-
troduction to basic building techniques with a variety
of tools and media. At the same time each student
will pursue an intensive examination of a particular-
individual-theme within studio art practice. The
mathematical projects will be pursued in small groups.
The studio artwork will be done individually. Group
discussions of reading, oral presentations and critiques
as well as several small written assignments, will be
a major aspect of the class. Prerequisite: Juniors and
seniors with permission of the instructor/s. Enrollment
is limited to 15. (E) {A/M}
4 credits
PauAtela (Mathematics) and John Gibson (Studio
Art)
Offered Spring 2010
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 applying,
arithmetic, algebra and mathematical skills. Students
develop their numerical, statistical and algebraic skills
by working with numbers drawn from a variety of
sources. Enrollment limited to 20. Permission of the
instructor required. This course does not count toward
the major. 4 credits
Catherine McCune
Offered both semesters
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. Permission of the instruc-
tor required. This course does not count toward the
major. (E) 2 credits
Catherine McCune. Karyn Nelson
Offered Interterm 2009-10
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 ca-
reers. During each class meeting, the instructor will
present material on an aspect of speech craft and deliv-
ery; each student will then give a presentation reflecting
her mastery of that week's material. The instructor
videotapes each student's presentations and reviews
them in individual conferences. In class, the students
will also review and analyze videotapes of notable
speeches. Two sections, each limited to 10 students.
Classes will be held for six weeks of the spring semester,
beginning on a date to be determined. Conferences
will be scheduled separately. Students must come to
the first class prepared to deliver a 3- to 5-minute
speech of introduction: Who I Am and Where I'm 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
To be announced
Offered Spring 2010
QSK 103/MTH 103 Math Skills Studio
In this course, students will focus on computational
skills, graphing skills, algebra, trigonometry and be-
ginning calculus. Featuring a daily lecture/discussion
followed by problem-solving drills and exercises stress-
ing technique and application, this course is intended
to provide any student with concentrated practice in
«r
Five College Course Offerings
by Five College Faculty
Visiting faculty and some lecturers are generally appointed for a limited term.
Visit www.smith.edu/catalog for current course information.
Five College Supervised Independent Language Pro-
gram, 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: Bulgar-
ian, Czech, Dari, Modem Greek, Hungarian, Indone-
sian. Norwegian, Persian, Romanian, Serbo-Croatian,
Slovak, Thai, TUrkish, TUrkmen. Twi, Urdu, Yoruba,
Vietnamese and Wolof. For further information, includ-
ing information on registration, consult the Web site
(http://ww\v. 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 Neil 'bun ' Professor of Government (at
| Smith College in the Five College Program) .
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
i 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
I V internationaJ 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 Annenian genocide, the Holocaust,
the destruction of the Herero, and war in Sierra Leone
and the Democratic Republic of the Congo.
First Semester. Smith College
SS 227. 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.
First Semester. Hampshire College
Government 233. Problems in Political Development
Why are so main states of the world poor and "under-
developed?" What is the meaning of development, and
how can it be achieved? Focusing on areas of Africa,
Latin America and Asia, this course will explore the
role of the state in development; institutions, actors and
social movements that structure' political interaction;
and the relationship between democratization and
development
Second Semester. Smith College
Political Science 29 Black Studies 25 WAGS 61. Women
and Politics in Africa
This course will explore the genesis and effects of politi-
cal activism b) women in \trica. which some believe
represents a new African feminism, and its implications
Five College Course Offerings by Five College Faculty
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.
Second Semester. Amherst College
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.
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.
First semester. Mount Holyoke College (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-
ciples. Reading materials (messages, personal notes,
and statements) will contain fomiulaic 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, 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.
Second semester. Mount Holyoke College (4 credits)
Asian 320s. Arab Women Novelist's 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 by them
to achieve a fuller and more equal participation in
all aspect of life. Furthermore, the seminar attempts
to identify 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, have been
clamoring for the betterment of condition for women
within their societies. Through these novels students
can clearly identify discernible trends that have 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
Archeology
Elizabeth KLarich, Assistant Professor of Anthropology
(at Smith College in the Five College Program).
Anthropology 135. Introduction to Archaeology
The study of past cultures and societies through their
material remains. How archaeologists use different
field methods, analytical techniques and theoretical
approaches to investigate, reconstruct and learn from
the past. Data from settlement surveys, site excavations
and artifact analysis are used to address economic,
social, political and ideological questions across time
and space. Course taught from an anthropological
perspective, exploring key transitions in human prehis-
tory, including the origins of food production, social
inequality, and state-level societies across the globe.
Relevance of archaeological practice in modem politi-
cal, economic, and social contexts is explored. Limit 30.
First Semester. Smith College
Five College Course Offerings by Five College Faculty
409
Anthropology 216f. The Inca and Their Ancestors
This course explores the archaeology and history of
the Inca Empire and earlier prehistoric cultures in
the Andean region ot South America. Readings and
lectures will explore how artifacts such as pottery, stone
tools and food remains plus regional and site-level data
are used to understand major political, economic and
social processes in the past. Particular attention will be
paid to the development of early states on the Peruvian
coast, the role of ceremonial centers in the highlands,
and continuities in the political and social structures
between the Inca and their ancestors.
First Semester. Mount Holyoke College
Anthropology 347. Seminar: Topics in Archaeology,
Prehistory of Food
This course explores how and why humans across the
globe began to domesticate plant and animal resources
approximately 10,000 years ago. The first half of the
course presents the types of archaeological data and
analytical methods used to study the "agricultural
revolution." The second half examines case studies
from the major centers of domestication in order to
investigate the biological, economic and social im-
plications of these processes. Special emphases will be
placed on exploring the relationship between agricul-
ture and sedentism, food and gender, the politics of
feasting, and methods for integrating archaeological
and ethnographic approaches to the study of food.
Second Semester. Smith College
Anthropology 24. Archaeological Method, Theory and
Practice
This course focuses on the theoretical foundations of
archaeological research, the variety of methods avail-
able to analyze material culture, the interpretation of
results, and ethical considerations of practicing archae-
ology in the United States and abroad. Course provides
students with a solid foundation for evaluating and
contextualizing current methodological and theoretical
trends within archaeology; Case studies illustrate the
diversity of archaeological thought, interdisciplinary
approaches to studying material culture, and innova-
tive directions in the field of anthropological archaeol-
ogy. Discussions of practice will address the roles and
responsibilities of archaeologists in heritage manage-
ment, museum development and community outreach.
Second Semester. Amherst College
Architectural Studies
Thorn Long, Assistant Professor of Vrchitectural Studies
(at Hampshire College in the Five College Program).
HACU 267. Space ♦ Phenomenon
This studio architecture course will be a design investi-
gation of a unique approach to space and phenomena
as related to architecture and the built environment.
The course will combine reading, writing and studio
work along with group and individual projects. Students
will use traditional and contemporary architectural
skills to analyze and respond to interdisciplinary
ami socially |)ertinent design problems. Creative and
indexical study and analysis will be used to generate and
foster a broad range of concepts and language necessary
to identity and define spaces. The objective of the course
is to solve a cross-section of both simple and complex
architectural issues involving site, inhabitation,
function, fonn and space through very rigorous, open-
ended and creative design work. This course will require
a large volume of work outside of the class. There are
no prerequisites for this Five College Architectural
Studies course — though one semester of design is
recommended. A lab fee of $50 will apply. Enrollment
will be detemiined after the first class meeting.
First semester. Hampshire College
Art 205-1. Sculpting Space (Architectural Design
Studio)
This studio architecture course will be a design
investigation of a particular theme in. or approach
to, architecture and the built environment (details
vary). In this course, students will develop and apply
traditional and contemporary architectural skills
(sketches, plans, elevations, models, diagramming)
to interdisciplinary and critical design problems.
Creative and indexical stud) and analysis will be used
to generate and foster a broad range of concepts and
language to solve architectural issues involving site,
construction, inhabitation, function, fonn and space.
Our goal is to appl) creative techniques in art and
sculpture to the creation of social architectural spaces.
The prerequisite for this Five College architecture
course is Drawing I. though one semester of design or
sculpture is recommended \ lab tee of $50 will apply
Enrollment will be determined after the first class
meeting.
First semester. Mount Hohoke College
410
Five College Course Offerings by Five College Faculty
HACU 307. Think. See. Do— Concentrations in Studio
Architecture
This course is open to second-year Division II and
Division III students, and Five College Architectural
Studies seniors completing or anticipating thesis
studio projects in architecture and design. It will
enable students to develop individual projects in a
collaborative studio setting. Students will work to
further develop their self-proposed projects while
learning new design and representational skills to both
gain additional insights and hone additional tools for
their particular exploration.
This course will be marked by an intense reading
and discussion period, followed by both writing and
design production on topics culled from our readings
and individual student projects. The fundamental
thinking for this course is that the power of the art of
architecture lies not in the complexity of the object, but
in the complexity of the subject.
Through this, our approach will be to dissect,
unpack, analyze and critique the nature and action of
subjects (those inhabiting architecture) to formulate
design responses and interactions. Students will work
with multiple methodologies 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. Students
must have an individual project ready or in progress at
the start of the term. Five College students should have
an established work methodology, have taken several
studios in architectural design and intend to use this
course to complete a compressed single-semester thesis
project.
Second semester. Hampshire College
and modeling software, while challenging students
to question the theoretical and practical implications
of these interdisciplinary media processes. The
prerequisite for this course is Drawing I, but a semester
of design or sculpture is recommended. This course will
combine lectures, reading, discussion, and extensive
studio design. Limited to 11 students.
Second semester. Amherst College
Art and Technology
John Slepian, Assistant Professor of Art and Technology
(at Hampshire [home campus] and Smith Colleges in
the Five College Program).
IA 388. Art, Nature, Technology
The discourses of art, nature and technology have
been intertwined for centuries, but as technology
becomes more sophisticated, it is possible for artworks
to go beyond just representing nature and to begin to
simulate it or engage it directly. This course will explore
the ways that art can employ both the ideas and tools
encountered in areas of research like artificial life, the
simulation of complex systems, remote environmental
sensing, biomimicry and green technology. Students
will complete a series of conceptually based art projects
culminating in a final project of their own devising.
Projects will be contextualized by looking at the work
of artists working with nature, from the earth art of the
1960s to contemporary work such as Ken Goldberg's
Telegarden. There will be series of readings on topics
like the social construction of nature.
First semester. Hampshire College
Euro Studies 52/Art 16. Designing Across Borders and
Time
In this intermediate architectural design studio we will
explore the intellectual and creative process of making
and representing architectural space. The focus will be
to explore the boundaries of architecture — physically
and theoretically, historically and presently — through
digital media. Our process will prompt us to dissect
20th-century European architectures and urban spaces
and to explore their relationships to contemporary,
global issues. The capstone of the course will be a
significant design project (TBD) requiring rigorous
studio practices, resulting in plans, sections, elevations
and digital models. This course will introduce
students to various digital diagramming, drawing,
Art 162. Introduction to Digital Media
An introduction to visual experience through a study
of basic principles of design. All course work will be
developed and completed using the functions of a
computer graphics work station. Enrollment limited
to 14.
First semester. Smith College
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
Five College Course Offerings by Five College Faculty
411
the creation and manipulation of various media,
including bitmap and vector images. 2D animation,
and sound. Students will create a series of conceptual 1\
based digital artworks, culminating in an interactive
multimedia final project. Readings will include essays
by diverse authors such as Richard Wagner, Walter
Benjamin, Norbert Weiner and Nam June Paik.
Second semester. Hampshire College
ARS 361. Interactive Digital Multimedia
This course emphasizes individual projects and one
collaborative project 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 course.
Prerequisites: ARS 162 and permission of the instructor.
F.nrollment limited to 14.
Second semester. Smith College
Asian/Pacific/American
Studies
Richard Chu, Assistant Professor of History (at the Uni-
versity of Massachusetts in the Five College Program).
History 247. "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.
First Semester. University of Massachusetts
History 175/Amer. Studies 102. Asian-Pacific American
History
Tins is an introductory survey course in the histor) <>i
Ysian Pacific Americans within me broader historical
context oi I s. imperialism in the Asia-Pacific region.
We will compare and contrast the historical experiences
oi 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.
The objective of the course is to provide the students
with a fundamental understanding of A/P/A history
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 Asia-
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.
First Semester. Mount Holyoke College
History 247. Asian-Pacific American History
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. We will compare and contrast the his-
torical 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 historj
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 I l.S. and the Asia-
Pacific region.
ThematicalK, 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.
Second Semester. I Diversity of Massachusetts
412
Five College Course Offerings by Five College Faculty
SS 216. Chinese Diasporic Communities in the World:
Race, Empire and Transnationalism
This course examines the experiences of Chinese
diasporic communities in Southeast Asia, the United
States and the Caribbean within the historical context
of empire-building, colonization, war, transnational-
ism and globalization. The period covered spans from
the 1600s to the present, and focus will be given to how
dominant groups attempt to localize and discipline
Chinese diasporic subjects and how the latter negotiate,
manipulate and challenge such efforts. Themes in-
clude racism, transnationalism, ethnicity, gender, class,
empire and nationalism.
Second Semester. Hampshire College
Sujani Reddy, Assistant Professor of American Studies
(at Amherst College in the Five College Program).
American Studies 36. South Asians in the United States
This course focuses on the political, economic, ideolog-
ical, social and cultural dimensions of migration from
South Asia to the United States, to be understood within
the larger context of South Asian diaspora (hi)stories.
Our approach will be interdisciplinary, working with
social theory and history as well as literature, film and
music. We will identify different notions of diaspora
and migration and how they give meaning to "home"
and displacement. The semester begins with Indian
labor migration with the system of British colonial
indenture, proceeds through the "free" labor migration
of workers in the colonial and post-colonial period, and
concludes with our contemporary moment. Not open
to first-year students. Limited to 15 students. Preference
given to American studies majors.
First Semester. Amherst College
Sociology 392R. Racialization
This course defines, analyzes and interrogates processes
of U.S. racial formation with a particular focus on
immigration, immigrant communities and the
question of immigrant rights. We will begin in the
late 19th century and follow through to the present
day. It will include an outline of the basic patterns of
migration to the United States; the role that empire has
played in creating these flows; the relationship between
immigration, racialization and nation-state formation;
questions of naturalization, citizenship and family
reunification; immigrant labor; "illegal" immigrants;
nativism and anti-immigration movements; the
relationships between gender, sexuality, race, class and
nation; and diaspora/transnationalism. Throughout we
will pay specific attention to the shape of contemporary
debates about immigration and their relationship to
the histories we consider.
First Semester. University
American Studies 32. Racialization in the U.S.— The
Asian/Pacific/American Experience
This course is an interdisciplinary introduction to
Asian/Pacific/American Studies. We will begin by look-
ing at the founding of the field through the student-led
social movements of the 1960s and ask ourselves how
relevant these origins have been to the subsequent
development of the field. We will then use questions
that arise from this material to guide our overview of
the histories, cultures and communities that make up
the multiplicity of Asian/Pacific America. Topics will
include, but not be limited to, the racialization of Asian
Americans through immigrant exclusion and im-
migration law; the role of U.S. imperialism and global
geo-politics in shaping migration from Asia to the U.S.,
the problems and possibilities in a pan-ethnic label like
A/P/A, interracial conflict and cooperation, cultural
and media representations by and about Asian Ameri-
cans, diaspora and homeland politics. In addition,
throughout the semester we will practice focusing on
the relationships between race, gender, class, sexuality,
and nation. The ultimate goal of the course is to de-
velop a set of analytic tools that students can then use
for further research and inquiry. Limited to 20 students.
Second Semester. Amherst College
History 278s. Immigration Nation
This course examines both race and racism as elements
in the historical process of "racialization," and proceeds
by positing racialization as key to understanding the
political, economic, social and cultural dynamics of
the United States. We will outline the basic patterns
of migration to the United States from the late 19th
century to today. Specific topics may include (but are
not limited to) imperialism; diaspora; immigrant
rights; immigrant labor; "illegal" immigration;
nativism; social movements; and the relationships
between gender, sexuality, race, class and nation.
Second Semester. Mount Holyoke College
Dance
Constance Valis Hill, Associate Professor of Dance (at
Hampshire College in the Five College Program).
Five College Course Offerings by Five College Faculty
413
HACU 270. Fleeting Images: Choreography on Film
From silent slapstick comedy and grandiose musicals
to martial arts action films and music television
videos, the dancing body has riveted the camera's eye
since the creation of moving pictures at the turn of
the 20th century. This course examines the centrality
of dance in the motion picture, and at the same time
shows how the medium of film has transformed the
physics of dance (time, space, energy) into fantastical
visual dimensions. We will focus on works that have
most successfully produced a true synthesis of the two
mediums, negotiating between the spatial freedom
of film and the time-space-energy fields of dance; the
cinematic techniques of camera-cutting-collage and
the vibrant continuity of the moving body.
First Semester. Hampshire College
Dance 273. Issues in Dance History: Black Traditions in
American Dance
This class will explore the forms, contents and
contexts of black traditions that played a crucial role
in shaping American theatrical dance in the 20th
century, and acknowledging such African American
dance artists as Bill Robinson, Katherine Dunham,
Pearl Primus and Alvin Ailey — along with Isadora
Duncan, Martha Graham, Doris Humphrey and George
Balanchine — as the pioneering movers and shapers of
our modern American dance tradition. As we progress
from turn-of-the-century musical comedy dance and
Broadway jazz in the twenties, to modern dance in the
thirties, ballet Americana in the forties, postmodern
experimental dance in the sixties and popular social
dance forms in the eighties and nineties, we are asking,
what is American dance, and what are the particular
black cultural traditions that shaped American dance
performance? Viewing American cultural history
through the lens of movement and perfomiance, we
will discuss how expressive cultural forms from the
African diaspora are transferred from the social space to
the concert stage; and how (and why) music and dance
forms from the black vernacular, such as swing and
hip-hop, are inhaled wholesale into the mainstream of
American popular culture.
First Semester. University of Massachusetts
HACU 325. Jazz Tap Dancing America: History and
Practice
This class will survey and sample the history of jazz
and tap dancing in America, and takes place in both
the classroom and studio, enabling us to view and
embody the rich tradition ol American vernacular
percussive dance. In the classroom, we will trace the
(.'volution of tap dance as a fusion of British and West
African musical and step dancing traditions in America
through the 17th, L8th and ll)th centuries; and its
development in direct relation to jazz music in me 20th
century, when it di\ ided into two distinct tonus —jazz
dance and jazz tap dance. We will also look at jazz
tap's most recent absorption of hip-hop rhythms which
has yielded vet another rhvthmicalK -thrilling and
technically virtuosic percussive dance expression called
"hitting.'' In the studio, we will sample the steps and
styles representative of each of these historic periods,
and learn classic jazz and tap choreographies.
Second Semester. Hampshire College
Dance 171. 20th-century American Dance
From the light-transfonning dances of La Loie
and the barefoot dances of Isadora to the graceful
cakewalking of Ada Overton and George Walker,
bending over backward until their heads almost
touched the floor; from the zealous modernists to the
irreverent postmodernists; from ballroom, boogie and
shim-sham-shimmy to jazz tap, bebop and hip-hop:
this survey of 20th-century American dance looks
at all the steps, styles and genres, the classical and
cultural traditions that shaped American vernacular
dance forms. Viewing cultural history through the
lens of movement and perfonnance, we will ask. what
are the particular social and cultural traditions that
shaped American dance perfomiance; as we trace our
own roots as dance artists within the 20th-centur\
continuum.
Second Semester. Mount Holyoke College
English
Jane Degenbardt, Assistant Professor of English (at
the University of Massachusetts in the Five College
Program).
English 892N. Tragicomedy
This course explores the rise of a popular genre of
stage plays that debuted in England around 1600 and
attracted even major playwright of the period It will
analyze the tropes and conventions of tragicomedy in
relation to social and cultural politics, as well as the
literary models that preceded tragicomedy, especially
romance. We'll pa] particular attention to the political
414
Five College Course Offerings by Five College Faculty
implications of genre. And we'll analyze closely the
formal structures and thematic content of tragicomic
plays, including the specific means by which they arrive
at comic resolutions and the tragic possibilities that
they flirt with but refuse to play out. Primary readings
will include tragicomedies by Shakespeare, Fletcher,
Webster, Massinger, Marston, Dekker and Heywood, as
well as romances by Tasso, Cervantes, Chaucer and oth-
ers. Secondary readings will include both Renaissance
and modern genre theory, as well as emerging criticism
on tragicomedy. Final projects will give students the
opportunity to explore their own interests in relation to
those of the course.
First Semester. University of Massachusetts
English 312f/Theater 350. Seminar on Shakespeare's
"Problem Plays"
This course explores plays in Shakespeare's canon
that seem to defy conventional classifications. How
do we make sense of "comedies" that end in violence
or oppression? Does our system of classifying plays
oversimplify Shakespeare's experiments with genre? We
will take a new look at what makes Shakespeare's plays
innovative and develop an in-depth understanding of
their dramatic forms. Readings include some of Shake-
speare's most well-known plays, such as The Merchant
of Venice, Measure for Measure, and All's Well That
Ends Well, as well as some of his least known. We
will also read one or two non-Shakespearean plays
for context and comparison. Meets Humanities I-A
requirement. Prereq. jr, sr, 8 credits in department
beyond English 101, including English 211 or permis-
sion of instructor; 4 credits; enrollment limited to 15; 1
meeting (3 hours); meets English department seminar
requirement; meets pre- 1700 requirement.
First semester. Mount Holyoke College
English 204. Intro to Asian American Literature
What does it mean to be an Asian American and how
has this changed over time? In this course we'll look
at the differing ways that Asian American writers have
approached this question from the early 20th century to
the present time. We'll learn about the history of Asian
immigration, citizenship, internment and interracial
encounters, which are all central themes that recur in
Asian American literature. Readings may include the
work of Sui Sin Far, Hisaye Yamamoto, David Henry
Hwang, Maxine Hong Kingston, Andrew Lam, Bharati
Mukherjee, Jhumpa Lahiri, Fae Ng and Heinz Insu
Fenkl. Course requirements: active participation, one
short essay emphasizing close reading, a midterm
exam and final research paper
Second Semester. University of Massachusetts
English 254. English Drama in the Age of Shakespeare
The Renaissance was one of the most innovative pe-
riods of theatrical history, thanks to a host of talented
playwrights who have since been forgotten or eclipsed
by Shakespeare. Who were these once popular friends
and competitors to Shakespeare? In this course we'll
learn about the history of Renaissance theater and
survey a range of funny, bizarre, violent, surprising
and suspenseful plays. Readings include a sampling of
tragedy, comedy, history, romance and tragicomedy by
Christopher Marlowe, John Webster, Thomas Heywood,
John Fletcher, Ben Jonson, Elizabeth Can7 and Philip
Massinger. Our focus will be on the structure and
language of the plays, their dramatic form and genres,
and their relations to the pressing issues and questions
of the time. Course requirements include three essays
and an oral presentation.
Second Semester. Smith College
Film/Video
Baba Hillman, Associate Professor of Video/Film
Production (at Hampshire College in the Five College
Program).
HACU 253. Writing for Film: Text, Performance and
Memory in Transnational Cinema
This production/theory course combines studies in
writing, film and videomaking with an emphasis on
the theme of migration in contemporary film through
a study of the role of memory, language, performance
and visual structure. The course will engage students
across disciplines who are working with issues of
displacement and exile, as well as students who are
working with languages other than English or across
multiple languages. We will study filmmakers and
writers who are working in hybrid combinations of
poetic, fictional and nonfictional forms and in a con-
text of transnational histories. The course emphasizes
Maghrebi film with a range of approaches by film-
makers who are questioning what it means to work
in a transnational context and to negotiate conflicts
between notions of the local and the global, notions
of national identity and the postnational. The course
includes a study of writers Sophie Ponchalet, Faiza
Five College Course Offerings by Five College Faculty
415
Guene, Leila Sebbar and Leila Houari and critical writ-
ings by James Clifford, Reda Bensmaia and Carrie Tan
Instructor permission required.
First Semester. Hampshire College
English 82. Narrative Cinema in a Global Context
This course will introduce students to a diverse range
of approaches to narrative filmmaking. Students will
gain skills in videomaking and criticism through
project assignments, readings and analysis of critical
discourses that ground issues of production. The course
will include workshops in cinematograph}', sound
recording, directing and editing. Weekly screenings will
include films and videos by Jia Zhangke, Claire Denis,
Charles Burnett, Tsai Ming-liang, Abdellatif Kechiche,
and Lucia Murat. Students will complete three video
projects. Admission with consent of the instructor.
First Semester. Amherst College
HACU 187. Performance and Directing for Film, Video
and Installation
This is a 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 perfonnance
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 video.
The course emphasizes development of individual ap-
proaches to relationships between perfonnance, text,
sound and image. We discuss visual and verbal gesture,
dialogue and voice-over, performative practice with
actors and non-actors, camera movement and rhythm
within the shot, and the structuring of perfonnance in
short and long form works. Screenings introduce stu-
dents to a wide range of approaches to perfonnance in
international film and video with an emphasis on the
work of African filmmakers.
Second Semester. Hampshire College
English 89/ Theater and Dance 96. Production Seminar
in the Moving Image: Performance, Video and Sound
This course will focus on creating a perfonnance,
music and video piece on the themes of migration,
displacement, memory and history. The piece will be
developed through interdisciplinary experiments that
emphasize the exploration of reciprocal relationships
within and between the different media. Students will
work individually and in collaborative teams and will
be involved in the conception, rehearsals and perfor-
mances of an original performance work directed by
the professors. This course is tor intermediate/advanced
videomakers, performers, composers and designers who
have previous experience in an) of the above media.
Co-taught with ProfessorWendj Woodson.
Second Semester. Amherst College
BernadmeMellis, Visiting Artist in Film Studies (at
Mount Hohoke College in the Five College Program)
Film Studies 210. First Person Documentary
This introductory video production course will empha-
size documentary filmmaking from the first-person
point of view. We will use our own stories as material,
but we will look beyond self-expression, using video to
explore places where our lives intersect with larger his-
torical, economic, environmental or social forces. We
will develop our own voices while learning the vocabu-
lary of moving images and gaining pnxiuction and
post-production technical training. Through in-class
critiques, screenings, readings and discussion, students
will explore the aesthetics and practice of the moving
image while developing their own original projects.
Permission of instructor required. Course capacity: 12
First Semester. Mount Holyoke College
Comm 397CC. Intro to Video Art Production:
Adaptation
This course provides a foundation in the principles,
techniques and equipment involved in making short
video adaptations. Working with already existing texts
(short stories, plays, poems, novel excerpts, films.
songs, news stories, etc.), students will develop their
own projects. The course will introduce students to
the following: developing a viable story idea and script
from another author's text: working with actors: dra-
matic structure and its relationship to cinematography;
aesthetics and mechanics of shooting: the role of
sound; and the conceptual and technical undeqiin-
nings of digital editing. We will do several ver\ short
exercises earfj in the semester, working towards a
longer final piece. The larger objective of the course is
to gain proficiency in the language of moving imago
b) looking at other media through the prism of film.
In this way, we will develop our ability to tell stories in
cinematic terms. Registration by permission of instruc-
tor. See the Comm 397CC course listing at www.umass.
edu/film for an application. Course capacity: 12.
First Semester. I ni\ersit\ ol Massachusetts
416
Five College Course Offerings by Five College Faculty
Film Studies 310. Advanced Documentary Production
This course will take concepts introduced in the fall
introductory video production class to the next level.
We will delve deeper into the study of documentary
history and theory, while also working on documentary
projects. Students will work in pairs or small groups
to produce one project over the course of the semester,
from developing a proposal through the stages of pre-
production, production, and post-production.
Second semester. Mount Holyoke College
Film Studies 282. Intro Video Production: First Person
Documentary
This introductory video production course will empha-
size documentary filmmaking from the first-person
point of view. We will use our own stories as material,
but we will look beyond self-expression, using video to
explore places where our lives intersect with larger his-
torical, economic, environmental, or social forces. We
will develop our own voices while learning the vocabu-
lary of moving images and gaining production and
post-production technical training. Through in-class
critiques, screenings, readings and discussion, students
will explore the aesthetics and practice of the moving
image while developing their own original projects.
Second semester. Smith College
Geosciences
/. Michael Rhodes, Professor of Geochemistry (at the
University of Massachusetts in the Five College Program) .
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)
First semester. University of Massachusetts
Geo 591V. Volcanology
A systematic discussion of volcanic phenomena,
including types of eruptions, generation and
emplacement of magmas, products of volcanism,
volcanic impact on humans, and the monitoring and
forecasting of volcanic events. Case studies of individual
volcanoes illustrate principles of volcanology, with
particular emphasis on Hawaiian, ocean-floor and
Cascade volcanism.
Each week deals with a particular topic in volca-
nism and includes a lecture, readings from the text-
book and class presentations. For the class presentation,
each student is required to select and read a paper from
an appropriate journal, and come to class prepared to
discuss the paper.
Honors students will "adopt" a currently active vol-
cano. They will report, on a regular basis, to the class
what their volcano is doing during the semester, and
prepare a final term report on their adopted volcano.
Second Semester. University of Massachusetts
History
Nadya Sbaiti, Assistant Professor of Middle Eastern
History7 (at Smith [home campus] and Mount Holyoke
Colleges in the Five College Program) will be on leave
in 2009-10.
International Relations
Michael T. Klare, Professor of Peace and World Secu-
rity Studies (at Hampshire College in the Five College
Program).
SS 164t. Energy, Resources and American Foreign
Policy
An assessment of American foreign policy in the Obama
era, with particular reference to issues of energy, the
environment and natural resources. The course will
begin with an analysis of the main features of Obama s
foreign policy and how they differ from those of the
Bush administration. It will then focus on Obama's
approach to energy, natural resources and global
warming — and how these affect American foreign
policy. Particular emphasis will be placed on the role of
energy and environmental issues in America's ties with
China, Russia, Africa and the Middle East. Students will
be expected to follow world affairs on a daily basis, to
examine a particular problem in U.S. foreign policy in
depth and to report on their research in class. (Open to
Hampshire College first-year students only.)
First Semester. Hampshire College
Five College Course Offerings by Five College Faculty
417
Political Science 392G. Global Resource Politics
This course will examine the global competition for
vital natural resources, especially oil, natural gas.
water, food and key industrial minerals. The course will
begin with a review of tin1 rok' of resource competition
in human history and an assessment of the potential
for Internationa] friction and conflict arising from
disputes over scarce or contested supplies of vital
materials. Particular emphasis will be placed on the
geopolitics of oil, natural gas and water. The impact
of global wanning on the future availability of water,
food and other key resources will also be considered.
Students will be expected to acquire a general
knowledge of the global resource equation and to
examine a particular resource problem in considerable
depth.
First Semester. University of Massachusetts
SS 282. War, Peace and Violence
This course will examine the nature of violent
conflict in the current era, looking not only at
conventional warfare among nation-states but also at
unconventional forms of warfare, including terrorism,
insurgency, ethnic warfare, civil disorder and criminal
violence. The aim of the course will be to gain insight
into the causes, characteristics and consequences of
contemporary conflict, with the intent of devising better
preventative and ameliorative measures. Students will
be expected to follow current world affairs closely and
to choose a particular conflict or subset of conflicts
for close inspection and analysis, reporting on their
findings in class.
Second Semester. Hampshire College
Government 250. Case Studies in International
Relations
In Spring 2010, the course will focus on the global
competition for vital natural resources, especially
oil. natural gas, water, food and key industrial
minerals. The course will begin with a review of
the role of resource competition in human history
and an assessment of the potential for international
friction and conflict arising from disputes over scarce
or contested supplies of vital materials. Particular
emphasis will be placed on the geopolitics of oil.
natural gas and water. The impact of global warming
on the future availability of water, food, and other
key resources will also be considered. Students will be
expected to acquire a general knowledge of the global
resource equation arid to examine a particular resource
problem in considerable depth.
Second Semester. Smith College
Jon Western, Associate Professor of Internationa] Rela-
tions (at Mount Horyoke College in the Five College
Program).
International Relations 237. International Human
Rights
This course provides an Introduction to the basic con
ceptsof, and issues In, international human rights.
Prior to World War II, there was very little focus on
the question of human rights within the Internationa]
system and within the discipline oi international
relations. Since that time we have seen a significant
expansion of human rights theory, practice and institu-
tions. This course outlines the historical ideational and
institutional developments of human rights. It exposes
students to a range of theoretical propositions and
empirical findings to understand the role (and limits)
of human rights in the international system today.
First Semester. Mount llolvoke College
Political Science 391Z. International Human Rights
This course provides an introduction to the basic con-
cepts of, and issues in, international human rights.
Prior to World War II. there was very little focus i in
the question of human rights within the Internationa]
system and within the discipline of international
relations. Since that time we have seen a significant
expansion of human rights theory, practice and institu-
tions. This course outlines the historical ideational and
institutional developments of human rights. It exposes
Students toa ranged theoretical propositions and
empirical findings to understand the role (and limits)
of human rights in the international system todaj
First Semester, tniversitv of Massachusetts
International Relations 319. U.S. Foreign Policy, Human
Rights and Democracy
Is the l mted States committed to promoting democ
raq and human rights abroad or just advancing its
own strategic and domestic corporate Interests? what
influence does the I S have on the development
ofdemocracv around the world and on the emer-
gence of - and compliance with international
human rights conventions, protocols ami laws? This
seminar begins with a historical overview of American
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Five College Course Offerings by Five College Faculty
democracy 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 responses to contemporary human rights and
democracy issues as they relate to women, regional and
civil violence, state-sponsored violence and repression,
development, globalization, and environmental degra-
dation 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.
Second Semester. Mount Holyoke College
Government 354. 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 a historical overview of American democra-
cy 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 responses
to contemporary human rights and democracy issues
as they relate to women, regional and civil violence,
state-sponsored violence and repression, development,
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.
Second Semester. Smith College
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).
Italian 126H. Intensive Elementary Italian Honors
The course's goal is to provide students with the
opportunity to gain functional fluency in Italian in
one semester so that they can, in future semesters,
integrate language into their major concentrations.
In addition to mastering the traditional four skills
(speaking, listening, reading, writing), students will
simultaneously use the language as a bridge to Italy's
culture, history and literature. Unlike the non-honors
Italian 126, this course meets 5 times per week with the
professor and an additional hour in small conversation
groups with a native speaking fellow from the Univer-
sita di Bologna-Forli hosted by the UMass Italian
program. Freshmen and Sophomore only
First Semester. University of Massachusetts
Japanese
Fumiko Brown, Five College Lecturer in Japanese.
Japanese 13. Introduction to Thematic Reading and
Writing
This course is designed for the advanced students of
Japanese who are interested in readings and writings on
topics that are relevant to their interests. Each student
will learn how to search for the relevant material, read
it and summarize it in writing in a technical manner.
The course will also focus on the development of a high
level of speaking proficiency. Small groups based on
the students' proficiency levels will be formed, so that
instruction accords with the needs of each group. Two
group meetings and two individualized or small group
evaluations per week are normally required throughout
the semester. Requisite: Japanese 12 or equivalent.
First Semester. Amherst College
Asian Studies 324. Third Year Japanese I
This course helps students attain higher level of profi-
ciency in modern Japanese through the extended use
of the language in practical contexts. The class will be
conducted mostly in Japanese.
First Semester. Mount Holyoke College
Japanese 14. Thematic Reading and Writing
This course is a continuation of Japanese 13. In
addition to learning how to search for the relevant
material, read it with comprehension and produce a
high level of writing, the students will learn to conduct
a small research project in this semester. The course
will also focus on the development of a high level
of speaking proficiency through discussions with
classmates and the instructor. Small groups based on
the students' proficiency levels will be formed, so that
Five College Course Offerings by Five College Faculty
419
instruction accords with the needs of each group. Two
group meetings and two individualized or small group
evaluations per week are normally required throughout
the semester. Requisite: Japanese 13 or equivalent.
Second Semester. Amherst College
Asian Studies 326s. Third-Year Japanese II
This course continues Asian Studies 324, Third-Year
Japanese I. Emphasizes attaining a higher level of
proficiency in modem Japanese through the extended
use of the language in practical contexts. The class will
be conducted mostly in Japanese. Meets the language
requirement; does not meet a distribution requirement.
Prereq. Asian 324 or equivalent (see Ms. Nemoto for
placement); 4 credits; enrollment limited to 15.
Second Semester. Mount Holvoke
Korean
Suk Masse)'. Five College Lecturer in Korean.
Korean 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
First Semester. Smith College
Korean 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. 4 credits
First Semester. Smith College
Korean 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. 4 credits
First Semester. Smith College
Korean 111. Korean I
A continuation of 1 10. Prerequisite: 1 10 or permission
of the instructor. Enrollment limited to 15. 4 credits
Second Semester. Smith College
Korean 221. Korean II
A continuation of 220. Prerequisite: 220 or permission
of the instructor Enrollment limited to 1 5. 4 credits
Second Semester. Smith College
Music
BodeOmojohi. Assistant Professor of Ethnomusicol-
ogy i at Mount Holvoke College in the Five College
Program).
Music 371. Analytical Studies in World Music
The main focus of this course is to facilitate a cultural-
ly sensitive analytical engagement of musical traditions
from different parts of the world. The course begins
with a survey of some of the theoretical and method-
ological issues that have shaped the field of ethnomu-
sicology and influenced the study of musical traditions
especially in the post 1950s era. Relying on audio and
video recordings as well as on music notation, the
course examines musical examples from different parts
of the world, including Africa, Asia and Latin America.
Emphasis will be on understanding musical structures
as defined in specific traditions, and the ways in which
musical performances/compositions relate to or are
shaped by factors emanating from the cultural envi-
ronment in which they are situated. Students offering
this course are expected to cam' out a final project on a
selected musical perfonnance or composition, drawing
on the theoretical and analytical approaches examined
in the course.
First Semester. Mount Holvoke College
Music 6 /Black Studies 26. Master Musicians of Africa
This course concentrates on the lives and music of
selected West African musicians. Departing from ethno-
graphic approaches that musk the identity of individual
musicians and treat African societies as collectives, this
course emphasizes the contributions of individual West
African musicians whose stature as master musicians
is undisputed within their respective communities. It
examines the contributions of individual musicians to
the ever-continuous process of negotiating the bound-
aries of African musical practice. Individuals covered
this semester include Babatunde Olatunji (Nigerian
drummer). Youssou N'Dour (Senegalese singer).
Kandia Kouyate (Malian jelimuso) and Ephraim Amu
(Ghanaian composer). The variet) of artistic expres-
sions of selected musicians also provides a basis for
420
Five College Course Offerings by Five College Faculty
examining the interrelatedness of different African
musical idioms, and the receptivity of African music to
non-African styles.
First Semester. Amherst College
Music 226. World Music
This course is a survey of selected musical traditions
from different parts of the world, including Africa,
Indonesia, Indian, the Caribbean and the United States.
The course adopts an ethnomusicological approach
that explains music as a cultural phenomenon and ex-
plores the social and aesthetic significance of musical
traditions within their respective historical and cultural
contexts. It examines how musical traditions change
over time and how such changes reflect and relate to
social and political changes within a given society.
Weekly reading and listening assignments provide the
basis for class discussions.
Second Semester. Mount Holyoke College
Music XX. African Popular Music
This course focuses on 20th century African popular
music; it examines musical genres from different parts
of the continent, investigating their relationships to the
historical, political and social dynamics of their respec-
tive national and regional origins. Regional examples
like highlife, soukous and mbaqanga will provide the
basis for assessing the significance of popular music
as a creative response to the colonial and postcolonial
environment in Africa. The course also discusses the
growth of hip-hop music in selected African countries
by exploring how indigenous cultural tropes and the
social dynamics of postcolonial Africa have provided
the basis for its local appropriation. Themes explored in
this course include the use of music in the construction
of identity, the interaction of local and global elements,
and the political significance of musical nostalgia.
Second Semester. University of Massachusetts
of pan-imperial institutions and processes (imperial
dynasty, peasantry, nobility, intelligentsia, revolution-
ary movement, rise of the Communist government),
as well as the development of the multitude of nations
and ethnic groups conquered by or included into the
Russian empire. Focus on how the multinational
Russian empire dealt with pressures of modernization
(nationalist challenges in particular), internal instabil-
ity and external threats.
First Semester. Smith College
SS 269. Affirmative Action Empire: Soviet Experiences
of Managing Diversity
This course introduces students to the history of the
Soviet state and society through a variety of topics,
all of which touch on the problem of dealing with
diversity under a Communist regime. We will begin
with a discussion of recent theories of nationalism and
empire, and read Joseph Stalin's and Vladimir Lenin's
texts on revolution and nationalism. Later, we shall
discuss how the Communist regime envisioned socialist
transformations in various parts of the Soviet Union,
focusing in particular on the Soviet campaign for the
modernization of Islamic Central Asia and the unveil-
ing of Central Asian women. We will also explore the
meaning of the Great Terror that swept the country as
Stalin's grip on power hardened, and look at World War
II and its legacies. Using a range of historical sources,
from animated films to novels and rock songs, we shall
explore the culture of the late Soviet Union and discuss
social forces that predetermined its demise as the only
grand alternative to Western-style liberal democracy.
It is expected that by the end of the class students will
be familiar with the assumptions and the language of
Soviet-style Marxism, and understand the evolution of
the economic, cultural and social policies of the Soviet
regime.
First Semester. Hampshire College
Russian, East European,
Eurasian Studies
Sergey Glebov, Assistant Professor of History (at Smith
College in the Five College Program).
History 239. Russian Empire Building in Eurasia
The emergence, expansion, and maintenance of the
Russian and Soviet Empire to 1929; the dynamics
History 247. Aspects of Russian History
Topic: Affirmative Action Empire: Soviet Experiences
of Managing Diversity. How the Communist rulers of
the Soviet Union, and Stalin in particular, mobilized
national identities to maintain control over the diverse
populations of the USSR. World War I and the Revolu-
tion of 1917 opened a window of opportunities for the
nationalities of the former Russian Empire. Soviet
policies of creating, developing and supporting new na-
tional and social identities among diverse Soviet ethnic
groups in light of collectivization, industrialization,
Five College Course Offerings by Five College Faculty
421
expansion of education and Stalin's Terror. How World
War II and post-war reconstruction became formative
experiences for today's post-Soviet nations.
Second Semester. Smith College
Russian 20. Introduction to the Peoples and Cultures
of Eurasia
If you ever wondered about the past of countries such
as I kraine. Georgia or Uzbekistan, you might be
interested in this course, which explores the past and
present of the diverse peoples and cultures inhabiting
the territory once dominated by the Russian Empire
and the Soviet Union. A home to Christianity and Bud-
dhism, Islam and Judaism. Kurasia presents itself as a
venue for studying interactions between major cultures
of the world over the course of many centuries. As it
embarked upon building Communism in the 20th
century, it produced its own material and ideal world.
which influenced Communist and Socialist regimes
across the globe.
In the course of our meetings we will discuss how
this region was 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"? What was the impact
of imperial formations, such as the Mongol Empire of
Chingis-khan's heirs or the Empire of the Romanovs,
upon the history of the region's diverse peoples? How
important was the influx of European ideas and prac-
tices from the 15th century onwards? We shall look at
how the emerging modern nations incorporated or
obliterated their imperial pasts and struggled over the
meaning of past events. We shall also explore how em-
pires dominated and colonized particular spaces and
how this domination was resisted or accommodated in
different parts of Eurasia.
To help us navigate these problems, we will read
historical documents, from The Secret History of the
Mongols, to the writings of the Islamic modernist, Is-
mail-bey Gaspirali, to Joseph Stalin's vision of the Soviet
Socialist state composed of modem nations. The class
itself will consist of a series of lectures and discussions,
each led by a specialist in a particular area of Eurasian
studies from the Five Colleges. By the end of this class
you should be well-acquainted with the emergence of
nations and regions such as East Central Europe, Cen-
tral Asia and the Caucasus, as well as with how these
regions fared in the cultural imagination of modem
Europe. You will also know well the resources available
in the Five College area for the study of the region.
The class has no specific prerequisites and requires
no prior knowledge of the historj or the present of
Eurasia. This class is one of the requirements tor the
Five College Certificate in Russian. Hast European, and
Eurasian Studies. Among the assignments are three
reaction papers, a final paper, and a book review.
Second Semester. Amherst College
Theater
Robert Kiiphwitz. Visiting Lecturer in Sound Design
(at the University of Massachusetts in the Five College
Program).
Theater 393s. Sound Design I
What is theatrical sound design? Funnj you should ask
. . . Introduction to sound design attempts to answer
that question, exploring what sound design is, how to
look at a text and launch your creative process, and
how to take the ideas based on that creative process
and turn them into sounds to be used in a show. This
is all done through a series of introductory lab projects
and then a complete design for a short play, all while
learning three new pieces of software. This is a highly
interactive class, where student participation is key;
students will be expected to take part in each other's
projects, as well as creating their own work.
First Semester. University of Massachusetts
IA 323. Advanced Sound Design for Theater
This class is restricted to students who have either
completed the intro sound design class, or who can
demonstrate sufficient knowledge of the software and
concepts of sound design to the professor. It is tailored
to the specific class group — previous advanced
classes have focused on topics such as "How to convert
confusing ideas into concrete sounds for the stage''
and ''How to successfully communicate your designs
to a director who doesn't speak sound.'' Additionally,
the class will include at least one visit to a professional
production (a major Off-Broadway or Broadway
production in NY), as well as ' True tales of show
business" and offers advice on career basics like how
one's resume should look and who buvs the coffee for
an) particular meeting.
First Semester. Hampshire College
-ill
Five College Course Offerings by Five College Faculty
Theater and Dance 46. Sound Design
What is theatrical sound design? Funny you should ask
. . . Introduction to sound design attempts to answer
that question, exploring what sound design is, how to
look at a text and launch your creative process, and
how to take the ideas based on that creative process
and turn them into sounds to be used in a show This
is all done through a series of introductory7 lab projects
and then a complete design for a short play, all while
learning three new pieces of software. This is a highly
interactive class, where student participation is key;
students will be expected to take part in each other's
projects, as well as creating their own work.
Second Semester. Amherst College
Theater XX. Advanced Sound Design
Second Semester. Smith College
Women's Studies
Sarah Richardson. .Assistant Professor of Women's
Studies (at the University of Massachusetts in the Five
College Program).
Women's Studies 290A. Introduction to the Biology of
Difference
The course centrally examines our understanding of
the "body." While humans have many similarities and
differences, we are organized around certain axes of
"difference" mat have profound consequences — sex.
gender, race, class, sexuality, religion, nationality etc.
These differences can shape not only group affiliation
and identity, but also claims about intellectual and
behavioral capacities. This course will explore popular
claims, critiques and understandings of "difference"
as well as academic research, its claims, debates and
critiques. This is an interdisciplinary course that will
draw from the biological and social sciences and the
humanities. We will explore principles of human
biology — anatomy, physiology, sex/gender/sexuality,
reproductive biology, genetics, as well as the scientific
method (s) and experimental designs. The course will
give students the tools to analyze scientific studies, to
understand the relationship of nature and culture,
science and society, biology and politics. Gen Ed U, SI.
First Semester. Universitv of Massachusetts
NS 2XX. Sex, Gender and Evolutionary Biology
Evolutionary biology is said to explain human
gender roles, sexual preferences and sex differences in
behavior and cognition, including rape, monogamy,
pornography, homosexuality, physical attraction and
maternal instinct. This course examines these and
other controversial claims. We will read the scientific
literature and its critiques and consider the social,
historical and ideological dimensions of evolutionary
concepts of human sex and gender differences.
Second Semester. Hampshire College
Gender St. 333s. Medical Management of the Female
Body
This course examines how Western medical knowledge,
practices and institutions define female health and
normality and manage diseased and gender-variant
female bodies. We will explore how medicine conceives
of the female body as a medical problem or mystery
and consider how race, class and sexuality inflect
medical conceptions of the female body. Topics include
"female maladies." including PMS. pain disorders, and
autoimmunity, medicalization of childbirth and the
pregnant body, medical management of transgender
and intersex bodies, medical conceptions of ideal body
weight and fitness, gender norms and cosmetic surgery,
women and disability, and pharmaceutical marketing
toward women.
Second Semester. Mount Holyoke College
423
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 percent devoted to Africa per se)
1. History. Minimum of one course providing historical
perspective on Africa. (Normally the course should
offer at least a regional perspective);
2. 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, folk-
lore, 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.
1. 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 Anthropologj
Caroline Welly, Department of Anthropologj
Katuriwa Mule, Comparative Literature and \fro-
\mencan Studies
Catharine Newbury, Department of Government
David Newbury, Department of Histor)
Louis Wilson. Department of Afro-American Studies
424
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 histori-
cal 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/
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.
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,
perfonning or fine arts project, etc.). 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 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/Americaii Studies
425
B. 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, especially
if such proficiency facilitates the completion of the
Special Project component of the Certificate Program.
While English is sufficient and appropriate for the
completion of many projects involving Asian/Pacific/
American communities, many sources and communi-
ties can be consulted only through other languages.
Administration and
Advisement
Each year, each campus will designate two or more
faculty members to ad\ ise 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. ( 'p< u I
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
426
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 cer-
tificate 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 courses should be drawn from the Buddhist
studies courses listed on the Web site (http://www.five-
colleges.edu/sites/buddhism/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 student's Buddhist stud-
ies program from other disciplinary perspectives. Each
proposed course of study must be approved by the coor-
dinating 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 comprises at least seven courses, at
least one of which must be at an advanced 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 con-
temporary Buddhist movements (19th— 21st centu-
ry), and they must study Buddhism in at least two of
the following three geographical areas: South and
Southeast Asia, East 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 Heim, mheim@amherst.edu
Hampshire — Ryanjoo, bsjHA@hampshire.edu
Mount Holyoke — Susanne Mrozik, smrozik@mtho-
lyoke.edu
Smith—; Jamie Hubbard, jhubbard@smith.edu
University of Massachusetts — Reiko Sono, rsono@
asianlan.umass.edu
Five College Coastal and Marine
Sciences Certificate Program
Contact:
Office:
Phone:
E-mail:
Web site:
Cindy Bright, Program Coordinator
L09 Bass Hall, Smith College
(413) 585-3799
inarinesci@smith.edu
www.fivecolleges.edu/sites/marine
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 policy, oceanography, and coastal engineering to
create a concentration of study. Smith. Mount Holyoke,
and Hampshire Colleges and the University of Massa-
chusetts currently award certificates. Under the guidance
of faculty advisers on each campus, students 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 include an intensive field
component so that students obtain competence in field
; studies. Students must also participate in a "capstone"
independent, marine-related research project that
counts toward the certificate. This requirement may
be met by participating in one of several Five College
i Coastal and Marine Sciences funded internships offered
each year at Woods Hole and other research facilities.
Students interested in working toward the certificate
must begin by selecting a faculty adviser who reviews
and approves the program of study proposed by the
student to ensure a strong concentration in marine sci-
ences, as well as the necessary field experience. Advisers
at Smith College are Paulette Peckol (Biology), Sara
Pruss (Geology), and L. David Smith (Biology).
Requirements for the Certificate
A minimum of six courses, with at least one course in
each of the following categories:
• Marine biodiversity
• Marine and coastal ecology
• Marine geology, chemistry, and other related sciences
• Resource management and public policy
a. At least three of the courses must be above the
introductory level and in at least two fields of stud)
(geology and biology, etc.).
b. At least one of the following marine courses is re-
quired. An introductory course in marine science is
Strongly recommended, either through Five Colleges
or an approved study-away program. (introductor\
courses are indicated with *):
*GEOL 103 Oceanography ML Holyoke College
*GE0 108 Oceanography Smith College
*BI0 268 Marine Ecology Smith College
( ,1.( ' .TOj-term Carb. Systems/Coral Reefs Smith College
BIO 390 Ecology of Coral Reefs Smith College
*GEO-SCI 103 Intro. Oceanography UMASS
BIOLOGY 297B Biology of Marine \ferts. UMASS
GEO-SCI 392B Coastal Resource Policy UMASS
GEO-SCI 59 1M Marine Micropaleontology UMASS
GEO-SCI 591P Paleoceanography UMASS
GEO-SCI 595D Physical Oceanography UMASS
c. Each student must show competency in field studies
by either completing a course with a field compo-
nent 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).
d. Students must receive a cumulative grade point
average of 3.0 or better for all courses contributing
to the certificate requirements
Completion of an independent, marine-related research
project through an internship, thesis, Division III proj-
ect, independent study, or other activity acceptable to
their home campus advisee
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 (January graduation deadline: October 15;
\la\ graduation deadline: April 15). After the commit-
tee certifies that a student has completed all program
requirements, Five Colleges, Inc.. contacts campus
registrars so the certificate can Iv noted on the official
transcript. Eligible students receive a certificate n i
nizing their achievement
The application form and current list of approved
courses can lv downloaded at wwwJivecolleges.edu/
sites marine certificate.
428
Five College Certificate in
Cognitive Neuroscience
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 cognitive
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 complementary
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 outlook
of issues related to cognitive science.
2. Scientific foundations (physics, computer science,
chemistry; biology)
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, interpret
and conduct basic research.
4. 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 anatomy 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-
approved summer research project would also meet the
research requirement.
For a list of the courses offered throughout the
Five-College Consortium that are currently approved
to fulfill the Cognitive Neuroscience Certificate
requirements, please see the program's Web site on
www.fivecolleges.edu.
429
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 hu-
man 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, 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 evi-
dence, data collection, research ethics, measure-
ment, 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 knowledge of
health and disease processes at the level of the popula-
tion as well as the individual or sub-organism levels.
Students must also complete an independent research
project through an internship, thesis, Division III proj-
ect, course project, independent study, or other activity
acceptable to their local campus adviser. At the discre-
tion of the campus adviser, courses from the student's
major can count toward the certificate. Certificate
students are strongly urged to take at least four 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 '/.. Gottscbang Department of Anthropology.
http://ww\v.fivecolleges.edu/sites/chs/index.php
430
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 includes language and grade
requirements and is 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-1815) 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 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 www.mtholy-
oke.edu/acad/intrel/5col/homepage.htm. Not even*
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, 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,
Gregory White
UMass: James DerDerian, Political Science; Stephen
Pelz, History; Eric Einhorn, Political Science; Peter
Haas, Political Science; M.J. Peterson, Political Science
431
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 260/26 1);
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 students course work in
Latin American Studies an interdisciplinary7 force.
Other requirements
1. Proficienq in Spanish or Portuguese through the
level of die 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.
432
Five College Certificate Program
in Logic
"How critical is logic? I will tell you: in every corner of
the known universe, you will find either the presence of
logical arguments or, more significantly, the absence."
— V. K. Samadar
Logic is a part of every discipline. There is reasoning
in every 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 policy7 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: 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 metatheory of first order logic including incom-
pleteness. Courses satisfying this requirement include:
Smith, Philosophy 220
Amherst, Math 34
UMass, 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 re-
quirements, consult the program Web site, http://www.
fivecolleges.edu/sites/logic listed with other certificate
programs at the Five College Web site (www.fivecol-
leges.edu). Or consult a program advisor (Alexander
George, Philosophy, Dan Velleman, Mathematics).
Complete list of logic courses
Introductory symbolic logic courses:
Smith, Logic 100, Logic 101, Philosophy 202
Amherst, Philosophy 13
UMass, Philosophy 110
Critical thinking courses:
UMass, 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
UMass, Philosophy 594S
Five College Certificate Program in Logic 433
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 Tymoc-
zko Logic Lecture. This lecture has been delivered by JC
Beall, Graham Priest, Marcia Groszek, Raymond Smul-
lyan, Anil Gupta and Barbara Partee.
434
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 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 student's 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 every 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 (ARA
lOOy Elementary Arabic, ARA 298/299 Intermediate
Arabic) and Modern Hebrew (JUD lOOy Elementary
Modern Hebrew, JUD 200 Intermediate Modern
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 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 (http://www.fivecolleges.
edu). Courses not listed, whether taken at one of the
five colleges 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 Web site
at http://www.fivecolleges.edu/deptprog/mideast/ for
the most up to date information on the Certificate in
Middle East Studies.
435
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 fonris, 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 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
(ji)wtUi Canddario, Department of Sociology
436
Five College Certificate in
Russian, East European and
Eurasian Studies
This Certificate Program (currently approved by Am-
herst College, Mount Holyoke College and Smith Col-
lege) offers students the opportunity to take advantage
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 fulfill-
ing 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 campuses
and will introduce an interdisciplinary perspective
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 in-
dicated below. (Independent study courses may be
included, assuming approval by the student's cam-
pus program advisor.)
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 by 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 former 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 advisor to the
program.
Students who wish to apply for the Certificate can
download the application form below and submit it to
on-campus advisers.
More Information
http://www.fivecolleges.edu/sites/reees/documents/
REEEScertificateapplication.doc
437
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.
A tlk'sis is optional; students should check with their
home campus advisee
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 Kdlum, Department of Art.
Jefferso)i 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-
semester 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.
T\vo electives from any of the above categories
438
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
439
The Athletic Program
Lynn Oberbillig, MBA. MA. Director of Athletics
Bonnie May, M.S.. Assistant Director of Athletics
Senior Coaches
Kim Bierwert. B.S., Senior (bach 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
Coaches
Tim Bacon. MA, Coach ol Squash
Stephanie Gabbert, BA, Coach oi Soccer
Jaime Ginsberg, M.S.. Coach of Field Hockey
Lynn Heisey, M.S.. Coach of Basketball
Angela Mills, BA, Coach of Volleyball
Phil \idsen. M.A.. Coach of Soccer
Ellen O'Neil, M.S.T.. Coach of Cross Country
Julie Perrelli. M.S.. Coach of Softball
Steve Samolewicz, Coach of Skiing
David Senary, B.A., Coach of Novice Crew
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
intercollegiate, recreational and club levels. Students
interested in athletic instruction should consult the
exercise and sport studies department listings begin-
ning on p. 219. 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,
J Northampton, MA 01063.
A. Intercollegiate Athletics
The intercollegiate program emphasizes the pursuit ol
athletic excellence and the enjoyment of competition
with other highly skilled athletes. The mission of the
athletic program is to develop scholar- athletes who
1 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
1 member of the New England Women's and Men's Ath-
letic Conference I \T\\ MAC) and belongs to Division III
of the National Collegiate Athletic Association (NCAA)
and the Eastern College Athletic Conference (ECAC).
In 2009-10, the college will field the following inter-
collegiate teams:
Basketball. Season: Oct lS-March. Practice hours: M T
WThF4-6p.m .l.vnn Hersey
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 pennit. Head Coach. Karen Klinger cuul
David Sebary, notice crew coach
Cross Country. Season: September -November Practice
hours: M T \\ 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 \\ Th F "-1) p.m.. Jaime Ginsberg
Lacrosse. Season: Sept 15 Oct 15 and February- Ma\
Practice hours: MTWTh 4 6p.m.,F3:30 5:30 p.m.,
Wendy Walker
440
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.
Practice hours: M T W Th F 4:30-6:30 p.m., Stephanie
Gabbert
Softball. Season: February-May and Sept 15— Oct 15.
Practice hours: M T W Th 4-6 p.m., F 3:30-5:30 p.m.,
Julie Perrelli
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. 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
The focus of the recreation program is on regular, non-
credit fitness activities as well as one-day special event
competitions and house intramural competition. The
fitness activities may 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), campus runs, inner tube water polo, flag
football, triathlon and Midnight Madness. Intramurals
are sponsored in soccer, basketball and kickball. The
club sports 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 1 1 clubs: Fencing, Golf, Ice Hockey,
Kung Fu, Outing, Riding (dressage), Rugby, Spirit
Squad, Synchronized 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 W 4-6 p.m., T Th 5-7 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
Directory
The Board of Trustees
441
Carol Tecla Christ, President
Neil Robert Grabois
Susan Porth 70
Northampton, MA
New York, NY
Ross.CA
Cornelia Mendenhall Small '66
Jane Lakes Harman '66 LLD 1994
Tracy Garrett Rubin 77
Chair of the Board
(on leave)
Needham, \l\
New York, NY
Washington, DC
Linda E. Salisbury 78
Judith Bronstein Milestone '66
Nina Scherago Jones '82
Chicago, II.
Vice Chair of the Board
Chevy Chase, MD
Atlanta, GA
M. Ann Sanford
Ann F. Kaplan '67
Alumnae Trustee
Anita Volz Wien '62
New York, NY
Toledo, OH
Vice Chair of the Board
New York, NY
Charlotte G. Kea "82
Agnes Bundy Scanlan 79
AASC President
Cambridge. M A
Rachael Bartels '88
Bowie, MD
Oxon, England
Nancy Godfrey Schacht '56
Janet Wright Ketcham '53
New York, NY
Susan KomrofT Cohen '62
Seattle. \V\
Alumnae Trustee
James Shulman
Riverside, CT
Hoon Eng Khoo
Chittagong, Bangladesh
New York, NY
Peggy Block Danziger '62
Linda Smith Charles 74
New York, NT
Alexander C. Lindsey
Seattle, WA
Orange. \l
Marlowe Dieckmann '09
Emily Taylor '08
Student Government Trustee
Victoria Murden McClure '85
Student Government Trustee
Oakland, CA
Louisville. KT
North Creek. NY
Deborah Duncan 77
Janet A. Clarke McKinley 76
Debra Y. Romero 77
; Tiburon. CA
San Francisco, CA
Plaritas, \\l
Elizabeth Mugar Eveillard '69
Annie Morita '90
Toni Grotta Wolfman '64
New York, NY
Alumnae Trustee
Alumnae Trustee
Manhattan Beach, CA
Cambridge, MA
Lisa C. Ferrell '85
Alumnae Trustee
Louise M. Parent 72
Phoebe Pederson Wood 75
Little Rock, AR
New York. NY
Louisville. KT
William C. Gipson
Judith C. Pelham "67
Rebecca C. Lindsey, Secretary of
Philadelphia, PA
Scottsdale, AZ
the Board of Trustees and
Assistant to the President
Sidney H. Golub
Lois Perelson-Gross '83
Corona del Mar, CA
Nevi York. NY
Georgia Yuan, General i ounsel
and Secretary of the College
442
Emeritae/i
Faculty
Jill Ker Conway
President Emerita ( 1 985)
Mary Maples Dunn
President Emerita (1995)
Ruth J. Simmons
President Emerita (2001)
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)
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)
Charles Henderson Jr.
Professor Emeritus of Classical Languages and
Literatures (1986)
James Holderbaum
Professor Emeritus of Art (1986)
Jess J. Josephs
Professor Emeritus of Physics (1986)
Richard P. Wilbur
Poet Emeritus (1986)
Louis Colin-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 (1991)
Charles Langner Robertson
Professor Emeritus of Government (1991)
Joan Maxwell Bramwell
Professor Emerita of English Language and
Literature (1992)
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)
Emeritae/i
443
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)
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)
Robert Teghtsoonian
Professor Emeritus of Psychology (1996)
Elizabeth Ann Tyrrell
I Professor Emerita of Biological Sciences ( 1 996)
Igor Zelljadt
I Professor Emeritus of Russian Language and
i Literature (1996)
Phyllis Joan Gassidy
i 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 oj Education and Child study
(1998)
Cynthia Taft Morris
Charles A. Clark Professor Emerita of Economics
(1998)
Taitetsu Unno
Jill Ker Conway Professor Emeritus of Religion and
East Asian Studies i\W)
Francis Murphy
Professor Emeritus of English (1999)
Lawrence Alexander Joseph
Professor Emeritus of French Language and
Literature (1000)
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 Broun Professor Emerita of Art (2000)
Frances Cooper Volkmann
Harold Edward and Elsa SHpola 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 m Biological Sciences (2001)
Brian White
Professor Emeritus of Geology (2001 )
R. Jackson Wilson
Sydenham (lark Parsons Professor Emeritus of
History (2001)
Kathyrn Addelson
Mary Muggins Gamble Professor Emerita of
Philosophy (200 2)
444
Emeritae/i
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)
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 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 Emeritus of Music (2005)
Mark Aldrich
Marilyn Carlson Nelson Professor Emeritus of
Economics (2006)
Myron Peretz Glazer
Barbara Richmond 1940 Professor Emeritus in the
Social Sciences (Sociology) (2006)
Howard Nenner
Roe/Straut Professor Emeritus in the Humanities
(History) (2006)
Frederique ApfTel-Marglin
Professor Emerita of Anthropology (2007)
Emeritae/i
445
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 of Theatre (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
Professor Emeritus of History (2007)
Nicomedes Suarez-Arauz
Senior Lecturer Emeritus in Spanish and Portuguese
(2007)
Paul Zimet
Associate Professor Emeritus of Theatre (2007)
Gertraud Gutzmann
Professor Emerita of German Studies (2008)
Elizabeth Wanning Harries
Helen and Laura Shedd Professor Emerita of
Modern Languages (English and Comparative
Literature) (2008)
Monica Jakuc
Elsie Irieiu Sweeney Professor Emerita of Music
(2008)
Neal E. Salisbury
Barbara Richmond 1940 Professor Emeritus in the
Social Sciences (History) (2008)
Marina E. Kaplan
\ssocuiie Professor Emerita of Spanish and
Portuguese and Latin . American studies \ 21 N is i
David Warren Cohen
Professor Emeritus oj 'Mathematics and statistics
(2009)
Frederick Leonard
Professor Emeritus of Economics ( 2009 >
Patricia Y. Miller
. Issociate Professor Emerita of Sociology (2009)
446
Professors
Professors
Martha A. Ackelsberg
William R. Kenan, Jr., Professor of Government and
Professor of the Study of Women and Gender
BA Radcliife College; MA, Ph.D. Princeton University
Hilton Als
Joan Leiman Jacobson Visiting Nonfiction Writer
Columbia University
Margaret E. Anderson
Professor of Biological Sciences
BA. Augustana College; Ph.D. Stanford University
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. Yale University
Maria Nemcova Banerjee
Professor of Russian Language and Literature
Baccalaureat, College Marie de France, Montreal; M.A.
Universite de Montreal; Ph.D. Harvard University
Randall Bartlett
Professor of Economics
A.B. Occidental College; M.A., Ph.D. Stanford University
Donald G. Baumer
Professor of Government
BA Ohio University; M.A., 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
Leonard Berkman
Anne Hesseltine Hoyt Professor of Theatre
BA Columbia College; M.F.A., D.F.A. Yale University
Nalini Bhushan
Professor of Philosophy
B.A. Stella Maris College, Madras University; M.A.,
M.Phil. Madras Christian College, Madras
University, India; Ph.D. University of Michigan
David Bickar
Professor of Chemistry
B.A. Reed College; Ph.D. Duke University
Mary Ellen Birkett
Professor of French Studies
A.B. Smith College; M.Phil., Ph.D. Yale University
Fletcher A. Blanchard
Professor of Psychology
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
Rodger Blum
Professor of Dance
M.F.A. University of California at Irvine
Anna Botta
Professor of Italian Language and Literature and of
Comparative Literature
Laurea, Universita di Torino; MA, Ph.D. University of
Pennsylvania
Susan C. Bourque
Esther Booth Wiley Professor of Government
BA, Ph.D. Cornell University
Nancy Mason Bradbury
Professor of English Language and Literature
A.B. Smith College; MA. Boston College; Ph.D.
University of California at Berkeley
Scott A. Bradbury
Professor of Classical Languages and Literatures
BA. Amherst College; BA, 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
Professors
447
Richard T. Briggs
Professor of Biological Sciences
BA College of Wooster; Ph.D. University of Kansas
Jane Bryden
Iva Dee lliatl 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
Louise lues Doyle 1934 Professor of Art
Maltrise, 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
BA, M.S., M.EA. University of Iowa.
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
BA, MA, Ph.D. University of Dallas
Rosetta Marantz Cohen
Professor of Education and Child Study
BA Yale University; M.FA Columbia University; M.Ed.,
Ed.D. Teachers College, Columbia
John M. Connolly
Professor of Philosophy
BA 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 Universit)
R. Craig Davis
Professor of English language and Literature
BA College of William and Man: M.A. I iiiummU oi
Wak's; Ph.D. I niversit) of Virginia
John Davis
Mice Pratt Brown Professor of. \n. \ssociate Provost
and Dean for Academic Development
AB. Cornell l Diversity, 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. I Ian aid
University
Peter A. de Villiers
Sophia and Austin Smith Professor of Psychology
B.A. Rhodes University, South Africa; BA Oxford
University; Ph.D. Harvard University
Piotr Decowski
Professor of Physics
.M.Sc., Ph.D. University of Warsaw
Patricia Marten DiBartolo
Professor of Psychology
A.B. Smith College; MA. Ph.D. State University of New
York at Albany
Donna Robinson Divine
Mornmgstar Family Professor in the Field of Jewish
Studies and Professor of Government
BA Brandeis l niversity; Ph. I). Columbia University
Eglal Doss-Quinby
Professor of French Studies
BA State University of New York at Ston) Brook; M..V.
Ph.D. New York Universit)
Lois C. Dubin
Professor of Religion
D.C.S.,BAMcGilll niversity, AM., Ph.D. Harvard
1 niversit)
Nalini Easwar
Professor of Physics
B.Sc . M.Sc. Universit) of Bombay, India; M.S.. Ph.D.
l niversit) of Pittsburgh
Suzan Edwards
Professor of Astronomy
BA Dartmouth College; M.S.
Hawaii
'h.D. l niversito of
448
Professors
Karen Smith Emerson
Elsie Irwin Sweeney Professor of Music
BA Luther College; M.M. University of Illinois
Richard Fantasia
Barbara Richmond 1940 Professor in the Social
Sciences, Professor of Sociology
B.S. Upsala College; M.S. State University of New York at
Buffalo; Ph.D. University of Massachusetts Amherst
Craig M. Felton
Professor of Art
BA Saint Vincent College; MA, Ph.D. University of
Pittsburgh
Dean Scott Flower
Professor of English Language and Literature
A.B. University of Michigan; Ph.D. Stanford University
Elliot 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
BA Rutgers University; M.S., Ph.D. University of
Wisconsin
Randy 0. Frost
Harold Edward and Elsa Siipolu Israel Professor of
BA, MA, Ph.D. University of Kansas
Martine Gantrel
Professor of French Studies
Agre'gee 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; MA, Ph.D. University of
Pittsburgh
Paula J. Giddings
Elizabeth A. Woodson Professor of Afro-American
Studies and Editor of Meridians
BA. Howard University
Luc Gilleman
Professor of English Language and Literature
B A Vrije Universiteit, Brussels, Belgium; Ph.D. Indiana
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 Tufts College; MA Fletcher School of Law and
Diplomacy; Ph.D. Columbia University
Christophe Gole
Professor of Mathematics and Statistics
B A Universite Paris; MA University of California at
Santa Cruz; Ph.D. Boston 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; MA Claremont Graduate
School; Ph.D. Harvard University
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
Louise Wolff Kahn Professor of Theatre and Professor
of Afro-American Studies
A.B. Smith College; A.M. Brown University
Katherine Taylor Halvorsen
Professor of Mathematics and Statistics
BA University of Michigan; M.Ed. Boston University;
M.S. University of Washington; D.Sc. Harvard School of
Public Health
Professors
449
Maria Estela Harretche
Professor of Spanish and Portuguese
BA Taller de [nvestigacionesDramaticas, La Plata
(Argentina); MA, Ph.D. I niversdty of California at Davis
Mary Harrington
Tippil Professor in the Life Sciences (Psychology)
B.Sc. Pennsylvania State University; MA University of
Toronto; PhD. Dalhousie University
Virginia Hayssen
Professor of Biological Sciences
BA. Pomona College; Ph.D. Cornell Univeisitj
Susan Heideman
Professor of Art
B.FA. Boston University School for the Arts; M.FA
Indiana University
James M. Henle
Professor of Mathematics and Statistics
A.B. Dartmouth College; Ph.D. Massachusetts Institute
of Technology
Randolph Hester
William Allan Neilson Professor (Landscape Studies)
MIA Harvard
Daniel Horowitz
i Man ■ Huggms Gamble Professor of American
I Studies and Associated Member' of History
BA. Yale College; Ph.D. Harvard University
Helen Lefkowitz Horowitz
Sydenham Clark Parsons Professor of History and
Professor of American Studies
BA Wellesley College; M.A., Ph.D. Harvard University
, Jamie Hubbard
I Professor of Religion and Yehan Numata Lecturer
I in Buddhist Studies
BA Webster University; MA, Ph.D. University of
1 Wisconsin
Jefferson Hunter
Helen and Laura Shedd Professor of English Lan-
. guage and Literature and of Film Studies
! 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 Iruiu 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 I niversitj
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. Man 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
Joel S. Kaminsky
Professor of Religion
BA Miami University; MA, Ph.D. University of
Chicago Divinity School
Ellen Kaplan
Professor of Theatre
BA State University of New York at Binghamton; M.FA
University of North Carolina at Greensboro
Laura A. Katz
Elsie Damon Simonds Professor of Biological
Sciences
A.B. Harvard College; Ph.D. Cornell University
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. I niversitj <>f Southern California; VM.
Universitj of Michigan; Phi). Harvard l niversitj
Jocelyne Kolb
Professor of German Studies
A.B. Smith College; Ph.D. Yak' I niversitj
450
Professors
Ann Leone
Professor of French Studies and Landscape Studies
A.B. Smith College; MA, Ph.D. Brown University
Richard Urn
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; 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 Amherst
Joseph George McVeigh
Professor of German Studies
B.A. La Salle College; MA, 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
BA, Ph.D. University of Kansas
Sue Miller
Elizabeth Drew Professor
BA. Radcliffe College; MAT., Wesleyan University; MA
Harvard University; M.A. Boston University
Richard Millington
Sylvia Dlugasch Bauman Professor of American
Studies and Professor of English Language and
Literature
A.B. Harvard College; MA, M.Phil., Ph.D. Yale
University
John Moore
Professor of Art
A.B. Cornell University; A.M., Ph.D. Harvard University
Barry Moser
Professor-in-Resiaence, Art
B.S. University of Chattanooga
Albert Mosley
Professor of Philosophy
B.S., Ph.D. University of Wisconsin, Madison
Catharine Newbury
Professor of Government
BA Willamette University; MA, Ph.D. University 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 Geosciences
BA University of New Hampshire; M.A. State University
of New York at Binghamton; Ph.D. University of
Massachusetts
Herbert Nickles
Director of Information Techno fogy Services
BA, MA University of California, Riverside
Jessica Nicoll
Director and Louise Ines Doyle 1934 Chief Curator
of the Smith College Museum of Art
Gary L. Niswonger
Professor of Art
BA 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
Professors
451
William Allan Oram
Helen Means Professor of English Language and
Literature
BA Yale College; B.A. Merton College, Oxford; Ph.D.
Yale University
Joseph O'Rourke
Spencer /.' and Ana li '.' 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; MA (Philosophy), MA
(English), Ph.D. University of Virginia
Philip K. Peake
Professor ofPs) chology
i BA Carleton College; Ph.D. Stanford University
Cornelia Pearsall
| Professor of English Language and Literature
■ BA, MA, Ph.D. Yale University
Paulette Peckol
Louise Harrington Professor of Biological Sciences
B.A. Wittenberg University; Ph.D. Duke University
Bill E. Peterson
I Professor of Psychology
B.A. University of California at Berkeley; MA, Ph.D.
I University of Michigan
Karen Pfeifer
Professor of Economics
! BA University of Connecticut: MA State University of
■ New York at Binghamton; Ph.D. American Universit)
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 /.Herat// re
\ BA Rider College; MA Middlebury College; Ph.D.
Johns Hopkins University
Marsha Kline Pruett
Maconda Brown O'Connor Professor, Smith College
school for Social W brk, and Adjunct Professor of
Psychology
BA, M.S. l niversitj ol Pennsylvania; Ph.D. I niversitj
of California, Berkeley; M.S.L, Yale School of Law
Charles Eric Reeves
Professor of English Language and Literature
BA Williams College; MA, Ph.D.l niversityof
Pennsylvania
Nola Reinhardt
Professor Oj economics
A.B. Universit)' of Connecticut; MA, Ph.D. ("niversityof
California at Berkeley
Marylin Martin Rhie
Jessie Wells Post Professor of Art and Professor of East
Asian Studies
MA, Ph.D. University of Chicago
Aileen Ribeiro
Kennedy Professor in Renaissance Studies (Theatre)
Ph.D. Courtauld Institute of Art, U.K.
Thomas H. Rohlich
Professor of East Mian 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 Amherst; Ph.D. Cornell Universit)
Margaret Sarkissian
Professor of Music
B.Mus. King's College, University of London; M.M.,
Ph.D. University of Illinois at Urbana-Champaign
Elizabeth Savoca
Professor of Economics
BA Douglass College of Rutgers 1 Iniversity; MA, Ph.D.
Universit) of California at Berkelej
Marilyn Schuster
Provost and Dean of the Faculfy and Andrew it.
Mellon Professor in the Humanities i the study of
Women and Ccndcr i
BA Mills College; M.Phil.,Ph.D. Yale University
Stylianos P. Scordilis
Professor of Biological Sciences
A.B. Princeton University; Ph.D. State! niversitj of New
York at Albany
452
Professors
Sharon Cadman Seelig
Roe/Straut Professor in the Humanities (English
Language and Literature)
BA Carleton College; MA, Ph.D. Columbia University
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
BA Columbia University; M.FA, Ph.D. Princeton
University
Nancy J. Shumate
Professor of Classical Languages and Literatures
B A Indiana University; MA, Ph.D. Harvard University
Donald Steven Siegel
Professor of Exercise and Sport Studies
B.S. Brooklyn College; M.S. University of Massachusetts
Amherst; Ed.D. University of North Carolina at
Greensboro
Patricia Lyn Skarda
Professor of English Language and Literature
BA. 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; M.FA
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 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 Women and Gender
BA. University of Wisconsin; MA Middlebury College,
Madrid; Ph.D. University of Arizona
lleana Streinu
Charles N. Clark Professor of Computer Science
Ph.D. Rutgers University
Michael Thurston
Professor of English Language and Literature
BA University of North Texas; A.M., Ph.D. University of
Illinois, Urbana-Champaign
Stephen G. Tilley
Myra A. 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
BA University of Missouri at Columbia; Ph.D. Harvard
University
Janie Vanpee
Professor of French Studies
A.B. 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
A.B. Union College; M.Mus. Yale School of Music
Gregory White
Professor of Government
A.B. Lafayette College; MA. University of Delaware;
M.A., Ph.D. University of Wisconsin-Madison
Nancy Whittier
Professor of Sociology
BA, MA, Ph.D. Ohio State University
Steven A. Williams
Gates 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; M.A., 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
Professors/Associate Profess us
453
Carol Zaleski
Professor of World Religions
BA Wesleyan University; MA, Ph.D. Harvard
University
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
B.A. University of Wisconsin; MA, Ph.D. Harvard
University
Ann Zulawski
Professor of History and of Latin American Studies
B.A. University of Wisconsin at Madison; M.S. Bank
Street College; MA, Ph.D. Columbia University
Associate Professors
Ravina Aggarwal
Associate Professor of Anthropology
B A University of Bombay; M.S. Purdue University;
Ph.D. University of Indiana
Elisabeth Armstrong
Associate Professor of the Study of Women and
Gender
B.A. Pomona College; MA, Ph.D. Brown University
Ernest J. Benz
Associate Professor of History
BA, MA, Ph.D. University of Toronto
Mlada Bukovansky
Associate Professor of Government
I 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
Judith Carded
1 Clare Boothe Luce Associate Professor of Computer
Engineering
A.B., B.S., Cornell University; M.S.. Ph.D. Massachusetts
Institute of Technology
Floyd Cheung
\ssodate Professor of English Language and
literature
B. A. \\ hittkT College; M. .V. PhD . Tulane I ni\vrsit\
Robert Dorit
Associate Professor of Biological Sciences
BA, MA Stanford University; MA, Ph.D. Harvard
I niversity
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 m Residence (Engineering)
B.S. Lehigh University; M.A., Ph.D. Princeton University
Susan Etheredge
. \ssociate Professor of Education and Child Study
A.B, Ed.M. Smith College; Ed.D. University of
Massachusetts Amherst
Gary Felder
Associate Professor of Physics
BA Oberlin College; Ph.D. Stanford University
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 oj French Studies
BA Vale University; Ph.D. Duke Universitj
Velma Garcia
Associate Professor of Got eminent
A.B. Smith College; MA, M.Phil.. Ph.D. Vale I niversitj
Bosiljka Glumac
Associate Professor of (wosciences
B.Sc. Universitj of Zagreb, Croatia; Ph.D. Universitj of
Tennessee al Knoxville
Jonathan Gosnell
. \ssociate Professor of French Studies
BA Brown l niversity; MA, Ph.D. V\\ York Universih
454
Associate Professors
Suzanne Z. Gottschang
Associate Professor of Anthropology and East Asian
Studies
BA, MA University of California, Los Angeles; Ph.D.
University of Pittsburgh
Kyriaki Gounaridou
Associate Professor of Theatre
B.F.A. Drama Conservatory of Thessaloniki, Greece;
MA San Jose State College; Ph.D. University of
California, Davis
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.
Marguerite Itamar Harrison
Associate Professor of Spanish and Portuguese
BA Mary Baldwin College; MA University of Texas,
Austin; Ph.D. Brown University'
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
Nicholas Horton
Associate Professor of Mathematics and Statistics
A.B. Harvard College; Sc.D. Harvard School of Public
Health
Nicholas Howe
Associate Professor of Computer Science
A.B. Princeton University; M.S., Ph.D. Cornell University
Shizuka Hsieh
Associate Professor of Chemistry
BA Carleton College; D.Phil. Oxford University (U.K.)
Maki Hirano Hubbard
Associate Professor of East Asian Languages and
Literatures
BA Waseda University, Tokyo; MA, Ph.D. University of
Wisconsin
Sam Intrator
Associate Professor of Education and Child Study
BA State University of New York, Binghamton; MA
Middlebury College; M.A., Ph.D. Stanford University
Carolyn Jacobs
Elizabeth Marting Treuhaft Professor, Dean of the
School for Social Work, and Adjunct Associate
Professor in Afro-American Studies
B A Sacramento State University; Ph.D. Brandeis
University
Elizabeth Jamieson
Associate Professor of Chemistry
A.B. Smith College; MA, Ph.D. Massachusetts Institute
of Technology
Michelle Joffroy
Associate Professor of Spanish and Portuguese
BA. University of Massachusetts Amherst; MA, Ph.D.
University of Arizona
Alexandra Keller
Associate Professor of Film Studies
B.A. Harvard University; Ph.D. New York 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
Sabina Knight
Associate Professor of Chinese and Comparative
Literature
BA University of Wisconsin, Madison; MA University
of California, Berkeley; MA, Ph.D. University of
Wisconsin-Madison
Kimberly Kono
Associate Professor of East Asian Languages and
Literatures
BA, MA, Ph.D. University of California, Berkeley
Associate Professors
455
Daphne Lamothe
Associate Professor of. \fr<> -American Studies
B.A. Yale University; Ph.D. University of California,
Berkeley
Reyes Lazaro
Associate Professor of Spanish and Portuguese
BA. Universidad tie Deusto, Spain; MA. Ph.D.
University of Massachusetts Amherst
Gary Lehring
Associate Professor ofGot erumeut
B.A.. MA University of Louisville; Ph.D. University of
Massachusetts Amherst
Dana Leibsohn
Priscilla Paine Van der Poel Associate Professor of Art
B.A. Bryn Mawr College; M.A. University of Colorado;
Ph.D. University of California, Los Angeles
Marc Lendler
Associate Professor of Government
B.A. Antioch College; Ph.D. Vale University
Susan Levin
Associate Professor of Philosophy
B.A. Pomona College; Ph.D. Stanford Universitv
Thomas S. Litwin
Adjunct Associate Professor ofBiologiail Sciences
and Director of the Science (.enter
B.A. Hartwick College; Ph.D. Cornell University
James Lowenthal
Associate Professor of Astronomy
I 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; M.A. Yale 1 University; Ph.D.
I niversity of Chicago; J.D. Stanford
Suleiman AN Mourad
Associate Professor of Religion
B.S., BA. M.A. American Universitj of Beirut; M.Phil..
Ph.D. Yale University
Katwiwa Mule
Associate Professor of Comparative Literature
B.Ed., M.A. Kenyatta University Nairobi; Ph.D.
Pennsylvania State University
Lucy Mule
\ssociate Professor oj Education and Child Study
B.Ed Kenyatta I niversity, Nairobi, Kenya; Ph.D.
Pennsylvania State Universitj
Roisin O'Sullivan
. \ssociate Professor of Economics
\l.\. Ohio State 1 niversity; M.S. l niversit) ofGarway,
Ireland; Ph.D. Ohio State I niversit)
Joel Pitchon
Associate Professor of Music
B.Miiv.M.Mus. The Julliard School
Nnamdi Pole
. \ssociate Professor of Psychology
BA Rutgers University; MA, Ph.D. University of
California, Berkeley
Kevin E. Quashie
Associate Professor of Afro- American Studies
BA Florida International University; M.A. Bowling
Green State University; MA, Ph.D. Arizona State
Universitj
Kate Queeney
Associate Professor of Chemistry
BA Williams College; Ph.D. Harvard University
Jeffry Ramsey
\ssodate Professor of Philosophy
BA Kansas State University; MA, Ph.D. University of
Chicago
Amy Larson Rhodes
. Issociate Professor of Geosciences
A.B. Smith College: M.S.. Ph.D. Dartmouth College
Thomas A. Riddell
Associate Dean of the College, Dean of the First-Year
Class, and. issociate Professor of Economics
BA Swarthmore College; MA. Ph.D. American
Universitj
Donna Riley
. issociate Professor of Engineering
B.S.E. Princeton I niversity; Ph.D. Carnegie Mellon
University
Andy Rotman
. Issociate Professor of Religion
BA Columbia University; Ph.D. Universitj of Chicago
456
Associate/Assistant Professors
Kevin Rozario
Associate Professor of American Studies
BA. University of Warwick, U.K.; MA University of
London; Ph.D. Yale University
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
BA 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
Associate Professor of Computer Science
Diplome d'Etudes Universitaires Generates (DEUG),
Universite Pierre et Marie Curie, Paris VI, France;
Maitrise es Sciences, Institut dTnformatique, Universite
Pierre et Marie Curie; M.S., Ph.D. University of
Massachusetts
Helene Visentin
Associate Professor of French Studies
B.A., MA Universite de Montreal; Docteur de
L' Universite de Paris-Sorbonne
Susan Voss
Associate Professor of Engineering
B.S. Brown University; M.S., Ph.D. Massachusetts
Institute of Technology
Steve Waksman
Associate Professor of Music
B A. 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
Associate Professor of Psychology
B.A. University of Hartford; Ph.D. Emory University
Lynne Yamamoto
Associate Professor of Art
BA. The Evergreen State College; M.A. New York
University
Byron L. Zamboanga
Associate Professor of Psychology
BA University of California, Berkeley; M.A., Ph.D.
University of Nebraska, Lincoln
Assistant Professors
Marnie Anderson
Assistant Professor of History
A.B. Smith College; MA. University of Michigan; Ph.D.
University of Michigan
Nina Antonetti
Assistant Professor of Landscape Studies
BA Richmond University, U.K.; Ph.D. University of
London
Fernando Armstrong-Fumero
Assistant Professor of Anthropology
B.A., M.A. University of Pennsylvania; Ph.D. Stanford
University
Payal Banerjee
Assistant Professor of Sociology
B.S., Wilson College; Ph.D. Syracuse University
Michael Barresi
Assistant Professor of Biological Sciences
B.A. Merrimack College; Ph.D. Wesleyan University
Assistant Professors
457
Annaliese Beery
Assistant Professor of Psychology
B.A. Williams College; Ph.D. University of California.
Berkeley
Joshua Birk
Assistant Professor of History
BA Brown University; M.A., Ph.D. University of
California, Santa Barbara
Ibtissam Bouachrine
Assistant Professor of Spanish and Portuguese
BA, MA. West Virginia University; Ph.D. Tlilane
University
Darcy Buerkle
Assistant Professor of History
BA University of Missouri; Ph.D. Claremont Graduate
University
Michael Bush
I isiting Assistant Professor in Mathematics and
Statistics
I B.Sc. University of Sydney; Ph.D. University of Illinois,
Urbana-Champaign
Justin Gammy
Assistant Professor of Jewish Studies
BA McOill University; A.M.. Ph.D. Harvard University
Elizabeth Denne
\ Assistant Professor of Mathematics and Statistics
\ B.Sc. University of Sydney; Ph.D. University of Illinois,
. Urbana-Champaign
Brent Durbin
I Assistant Professor of Government
] BAOberlin College; M.P.P. Harvard University; Ph.D.
University of California, Berkeley
Maureen Fagan
, Assistant Professor of Chemistry
! B.S. University of New Hampshire; Ph.D. University of
; Wisconsin-Madison
Serguei Glebov
Fire College Assistant Professor of Russian History
\ B.A. 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
. \ssistant Professor of History
1) A I ruversitj oi Wisconsin. Madison; M.A. I niversitj
of New Mexico; Ph.D. I niversitj of Minnesota
Benita Jackson
\ssistant Professor of Psychology
\ IS I niversitj of California, Berkeley; A.M., Ph.D.
l niversitj of Michigan, Ann Arbor
Laura Anne Kalba
Assistant Professor of. \rt
B A Concordia College; MA McGill University; Ph.D.
University of Southern California, Los Angeles
Jina Kim
Assistant Professor of East Asian Studies
BA University of Chicago; MAI.S., MA, Ph.D.
University of Washington, Seattle
Linda Kim
I isiting Assistant Professor of Art
BA Barnard College; MA, Ph.D. University of
California, Berkeley
Elizabeth A. Klarich
. Issistaul Professor under the Five College Program
(Anthropology)
Daniel Kramer
Assistant Professor of Theatre
Yuri Kumagai
I Ming Assistant hvfessor in East Asian Languages
and Literatures
BA, M.Ed., Ed.D. University of Massachusetts Amherst
Eitan Mendelowitz
Assistant Professor of Computer Science
B.A. Wesleyan University; M.Sc, M.F.A. University of
California, Los Angeles
Denise McKay
\ssistant Professor of Engineering
B.S. Humboldt State University; M.S.. Ph.D. Universitj
of Michigan, Ann Arbor
Malcolm McNee
Assistant Professor of Spanish and Portuguese
B.A. Universitj of Idaho; MA Tulane University; Phi >
l niversitj of Minnesota, Twin Cities
James Middlebrook
Assistant Professor of Art
B.S. 1 niversitj of Virginia; M.Arch Columbia I niversitj
458
Assistant Professors/Instructors
Laurel G. Miller-Sims
Assistant Professor of Mathematics
Grant Russell Moss
Senior Lecturer in Music and Organist to the College
B.Mus. University of Nebraska; M.M., M.MA, D.MA
Yale University
Sara B. Pruss
Assistant Professor of Geology1
B.S. University of Rochester; M.S., Ph.D. University of
Southern California
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 University
Nicolas Russell
Assistant Professor of French Studies
BA University of Pittsburgh; MA, Ph.D. University of
Virginia
Tanya Schneider
Visiting Assistant Professor of Chemistry
B.A. Williams College; M.S., Ph.D. Yale University
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
Andrea Stone
McPherson Post-Doctoral Fellow and Assistant
Professor of Art
BA, B.Ed., MA University of Western Ontario; Ph.D.
University of Toronto
Paul Voss
Assistant Professor of Engineering
BA, B.S. Brown University; Ph.D. Harvard University
Frazer Ward
Assistant Professor of Art
BA, 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
SuJane Wu
Assistant Professor of East Asian Languages and
Literatures
BA Soochow University, Taipei, Taiwan; MA, Ph.D.
University of Wisconsin, Madison
Instructors
Riche Barnes
Instructor in Afro-American Studies
B.A. Spelman College; M.S. Georgia State University,
M.A. Emory University
Jesse Bellemare
Instructor in Biological Sciences
B.S. University of Massachusetts, Amherst; M.F.S.
Harvard University
Caroline Melly
Instructor in Anthropology
B.A. University of Pittsburgh; M.A. University of
California, Irvine
Elizabeth Stordeur Pryor
Instructor in History
B.A. Tufts University; M.A. Cornell University
Susan Stratton Sayer
Instructor in Economics
BA Swarthmore College; M.S. University of California,
Berkeley
Nadya Jeanne Sbaiti
Instructor in History
B.A. Tlifts University; M.A. Georgetown University
Lester Tome
Instructor in Dance
B.A. University of Havana
Tina Wildhagen
Instructor in Sociology
B.A. Grinnell College; M.A. University of Iowa
Lecturers
459
Lecturers
Vanessa Adel
Lecturer in Sociology
BA Long Island University; MA, Lesley College; MA
University of Massachusetts
Mark Aldrich
Lecturer and Professor Emeritus of Economics
BA Middlebury College; MA University of California,
Berkeley; Ph.D. University of Texas
Ernest Alleva
lecturer in Philosophy
BA, MA, M.Phil., Ph.D. Columbia University
Anouk Aiquier
Lecturer in French Studies
MA Universite de Toulouse-le-Mirail; MA Washington
University
Julio Alves
Lecturer in English Language and Literature
Kelly Anderson
Lecturer hi the Study of Women and Gender
B A University of California, Santa Cruz; MA. Sarah
Lawrence College
Christine Andrews
' Lecturer in Art
BA Smith College; MA, Ph.D. Northeastern University
Martin Antonetti
Lecturer in Art and Curator of Rare Books
M.S.LS.
Timothy Bacon
Lecturer in Exercise and Sport Studies
MA. University of Western Toronto
Silvia Berger
Lecturer in Spanish and Portuguese
BA National Conservator)' of Music; MA, Ph.D.
I 'niversity of Massachusetts
Thomas Bernardin
Lecturer in Economics
B.S. New York University; MA Union Theological
Seminary
Carol Berner
Lecturer in Education and Child Study
Abdelkader Berrahmoun
Lire College Teaching Fellow and Lecturer in Middle
Exist studies
Reid Bertone-Johnson
Lecturer in landscape Studies
B.S. TUfts University; Kd.M. Harvard University; M.LA
I mver>itv ot Massachusetts
Raphael Blanchier
I isiting Lecturer from the £cole Normale Superieure
in Paris
Bronwyn Bleakley
Lecturer in Biological Sciences
B.S. University of Arizona; Ph.D. Indiana University
Jackie Blei
Lecturer in Exercise and Sport Studies
Ann Edwards Boutelle
Senior Lecturer in English Language and Literature:
Grace Hazard Conkling Writer- in- Residence
MA University of Saint Andrews; M.A., Ph.D. New York
University
L. Scott Brand
Lecturer in Religion
BA University of Florida; M.Phil. Yale University
Mark Brandriss
Lecturer in Geology
BA Wesleyan University; M.S., Ph.D. Stanford University
Nona Bretschneider Ben-Moshe
Lecturer in Jeieish Studies
BA. University of Tel-Aviv; M.S.S. The Hebrew University
Billbob Brown
Lecturer in Dance
Daniel Brown
Lecturer m History
BA Northwestern University; Ph.D. University- of Chicago
Margaret Bruzelius
Lecturer in Comparative Literature and Dean of the
Senior Class and Second-Semester Junior
Fabienne Bullot
Lecturer in French Studies
license, Maitrise, Paris W, Sorbonne; D.K.Y. Paris X,
Nantene
460
Lecturers
Carl J. Burk
Lecturer and Professor Emeritus of Biological
Sciences
A.B. Miami University; MA, Ph.D. University of North
Carolina
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
Akiva Gahn-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
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., MA University of Southern California; Ph.D.
Graduate Theology Union, Berkeley
Joshua Carreiro
Lecturer in Sociology
B.A. University of Connecticut, Storrs; M.A. University of
Massachusetts Amherst
Arthur Schiller Casimir
Lecturer in Economics
B.A. Western Connecticut State University; M.A., Ph.D.
State University of New York, Binghamton
Edward Check
Senior Lecturer in Theatre
B.FA State University of New York, Purchase; M.F.A.
Yale University
Ya-Lin Chen
Lecturer in East Asian Languages and Literatures
BA National Taiwan University; M.A. National
Kaohsiung Normal University
Ellie Yunjung Choi
Lecturer in East Asian Languages and Literatures
BA. Northwestern University; M.A. University of
California, Los Angeles; Ph.D. Harvard University
Jim Coleman
Lecturer in Dance
B A University of California at Santa Cruz; M.F.A.
University of Utah
Esther Cuesta
Lecturer in Spanish and Portuguese
BA. University of Massachusetts Amherst
Jim Coleman
Lecturer in Dance
Charles Cutler
Lecturer and Professor Emeritus in Spanish and
Portuguese
B.A. Williams College; M.A., Ph.D. University of
Michigan
Holly Davis
Lecturer" in English Language and Literature
B.A. Wittenberg University; MA. State University of New
York at Albany
Tom R. Dennis
Lecturer in Astronomy
BA, MA University of Michigan; Ph.D. Princeton
University
Holly Derr
Lecturer in Theatre
BA. University of North Carolina at Chapel Hill; M.FA
Columbia University
Ranjana Devi
Lecturer in Dance (University of Massachusetts Fine
Arts Center)
David Dorfman
Lecturer in Dance
B.S. Washington University, St. Louis; M.FA Connecticut
College
Rebecca D'Orsonga
Lecturer in American Studies
A.B. Smith College; MA University of Texas, Austin
Raymond Ducharme
Lecturer and Professor Emeritus of Education and
ChildStudy
BA Colby College; MA, Ed.D. Columbia University
Lecturers
461
M. Darby Dyar
Ledum- in Astronomy
Molly Falsetti-Yu
Lecturer m Spanish and Portuguese
B A State University of New York, Binghamton; MA
University of Massachusetts
Paola Ferrario
Harnisb \ Ming Artist
B.FA San Francisco Art Institute; M.FA Yale University
Charles Flachs
Lecturer in Dance
Rose Flachs
Lecturer in Dunce
Terese Freedman
Lecturer in Dance
B A University' of Colorado at Boulder.
Gregg Gardner
Lecturer in Religion
B A State University of New York, Binghamton; MA
Hebrew University of Jerusalem; MA. Princeton
University
Janice Gatty
Lecturer in Education and Child Study
BA 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'
Sarah Gilleman
Lecturer in English Language and Literature
A.B. Smith College; M.A. Boston College
Patricia Gonzalez
Senior Lecturer in Spanish and Portuguese
BA 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
MA University of California, Los Angeles; MA Harvard
University
Bruno Grazioli
Lecturer m Italian language and Literature
MA Royal Holloway, Universit) of London, l K.
George S. Greenstein
Lecturer in Astronomy
B.S. Stanford University; Ph.D. Yale University
Nadia Guessous
Lecturer in Anthropology
BA Univer>it\ of Massachusetts Amherst; MA
Columbia University
Peter Gunn
Lecturer in History
A.B. Dartmouth College; M.Ed. Harvard University
Robert Gutermuth
Fire College Astronomy Education/Research Fellow
and Lecturer
Gertraud Gutzmann
Lecturer in German Studies and Professor Emerita
BA, M.A. Middlebury College; Ph.D. University of
Massachusetts Amherst
Jennifer Hall-Witt
Lecturer in History
BA Northwestern University; MA, 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
John Hellweg
Lecturer and Professor Emeritus of Theatre
BA University of California, Riverside; MA. Stanford
University; Ph.D. University of California, Berkeley
James Hicks
Director. Diploma in American Studies
BA, B.S. Michigan State I Diversity; Ph.D. University of
Pennsylvania
Constance Valis Hill
Lecturer in Dance
Jonathan Hirsh
Senior Lecturer and Director of Orchestral and
Choral Activities
BA Amherst College; MM., D.MA Universit) of
Michigan
462
Lecturers
Anca Luca Holden
Lecturer in German Studies
B.A. Covenant College; MA University of Georgia
Robert Ellis Hosmer, Jr.
Senior Lecturer in English Language and Literature
A.B. College of the Holy Cross; M.A. (Religion) Smith
College; MA (English), Ph.D. University of
Massachusetts 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
BA Luoyang Foreign Language Institute, PR. China;
MA Peking University; M.A. University of Wisconsin
Rebecca Jackman
Lecturer in Chemistry
B.Sc. McGill University; M.A., Ph.D. Harvard University
Maya Smith Janson
Ledum in English Language and Literature
B A Smith College; M.EA. Warren Wilson College
Charles Johnson
Lecturer in Economics
Peter Jones
Lecturer in Dance
Lisandro Kahan
Lecturer in Spanish and Portuguese
MA, M.Phil. Yale University
Reiko Kato
Lecturer in East Asian Languages and Literatures
Neal Katz
Lecturer in Astronomy
Judith Keyler-Mayer
Senior Lecturer in German Studies
M.A. Ludwig-Maximilians Universitat, Munich, Germany
Michael Klare
Five College Lecturer in Government
Lucretia Knapp
Lecturer in Film Studies
BA, M.A., The Ohio State University; M.FA University
of Michigan, Ann Arbor
Mary Koncel
Lecturer in English Language and Literature
Erika Laquer, Ph.D.
Dean of the Sophomore Class, First-Semester Juniors,
and Ada Comstock Scholars
Denise Lello
Lecturer in Biological Sciences
B A University of Chicago; B.S., Ph.D. University of
Washington
Katherine Lemons
Lecturer in Anthropology
BA. Stanford University; MA University of California,
Berkeley
W.T. Lhamon, Jr.
Lecturer in American Studies
B.A. Johns Hopkins University; Ph.D. Indiana University
Jonathan Lipman
Lecturer" in History
BA. Harvard College; M.A., Ph.D. Stanford University
Wenjiu Liu
Lecturer in East Asian Languages and Literatures
Sara London
Lecturer in English Language and Literature
BA, M.EA. University of Iowa
Daphne Lowell
Lecturer in Dance
B.A. Tufts University; M.FA. University of Utah
Suk Massey
Lecturer in East Asian Languages and Literatures
BA. Chosun University, Kwang-ju, Korea; MA. Ewha
Women's University Seoul, Korea; M.A. St. Michael's
College; C.A.G.S., University of Massachusetts
Cristiano Mazzei
Lecturer in Spanish and Portugueset
B A. Unibero-Centro Universitario Ibero Americano, Sao
Paulo, Brazil; M.A. University of Massachusetts Amherst
Cynthia McLaughlin
Lecturer in Dance
Marcia McNally
Lecturer in Landscape Studies
BA University of Hawaii; MA University of California,
Berkeley
Lecturers
463
Donna Mejia
Lecturer in Dance
B.S. University of Colorado, Boulder
Bernadine Mellis
Five College l Isiting . \rtisi in Film studies
Cynthia McLaughlin
Lecturer ui Dunce
Rosemary McNaughton
Lecturer m Astronomy
Marilyn Middleton Sylla
Five College Lecturer in Dunce
Esteban Monserrate
Lecturer and Laboratory Instructor in Biological
Sciences
, M.S., Ph.D. University of Massachusetts Amherst
Ruth Moore
Lecturer in Education und Child Study
Dorothy Moss
; Lecturer in American Studies
' MA Williams College
Mary Murphy
Senior Lecturer in Mathematics and Statistics
BA College of St. Elizabeth; MAT. The Johns Hopkins
University
Paul Newlin
Lecturer in Public Policy
B.S.. MA University of Massachusetts Amherst
Robert Nicholson
Lecturer in Biological Sciences
B.S. University of Connecticut, Storrs; MA Harvard
University
Cathy Nicoli
Lecturer in Dance
Rebecca Nordstrom
Lecturer in Dunce
BA Antioch College; M.F.A. Smith College
David Palmer
Lecturer in Psychology
B.S., M.S., Ph.D. Universit) of Massachusetts
Ann Porter
Lecturer in Spanish and Portuguese
BA Bryn Mawr College; MA, Ph.D. Brown Universit)
Beth Powell (Anne P. Anderson)
Lecturer in Psychology
IB. Smith College; MA, PhD. I niveisityd
Massachusetts Amherst
Elizabeth Pufall
Lecturer in Psychology
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
Daniel Rivers
Lecturer in the Study of Women and Gender
BA I Diversity of California, Berkeley; MA University
of California Santa Barbara
Elizabeth Joy Roe
l tsitmg . \rtist and Lecturer in Music
B.M., MM. The Julliard School
Benjamin Rood
Lecturer in Psychology
B.S. Bates College; M.S. University of Massachusetts
Amherst
Timothy Ruback
Lecturer in Government
BA Hates College; MA Arizona State University
Maureen Ryan
lecturer in Classical Languages and literatures
BA, MA, Ph.D. Ohio State Universit)
Candice Salyers
Lecturer in Dunce
B.L.S. University of Memphis; M.F.A. Smith College
Samuel Scheer
Lecturer in English Language and Literature
BA Bennington College; M.Phil. Oxford Universit)
Katherine Schneider
Lecturer m Art
BA Vale University; M.F.A. Indiana I niversitj
Stephen E. Schneider
Lecturer in Astronomy
Anne Schwartz
Lecturer in .Mathematics and statistics
\.B. Dartmouth College; MA, Ph.D. UniveRityof
California, San D<
464
Lecturers/Instructional Support Personnel
Peggy Schwartz
Lecturer in Dance
B.A. University of Rochester; M.A. State University of
New York at Buffalo
Jody Shapiro
Lecturer in Religion
B.A. Amherst College; M.Sc. University of Edinburgh;
Ph.D. University of Pennsylvania
John Slepian
Lecturer in Art
Ronald L. Snell
Lecturer in Astronomy
B.A. University of Kansas; M.A., 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
Maria Succi-Hempstead
Lecturer in Italian Language and Literature
M.A. University of Kent, Canterbury, England
Catherine Swift
Lecturer in Education and Child Study
Atsuko Takahashi
Lecturer in East Asian Languages and Literatures
B.A. Japan Women's University; M.S.Ed. University of
Pennsylvania
Pamela Thompson
Lecturer in English Language and Literature
B.A. Yale University; M.F.A. University of Massachusetts
Amherst
Cathy Weisman Topal
Lecturer in Education and Child Study
B.A. Cornell University; M.A.T. Harvard School of
Education
Daniel Trenner
Lecturer in Dance
B.S. State University of New York, New Paltz; M.Ed.
Lesley College
Mike Vargas
Lecturer and Musician in Dance Technique and
Performance
Daniel Warner
Lecturer in Music
Ellen Dore Watson
Lecturer in English Language and Literature;
Director of Poetry Center
B.A, M.F.A. University of Massachusetts Amherst
Pan Welland
Lecturer in Theatre
B.F.A. University of Massachusetts Amherst; A.M. Smith
College
Jon Western
Lecturer in Government
Paul Wetzel
Lecturer in Biological Sciences
Grant Wilson
Lecturer in Astronomy
Nan Wolverton
Lecturer in American Studies
Wendy Woodson
Lecturer in Dance
Catherine Woronzoff-DashkofT
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
Saleema Bashir Waraich, Ph.D.
Mellon Post-Doctoral Fellow in Art
Instructional Support Personnel
465
Gloria Garcia
Meudenhall Fellow in American studies
Sherrie Marker
Research Associate in American Studies
E. R. Dumont
Research Associate in Biological Sciences
Maiko Tamura
Research Associate in Biological Sciences
Sean Gilsdorf, M.A.
Research Associate in History
Erika Laquer, Ph.D.
Research Associate in History
Ann Ramsey, Ph.D.
Research Associate in History
Marylynn Salmon, Ph.D.
Research Associate in History
Revan Schendler, Ph.D.
Research Associate in History
Robert Weir
Research .Associate in History
Jessica Delgado
Research Associate in Latin American Studies
Euripedes Oliveira
Research Associate in Latin American Studies
Sarah-Marie Belcastro
Research Associate in Mathematics and Statistics
Danielle Ramdath
Research Associate in Mathematics and Statistics
Anne Schwartz
Research Associate in Mathematics and Statistics
Janice Moulton, Ph.D.
Research Associate in Philosophy
Meredith Michaels
Research Associate in Philosophy
Peter Pufall
Research Associate in Psychology
Martha Teghtsoonian, Ph.D.
Research Associate in Psychology
Robert Teghtsoonian
Research . \ssociate m Psychology
Michelle Wick
Research Associate in Psychology
Benjamin Braude, Ph.D.
Research . \ssociate 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 Biological Sciences
Gabrielle Immerman
Laboratory Instructor in Biological Sciences
Esteban Monserrate, Ph.D.
Laboratory Instructor in Biological Sciences
Lori Saunders
Laboratory Instructor in Biological Sciences
Judith Wopereis, M.Sc.
Laboratory Instructor in Biological Sciences
Graham R. Kent, M.Sc.
Senior Laboratory Instructor in Biological viences
Maria Bickar
Laboratory Instructor m Chemistry
Heather Shafer
laboratory Instructor in Chemistry
Rebecca Thomas
laboratory Instructor in Chemistry
Keiko Konoeda
. issistant in Fxist Asian Languages and literatures
Pamela Matheson
Laboratory Instructor in Mathematics and statistics
Joyce Palmer-Fortune
Laboratory Instructor in Phi
Jerzy W. Pfabe, M.Sc.
Laboratory Supervisor in Physics
466
Instructional Support Personnel
Margaret Thacher
Laboratory Instructor in Physics
David Palmer, Ph.D.
Assistant in Statistics, Psychology Department
Melissa Belmonte
Teaching Assistant in Spanish and Portuguese
Stephanie Frey
Teaching Fellow in Dance
Crystal Gipe
Teaching Fellow in Dance
Caitlin Johnson
Teaching Fellow in Dance
Nicole Kedaroe
Teaching Fellow in Dance
Erin Law
Teaching Fellow in Dance
Michelle Marroquin
Teaching Fellow in Dance
Katie Martin
Teaching Fellow in Dance
Phaelon O'Donnell
Teaching Fellow in Dance
Florentine W. Bambara, A.B.
Teaching Fellow in Education and Child Study
Graeham R. Dodd, A.B.
Teaching Fellow in Education and Child Study
Katherine L. Donovan, A.B.
Teaching Fellow in Education and Child Study
Jessica Plaut, B.S.
Teaching Fellow in Education and Child Study
Gregory T. Rosnick, B.S.
Teaching Fellow in Education and Child Study
Melissa L. Traxler, B.A.
Teaching Fellow in Education and Child Study
Rhemi Abrams-Fuller, B.A.
Teaching Fellow in Exercise and Sport Studies
Kathleen Boucher
Teaching Fellow in Exercise and Sport Studies
Lacee Carmon
Teaching Fellow in Exercise and Sport Studies
Sarah Cox
Teaching Fellow in Exercise and Sport Studies
Sheila Gisbrecht
Teaching Fellow in Exercise and Sport Studies
Jeanne Goree Naslund, B.A.
Teaching Fellow in Exercise and Sport Studies
Ruth Ness, B.A.
Teaching Fellow in Exercise and Sport Studies
Katlin Okamoto, B.A.
Teaching Fellow in Exercise and Sport Studies
Benjamin Raphelson, B.A.
Teaching Fellow in Exercise and Sport Studies
David Schary
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 Music
Akiva Cahn-Lipman
Performance Instructor in Music
Sarah Cornelius
Performance Instructor in Music
Phillip de Fremery, B.M.
Performance Instructor in Music
Rebecca Eldredge
Performance Instructor in Music
Ronald Gorevic
Performance Instructor in Music
Donna Gouger, B.M.
Performance Instructor in Music
Instructional Support Personnel 467
Judith Gray, B.S., M.S.
Performance Instructor in Music
Kirsten Hadden Lipkens, B.M., M.M.
Performance Instructor in Mask
Volcy Pelletier, Graduate Diploma New England
Conservatory
Performance instructor in Music
Ellen Redman, B.Mus., M.Mus.
Performance Instructor in Music
Alice Robbins, A.B., Graduate Diploma Schola
Gantoram Basiliensis
Performance Instructor in Music
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 Musk
Administration
Administration
Office of the President and the
Board of Trustees
Carol T. Christ, Ph.D.
President
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
The Athletic Department
Lynn Oberbillig, M.A., M.B.A.
Director
The Botanic Garden
Michael Marcotrigiano, Ph.D.
Director
Facilities Management
John Shenette, B.S.
Executive Director of Facilities
The Smith College Campus School
Cathy Hofer Reid, Ph.D.
Director
Career Development Office
Stacie Hagenbaugh, M.Ed.
Director
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 Strzempko, B.Ed.
Director of College Relations
Office of the Dean of the College
Maureen Mahoney, Ph.D.
Dean of the College
Tamra Bates, M.S.
Director of the Campus Center
Margaret Bruzelius, Ph.D.
Dean of the Senior Class and the Second-Semester
Juniors
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 the Sophomore Class and the First-Semester
Juniors; and Dean of the Ada Comstock Scholars
Lisa D. Chapped, M.A.
Assistant Dean for International Study
Julianne Ohotnicky, M.A.
Dean of Students
L'Tanya Richmond, M.A.
Director of Multicultural Affairs
Tom Riddell, Ph.D.
Associate Dean of the College and Dean of the First-Year
Class
Rebecca Shaw, M.A.
Director of Residence Life
Hrayr C. Tamzarian, M.Ed.
Associate Dean for Student Affairs and International
Students and Scholars
Administration
469
Office of Development
Patricia Jackson, M.B.A.
Vice President for Development
Kimberly Albright 72, M.B.A.
Director of International Development
Karen Leah Boehnke '99, A.B.
Director of Integrated Development Strategies
Sandra Doucett, B.A.
Deputy Director of Development and
Organizational Relations
Rachel F. Moore, B.A.
Director of Campaign Initiatives and Leadership
Support
Dining Services
Kathleen Zieja, B.S.
Director
Office of Enrollment
Audrey Smith, B.A.
Dean of Enrollment
Debra Shaver, M.S.
Director of Admission
Karen Kristof, A.B.
Senior Associate Director
Sidonia M. Dalby, M.Ed.
Barbara Garcia, M.A.
Sabrina Marsh, B.A.
Associate Directors of Admission
David Belanger, M.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
Laura Smiarowski, M.S.
Controller
David C. DeSwert, M.P.L.
Director of Budget and Grants
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
Information Technology Services
Herbert Nickles, M.A.
Executive Director
Kate Etzel, M.A.
Director, User Support
Ben Marsden, M.S.
Director, Systems and Network Services
Sharon Moore, B.A.
Director. Telecommunications
Yvonne Ting, M.S.
Director, Administrative Technology Services
Thomas G. Laughner, Ph.D.
Director, Educational Technology Services
Office of Institutional Research and
Educational Assessment
Cate Rowen, M.B.A.
Director of Institutional Research and Educational
Assessment
Kathleen M. Foley, M.A.
Vs.sistant Director of Institutional Research and
Educational Assessment
Minh Ly, B.A.
Assistant Director tor Assessment illi.Ml NECASL
The lacobson Center for Writing,
Teaching and Learning
Julio Alves, Ph.D.
Director
470
Administration
The Libraries
Christopher Loring, M.A., M.A.LS.
Director of Libraries
Martin Antonetti, M.S.
Curator of Rare Books
Maria Brazil!, 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.LS.
Coordinator of Branch Services and Science Librarian
Barbara Poiowy, 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.
Curator of Paintings and Sculpture and Associate
Director for Curatorial Affairs
Ann Musser, M.A.
Associate Director for Academic Programs and Public
Education
Office of the Provost/Dean of the
Faculty
Marilyn R. Schuster, Ph.D.
Provost/Dean of the Faculty
John H. Davis, Ph.D.
Associate Provost and Dean for Academic Development
Danielle D. Garr Ramdath, Ph.D.
Associate Dean of the Faculty
Public Safety
Paul Ominsky, M.Ed.
Director
Quantitative Learning Center
Catherine McGune, Ph.D.
Director
Office of the Registrar
Patricia A. O'Neil, B.A.
Registrar
Office of Religious and Spiritual Life
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
Bruce A. Bromberg Seltzer, M.A.
Chaplain to the College
Adviser to Jewish Students
School for Social Work
Carolyn Jacobs, Ph.D.
Dean
Susan Donner, Ph.D.
Associate Dean
Diane L. Tsoulas, J.D.
Associate Dean for Administration
Standing Committees
471
Standing Committees,
2009-10 (Elected)
Academic Freedom Committee
Martha Ackelsberg (2012); James Callahan (2010);
Alexandra Keller (2010)
Committee on Mission and Priorities
President. Chair (Carol Christ); Vice Chair, Provost
and Dean of the Faculty- ( Marilyn Schuster); Associate
Provost and Dean for Academic Development (John
Davis); Dean of the College (Maureen Mahoney);
Vice President for Finance and Administration (Ruth
Constantine); Vice President for Advancement (Patricia
Jackson); Staff Representative (To be announced);
1\vo students selected by the Student Government As-
sociation (To be announced); T\vo members of Faculty
Council (John Brady, Michael Thurston); Randall
Bartlett (2012); Michael Gorra (2012); Andrew Guswa
(2010)
Committee on Faculty Compensation and Development
Associate Provost and Dean for Academic Development,
Chair, non-voting (John Davis); Dana Leibsohn (2010);
MahnazMahdavi (2011); BorjanaMikic (2012); Alan
Rudnitsky (2010); Susan Voss (2010); Faculty' Council
Representative, non-voting (Howard Gold)
Faculty Council
Donald Baumer (2012); John Brady (2010); Patricia
DiBartolo, Chair (2010); Howard Gold (2011); Michael
Thurston (2012)
Committee on Tenure and Promotion
President, Chair (Carol Christ); Provost and Dean of
the Faculty (Marilyn Schuster); Rosetta Cohen (2011);
Piotr Decowski (2010); Randy Frost (2012); Douglas
iPatey (2012); Nancy Whittier (2010);
Alternate: to be announced
Committee on Academic Priorities
Provost and Dean oi the Faculty, Chair, non-voting
(Marilyn Schuster); Associate Provost and Dean for
Academic Development, non-voting (John Davis); Dean
of the College, non-voting (Maureen Mahoney); Robert
Buchele (2012); Nicholas llorton (201 1 ); Katwiwa
Mule (2010); William Oram (201 1 >; Cornelia Pearsall
1 2010); Faculty Council Representative, non-voting
(Donald Baumer)
Lecture Committee
Pau Atela (2011); Anna Botta (2011); Donna Robinson
Divine (201 1 >; Nalini Easwar (2010); Lynne Yamamoto
(2010)
Committee on Educational Technology
Fernando Armstrong-Fumero (2011); Jamie Hubbard
1 201 1 ): Jefferson Hunter (2012); Roisin O'Sullivan
(201 1); Sara Pruss (2012); Associate Provost and Dean
for Academic Development (John Davis)
Non-voting members: Executive Director of Informa-
tion Systems (Herb Nickles); Supervisor of Computing
and Technical Services in the Science Center (Eric
Brewer); Director of Educational Technology (Tom
Laughner); Coordinator of Library Systems (Eric
Loehr)
Committee on Grievance
John Connolly (201 1); Elizabeth Jamieson(201 2);
Sabina Knight (201 1 ); Nancy Sternbach (2012)
. \ltemates: Lois Dubin (2010); Carolyn Wetzel (2010)
Committee on the Library
Elisabeth Armstrong 1 201 1 1; Nalini Bhushan (2011)
Floyd Cheung (2012); Nathanael Fortune (2012)
Lucy Mule (2011)
Non-voting: Two students chosen by Student Govern-
ment Association (To be announced); Director of Li-
braries (Chris Loring); Provost and Dean of the Facultv
(Marilyn Schuster)
472
Alumnae Association
Alumnae Association,
2009-10
Officers
President
Charlotte G. Kea '82
16019 Elegant Court
Bowie, MD 20716
Vice President
Lisa Ilka Abrams '90
4809 N.Paseo del Tupo
Tuscson,AZ 85750
Treasurer
Rehana Farrell '92
123 Carter Road
Princeton, NJ 08540
Clerk
Peg Merzbacher 77
19 Gerard Road
Norwell, MA 02601
Directors
Caroline Soleliac Carbaugh '66
(Chair, Classes)
253 Inverness Lane
Ft. Washington, MD 20744-6306
Fiona Ward Clapp '87
(Chair, NAAC)
170verhillRoad
New Rochelle, NY 10804-3904
Linda Kramer Jenning 72
(Liaison, SAQ)
6100 Edgewood Terrace
Alexandria, VA 22307-1 125
Peggie Ward Koon 74
26 Eagle Pointe Drive
Augusta, GA 30909
Lisa Lauterbach Laskin '88
(Liaison, Medal)
112 Avon Hill Street
Cambridge, MA 02140
Leslie Mark '83
(Chair, RCC)
12328 Pembroke Lane
Leawood,KS 66209
Sharmeen Obaid-Cinoy '02
261 Yonge Blvd. N.
Toronto, ON M5M 3J1, Canada
Erin Alexander Paisan '87
4215 Nashwood Lane
Dallas, TX 75244
Lois Thompson '66
1033 West Edgeward Road
Los Angeles, CA 90026
Katya A. Wilson '82
4367 Arbutus Street
Vancouver, BC V6j 4S4, Canada
JoAnne Lyons Wooten 74
12501 Trelawn Terrace
Mitchellville, MD 20721-2502
The Alumnae Office
Carrie Cadwell Brown, M.Ed. '82
Executive Director
Samantha K. F. Pleasant
Senior Associate Director
John MacMillan
Director of Alumnae Communications
Betsy Adams Hopkins
Associate Director
473
Index
Abbreviations and symbols, explanation of, (n-(n
Absence, leaves of, 52-53
Absence from classes, 5 1
Academic achievements, prizes and awards, 1~-^1
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, 45-55
Academic societies, 28
Academic standing, 51
Accelerated course program, 1 1
Accreditation, iv
Ada Comstock Scholars Program, 12
admission, 43-44
fees and expenses, 34-36
financial aid, 38
grading options, 48-49
Adding and dropping courses, 46-47
Administration directory; 468-470
Admission, 41-44
graduate study, 54-60
undergraduate study, 41-44
Ada Comstock Scholars, 43-44
advanced placement credit, 50
application fee. 35
deadline dates, 42
entrance tests, 41
health form, 23
interview, 42
international students, 43
secondary school preparation, 41
transfer applicants, 45
Admission, to courses requiring special
permission, 45
Advanced placement. 42. 50
toward requirements, 50
Advanced standing, 5 1
tdtfsmg, lo-n
career. 11
engineering 1 1. 194
minor advisers. 1 1
prebusiness. 1 1
prelaw. 1 1
premajor and major advisers. 10-11
premedical and prehealth professions. 11.1 32
African studies
minor, 67-68
Five College certificate in. 425
Afro-American studies, 69-72
Age of majority. 52
Ainsworth/Scott (iymnasiums. 2 1
hours, 21
Alumnae
networking, 11
support. 50
Alumnae Association
officers, 472
Alumnae Gymnasium. 2. 1"
American College Testing Program, 4l
American ethnicities. 73-75
American studies, "6-80
diploma in, 5', 80
Amherst College
cooperative program with. 12. Id
Twelve College Exchange. 16
cooperative Ph.D. program. 5~
Ancient studies. 81-82
Anthropology, 83-89
Application for admission
graduate study 54
oondegree studies. 57-58
undergraduate study, 1 1
Arabic courses. See Religion.
Archaeology, 90-91
Architecture and landscape architecture courses
Vc \ll
Art. 92-10^
Vrt library is
hours. IS
474
Index
Art museum, 18
hours, 18
Arts and Technology, 106-107
Asian/Pacific/American studies, Five College
certificate in, 424-425
Associated Kyoto Program, 15
Astronomy, 108-111
Athletic facilities, 21
Athletic fields, 21
Athletic program, 22, 43<M40
See also Exercise and sport studies.
Athletics, 22, 43M40
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.
Bass hall, 18
Berenson Dance Studio, 19
Biblical literature. See Religion.
Biochemistry, 112-117
Biological sciences, 118-132
master's degree, 55
Board of trustees, 441
Boathouse, 21
Botanic gardens, 18
Botany. See Biological sciences.
Bowdoin, study at, 16
Brown Fine Arts Center, 18
Buddhist studies, Five College Certificate in, 426
Burton Hall, 2, 18
Burton, Marion LeRoy, 2
Calendar, academic, vi
Campus Center, 21
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, 60
undergraduate, 46-47
Chaplains, 23
Chemistry, 133-137
Chemistry lab fee, 35
Child study. See Education and child study.
Chinese. See East Asian studies.
Christ, Carol T., 4, 441, 447, 468
Churches, 23
Clark Science Center, 18
Clarke School for the Deaf, 56
Class attendance and assignments, 47
Class schedule chart, inside back cover
Classical languages and literatures, 138-141
Coastal and marine sciences, Five College
Certificate in, 427
Cognitive Neuroscience, Five College Certificate in,
428
College Archives, 17
College Board tests, 41
College physician, 22
College Scholarship Service, 37
Committees, 471
Comparative literature, 142-149
Computer facilities, 19-20
Computer science, 150-157
Confidentiality
of medical records, 23
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, Jill Ker, 3-4,442
Cooperative programs with other institutions, 12
Cordoba, study abroad, 15
Counseling
career, 22
personal, 23
religious, 23
Course enrollments, Five College, 48
summary, 24
Course load, 45
Course numbers, key to, 63-65
Course programs
accelerated, 11
honors, 12
independent study, 12-13, 46
regular, 7-9, 45
Smith Scholars, 13
Index
Course registration, 46-47, oo
Courses of study. 67-440
Course symbols, designations, abbreviations.
explanation of. 61-05
Credit
academic. 48-50
advanced placement. So
earned before matriculation, 50
internships, 12-13. 40
interterm. 50
performance. 49
shortage. 49
summer school. 49-50
transfer. 49
Cross country course. 2 1
Culture, health and science. Five College Certificate
in, 429
Curriculum. "-8
Curricular requirements and expectations, 8
Dance, 158-166
facilities, 19
master's degree. 50
Dartmouth, study at, 10
Davis. Herbert. 2
Deadlines
for admission. 42
for course changes. 40— 17, 60
Deaf, teaching of the. 56
Dean's List, 28
Deferred entrance to first-year class. 42
Deferred entrance for medical reasons. 42
Degrees, requirements for
bachelor of arts, 8, 45
master of science in biological sciences, 55
master of science in exercise and sport
studies, 55
master of arts in teaching. 50
master of education of the deaf. 50
master of fine arts in dance. 50
master of fine arts in plauvriting. 50-5"
cooperative Ph.D. program, 57
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. i\
Disability Services, Office of. 20
Dismissal. 51
Divisions, academic. 01-03
Doctors. 11-H
Dormitories. See Residential houses for
undergraduates.
Dropping and adding courses. 46-47, 60
Dunn. Man Maples. 4. 442
Early Decision Plan. 42
Hast Vsian languages and literatures. 167-172
East Asian studies. 1 "3- 1 ~~
Economics. 178-185
Education and child study. 186-193
Education, master's degree. 50
Elizabeth Mason Infirmary. 11
Emeritae. emeriti. 442-445
Engineering. 194-202
Engineering advising. 11
English language and literature. 203-2 1 4
Enrollment statistics, 24-20
Entrance requirements. 4 1
Environmental science and policy. 215-2 1 7
Ethics, 218
Examinations
final, 47
pre-examination period, 47
Exercise and sport studies. 219—228
master's degree. 55
Expenses, 33-36
Extended Repayment Plan. 30
Extracurricular activities. 21-22
Facilities. 17-21
Faculty, 446-467
Five College. 407-436
Family Education Loans. 39
Fees and expenses. 35-35
bed removal. 35
chemistry lab. 35
continuation. 35
contractual limitations. 36
early arrival. 35
graduate study. 59
health/hre/safet\ regulation. 30
Junior Year Abroad. 13-15
late Central Check-in, 35
late payment, 35
late registration. s5
Twelve College Exchange. 16
476
Index
Fellowships
international and domestic, 32
research, 59
teaching, 59
Fields of knowledge, seven major, 7
abbreviations in course listings, 64-65
Film studies, 229-232
Final examinations, 47
Financial aid, 36-40, 59-60
Ada Comstock Scholars, 38
campus jobs, 39
first-year applicants, 37-38
graduate students, 59-60
grants, 39
international students, 38, 43
loans, 39
outside aid, 39
transfer students, 38
work-study, 39
Financial obligation, 33
Fine arts center, 18
Fine arts, master's degree, 56-57
First Group Scholars, 27
First-Year applicants, 37-38
First-Year Seminars, 233-239
Five College Certificate Programs, 10
African studies, 423
Asian/Pacific/American studies, 424-425
Buddhist studies, 426
Coastal and marine sciences, 427
Cognitive Neuroscience, 428
Culture, health and science, 429
Film studies major, 437
International relations, 430
Latin American studies, 431
Logic, 432^33
Middle East studies, 434
Native American Indian studies, 435
Russian, East European and Eurasian Studies,
436
Five College Cooperation, 12
course enrollment, 48
course interchange, 12
course offerings, 407-422
course regulations, 48
Five College faculty, 407-436
Five College Self-Instructional Language Program, 438
Florence, study abroad, 14
Foreign language literature courses in translation, 240
Foreign students. See International students.
Foreign study programs, 13-15
France, study abroad, 15
French studies, 241-246
Geneva, study abroad, 14
Geographical distribution of students, 25
Geosciences, 247-252
German studies, 253-258
Germany, study abroad, 14-15
Government, 259-269
Grading options, 48-49
Graduate study, 54-60
admission, 54
enrollments, 24
international students, 54
Graduation rate, 24
Graduation requirements, 8-9, 45
Grants, 39
music, 39
named and restricted, 39-40
trustee, 40
Greek courses, 138-139
Greene, John M., 1
Greenhouses, 18
Gymnasium, 21
hours, 21
Hallie Flanagan Studio Theatre, 19
Hamburg, study abroad, 14-15
Hampshire College
cooperative program with, 12
cooperative Ph.D., 57
Health insurance, 23, 34
for graduate students, 59
Health professions advising, 11, 132
Health professions program, 132
Health regulations, 22-23
Health Services, 22-23, 58
Hebrew courses. See Religion.
Helen Hills Hills Chapel, 23
High school preparation for applicants, 41
HillyerHaU, 18
Art library, 18
Hispanic studies. See Spanish and Portuguese.
History, 270-280
History of science and technology, 281-282
History of Smith College, 1-4
Honor code, 1 1
Index
477
Honors program, 12
Houses, 21
graduate students, 58
How to get to Smith, iv
Independent study, 12-13, 46
Independently designed majors and minors. 10
Infirmary, 11
Information Technology Sen ices, 19-20
Inpatient services, 11- 25
Inquiries and visits, v
Insurance, health, 22-23. 34
for graduate students, 58
Intercollegiate athletics, recreation and club sports
22, 439-440
Interdepartmental and extradepartmental
course offerings, 402-406
Interdepartmental majors, 9
Interdepartmental minors, 9-10
Interlibrary loan, 17
International baccalaureate, 42, 51
International Relations Certificate
Program, 430
International students
admission, 43
admission of graduate, 54
Certificate of Graduate Studies, 54, 57
Diploma in American Studies, 57, 80
financial aid, 38, 44
graduate fellowships, 59
summary of enrollment, 25
! Internships
career, 22
credit, 12-13,46
Praxis summer internships, 22
semester in Washington, 15, 269
Smithsonian Institution, 15-16, 78-79
Interterm, vi
credit status, 50
Interterm courses offered for credit, 283
Interview, for admission applicants, 42
career, 22
Intramural athletics. 21-22, 439-440
Italian language and literature, 284-288
Italy, study abroad, 14
Jacobson Center for Writing, Teaching and
Learning, 20
[ahnige Social Science Research Center, 19
Japan, Stud) abroad, 15
Japanese, ve East Asian studies.
Jean Picker Semester-in-Washington Program. 15.
269
Jewish chaplain, 23
Jewish studies, 289-294
Job. campus. 39
summer, help with, 22
Junior Year Abroad Programs, 13-15
course loads, 14-15
enrollments, 24
requirements, 14
Kahn Institute. 20-21
Kennedy professorship, 6
Kyoto, study abroad, 15
Landscape architecture. See Art.
Landscape studies, 295-297
Language Laboratory, 19
hours, 19
Late course changes, 46-47
Late registration, 47
Latin American and Latino/a studies, 298-301
Five College certificate in, 431
Latin courses, 139
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, 12
Linguistics, 302-303
Loans
graduate study, 60
undergraduate study. 36. 39
Logic, 304
Logic, Five College Certificate Program in. 432^33
Louise W. and Edmund J. Kahn Liberal Arts
Institute. 20-2 1
Lyman Plant House, 18
Major, 9
Major fields of know ledge, seven, 7
abbreviations in course listings. 64-65
Majors, enrollment. 26
Majority, age of. 52
478
Index
Mandatory medical leave, 53
Marine science and policy, 305
Maritime studies, 16
Master of arts programs, 56-57
Mathematics and Statistics, 306-312
McConnell Hall, 18
Medical leave of absence, 54
Medical professions program, 132
Medical services, 22-23
Medieval studies, 313-314
Mendenhall Center for the Performing Arts, 19
Mendenhall, Thomas Corwin, 3
Microbiology. See Biological sciences.
Middle East Studies Certificate Program, 434
Middle East Studies, 315-319
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, 320-325
facilities, 19
fees for practical music, 35
grants, 39
scholarships, 39
Mystic Seaport Program, 16
National Theatre Institute, 16
Neilson, William Allan, 2
Neilson chair, 5-6
Neilson Library, 17-18
hours, 18
Neuroscience, 326-330
Newman Association, 23
Nondegree studies, 57
Nondiscrimination policy, inside front cover
Nonmatriculated students, 12, 34, 46
Perkins Loan (formerly NDSL), 39
Personal computers, 20
Ph.D. programs, 54, 57
Phi Beta Kappa Society, 28
Philosophy, 331-337
Photography, facilities for, 18
Physical education, master's program, 55
See also athletic program; exercise and
sport studies.
Physical fitness, 21-22
Physics, 338-341
Placement, advanced, 42, 50
Playwriting, master of fine arts in, 56-57
Poetry Center, 19
Reading Room, 19
Political science. See Government.
Pomona-Smith Exchange, 16
Portuguese, 374-381
See also Spanish and Portuguese.
Praxis Summer Internship
Funding Program, 22
Prebusiness advising, 1 1
Pre-examination period, 47
Prehealth professions program, 11, 132
Prelaw advising, 1 1
Premedical professions program, 11, 132
PRESHCO, 15
Presidential Seminars, 342-343
Princeton-Smith Engineering Exchange, 16
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, 344-351
Pu'bhc policy, 352-354
Off-campus study programs, 12-16
Outpatient services, 22-23
Parent loans for undergraduates, 37, 39
Paris, study abroad, 15
Payment plans, 36
Pell Grant program, 39
Performing arts, 19
Quantitative courses for beginning students,
355-358
Quantitative Learning Center, 20
Rare Book Room, 17
Readmission, 52-53
Recognition for academic achievement, 27-32
Recreation and club sports, 21-22
Index
479
Refunds, withdrawal, 36
Junior Year Abroad, 14-15
Registration, course. 46, 60
late fee, 35, 47
Regular Decision Plan. 42
Religion, 359-364
Religious expression, 23
Repeating courses, 49
Required course work for graduate students, 60
Requirements
for admission, 41
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. 11
Research fellowship. 59
Research, scientific, 18
social science center, 19
Residence requirements, 45
for graduate students, 54-55
Residential houses for undergraduates, 2 1
Resumes, 11
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, 365-367
Ruth and Clarence Kennedy Professorship in
Renaissance Studies, 6
Sabin-Reed Hall, 18
Sage Hall, 19
Satisfactory progress toward degree. 5 1
Satisfactory/unsatisfactory grading option. 48-49
SATs, 41
Schedule of class times, inside back cover
Scholarships, 39-^0
graduate. 59
Northampton and Hatfield residents, 40
ROTC 40
Science Center, 18
Science courses for beginning students, 368
Science Library, 18
hours. IX
Scott (iymnasi urn. 11-11
Secondary-school preparation. 4l
Seelye. Liurenus Clark, 1-2
Semesterin-Washington Program. 15. 209
Semesters. \i
course program. 45
Seminars, admission to. 40
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, Ruth J., 4, 442
Smith Outdoors. 11
Smith. Sophia, viii, 1
Smith Scholars Program, 13
Smithsonian Institution internship, 15-16, 79
Social Science Research Center, 19
Social work, master/doctor of, 57
Sociology, 369-373
Sophia Smith Collection. 17
South India Term Abroad, 16
Spanish and Portuguese, 374-381
Spanish-speaking countries, foreign study in, 16
Special Studies, admission to, 46
Spelman-Smith Exchange, 16
Sports. 21-22. 219-228, 439-440
Squash courts. 1 1
Standardized tests
for admission. 41-42
for graduate applicants, 54
Standing Committees, 471
Statistics, 382
Student account. 33
Student Counseling Service, 23
Student-designed interdepartmental majors and
minors, 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
Index
Study abroad, 13-15
Study of women and gender, 394-401
Summer courses, credit for, 11, 49-50
Summer internships, 22
Summer jobs, help finding, 22
Supplemental Educational Opportunity
Grants, 39
Swimming pool, 2 1
Switzerland, study abroad, 14
Symbols and abbreviations, explanations of, 61-65
Teacher certification, 186-193
Teaching fellowships, 59
Teaching, master of arts in, 56-57
Tennis courts, 21
Theatre, 383-389
master of fine arts in playwriting, 56-57
Theatre building, 19
Third World development studies, 390-391
Track, 21
Transfer students
admission, 43
financial aid, 38
Trinity, study at, 16
Trustees, board of, 441
Trustee Grant, 40
Tryon Hall, 18
Tuition
for graduate students, 59
grants to area students, 39
payment plans, 36
refund policy, 36
Twelve College Exchange Program, 16
TV studio, 19
University of Massachusetts
cooperative Ph.D. program, 57
cooperative program with, 12
Urban studies, 392-393
Wallfisch, Ernst, music scholarship, 39
Washington intern programs, 15, 79
Weight training room, 21
Wellesley, study at, 16
Werner Josten Library, 19
hours, 19
Wesleyan, study at, 16
Wheaton, study at, 16
William Allan Neilson Chair of Research, 5-6
William Allan Neilson Library, 17-18
Williams, study at, 16
Williams-Mystic Seaport Program in
American Maritime Studies, 16
Withdrawal from the college
Junior Year Abroad Programs, 13-14
medical, 52-53
personal, 52
refund policy, 35-36
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, 204, 207, 210
Writing requirements, 8-9
Young Science library, 18
hours, 18
Zoology. See Biological sciences.
Vacations, academic, vi
Vassar, study at, 16
Visiting Year Programs, 43
Visits to the college, v
Class Schedule
A student ma\ not eleel more than one course in a single lime 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.
Et
1:10-2:30 p.m.
Ff 2:40-4 p.m.
Ft 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.r
* A three-hour laboratory session scheduled in block X. Y. or Z runs from 7 to 10 p.m.
** Reserved for activities and events.
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P V>
I*
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11