— Bulletin — olalaiccre m=vefiucela ~ June 1, 2002
The current version of this bulletin ) can be found at:
WVAVANAe Kel dlakxelaRsvelerseleiiiciaia
DICKINSON COLLEGE
Production of this bulletin is under the direction of the Office of Academic Affairs. Information given here is correct as of June 1, 2002. Revisions and current information are made regularly and may be found on the Dickinson College Web site: www.dickinson.edu/bulletin
Students entering the College in the academic year 2002-2003 should retain this printed ver- sion of the Bulletin. The degree requirements which they must fulfill are listed on page 17. The listing of a course or program in this bulletin does not constitute a guarantee or contract that the particular course or program will be offered during a given year.
Correspondence should be directed to: Mailing Address: RO. Box 1773, Carlisle PA 17013-2896 Telephone: 717-243-5121
Academic Information: Neil Weissman, Provost and Dean of the College Admissions: Christopher S. Allen, Director of Admissions Business and Financial Affairs: Annette S. Parker 73, Vice President for Financial Affairs
Communications, Student Affairs, and College Relations: Robert J. Massa, Vice President for Enrollment, Student Life & College Relations
Continuing Education and Summer School: Diane C. Fleming
Financial Aid: Judith Carter, Director of Financial Aid
Global Education: Brian J. Whalen, Associate Dean and Director of Global Education Records and Transcripts: Brenda K. Bretz ’95, Registrar
Student Affairs and Residential Life: Joyce A. Bylander, Dean of Students
Dickinson College is a member of the Central Pennsylvania Consortium (CPC). The other member insti- tutions are Franklin & Marshall College and Gettysburg College.
Dickinson College is an intellectual and social community which values justice, free inquiry, diversity, and equal opportunity. It is a fundamental policy of the College to respect pluralism and to promote tolerance, civility, and mutual understanding within its community. The College does not discriminate on such bases as race, color, sex, political and religious beliefs, marital status, age, sexual orientation, national and ethnic origins, veteran's status or disability.
The principal accrediting agency for the College is the Middle States Association of College and Secondary Schools. Other agencies accrediting or recognizing Dickinson College are the University Senate of the United Methodist Church, the Pennsylvania Department of Education, and the American Chemical Society.
June 1, 2002 printing of the BULLETIN:
www.dickinson.edu/bulletin
DICKINSON COLLEGE
CARLISLE, PENNSYLVANIA
17013-2896
The distinctive Dickinson College seal was devised and recommended by John Dickinson and Dr. Benjamin Rush at a board of trustees meeting in April 1784. Rush conceived the symbolic design: a liberty cap above a telescope, which is in turn above an open book; and Dickinson provided the motto: Pietate et doctrina tuta libertas. One translation is
“Liberty made safe by virtue and learning.” A Rush letter to Dickinson in June of 1785 refers to the College as the “bul- wark of liberty, religion and learning.”
VOLUME XCI
TABLE OF CONTENTS
TABLE OF CONTENTS
GENERAL INFORMATION
4 Mission of the College 5 Facts about the College 6 Statement on Diversity 7 ADMISSION 13 FINANCIAL INFORMATION ACADEMIC PROGRAM 17 Requirements for the Degree 21 Courses of Study 172 Special Approaches to Study 174 Global Education 180 Study in Other Institutions in the United States 182 Academic Resources 187 Academic Advising 187 The Clarke Center 188 Lectures and Symposia 193 Academic Policies and Procedures STUDENT LIFE AND SERVICES 201 Residential Life 201 Student Activities 203 Student Organizations 204 Counseling and Disability Services 204 Student Health Services 204 Public Safety 205 A Diverse Community 208 CAREER DEVELOPMENT AND ADVISING CENTER REFERENCES 211 Directory: Trustees, Faculty, Administrators 235 Awards to Members of the Faculty 237 Index
242 Map of Campus 244 —=Map-How to Get to Dickinson inside back cover = ACADEMIC CALENDAR
MISSION OF THE COLLEGE
THE MISSION OF DICKINSON COLLEGE
d=: COLLEGE was founded explicitly for high purposes: to prepare
young people, by means of a useful education in the liberal arts and sci-
ences, for engaged lives of citizenship and leadership in the service of soci- ety. This is the historic mission of the College and that to which we still subscribe as we face the future.
Tue AMERICAN REVOLUTION brought into being the world’s first modern democra- cy and launched an ambitious and hopeful social and political experiment. Our founders, John Dickinson and Benjamin Rush, were themselves leading figures of the revolution and the new republic. They recognized that the success of the American experiment would depend on the power of liberal education to remake colonial society and to produce a democratic culture. With this important goal in mind, they transformed the Carlisle Grammar School (which had been founded in 1773) into an institution of higher learning: Dickinson College. The College was chartered on September 9, 1783, less than a week after the Treaty of Paris ended the Revolution and guaranteed recognition to the United States by Great Britain and the rest of the European powers.
DICKINSON COLLEGE, therefore, began life as the first college formed under the ban- ner of the newly recognized republic and, more importantly, as a revolutionary pro- ject — dedicated to safeguarding liberty through the creation of an educated body of citizen leaders. Although the world in which we live has become more complex and multifaceted, the core mission of Dickinson College remains the same—and as vital as ever.
DICKINSON COLLEGE prepares aspiring students for engaged and fulfilling lives of accomplishment, leadership, and service to their professions, to their communities, to the nation, and to the world. Our founders intended the College to be a power- ful agent of change—to advance the lot of humankind. We expect no less today.
FACTS ABOUT THE COLLEGE
FACTS ABOUT THE COLLEGE
Cuaracter A nationally recognized selective liberal-arts-college - private, coeducational, and residential
History Founded by Benjamin Rush in 1783, the first college chartered in the newly-recognized United States of America. Named to honor John Dickinson, the penman of the American Revolution and a sign- er of the Constitution.
Location Carlisle, a historic town in south central Pennsylvania; part of the metropolitan region of Harrisburg, the state capital (regional population 490,000)
ENROLLMENT 2,172 full-time students, representing 45 states and 18 foreign countries Facutty 203 faculty members; 91% hold Ph.D.’s or the highest degree in their field STUDENT-FacuLTy Ratio 11:1
AVERAGE C1ass SiZE 15 students
Decrees GRANTED Bachelor of Arts and Bachelor of Science (39 majors)
Srupy ABROAD Dickinson-sponsored centers and programs in twelve countries; many additional special- ized options for off-campus and international study; more than half of all Dickinson students participate
FINANCIAL Arp In 2001-2002, Dickinson awarded $22 million in grants; 59% of students received merit or need-based awards
RETENTION 89% of the Class of 2004 returned for their sophomore year; 77 percent of the Class of 2002 graduated in four years
Liprary Waidner-Spahr Library has over 495,000 volumes, 4,500 periodical subscriptions (includes both paper and electronic), plus an extensive collection of government documents, microfiche, microfiche, microfilm, music recordings, and videotapes
INFORMATION TECHNOLOGY The campus is completely networked. Each student’s room has at least one connection to the campus network per occupant. The network is connected to the Internet over a frac- tional T3 line. The Information Technology department supports both PCs running Microsoft Windows 98 and Windows XP, and Apple Macintosh computers running OS 9 and OS X. The college has adopted Microsoft Office as its standard office suite. The Instructional Technology department provides equipment and support for digital media, scanning, color printing, video editing, and other specialized applications.
RESIDENTIAL Faciuities Dickinson offers a progressive residential life program in which students move into more independent living environments each year. Freshmen begin in socially integrated residence halls, sophomores and juniors live in transitional housing (suites), and seniors live in independent apart- ment-style housing. In total the College has sixty residences, including housing for students with special interests such as foreign languages, multicultural programs, the arts, and the environment.
Aruuetics A member of the Centennial Conference (NCAA Division III); 11 men’s and 12 women’s var- sity sports, plus club and intramural sports
EXTRACURRICULAR FEaTuRES More than 120 clubs and activities, including music and drama groups, student publications, fraternities and sororities, and religious, political, special-interest, and community service organizations
STATEMENT ON DIVERSITY
STATEMENT ON DIVERSITY
Dickinson is deeply committed to diversity. Eleven percent of our most recent incoming class are students of color. In Fall 2001, twenty-nine international students from fourteen countries were enrolled at Dickinson. Seven percent of our faculty members and five percent of our administrative and service staff are persons of color.
Diversity in Student Life There are eleven student groups dedicated to diversity and social justice. These include the African American Society, Amnesty International, Asian Social Interest Association, (ASIA), Hillel, House of Umoja, International Club, Latin American Club, Middle Eastern Club, Multicultural Club, Pandora (GLBT), and the Zatae Longsdorff Center for Women. In addition, the Office of Diversity and Social Justice (ODSJ) advances Dickinson’s commitment to building a pluralistic community that pro- motes equality and integrity on the campus and in the world at large. The ODSJ also publishes Diversity in Demand, an educational magazine dedicated toward change. Most recently, Dickinson established the Milton B. Asbell Center for Jewish Life, which provides a central space for Jewish students to meet, social- ize, celebrate the Sabbath and other Jewish holidays, take classes with visiting rabbis, and host interfaith dialogues with other religious groups on campus.
Diversity in the Curriculum The College’s curriculum reflects a strong focus on issues of diversity defined in terms both of domestic and of global diversity. All students at Dickinson are required to take at least one course in US Cultural Diversity in order to graduate. They must also complete one course in “Comparative Civilizations” (the study of a culture other than that of the West) and become proficient in a foreign lan- guage. Dickinson’s Center for Community Studies also promotes diversity through fieldwork research pro- jects that take Dickinson students into diverse cultures and environments within and outside the United States. Among the Center’s program are the American Mosaic, in which students devote an entire semes- ter to community-oriented fieldwork, and a new Global Mosaic, which extends fieldwork abroad. Overall, more than half of the Class of 2001 studied in a foreign country during their four years at Dickinson. Dickinson's Global Education program offers students opportunities to study in Africa, Central America, and Asia as well as the traditional programs in Europe. In addition, Dickinson recently received a grant from the Freeman Foundation to establish a new professorship in Asian law and culture that will take a leadership role in advancing Asian Studies and infusing Asian and comparative materials into course work in other departments.
Dickinson also conducts special projects to enhance diversity education, particularly by exploring connec- tions and contrasts between unity and diversity at home and abroad. For example, a $150,000 William and Flora Hewlett Foundation grant funded a continuation of the American Mosaic and the creation of 12 freshmen seminars on aspects of identity. The Hewlett grant also funded a sophomore-level course on cross-cultural communication and a comparative senior seminar. Funded by a $300,000 grant from the Henry Luce Foundation, Dickinson is presently conducting a three-year Diaspora and Community Studies project that brings a visiting scholar to campus for an annual residency.
Diversity in Academic Resources Dickinson has devoted significant academic resources to diversity. The Waidner-Spahr library boasts one of the largest private collections of Asian Studies in the country, the Norman and Margaret Jacobs Collection. The collection includes over 20,000 volumes covering China, Japan, Korea, Vietnam, Thailand, India, and other Asian countries. The library also has an East Asian Reading Room with its own dedicated computer terminal, special reading materials, and Asian artifacts. The Trout Gallery possesses a substantial collection of African Art totaling slightly more than 600 pieces. The pieces represent a wide swath of Africa including Ethiopia, the Sepik River region, the Upper Volta, Burkina Fasso, Mali, Sudan, the Ivory Coast, Angola, Tanzania, Ghana, Benin, and other countries with- in Africa. The collections includes various cultural materials like sculptures, textiles, baskets, pottery, masks, and archeological materials.
ADMISSION
ADMISSION
FRESHMAN AND [TRANSFER STUDENTS
Dickinson students have strong academic credentials and enthusiasm for engaging the world. They are not passive learners; they do not rest with simple answers to complex questions. They understand that a qual- ity liberal arts education is the foundation for a lifetime of productive social engagement.
As a community, Dickinson is committed to recruiting the most socially, ethnically, and economically diverse student body possible. The College has a proud tradition as an educator of first-generation college students. Today, about 15% of Dickinson students are of the first generation in their family to attend col-
lege.
Admission to Dickinson is highly selective. Each year, the college receives over 4,000 applications for a freshman class of 575 students and about 150 applications for a transfer class of 35 students. The primary credentials for admission to Dickinson are 1) the secondary school academic record; 2) leadership and commitment in extracurricular activities; 3) the official recommendation from the secondary school guid- ance counselor, college adviser, headmaster or principal plus recommendations from teachers in academic subjects; 4) the application form itself, including the essay; and 5) SAT'I or ACT scores, which are option- al for admission but required for academic scholarships that are not need-based.
The Admissions Office believes that the best predictor for academic success in college is high grades earned in solid courses from a good secondary school. This record offers the clearest signals of high motivation, good study habits, strong self-discipline and intellectual curiosity. The admissions staff also looks at your engagement in outside activities - the talents, interests, and leadership potential you have demonstrated through school and community activities.
STUDENTS WITH PHYSICAL AND LEARNING DISABILITIES
Dickinson College is committed to making reasonable accommodations so that the College’s programs and facilities are accessible to all students. If you have a physical or learning disability that could affect your full participation in the College's programs, contact the Coordinator of Disability Services, located in the Counseling Center at extension 1485.
The coordinator can advise you of the documentation needed to support a request for reasonable accom- modations. He can also explain the process which is followed in notifying academic advisers, faculty mem- bers, and others when students ask for accommodations.
It is the student’s responsibility to notify the College of any disability and accommodation requests. Even if you believe you will not need any accommodations, registering your disability with the Coordinator of Disability Services will allow reasonable accommodations to be provided without delay.
A campus visit is recommended for all prospective students, especially those with physical and learning dis- abilities. Prospective students needing accommodation during a campus visit are encouraged to inform the College of their needs before arriving for their visit. As part of a campus visit, students with disabilities may schedule an appointment with the Coordinator of Services for Students with Disabilities.
The student with a physical or learning disability who is thinking about applying to Dickinson College has a right and responsibility to study the College's distribution requirements from which no Dickinson stu- dent is exempted. Dickinson operates on a sincere belief that careful choice within its curriculum is better for any student than exemption. The requirements for the degree may be met in a variety of ways, mak- ing it unnecessary for students to expect exemption on the basis of disability.
ADMISSION
FRESHMAN ADMISSION REQUIREMENTS
rh ett th A completed application form, including the secondary school report form to be completed by the guid- ance counselor, college adviser, headmaster, or principal, as well as one academic teacher recommendations, must be sent to the Office of Admissions by the appropriate deadline. A non-refundable $40 application fee is required at the time the application is submitted.
The Minimum Requirement for Entrance is the satisfactory completion of a secondary school program of at least 16 units, including four units of English, two (preferably three) units of one foreign language, three units of natural science, two units of social science, and three units of college preparatory mathematics. The remaining units should be within these academic areas. Most applicants offer more than the minimal requirements.
STANDARDIZED [EST REQUIREMENTS
ee ee ee Submission of results from the Scholastic Assessment Test (SAT I) or the American College Test (ACT) is optional for September 2003, but is required for academic scholarship consideration.
SAT II Subject Test scores are not required for admission to Dickinson, although applicants may submit these scores as additional information in support of their application. If students wish to satisfy a prereq- uisite requirement or place into a higher level course (such as foreign language), they should plan to take a College Board Advanced Placement Test. On the basis of this testing, or in some cases additional testing during orientation, the student will then be placed at the appropriate course level.
Subject test scores submitted prior to the evaluation of a person's application may support the application in cases where strong achievement potential is suggested, but in no case will these test results adversely affect the final decision on the application.
INTERNATIONAL STUDENT ADMISSION
Dickinson College encourages those international students to apply for admission who have successfully completed their secondary school requirements and whose knowledge of the English language (as indicat- ed by their scores on the TOEFL examination the Test of English as a Foreign Language, or the ELPT the English Language Proficiency Test) is of sufficient quality to demonstrate capability in pursuing a collegiate program. For international students a score of 213 is required, and a score of 250 is preferred, on the TOEFL computer-based exam.
The College maintains a small international student financial aid budget to assist international students who wish to study as four-year degree candidates. Prospective international students whose families can
cover part but not all of the full costs of attending Dickinson will be eligible to compete for these limited funds.
International students are strongly encouraged to submit their SAT I scores of 1300 or higher in order to compete for academic scholarships. For more information on international admission, please visit www.dickinson.edu/admit/international.html.
ADVANCED CREDIT
LL —————————EeeE=eeeee
Advanced Placement Program A student who achieves a score of 4 or 5 on a College Board Advanced Placement Test will be granted credit for college work in the appropriate department and will receive place- ment at the discretion of the department. A student who achieves a score of 3 on the Advanced Placement Test may receive, at the discretion of the appropriate department, credit and/or placement.
Credit granted in accordance with the above statements of policy will satisfy the corresponding graduation or distribution requirements. In addition, such course credit will normally satisfy a prerequisite require-
ADMISSION
ment in that department for advanced work. The repetition of a course previously received as a credit in transfer or as a placement credit will result in the loss of credit for that course.
Other Credit Incoming freshmen should contact the registrar regarding the transferability of completed or proposed college credit. College-level course work (other than A.P) taken while in high school will be eval- uated according to the following criteria: (1) must be listed on an official transcript of an accredited insti- tution; (2) must be a minimum of 3 credit hours; (3) must indicate a grade of “C” or better (2.0 on a 4.0 scale); (4) must have liberal arts content; (5) must be offered in a setting which allows for interaction between student and instructor (i.e., no credit will be awarded for correspondence or one-way video courses).
International Baccalaureate Diploma Course Credit Students will be granted general college credit for higher level IB courses in which they achieve grades of 5 or better. Students who have achieved a grade of 5 or higher on standard level IB courses will receive placement or credit in the appropriate departments at the discretion of the departments. Students must contact department chairs during freshman orientation for further information.
Credit granted in accordance with the above statements of policy will satisfy the corresponding graduation or distribution requirements. In addition, such course credit will normally serve as the prerequisite to advanced work in the department.
INTERVIEW & INFORMATION SESSION
A visit to the campus for an interview or group information session is helpful to prospective students in gaining a clearer understanding of life and study at Dickinson.
Campus tours are offered most weekdays between 9:00 a.m. and 3:00 p.m. Please call ahead and let us know the day you plan to visit. Interviews are not required, but highly recommended for students consid- ering application. Interviews can be scheduled from 9:15 a.m. to 3:30 p.m. weekdays from April through January and typically last 45 minutes. Group information sessions are offered year round, Monday through Friday at 2:00 p.m. Saturday information sessions are available from August to mid-December and April through mid-May at 10:00 a.m.
Appointments can be scheduled by calling the Office of Admissions at 717-245-1231 or 800-644-1773 or emailing visitus@dickinson.edu.
EARLY DECISION PLAN
The College actively encourages early decision applications from students for whom Dickinson is clearly their first-choice college.
Students may apply for early decision admission and financial aid by November 15 (round 1) or January 15 (round 2). Decisions for completed applications will be sent in mid-December and mid-February respectively.
Early decision is a service to realistic candidates because:
1. Due to the small size of the applicant pool, candidates are evaluated based on their own merits rather than in competition with other applicants.
2. The candidates learn early in their college planning if they have been admitted to the college of their choice.
3. Applicants not accepted may be reconsidered on an equal basis with regular applicants for admission and may ultimately be accepted for admission. However, the review committee reserves the right to inform a student that he or she is not admissible if it is determined that additional information from the senior year would not affect a final decision.
ADMISSION
4. Accepted early decision candidates who file the PROFILE financial aid application by the admission deadline are guaranteed financial aid in the amount of their need as computed by Dickinson College. Standard financial aid packages, including grant, loan, and job components, are awarded. Occasionally a parent loan is included to help meet need.
Wa
. Any Dickinson grant awarded in ED is guaranteed to at least remain constant for four years. It will not decrease in light of changing family financial characteristics. Details are outlined in the financial aid brochure.
In addition to fulfilling the regular requirements for admission, early decision candidates must submit the Early Decision Agreement Form which is enclosed with the application packet and an Early Decision essay.
The obligation of the accepted early decision candidate to Dickinson is to withdraw all other college appli- cations and to submit the non-refundable $500 enrollment deposit, which is applied to the first semester tuition charges, within three weeks of the notification of admission.
Early decision candidates seeking financial assistance should correspond directly with either the Office of Admissions or the Office of Financial Aid.
THE Earrty ACTION PLAN
So ler tee aie ao eT a ie a Students who are not quite ready to commit to Early Decision may apply through the Early Action Plan. This provides a non-binding early response to the application for admission. Notice that the deadline for filing both applications for admission and financial aid (PROFILE) is early-December 15. Candidates will be notified of the College’s decision by late January and must respond to this offer by May 1.
Earty ADMISSION
tele oc A student who plans to leave secondary school prior to graduation, often a year in advance, is considered to be an early admission candidate. Such students usually have performed very well academically and have exhausted the highest level course offerings of their schools.
Applications for early admission are reviewed on an individual basis, taking into consideration maturity and readiness to participate in a residential college as well as academic ability. An early admission applicant is required to have a personal interview and must have the written recommendation and approval of the secondary school counselor.
DEFERRED ADMISSION
Some accepted students may wish to defer the start of their college experience until they have pursued an alternate activity for a year or two. A written request which explains why the student wishes to defer admis- sion and also which describes the alternate activity is required. Normally, experiences which enhance a stu- dent’s educational background such as overseas travel, work, or study are approved. All deferral requests are reviewed by the Director of Admissions on an individual basis. In order to reserve a place in the class for the following year, a student request for deferral must be accompanied by a non-refundable $500 enroll- ment deposit.
COMMON APPLICATION
Dickinson College, along with a select number of colleges in the United States, is a member of the Common Application. A student who completes the Common Application may submit that form to any participating college. Dickinson uses the Common Application as our own application. An electronic ver- sion of the Common Application which can be downloaded, printed and mailed, or submitted electroni- cally, is available at www.commonapp.org. Students must also submit a completed Supplemental Form, which is included in the Dickinson application packet. The form can also be downloaded from the admis- sions Web site at www.dickinson.edu.
10
ADMISSION
ENROLLMENT DEPOSIT
eam
In order to assure his or her enrollment at Dickinson College, an accepted candidate is required to submit a non-refundable $500 enrollment deposit by the appropriate deadline. The enrollment deposit is applied automatically toward the first semester tuition charges.
TRANSFER ADMISSION REQUIREMENTS
Dickinson College welcomes qualified applicants with previous academic work at other accredited college- level institutions. An applicant normally will be considered for transfer admission if the person has been enrolled elsewhere as a degree candidate for the equivalent of at least two semesters prior to the term of desired enrollment at Dickinson. As a matter of definition, a candidate will be considered for transfer admission if he or she IS ENROLLED OR HAS BEEN enrolled at another institution as a full-time, degree-seeking student. Dickinson has formal transfer articulation agreements with several community col- leges. Contact the Office of Admissions for more details at 717-245-1231.
The primary factors in the admission of transfers, in addition to those required of freshman applicants, are the college transcript, the reasons for transfer, and evidence of good academic and non-academic standing (as indicated by the Dean’s Report Form or similar official statement), and one recommendation from a professor.
Previous academic work which has been satisfactorily completed with a grade of C or better (2.0 or above on a 4.0 scale) in a program of study that reasonably parallels the curriculum of Dickinson College will be evaluated for credit. Normally, the course requirement for graduation (32 courses) will be reduced pro- portionately for every academic year of full-time study at other accredited institutions. Part-time course work, summer study, and unusual circumstances will be evaluated on an individual basis.
Final determination of credit and the satisfaction of distribution and language requirements will be made by the Registrar. Among the academic regulations applicable to all students and of particular note to trans- fer applicants is the graduation requirement that at least 16 courses be taken on campus, the last 12 of which must be taken while the student is matriculated with an approved major field of concentration.
Dickinson College sponsors a scholarship, valued at $12,000 per year for community college graduates in good standing in Phi Theta Kappa. Contact the Admissions office for more information.
DICKINSON VOLUNTEER NETWORK
Se rte tists The Dickinson Volunteer Network is composed of alumni, parents, students, faculty and staff represent- ing the College both on and off campus. Members are important sources of information for prospective students, parents, and high schools in their home areas, serving as both recruiters and advocates in the admission process. Volunteers are also charged with scouting for new talent for future classes of Dickinsonians.
Please feel free to contact the Dickinson Volunteer Network (dvn@dickinson.edu) or the Office of Admissions (admit@dickinson.edu, 717-245-1231, or 800-644-1773) for details.
DICKINSON GUEST STUDENT PROGRAM
eo ace tt ei ci Dickinson College welcomes qualified applicants who wish to study on a full-time, non-degree status for either one or two successive terms “in absentia” from their present colleges. This program is specifically designed for those students who wish to participate in the high-quality academic and co-curricular life of a small college community.
Application deadlines are December 1 for spring term admission consideration and August 1 for fall term admission consideration. Applicants are notified of the admission decisions on their applications on a
1]
ADMISSION
rolling basis as the applications become complete. A non-refundable $500 deposit is required from accept- ed applicants and is applied toward the first semester tuition charges.
Under special circumstances, qualified guest students may study on a part-time basis for a semester or a year. These students are placed in regular Dickinson courses on a space available basis.
For further details regarding the Guest Student Program, please write to the Director of Admissions.
ParRT- LIME STUDENTS WORKING [TOWARD A DEGREE
Dickinson College is a traditional, residential liberal arts college and all students working toward a degree are expected to study full time. In cases where an adult student wishes to pursue a degree, part time per- mission may be granted by the Director of Admissions. All prospective students applying to Dickinson for a degree program must do so through the Office of Admissions (admit@dickinson.edu, 717-245-1231, or 800-644-1773). Tuition per course will be pro-rated at the full-time tuition charge for those granted part- time status, whether initially admitted into a degree program or admitted conditionally for a maximum of four courses. Students who are admitted and who enroll in at least two courses per semester may be eligi- ble for federal financial aid. Contact the Financial Aid Office for more information (finaid@dickinson.edu, 717-245-1308, TTY: 717-245-1134 or Fax: 717-245-1972).
CONTINUING EDUCATION
Adult students wishing to pursue courses at the college for personal enrichment, and who do not want these courses to count toward a degree at Dickinson College, may apply for permission to take a course and register through the Office of Continuing Education. Courses may be taken for credit or non-credit (audit). Tuition for credit course will be $1500 per course for the 2002-2003 academic year. For non-cred- it courses taken on an audited basis, tuition will be $750 per course. Continuing Education students do have access to the library but do not have access to the Athletic Center and may not participate in student organizations. Contact the Office of Continuing Education (summer@dickinson.edu, 717-245-1325 or 717-245-1375).
Hicu SCHOOL ENRICHMENT PROGRAM
Upon the recommendation of their guidance counselors, promising high school students may elect to enroll in up to two courses per semester at Dickinson on a space available basis. Information and assistance
is provided by calling 717-245-1375.
a2,
FINANCIAL INFORMATION
FINANCIAL INFORMATION
EXPENSES
EN OO The price of education is of concern to students, their families, and to colleges. Dickinson has been pleased to hold the price charged to a student for tuition, room, board and fees to about 20 percent below the actu- al cost of that student’s education. Gifts, grants, alumni contributions, bequests, and income from sum- mer conferences supplement payments from families to cover a Dickinson education.
Financial aid is available to many students. The College is aggressive in seeking financial aid for those who have valid needs, Financial aid comes from endowment and other college sources and from outside agen- cies, Further, because certain federal and state programs are broadly available, it is recommended that all prospective students and their families read the section dealing with financial aid at:
www.dickinson.edu/finaid/
FEE STRUCTURE Basic expenses charged to students fall into the following categories:
Tuition The tuition fee applies to students enrolled in three or more courses per semester; students enrolled in fewer than three courses are billed on a per-course basis.
Resident Fee The resident fee includes room and board.
Student Activities Fee The student activities fee supports a wide range of social and cultural activities administered by student officers elected by the student body.
Other Charges Certain activities chosen by students carry additional fees, such as private music lessons and purchases made in the College Bookstore and Dining Services.
Student Health Insurance Dickinson College is committed to providing and supporting a full and rich academic and social environment for students. In order for the student to fully participate, free from ill- ness, injury or unexpected and potentially overwhelming medical expenses, the College requires that all students have health insurance provided through the College at a reasonable premium. A student who has similar or greater coverage under a parent's medical policy is eligible for a waiver from this requirement. Students who hold citizenship from countries other than the United States are required to have the College-sponsored health insurance policy. Specific cost information and access to the waiver form are available on the Dickinson College Web site at www.dickinson.edu/departments/ stuaccts/stuhlth.html
PAYMENT PROCEDURES AND REGULATIONS
PAYMENT oe eee OEE
Payment Policy An itemized statement of fees and charges is mailed approximately seven weeks prior to the beginning of each semester. Payment is due and must be paid in full 14 days prior to the beginning of classes. Accounts not settled by the due date will be subject to a late payment fee of $50 and a one and one-half percent per month interest charge on the unpaid balance and could result in cancelled registra- tion.
Bookstore and other miscellaneous consumer charges will be billed on a monthly basis and are due upon receipt. Balances not paid in full within 30 days will be subject to a one and one-half percent per month interest charge on the unpaid balance.
Whether or not the student is currently enrolled, an official transcript of a student's records will not be released if any of the student’s accounts, including education loans issued by or through or upon approval of the College, is in arrears.
13
FINANCIAL INFORMATION
Payment Plans Many families elect to put all or part of a year’s charges for attendance into regular, month- ly payments spread over the entire school year. Such plans help families manage college expenses by put- ting them into a regular, monthly household budgeting system. Information on these plans is available from the Student Accounts Office at www.dickinson.edu/stuaccts or from the Financial Aid Office at www.dickinson.edu/finaid/aidtypes.html
A variety of other financing options is available to those who wish to spread the charges for a Dickinson education over more than four years. To help our families, Dickinson has created DMPL, the Dickinson Manageable PLUS Loan Program (a combined program with the federal Parent Loan for Undergraduate Students - PLUS). This program permits parents to borrow up to the total annual price of attendance at Dickinson, less any other financial aid. Low federal interest rates make this a particularly attractive alter- native for financing a student’s education. Information is available through the College’s Financial Aid Office or at www.dickinson.edu/finaid/.
Tuition Prepayment Plan Dickinson College offers a prepayment plan for a minimum period of two years. A student may prepay tuition charges at the prevailing rate for the following semester multiplied by the number of semesters to be prepaid. (minimum of 4, maximum of 8) This plan guarantees savings by pro- tecting a student from future increases in the price of tuition. The Tuition Prepayment Plan covers tuition only; room, board, and other fees cannot be prepaid and will be invoiced according to the normal fall/spring semester billing cycle(s).
Additional information may be obtained by contacting David S. Walker, Associate VP and Comptroller by telephone at 717-245-1383, or via e-mail at walkerd@dickinson.edu.
Dickinson College Refund Policy The Dickinson College Refund Policy applies to all students attending the Carlisle campus who withdraw, are dismissed, or take a leave of absence from the College after the start of classes. A separate policy applies to those who are attending sites approved through the Office of Global Education. Please see the General Orientation Handbook for Study Abroad, available in the Global Education Office.
A student's date of withdrawal is determined by either: 1) The date the student begins the withdrawal process by contacting the appropriate Class Dean, or 2) The date the student is officially dismissed from the College, or
3) If the student leaves without notifying the institution, the mid-point of the semester or the student's last documented attendance at an academically-related activity, whichever is later.
Refunds of all institutional charges for tuition, required fees, room and board will be determined on a daily pro-rata basis until 60% of the semester has been completed. No refunds will be calculated after 60% of the semester has elapsed. Weekends are included in counted days, except when part of a scheduled period of non-attendance of five days or more, such as spring break.
For example, if a semester includes 110 days from the first day of classes through the last day of final exams and a student withdraws on the 50th day, Dickinson will retain 45.4% (rounded to the nearest tenth of a percent) of charges for tuition, fees, room and board. The complementary percentage (refund percentage), 54.6%, would be refunded to the student and/or the financial aid programs that have paid a portion of the student’s costs.
A student who withdraws prior to the beginning of the first day of classes will receive a 100% refund, except for the non-refundable enrollment deposit. Refund calculations for all flexible meal plan options will be based on the actual meals, points and declining balance used by the student. Any outstanding stu- dent account balance will be deducted from the refund prior to payment.
For students receiving financial aid, the following rules will apply:
1) Funds will be returned to financial aid programs before any funds are returned to the student.
14
FINANCIAL INFORMATION
2) Return of Title IV (Federal) Funds: Funds received from the Federal financial aid programs will be aggregated and refunded to the programs using the same percentage as calculated above. After 60% of the semester has been completed, federal financial aid funds are viewed as “earned” in their entirety, and no refund will be made. Funds will be returned in the order prescribed by the US Department of Education: Unsubsidized Federal Stafford Loan, Subsidized Federal Stafford Loan, Federal PLUS Loan, Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, then other federal assistance.
3) Grant/Scholarship aid from Dickinson will be refunded to the source from which it came using the cal- culated refund percentage.
4) State Grants will be refunded in accordance with the guidelines of the appropriate state grant agency. 5) Outstanding balances due to the College will be deducted from any refund due to the student.
If the student's bill has not been paid in full or if there are new charges on the student’s account, the refund to the student may not fully cover the charges. In this instance, the student may continue to have an out- standing balance owed to Dickinson, and will not receive a cash refund.
FINANCIAL AID AND SCHOLARSHIPS
Dickinson continues to seek new ways to help families and students manage the costs of education. The College’s endowment includes specially earmarked funds for financial assistance; some general endowment funds are also set aside for this purpose. Each year, federal and state funds are allocated to the College for awards to eligible students. In some cases, gifts and grants from corporations and foundations provide help. In addition, some families find that employers and other near-to-home sources can provide assistance.
Most grant assistance from Dickinson is based upon documented financial need according to the financial need analysis system of the College Scholarship Service using the CSS PROFILE form as the application. Freshmen filing deadlines parallel the admissions deadlines. A “package” of financial aid is developed for each recipient, and may include scholarships, grants, loans for students, loans for parents, or on-campus work opportunities. Prior to April 15, families must also complete the Free Application for Federal Student Aid (FAFSA) in order to be considered for federal grants, loans and work/study.
Students must reapply for need-based aid each year. In order to receive financial aid a student must main- tain satisfactory academic progress, apply on time, and continue to demonstrate financial need. Continuing students must file the Renewal FAFSA and the Renewal PROFILE by April 15; parent and student tax returns must be mailed to the Financial Aid Office by May 1. Students whose family circum- stances have changed significantly and who wish to be considered for additional institutional grant assis- tance should also submit the PROFILE by April 15. Our FAFSA Code Number is 2186; the code num- ber for the CSS PROFILE is 003253.
In some cases, the College may need additional information in order to determine eligibility for institu- tional grant assistance. In the case of divorced or separated parents, the Divorced/Separated Parent's Statement should be completed by the non-custodial parent. Families that own businesses or farms should complete the Business/Farm Supplement.
Students may apply on-line or obtain the above two forms on-line via Dickinson's home page (www.dick- inson.edu).
Eligibility for Dickinson Grant assistance will be determined using the family contribution calculated according to the CSS PROFILE analysis. This determination of financial need differs from the FAFSA analysis done by the federal government to determine eligibility for federal aid.
Detailed financial aid information is provided to financial aid recipients each year.
FINANCIAL INFORMATION
In addition to need-based aid (or as a part of a package if a student has a demonstrated financial need), Dickinson is pleased to offer academic scholarships to the top candidates for freshman admission. The John Dickinson and Benjamin Rush Scholarships were developed to recognize exemplary academic per- formance and leadership achievement. Freshmen applicants must score 1300 or higher on the SATs and rank in the top 5% (for the $15,000 John Dickinson Scholarship) or top 10% (for the $12,000 Benjamin Rush Scholarship) of their high school class in order to be considered for these scholarships. Other benefits for scholarship winners can be found at www.dickinson.edu/finaid.
Types OF FINANCIAL AID
A financial aid recipient may be granted one or more forms of assistance. Students receiving grants are usu- ally also given loans and campus employment as part of their “package.” For more details, read the Dickinson College Financial Aid Brochure.
Scholarships These awards are designed to recognize the exemplary academic performance of students.
Grants Grants (outright gifts) may be made from the College's own endowment, from state or federal sources, or from outside agency funds.
Campus employment Most students receiving assistance are offered campus employment of up to 12 hours per week in exchange for wages which help defray expenses. Campus jobs are provided using funds from the Federal Work-Study Program or in some cases from Dickinson's own funds.
Loans Several low-interest loan programs are available to students who demonstrate financial need. The Federal Stafford Loan and the Federal Perkins Loan, available from the College, feature a federal interest subsidy and the delay of repayment until after the student finishes school. Deferments are available for graduate study and a variety of other reasons. Similarly, the Abe and Cora Hurwitz Student Loan Program is a low-interest Dickinson College Loan offered to students based on financial need and academic achievement.
Summer employment Students are normally expected to obtain summer jobs and to apply those earnings toward the costs of education.
Outside Scholarships Any student receiving financial aid who also receives scholarships, loans, tuition remission, or support from a source other than the College, must report the additional aid to the Dickinson financial aid office. Such assistance can impact the student’s eligibility for assistance from fed- eral and institutional resources. The total amount of assistance received by federal aid recipients cannot exceed need as computed by federally approved methodology. The College will attempt to reduce or elim- inate self-help (loans or work) before reducing grant aid.
16
REQUIREMENTS FOR THE DEGREE
REQUIREMENTS FOR THE DEGREE
For STUDENTS MATRICULATING FALL 2002 THROUGH SPRING 2004
The general degree requirements introduce students to the special nature of inquiry in each of the three major divisions of learning (the arts & humanities, the social sciences, and the laboratory sciences), to a variety of cultural and intellectual perspectives, and to the place of physical activity in their lives. The requirement for a major concentration of study in one area ensures that each student engages in complex levels of intellectual examination and inquiry.
It is the responsibility of the student to choose and satisfactorily complete courses that fulfill the require- ments for graduation. The general course requirements are described below. The specific requirements for each major are listed in the sections describing the courses of study. A single course may be used to fulfill multiple general degree requirements, distribution requirements, cross cultural requirements and major requirements, except as restricted below.
All students must pass 32 courses with a cumulative average of 2.0. A student must complete a minimum of 16 courses on campus; twelve courses must be completed on campus after the student has matriculated and has declared a major. The final four courses or six of the last eight courses immediately preceding grad- uation must be completed on campus. To be considered “on campus” a student must be registered for a numbered course at Dickinson and must be physically on the Dickinson campus for this course work,
(GENERAL REQUIREMENTS FOR THE DEGREE:
1. Freshman seminars One of the courses each entering freshman must take during the fall semester is a seminar that addresses particular problems or topics growing out of the liberal arts curriculum and often drawing from more than one disciplinary perspective. These seminars serve to introduce freshmen to the intellectual life of the College by encouraging them to participate actively in small group discussions and by setting standards for their writing and research that will enable them to become full members of the academic community. This course may not be used to fulfill any other graduation requirement.
2. Writing Intensive Course A Writing Intensive Course is a regular academic course designed to integrate the teaching of writing with the teaching of subject matter. Courses with the “W” designation are offered across the curriculum and may overlap with any other requirement for the degree. The major goals of any “W” course include the practice of selected general forms of academic writing or the introduction of spe- cific forms of writing common to the discipline or interdiscipline of the course. The course approaches writing as a process of planning, drafting, revising, and editing, and it encourages students to read assertive- ly for content, forms, and conventions of the text and for rhetorical concerns such as author's purpose, audience, and context. Since this course works to reinforce and develop the general writing skills intro- duced in the Freshman Seminar, it is most often offered at the 200 or 300 level, and should not normally be taken concurrently with the Freshman Seminar. A single course that fulfills this and other requirements may be used to fulfill each requirement, but counts as only one of the 32 required for graduation.
3, Quantitative Reasoning Course A Quantitative Reasoning Course is a regular academic course designed to provide a solid foundation for the interpretation and critical understanding of the world through num- bers, logic, or deductive and analytical reasoning. Both words are carefully chosen: “quantitative” suggests having to do with numbers and relations and logic, while “reasoning” refers to the creation and interpre- tation of arguments. Courses that focus on the analysis of and drawing of inductive inferences from quan- titative data as well as courses that concentrate on the formulation of deductive and analytical arguments can satisfy this requirement. “QR” courses can be offered from any department at the College. A single course that fulfills this requirement and other requirements may be used for each requirement (unless the other requirement is Division III, Lab Science), but counts as only one of the 32 required for graduation.
17
REQUIREMENTS FOR THE DEGREE
Each semester courses meeting the Writing Intensive and Quantitative Reasoning requirements are listed with the course offerings on the registrar’s office web page.
4. Community Experience The college was founded with the goal of educating citizen-scholars, graduates whose education is connected to life beyond the classroom and campus. The Community Experience embodies this ideal by requiring students to engage in one extended educational experience off-campus in Carlisle, the U.S., or world beyond. A credit internship, community-oriented field study course, study abroad or (with approval) elsewhere in the U.S., or an approved service project meet the requirement.
A single course that fulfills this and other requirements may be used to fulfill each requirement, but counts as only one of the 32 required for graduation.
5. Distribution Courses Distribution requirements engage students in the full breadth of liberal learning as represented by three fundamental branches of the academic curriculum the Arts and Humanities, Social Sciences, and Laboratory Science. Arts and Humanities help us interpret the human experience through artistic and conceptual self-expression and through critical reflection. Social sciences seek to describe, ana- lyze, and interpret the ways in which people interact within and among the societies they have created. Laboratory science aims at understanding the character of the natural order through investigation of the basic structures and regularities in the planet Earth and universe. |
A single course may be used to fulfill the distribution requirement in only one division. A single course that fulfills a distribution requirement and other general and/or cross-cultural requirements may be used to fulfill each requirement, but counts as only one of the 32 required for graduation.
Division I: Arts and Humanities (2 courses) Students must select two courses from two of the following three areas:
a. philosophy or religion; or Environmental Studies 111, East Asian Studies 205 or Women’s Studies 101, depending upon topic.
b, literature in Chinese, English, French, German, Greek, Italian, Japanese, Latin, Russian, Spanish; or Women’s Studies 101, depending upon topic.
c. art & art history or classical archaeology, music, theatre, dance, Film Studies 101 or another film stud- ies course (exclusive of history or media) and depending on topic, or East Asian Studies 205, depend- ing On topic.
Division IT: Social Sciences (2 courses) Students must select two courses, each from a different area or department within the social sciences. Those areas or departments are American Studies, anthropology, economics, education, history (or classical history), political science, psychology, sociology, and Women’s Studies 102 or 200, or East Asian Studies 206,
Division IIT: Laboratory Science (2 courses) Two courses which may be from the same department: biolo- gy, chemistry, computer science, environmental science, geology, physical science, physics, or astronomy.
6. Cross-cultural studies The College requires three different types of course work to familiarize students with the ways in which the diversity of human cultures has shaped our world. These courses seek to pre- pare students to be effective citizens in an interdependent world and to be aware of the breadth of voices, perspectives, experiences, values, and cultures that constitute the rich tapestry of U.S. life and history.
Languages All students are required to demonstrate that they have completed work in a foreign language through the intermediate level. If the student’s native tongue is not English, he or she may be excused from this requirement by the Dean of the College, who will give written notification to the Registrar’s Office who will notify the student and the student's adviser. If the student has studied a language for two or more years in a secondary school, the student may be excused from the language requirement on the basis of a sufficiently high score on the College Board SAT II foreign language subject test in the language, with the permission of the appropriate language department. Intermediate language courses do not fulfill any other general or distribution requirements at the college.
18
REQUIREMENTS FOR THE DEGREE
U.S. Diversity To prepare students to function effectively in civic life and to help them gain a broader understanding of the commonalities and differences among cultures and values in the context of the mak- ing of American society, the College requires one course with a focus on U.S. diversity. U.S. diversity is a comparative course that focuses on the history of cultures based on race/ethnicity, gender, class, religion and sexual orientation. A single course that fulfills this and other requirements may be used to fulfill each requirement, but counts as only one of the 32 required for graduation.
Comparative Civilizations To deepen students’ understanding of the diversity in cultures by introducing them to traditions other than those that have shaped the modern West, the College requires one course with a focus on the comparative study of civilizations. A single course which is designated as fulfilling this and other requirements may be used to fulfill each requirement, but counts as only one of the 32 required for graduation.
Each semester courses meeting the U.S. Diversity and Comparative Civilizations requirements are listed with the course offerings on the registrar's office Web page.
7. Physical education activities Satisfactory completion of four half-semester blocks of physical education is required: four fitness activity blocks or three fitness activity blocks and one cognitive physical education block. Participants in intercollegiate sports and ROTC may receive a maximum of two fitness blocks for these activities. Selected sports club activities may also receive a maximum of two fitness blocks. Transfer students with junior standing with no physical education course work need to take only two blocks of physical education. Persons who enter Dickinson after at least two years of active military service will be awarded two fitness blocks toward the requirement. Physical education blocks carry no academic credit.
Every student must complete the physical education requirement unless excused in writing by the Chairperson of the Physical Education Department. Students are expected to have completed the physical education requirement by the end of the first semester of their senior year.
8. Major Students should select a field of concentration from among those departments offering major fields of study (see Courses of Study, page 21 or should, by working with a faculty committee, design their own major field of study (see the Self- Developed Interdisciplinary Major, page 174). Majors consist of nine to 15 courses.
The major is normally selected during the spring of the student’s sophomore year. The departments deter- mine the student’s acceptance as a major upon the basis of stated criteria. The department assigns the accepted student to an adviser, using the student's preference as one of the bases for assignment. A student must be accepted for a major field of concentration by the time he or she earns junior standing. A student who does not have a declaration of a major on file in the Registrar’s Office by the end of the semester in which the sixteenth course (counting towards the degree) is completed may be required to withdraw from
the College.
The student may also elect a minor field of study which usually consists of six courses of academic work specified by the department offering the minor, If a student completes a minor in one or more fields of concentration, this fact will be noted on the permanent record when the Degtee is posted.
If a student intends to major in more than one department, approval must be secured from each depart- ment, This student must develop a program in consultation with both departments, and therefore must be advised jointly by a member from each department and must secure approval of both advisers. The same course may be counted for more than one major except for courses under the self-developed major pro- gram.
Students who wish at any time to change a major must be accepted by the new department in accordance with normal procedures for declaring a major.
19
REQUIREMENTS FOR THE DEGREE
ACADEMIC Honors
Latin Honors A student in any field who attains an average of at least 3.80 in the total program at Dickinson College shall be awarded the degree summa cum laude. A student who attains an average of at least 3.60 but less than 3.80 in the total program at Dickinson College shall be awarded the degree magna cum laude. A student who attains an average of at least 3.40 but less than 3.60 in the total program at Dickinson College shall be awarded the degree cum laude.
Academic Honorary Societies:
The Pennsylvania Alpha chapter of Phi Beta Kappa was established at Dickinson College on April 13, 1887. Election to membership is the highest academic honor available to a Dickinson student. To be con- sidered, a student must first satisfy specific criteria (GPA, total number of courses, number of Dickinson graded courses) set for each of the three elections held annually. For each class, the number of students con- sidered does not exceed 10 percent of the total number graduating in the class. Student members are elect- ed primarily on the basis of academic achievement, broad cultural interests, and good character.
Alpha Lambda Delta, chartered at Dickinson in 1989, is a national academic honor society for students who have high academic achievement during their freshman year in college. Additionally there are four- teen honor societies recognizing achievement in a specific field of study.
Alpha Omicron Delta (Athletics), Alpha Psi Omega (Drama), Eta Sigma Phi (Classics), Omicron Delta Epsilon (Economics), Phi Alpha Theta (History), Pi Delta Phi (French), Pi Mu Epsilon (Mathematics), Pi Sigma Alpha (Political Science), Psi Chi (Psychology), Sigma Beta Delta (International Honor Society in Business Management & Administration), Sigma Delta Pi (Spanish), Sigma Iota Rho (International Studies), Sigma Pi Sigma (Physics), Upsilon Delta Phi (Computer Science).
See Dean's List, page 197 See Honors in the Major, page 173 and individual department majors.
20
CouRSES OF STUDY
COURSES OF STUDY
Students may elect either of two broad approaches to the curriculum: the Bachelor of Arts or the Bachelor of Science. General graduation requirements are the same in either case, but only students with a major in one of the natural or mathematical sciences may be a candidate for the Bachelor of Science. Students also study in some depth at least one disciplined approach to knowledge. Dickinson students, therefore, devel- op a concentration in a major. The arts and humanities provide 11 such concentrations; in the social sci- ences there are six concentrations; the natural and mathematical sciences provide six. These 23 disciplinary majors represent the basic academic disciplines that outline the liberal arts. They are complemented by 16 interdisciplinary majors, and interdisciplinary certification programs, as well as the secondary education certificate.
Boldface type indicates that a major field of concentration is offered. Asterisk indicates a certificate program.
American Studies Internships Anthropology Italian
Archaeology Italian Studies
Art & Art History Japanese
Astronomy Judaic Studies Biochemistry & Molecular Biology Latin
Biology Latin American Studies* Chemistry Law & Public Service* Chinese Mathematics
Classical Studies Medieval & Early Modern Studies Comparative Civilizations Military Science Computer Science Music
Creative Writing Philosophy
Dance & Music Physical Education
East Asian Studies Physics
Economics Policy Studies Education* Political Science English Portuguese Environmental Science Pre-engineering Environmental Studies Pre-health
Film Studies Pre-law
French Pre-masters of business administration Freshman Seminars Psychology
Geology Public Speaking German Religion
Global Mosaic Russian
Greek Russian Area Studies Hebrew Science, Technology, & Culture History Sociology
Humanities Spanish Interdisciplinary Studies Theatre Arts International Business & Management Theatrical Design International Studies Women's Studies
Explanation of coding for course descriptions: when two course numbers, followed by a single descrip- tion, are separated by a comma, either course may be taken without the other, although the two are nor- mally taken together as a one-year course. When two course numbers, followed by a single description, are separated by a comma, and preceded by an asterisk, the first course may be taken without the second, although the two are normally taken together as a one-year course. The first course, however, is a prereq- uisite for the second.
21
AMERICAN STUDIES
AMERICAN STUDIES
FACULTY
Lonna Malmsheimer, Professor of American Studies
Charles A. Barone, Professor of Economics
Sharon O’Brien, James Hope Caldwell Professor of American Culture and Professor of English and American Studies, Chair
Robert P. Winston, Professor of English
Kim Lacy Rogers, Professor of History
Amy E. Farrell, Associate Professor of American Studies and Women’ Studies
Tyra L. Seldon, Assistant Professor of English and American Studies
Cotten Seiler, Assistant Professor of American Studies
CONTRIBUTING FACULTY
Sharon Hirsh, Charles A. Dana Professor of Art History Richard A. Rischar, Assistant Professor of Music
Susan Rose, Professor of Sociology
J. Daniel Schubert, Associate Professor of Sociology
Major
ee ———————————————————
Thirteen courses. The following six courses are required of all majors: American Studies 201
American Studies 202
American Studies 401
American Studies 402 or American Studies 403
History 117 & History 118
In addition, the major has the following requirements that allow students to work in other social science and humanities disciplines:
Social Structure and Institutions: one course. Courses in this category address material or institutional com- ponents of experience in the United States. Students may take courses that focus on social institutions such as race, class, gender, the family; courses addressing political institutions and processes; courses analyzing economic systems and structures in the United States. The student's adviser in the major typically approves courses from the following departments to fill this requirement: American Studies, Anthropology, Economics, Environmental Studies, History, Political Science, and Sociology.
Representation: two courses, one (upper level) in American literature. The requirement in representation directs students toward courses that focus on the construction and dissemination of cultural meanings. In addition to the course in American literature, students typically take courses that analyze the mass media, films, photography, music, popular culture, or art. The Departments of American Studies, Anthropology, Art and Art History, English, Music, Political Science, Philosophy, Religion, Theatre and Dance, and Women's Studies typically offer courses that fulfill this requirement.
Fieldwork: One course from the following: American Studies 302, History 311 (Oral History), Anthropology/Sociology 240 (Qualitative Methods)
Thematic Concentration: three courses. In consultation with their adviser, all American Studies majors develop an area of concentration in some aspect of American culture. Thematic choices made by students have included: mass media, gender, religion, health, the environment, law and culture, race, the arts, pop- ular culture, the family. The choice of thematic depends on the student's intellectual interests, and may also be a way to prepare for the after-Dickinson world. Students draw on courses from a variety of departments
17)
AMERICAN STUDIES
to develop their thematic, and to ensure a variety of approaches they must have at least two departments represented among their three courses.
MINOR
Seven courses in American Studies 201, 202, 301 or 302, 401; 3 courses in a thematic concentration.
SUGGESTED Four YEAR PROGRAM
First Year: 101 or 201; American History 117, 118; perhaps, 202.
Second Year: 202 and courses which fulfill the “structures and institutions” or “representation” requirements of the major.
Third Year: Field Work and the thematic. If the student is studying abroad, AS 202 needs to be completed before leaving, and careful planning with the adviser is recommended for the coursework to be taken abroad.
Fourth Year: 401; 402 and any remaining courses to fulfill the major.
"TEACHER CERTIFICATION
For information, see the Director of Teacher Education.
INDEPENDENT STUDY
Independent study or research is appropriate when a student is seeking to explore a topic in an interdisci- plinary way. Students interested in independent study should see the American Studies Chairperson. Recent independent studies have been done on Sixties America, Video Production, Advertising, Religion in America, Urban Problems in America, Native American Cultures, Feminism in American Studies, Sport in American Society, Gay in America, Mass Media in American Society.
INTERNSHIPS
Internships become appropriate when they are relevant to the thematic concentration of the student. Students have interned with Student Services, Carlisle Youth Services, the borough of Carlisle, the county public defenders office, CBS Evening News, the Smithsonian Folk Life Division, the Carlisle School District, the American Cancer Society, the Evening Sentinel, WITF Public Television, Domestic Violence Services, Communications and Development, MTV, Carlisle Police Department.
OPppoORTUNITIES FOR Orr-Campus STUDY
American Studies has been particularly interested in participating in Dickinson's East Anglia program in Norwich, England because East Anglia has a strong American Studies department. Other programs of interest to American Studies majors include the Washington Center for Internships and Academic Seminars, and Dickinson's other programs abroad.
These off-campus programs are usually part of the Junior year and should be planned well in advance of the semester they are to be engaged in.
Honors IN THE Major
Students who are interested in pursuing honors in the major inform their instructor in AS 401 and sub- mit a proposal to the Department by the end of the fall semester. If approved for honors work, students pursue the project in AS 402 as well as in a co-ordinated independent study with a second faculty mem- ber. A Committee of three faculty members, not to include the faculty with whom the student has worked, will evaluate the projects submitted for honors and decide whether or not to award the degree with honors.
23
AMERICAN STUDIES
CouRSES
101. Cultures of the U.S. Introduces students to issues of cultural diversity that are central to the field of American studies. A comparative course, addressing the diverse experiences of people identified historical- ly along a continuum of gender, race, and class and focusing on the perspectives of at least three ethnic groups in the United States, at least one of which should be non-European in origin.
200. Aspects of American Culture Selected topics in American studies at the introductory level. The sub- ject matter will vary from year to year dependent upon the interests of faculty and the needs and interests of students.
201. Introduction to American Studies Introduces students to basic theories and methods used for the interdisciplinary analysis of U.S. cultural materials and to the multiplicity of texts used for cultural analy- sis (mass media, music, film, fiction and memoir, sports, advertising, and popular rituals and practices). Particular attention is paid to the interplay between systems of representation and social, political, and eco- nomic institutions, and to the production, dissemination, and reception of cultural materials. Students will explore the shaping power of culture as well as the possibilities of human agency.
202. Workshop in Cultural Analysis Intensive workshop focused on various approaches to the interpreta- tion of social and cultural materials. The course provides an early exposure to theories and methods that will be returned to in greater depth in the senior year. Intended to develop independent skills in analysis of the primary materials of American Studies. Prerequisite: 101 or permission of the instructor.
301. Topics in American Studies Selected topics in American studies at the intermediate level. Topics offered will vary from year to year, reflecting the interests of faculty and students as well as evolving con- cerns of the field, e.g. Mass Media and American Culture, Gender in America, Social Mobility in America, Popular Culture, Native American Cultures, Religion and American Culture, Race and Racism in America, etc. Prerequisite: 201 or permission of the instructor.
302. Workshop in Field Methods Approaches to the responsible collection and analysis of social and cul- tural materials to be found in the immediate community and environment. Intensive training in partici- pant observation, interviewing, and the analysis of the cultural scene, as well as the ethics of field work will be stressed. Prerequisite: 202 or permission of the instructor.
401. Research and Methods in American Studies An integrative seminar focusing on the achievements and problems of interdisciplinary study. Students examine the history and current literature of American studies, discuss relevant philosophic questions , and, in research projects, apply techniques of interdiscipli- nary study to a problem related to thematic concentration. Prerequisite: American studies major, minor, or permission of the instructor.
402. Seminar in American Studies: Selected Topics Topics chosen annually on the basis of student inter- est and scholarly concerns in the field. Such topics, explored through reading, discussion, field work, and research, include: American Lives; The Twenties; Social Criticism in America; Male and Female in America; Metaphors of American Experience; Myths, Fiction, and American Life; The American Artist and Society; Photographs and American Culture. Students should refer to the class schedule for the topic being offered in any given semester. Prerequisite: permission of the instructor.
403. Group Project: Selected Topics An alternative to American Studies 402, student majors in this course will conduct a collaborative research project on a topic of mutual interest to students and faculty and pro- duce a joint project reporting on their work. Prerequisite: 401 or permission of the instructor.
24
ANTHROPOLOGY
ANTHROPOLOGY
FACULTY
Ann M. Hill, Professor of Anthropology, Chair
Kjell I. Enge, Associate Professor of Anthropology
Heather Merrill, Assistant Professor of Geography and Women’s Studies Karen J. Weinstein, Assistant Professor of Anthropology
Major
2 Enemas,
Eleven courses including 100, 101, 240, 241, 331 or 336, 1 ethnographic course (222, 223, 231, 232, 234 or 235, 400) and four additional courses, two of which may be Classical Studies 221 or 224.
MINOR
———— ea
Six courses, including 100 and 101 and four additional anthropology courses. Students who are interest- ed in a minor should consult with the department.
FIELDWORK
rma
The anthropology program is a unique major characterized by an emphasis on understanding the cultures, meanings and practices of various social groups in the context of a rapidly changing world. Fieldwork, the hallmark of anthropological inquiry, is built into the department’s methods courses and is encouraged and supported in student work abroad.
TEACHER CERTIFICATION
For information, see the Director of Teacher Education.
OPppoORTUNITIES FOR Orr-Campus STUDY AND INTERNSHIPS
Participation in summer field schools in cultural anthropology and archaeology, as well as internships at local museums and other sites, provides unique, hands-on experience. The Field School in Cultural Anthropology (Anthropology 396) is for six weeks every summer in Cameroon, Africa.
CouRSES
100. Introduction to Biological Anthropology A comprehensive introduction to the field of biological anthropology. In this course, we apply evolutionary theory to explore principles of inheritance, human and population genetics, modern human biological variation and adaptation, primate behavior, ecology, and evolution, and human osteology and evolution. Open to freshmen and sophomores; others by permission. Offered every semester.
101. Anthropology for the 21st Century This course is team-taught by anthropology faculty. Its primary focus is on cultural anthropology, or the comparative study of human diversity across cultures. Guest lec- turers will also contribute perspectives from other subfields within anthropology, namely archaeology, bio- logical anthropology and linguistic anthropology. The goal is to demonstrate how anthropological per- spectives enlighten our understanding of contemporary social phenomena and problems, highlighting the relevance of the anthropology to everyday lives and especially to issues of human diversity. Open to fresh- men and sophomores; others by permission. Offered every semester.
210. Language and Culture This course examines the relationship of language to culture and society. It
25
ANTHROPOLOGY
includes the study of sociolinguistics, language acquisition, cognition, and descriptive linguistics. The stu- dent is introduced to major perspectives on language from Whorf, Hymes, de Saussure, and Levi-Strauss.
211. Sociolinguistics Sociolinguistics is the branch of linguistics which studies language as social and cul- tural phenomena. Language is inseparably associated with members of a society where it is spoken, and thus social factors are inevitably reflected in those members’ speech. This course surveys topics on language and social class, language and ethnicity, language and gender, language and context, language and social interactions, language and nation, and language and geography. These topics show how language unites speakers as much as it divides speakers within a society and/or across societies. The topics are approached through lectures, class discussions, readings, as well as social surveys. Offered every other year.
212. Development Anthropology Sociocultural change, development, and modernization in both Western society and the Third World are examined in terms of theory and practice. Emphasis is on the planning, administration, and evaluation of development projects in agriculture, energy, education, health, and nutrition. The increasingly important role of professional anthropologists and anthropological data is examined in the context of government policies and international business. Offered every other year.
214. Ecological Anthropology An examination of human adaption to changing environments with an emphasis on systems analysis. Special attention to development and current environmental problems. This course is cross-listed as Environmental Studies 214. Offered every other year.
216. Medical Anthropology Comparative analysis of health, illness, and nutrition within environmental and socio-cultural contexts. Evolution and geographical distribution of disease, how different societies have learned to cope with illness, and the ways traditional and modern medical systems interact. Offered every other year.
217. Cross-Cultural Perspectives on Gender Use of comparative method to understand variations in the patterning and content of gender roles and status across cultures. Although focused primarily on non- Western cultures, the course will also examine gender among U.S. ethnic groups. Emphasis is on placing gender roles and status in the broad, holistic context of interrelations among cultural ideologies, social institutions, and material conditions. This course is cross-listed as Women’s Studies 217. Offered every other year.
218. Biosocial Aspects of Female Sexuality This course explores the biological and cultural aspects of being female. We first examine ecology and reproduction in nonhuman primates, and anatomy and physiology of the reproductive system. We then explore biological and social aspects of being female throughout the human life cycle, including sexual differentiation, infancy, childhood, adolescence, adulthood and senes- cence, Finally, we discuss important issues related to female sexuality from a cross-cultural perspective, such as sex and gender roles, sexual orientation, birth control and family planning, sexually transmitted diseases, body image, and violence against women. This course is cross-listed as Women’s Studies 218. Offered every other year.
219. Geography of Gender Feminist geographers have recently expanded the field of geographical analy- sis to include the study of ways we think about and act out gender and other differences in relationship to material and metaphorical space. Throughout history and across cultures, architectural and geographic spa- tial arrangements and ideas have helped produce and reinforce various gendered and other intersecting forms of social power. Rather than taking the social organization of space for granted, in this course we examine the centrality of social space to form of power, difference, and resistance. Women and colonized or marginalized peoples will be at the center of our explorations. Cross-listed with Women’ Studies. Offered every other year.
220. Fundamentals of Archaeology: Theory and Field Archaeology Introduction to archaeology: a sur- vey of the history, aims, methodology, theory and practice of archaeology. The evolution of archaeology from amateur treasure quest and collecting to a complicated science, dedicated to the discovery and study of material remains as well as the exploration and theoretical reconstruction of the past; great discoveries, persons and factors that shaped this transformation in the 19th and 20th century; theories, issues, and
26
ANTHROPOLOGY
trends in archaeological interpretation; application of archaeology towards a greater understanding of our past and present. An introduction to field archaeology and practice: site location, topographical and sur- vey techniques, archaeological excavation techniques for different types of sites; stratigraphy, spatial distri- bution, seriation; correlation, phasing, absolute and relative chronology; data recording, archaeological drawing (sections, plans, artifacts) and photography; computer applications (including artifact data-base, archaeological matrix, plans and maps, 3-D monument and site reconstructions); relationships between archaeology and related sciences, between material and non-material culture, evidence interpretation and theoretical reconstruction of material remains. Simulated Excavation Field (SEF) practical training; sum- mer field training opportunities at Mycenae (excavation and Museum research) and Scotland. Prerequisite: one Archaeology course (Archaeology 120, 130, 210) or previous field experience. Cross-listed as Archaeology 201. Offered every spring.
222. Contemporary Peoples of Latin America An examination of the life of present-day primitive and peasant peoples of Middle and South America. These societies are seen holistically, and as they relate to urban and state centers. Offered every other year.
223. Native Peoples of Eastern North America See course description with History 389 listing.
225. Human Osteology This course offers an intensive examination of human biological diversity as revealed through the study of human skeletal remains. We will focus on techniques used to identify skele- tal remains in archaeological, paleontological, and forensic contexts, as well as examining human skeletal responses to environmental stress and human growth and development throughout the life cycle. Prerequisite: 100 or 229 or permission of the instructor. Offered every other year.
229. Principles of Human Variation and Adaptation An anthropological perspective on modern human biological diversity. We examine genetic variation, biological and cultural responses to environmental stres- sors, including climate, altitude, nutrition, infectious and chronic diseases, and population growth and demography. We use our understanding of human biological diversity to examine the notion that race is a social phenomenon with no true biological meaning. Offered every other year.
231. Contemporary Europe This course introduces students to the rapidly changing world of contempo- rary Europe, focusing on particular countries with membership in the European Union, In recent years, the internal borders between members of the European Union have begun to fade away, while new forms of localism, and ethnonationalism have appeared, sometimes with violent results. There is an effort to link the member states into a unified economic and political whole, but there is also an intensified presence of immigrant populations from all over the globe, and a growing sense of "multi-culturalism." This course examines some of the identity issues that have emerged around the unification of European countries, including nationalist and ethnic conflicts, the “new racism,” new social movements such as youth, anti- racist, feminist and environmental movements, and growing social and cultural heterogeneity. Offered every other year.
232. Modern China and Its Diaspora Communities This is a comparative course that examines contem- porary Chinese communities in the PRC, as well as Chinese immigrant cultures located in Southeast Asia and the U.S. The focus is on both the structure of these communities and the processes of identity for- mation and re-imagining the “home” country of “native place” in the midst of considerable flux. The course explicitly uses comparison to destruct staid truths about “the Chinese” and monolithic “Chinese culture.” Offered every other year.
233. Anthropology of Religion A cross-cultural survey of the functions of religion, magic, and myth in simple and complex societies. Religion and communication. Myth and social structure. A historical sum- mary of the scientific study of religion. Offered every other year.
234, African Diaspora This course examines the presence and contributions of people of African descent outside the African continent. While we generalize about the Black diasporic experience across continents, we also pause to examine the ways that stories unfold in particular places and at specific historical moments. Because most representations of Africa and her descendants have left Africans on the margins of
27
ANTHROPOLOGY
world history, in this course we pay particular attention to alternative ways of understanding Black dias- pora. We draw upon case studies from the United States, the Caribbean, Brazil and Europe during differ- ent historical periods. Cross-listed with American Studies and Sociology. Offered every other year.
235. State and Ethnicity in Upland Asia This course examines the borderlands shared by states in upland Southeast Asia, such as Thailand, Burma and Laos, with China. It looks at dimensions of contemporary migrations and transnationalism among populations historically marginalized, such as the Hmong, and among populations that have a strong identification with states. Linked to political economies and global markets, nationalism and other ideologies defining peoples and their cultures are explored with an eye toward understanding how ideas about race and the other take shape. Offered every other year.
240. Qualitative Methods This course introduces students to the theory and methods of social science research, beginning with an examination of the philosophies underlying various research methodologies. The course then focuses on ethnographic field methods, introducing students to the techniques of partic- ipant observation, structured and informal interviewing, oral histories, sociometrics, and content analysis. Students design their own field projects. Prerequisite: At least one course in sociology, anthropology, or American studies. This course is cross-listed as Sociology 240.
241. Measurement and Quantification in the Social Sciences This course focuses on quantitative data analysis. Students learn how to design, code, and analyze interviews and surveys. Selected databases and statistical programs are used to analyze current social issues and compare samples. Prerequisite: At least one course in sociology, anthropology or American Studies. This course is cross-listed as Sociology 241.
243. The Human Story: Narratives of Human Evolution A critical examination of the applications of evo- lutionary theory within the discipline of anthropology. We first examine the central tenets of biological evolutionary theory. We then critique how anthropologists over the last century have used evolutionary theory to explain the origins of human biology, behavior and culture. Offered every other year.
244. Fieldwork This course introduces students to fieldwork in anthropological research, a set of method- ological practices informed by a number of theoretical assumptions. The course focuses on the funda- mental techniques of field work in ethnographic inquiry and writing, including participant observation, structured and unstructured interviewing, designing a project, taking and coding field notes, locating archival sources, interpreting and analyzing data, and writing an ethnographic story. Students will conduct field projects in the local area. Cross-listed with Sociology. Prerequisite: at least one course in Anthropology, Sociology or American Studies. Offered every year.
245. Selected Topics in Anthropology Courses offered on an occasional basis that cover special topics such as African women in development, theories of civilization, anthropology and demography or anthropo- logical genetics.
331. Principles of Human Evolution This course offers an intensive examination of the evolution of the human family, from our earliest ancestors at circa 5-6 million years ago to the origin and dispersal of mod- ern humans. We use skeletal biology, geology, and archaeology to understand th human evolutionary record. Prerequisite: Any Biology 100-level course. Offered every spring.
334. Gender, Race and Globalization This course examines some of the social and cultural effects of eco- nomic and political restructuring, otherwise known as “globalization,” that have been occurring around the world since at least the 1970s and have accelerated during the past decade. We will focus on the increas- ing participation of women in the international division of labor, expanding migrations, growing economic and political polarization within and between countries, the racialization of certain populations, com- modification and the spread of consumerism, the relationship between the “local” and the “global,” and various forms of social resistance. Our explorations will include examination of the historical and theoret- ical discussions of globalization, gender, and race, and ethnographic examples from various parts of the world, including but not limited to parts of Europe, Thailand, Malaysia, Mexico, the United States and parts of Africa. Prerequisite: at least one course in Anthropology or Women’ Studies. Offered every other year.
28
ANTHROPOLOGY/ARCHAEOLOGY
336. Social Distinctions This course covers anthropological theories of social hierarchy and stratification. Both the material and ideological bases of social distinction are examined. Gender, class, race, ethnicity, kinship and slavery are some of the specific topics covered in the course. Prerequisite: 101. Offered every fall.
345. Advanced Topics in Anthropology Courses offered on an occasional basis that cover special topics such as African women in development, theories of civilization, anthropology and demography or anthro- pological genetics.
395. Archaeological Field Studies Application of the fundamentals of excavation and the analysis of arti- factual materials from the excavation of a site in the Carlisle area. Sites will be located within daily com- muting distance of the College. Prerequisite: permission of the instructor and one previous course in Anthropology. Offered in summer school only. Cross-listed as Archaeology 303.
396. Field School in Cultural Anthropology Ethnographic field study of selected anthropological prob- lems in Cameroon, Analysis of cultural, social, economic, and environmental systems using participant observation, interview protocols and other appropriate methodologies. Pre-departure workshops, six-week field study and post-fieldwork write-up. Tivo course credits. Prerequisite: Anthropology/Sociology 240. Offered in summer school only,
400. Senior Colloquium This course is based on student independent research projects, supervised by the faculty colloquium coordinator, with special advisement from faculty colleagues. Students taking the course are encouraged to build on previous fieldwork experience or to develop new, community-based projects. In some cases, archival research may be substituted for fieldwork. The course can accommodate honors projects begun with faculty mentoring and aimed at publication. The course meets for 1/2 credit in the fall and 1/2 credit in the spring of the senior year. Prerequisite: 240, 241 or 244. Offered every year.
ARCHAEOLOGY
CONTRIBUTING FACULTY
R. Leon Fitts, Asbury J. Clarke Professor of Classical Studies, Chair of Classical Studies Department
Ann M. Hill, Professor of Anthropology , Chair of Anthropology Department
Kjell Enge, Associate Professor of Anthropology
Marcus Key, Associate Professor of Geology
Melinda Schlitt, Associate Professor of Art History
Karen Weinstein, Assistant Professor of Anthropology
Christofilis Maggidis, Christopher Roberts Chair in Archaeology, Assistant Professor of Classical Studies (Interdisciplinary Archaeology Program Coordinator)
Major 12 courses:
CORE:
Archaeology 120/Classical Studies 221: Greek Art and Archaeology
Archaeology 130/Classical Studies 224: Roman Archaeology
Archaeology 210: Prehistoric Aegean Art and Archaeology
Archaeology 201/Anthropology 220: Fundamentals of Archaeology: Theory and Field Archaeology
Anthropology 100: Biological Anthropology
Art & Art History 202: Etruscan and Roman Art
Geology 101: History of Life
One course in summer excavation fieldwork (Archaeology 301/Classical Studies 301 or Anthropology 395) or Museum/Lab internship
Senior Experience
29
ARCHAEOLOGY
ELECTIVES:
Four additional elective course, selected according to the student’s specialization interests, needs, and back- ground; the elective groups may be chosen in any combination from three distinct elective groups:
Elective Group I: Ancient Art
Archaeology 221: Ancient Greek Architecture Archaeology 222: Ancient Greek Sculpture Archaeology 223: Ancient Greek Painting Archaeology 390: Advanced Studies in Archaeology Art & Art History 302: Roman Painting
Art & Art History 303: Roman Portraiture
Art & Art History 391: Studies in Art History
Art & Art History/Archaeology Independent Study
Elective Group II: Classical Civilization
Archaeology 250: Ancient Greek Religion and Sanctuaries
Archaeology 390: Advanced Studies in Archaeology (i.e. Problems in Aegean Prehistory, In Search of the Trojan War, Great Cities of the Ancient World)
Classical Studies 200: Special topics in Classical Civilization (ie. Death and Burial in the Ancient World, Athenian Democracy, Roman Architecture)
Classical Studies 251: Greek History
Classical Studies 253: Roman History
Greek 393, 394: Greek Seminars (i.e. Archaeology of Writing)
Classical Studies/Archaeology Independent Study
Elective Group III: Society and Environment Anthropology 101: Anthropology for the 21st Century Anthropology 214: Ecological Anthropology Anthropology 225: Human Osteology
Anthropology 233: Anthropology of Religion Anthropology 245: Selected Topics in Anthropology Anthropology/Archaeology Independent Study Geology 104: Global Climate Change
Geology 207: Paleontology
Geology 209: Sedimentology and Stratigraphy
MINOR
en eS
8 courses total:
CORE:
Archaeology 120/Classical Studies 221: Greek Art and Archaeology
Archaeology 130/Classical Studies 224: Roman Archaeology
Archaeology 201/Anthropology 220: Fundamentals of Archaeology: Theory and Field Archaeology
Anthropology 100: Biological Anthropology
Art & Art History 202: Etruscan and Roman Art, or alternatively, Archaeolgy 210: Prehistoric Aegean Art and Archaeology
One course in summer excavation fieldwork (Archaeology 301/Classical Studies 301 or Anthropology 395) or Museum/Lab internship
Senior Experience
Two ELECTIVE COURSES
selected according to the student’s specialization interests, needs, and background; the elective courses may be chosen in any combination from the three elective groups above.
30
ARCHAEOLOGY
OppoORTUNITIES FOR OFF-CAMPUS STUDY AND INTERNSHIPS
Field experience in archaeology is an important component of the Archaeology Major/Minor; students are trained in the techniques and methods of field archaeology and provided with invaluable hands-on expe- rience. All students are encouraged to spend part of at least one summer at an excavation or survey, either in the United States or abroad. The Department of Classical Studies has been sponsoring and conducting annual summer excavations in Scotland and Great Britain since 1973 (joint project with the University of Durham, England, headed by Prof. Fitts); students have also the opportunity to participate every summer in the archaeological survey, excavation, and Museum research at Mycenae, Greece (D.E.PA.S. project, headed by Prof. Maggidis, Assistant to the Director of Mycenae). The Department of Anthropology offers occasionally a summer field course, which is conducted in the Carlisle area; students may also participate in other excavations in the region, such as the Cloisters, Ephrata, PA (State Museum of Harrisburg on City
Island).
Students are also encouraged to pursue Museum internships offered at The Trout Gallery by the Department of Art & Art History, research internships and training (digital research projects) at the J. Roberts Dickinson Archaeology Lab, or Museum/lab summer research at Mycenae, Greece.
The Department of Classical Studies also offers four-week travel opportunities in Italy and Greece, and a six-week summer course at the UNESCO Center for Mycenaean Studies in Greece; other opportunities are also available, including Durham University (Department of Archaeology), the Intercollegiate Center in Rome and the College Year in Athens. Contact the department chairperson for further information.
INDEPENDENT STUDIES AND HONoRs IN THE Major
Independent studies are available. Any independent study must involve an interdisciplinary research topic in Archaeology. No more than two independent studies may be counted toward the major. Topic propos- al and program of work must be approved by the instructor. Independent research leading to Honors in the Major may be undertaken with one of the contributing departments.
ANCIENT & MODERN FOREIGN LANGUAGES
There is no special ancient or modern foreign language requirement for the Archaeology Major/Minor. Ancient Greek or Latin is, however, recommended for some of the elective Group II courses. Recommended modern foreign languages include any of the following: German, French, Modern Greek (required for participation in the D.E.RA.S. of Mycenae project and recommended for the UNESCO summer course in Greece), or Italian. Four semester courses of a recommended ancient or modern foreign language may be counted collectively as one (maximum allowed) of the four elective courses toward the
Archaeology Major.
CouRSES
120. Greek Art and Archaeology A general introduction to the art and archaeology of ancient Greece from Prehistoric to Hellenistic times: Bronze Age civilizations (Cycladic, NE Aegean and Trojan, Minoan, Helladic/Mycenaean); Protogeometric, Geometric, Archaeic, Classical, and Hellenistic Greece. A survey of architecture (temple, secular, funerary), sculpture, vase-painting, monumental painting, metalwork, and minor arts of these periods, both on mainland Greece and in the Greek colonies (Asia Minor, Pontus, Syria, Phoenice, Egypt, S. Italy and Sicily); comparative study of typological, iconographical, stylistic, and tech- nical aspects and developments; styles and schools, regional trends. Historical contextualization of ancient Greek art and brief consideration of socio-economic patterns, political organization, religion, and writing. Evaluation of the ancient Greek artistic legacy and contribution to civilization. Field trips to archaeologi- cal collections and Museums. This course is cross-listed as Classical Studies 221. Offered every fall.
ARCHAEOLOGY
130. Roman Archaeology A survey of the archaeology of ancient Italy ca. 800 BC to AD 400. Particular attention is devoted to the study of the development of civilization and culture at Rome, Pompeii, Herculaneum, Ostia and Britain. This course is cross-listed as Classical Studies 224. Offered every other spring.
201. Fundamentals of Archaeology: Theory and Field Archaeology Introduction to archaeology: a sur- vey of the history, aims, methodology, theory and practice of archaeology. The evolution of archaeology from amateur treasure quest and collecting to a complicated science, dedicated to the discovery and study of material remains as well as the exploration and theoretical reconstruction of the past; great discoveries, persons and factors that shaped this transformation in the 19th and 20th century; theories, issues, and trends in archaeological interpretation; applications of archaeology towards a greater understanding of our past and present. An introduction to field of archaeology and practice: site location, topographical and sur- vey techniques, archaeological excavation techniques for different types of sites; stratigraphy, spatial distri- bution, seriation; correlation, phasing, absolute and relative chronology; data recording, archaeological drawing (sections, plans, artifacts) and photography; computer applications (including artifact data-base, archaeological matrix, plans and maps, 3-D monument and site reconstructions); relationships between archaeology and related sciences, between material and non-material culture, evidence interpretation and theoretical reconstruction of material remains. Simulated Excavation Field (SEF) practical training; sum- mer field training opportunity at Mycenae (excavation and Museum research) and Scotland. Prerequisite: 120, 130 or 210 or previous field experience. This course is cross-listed as Anthropology 220. Offered every spring.
210. Prehistoric Aegean Art and Archaeology A general introduction to the art and archaeology of the Prehistoric Aegean, including the Neolithic, Cycladic, NE Aegean and Trojan, Minoan, Helladic and Mycenaean civilizations, with consideration of both the Aegean sites and the Minoan/Mycenaean trade- posts and colonies in Asia Minor, Cyprus, Syropalestine and Egypt. A survey of architecture (palatial, sec- ular, temple and funerary), pottery, sculpture, frescoes, sealstones, metalwork (metallic vases, weapons, jew- elry), stone- and ivory-carving; comparative study of typological, iconographical, stylistic, and technical aspects and developments. Cultural contextualization and brief consideration of the historical framework, socio-economic, political and administrative context, writing and religion. Major interpretative issues and problems in Aegean Prehistory, including relative and absolute chronology, emergence and formation process, collapse and fall of the Minoan palaces and the Mycenaean citadels, spatial definition and multi- ple function of the palatial networks, military power and expansionism, international dynamics and con- tacts. Evaluation of the Prehistoric Aegean legacy and contribution to ancient Greek and Western Civilization. Visits to archaeological collections and Museums. Offered every fall.
221. Ancient Greek Architecture A survey of ancient Greek architecture from the 11th century BC to the Ist century BC, on mainland Greece and the Greek colonies. Temple architecture, altars and sanctuaries; secular architecture (houses, villas, and palaces); public architecture (agoras, stoas, prytaneia, propyla, the- aters, gymnasia, stadiums, fountains and aqueducts, fortifications, roads, bridges); poleodomy or city- planning; funerary architecture (tombs, heroa, mausoleums and other funerary buildings). Building mate- rials and techniques; orders and principles of ancient Greek architecture; ancient theory and techniques, typological developments and technological advances, architectural masterpieces; ancient Greek masters. consideration of epigraphical and ancient literary sources (including readings from Vitruvius, Pliny the Elder, Pausanias). Offered every third year.
222. Ancient Greek Sculpture A thorough survey of ancient Greek sculpture from 1050 BC to 31 BC, with consideration of both mainland Greece and the Greek colonies (Asia Minor, Pontus, Syria, Phoenice, Egypt, S Italy and Sicily). Daedalic, Archaic, Classical and Hellenistic periods; sculpture in the round and architectural sculpture, monumental and small-scale sculpture. Materials, techniques, and principles; sub- ject matter and iconography, stylistic and technical developments; styles and regional trends; ancient Greek masters and their schools, legendary contests; consideration of ancient literary sources (including readings from Pausanias and Pliny the Elder) and Roman copies of Greek originals. Visits to archaeological collec- tions and Museums; hands-on examination of selected important sculptures (prospective cast collection
on-campus). Offered every third year.
32
ARCHAEOLOGY
223. Ancient Greek Painting A survey of ancient Greek vase-painting (Protogeometric, Geometric, Archaeic, Classical, and Hellenistic periods, from 1050 BC to 31BC) with consideration of both mainland Greece and the Greek colonies, and study of ancient Greek (with special emphasis on recently discovered large-scale frescoes in Macedonian tombs), Etruscan, and Roman monumental painting (including selec- tive mosaics). Materials, techniques, and principles; iconography, stylistic and technical developments; styles and regional trends; ancient Greek and Roman masters and their schools; consideration of ancient literary sources (including readings from Pausanias, Pliny the Elder, Cicero). Visits to archaeological col- lections and Museums. Offered every third year.
250, Ancient Greek Religion and Sanctuaries A survey of the origins, history, structure, and evolution of ancient Greek religion and sanctuaries from Mycenaean to Hellenistic times. A comparative study of offi- cial religion vs. folk religion, pantheon of gods and heroes vs. daemonic cults and magic (ritual binding, cursing, charming), myths, oracles, festivals and games vs. house cult; an insight into mysteries and chthon- ic cults, burial customs and eschatology, soul and the Homeric underworld, the mnemoscape of death and reincarnation. A review of loci of worship (caves, shrines, temples, sanctuaries); analysis and meaning of the worship ritual, offerings, dedications, animal and human(’) sacrifices; interpretation of sacred symbols, ritual implements and paraphernalia: idols and figurines, large-scale anthropomorphic concretions, cult statues. A comparative study of the history and development, organization and lay-out, architecture, portable finds and dedications of the most prominent Mycenaean and ancient Greek sanctuaries (Mycenae Cult Center, Tiryns shrines, Aghia Irene temple; Olympia, Delphi, Eleusis, Delos, Nemea, Dodone, Kos, Samos, Priene, Pergamon) involving a synthesis of archaeological and iconographical evidence, Linear B documents, epigraphic evidence, and ancient literary sources. Additional issues to be addressed include: Greek anthropomorphism and polytheism; the power of religion as collective memory; the sociopolitical role of organized religion; priesthood and the gradual appropriation of religion by the ruling hierarchy and the state (polis); chronological development of ritual vs. unchanging core of beliefs; patterns of uniformi- ty and regional variation; survival of ancient Greek religious elements in Christianity. Offered every third year.
301. Fieldwork in Classical Archaeology Archaeological excavation and/or survey for four to six weeks in selected locations of the ancient Greek and Roman worlds, which include Mycenae in Greece (DEPAS Project) and Scotland, Great Britain (joint Project with the University of Durham, England), The dig pro- vides training for students in the techniques and methods of field archaeology. Admission by permission of the instructor; Archaeology 201 recommended. Offered every summer.
390. Advanced Studies in Archaeology This course undertakes special topics, issues, and problems in Old World and New World Archaeology ranging from prehistory and classical antiquity (i.e. Problems in Aegean Prehistory, In Search of the Trojan War, Great Cities) to modern era archaeology (19th/20th cen- tury AD) and modern applications of the discipline. Prerequisite: at least one 200-level archaeology course. Offered occasionally,
33
ArT & ArT History
ART & ART HIstory
FACULTY
Sharon Hirsh, Charles A. Dana Professor of Art History
Barbara Diduk, Charles A. Dana Professor of Art
Ward Davenny, Associate Professor of Art
Melinda Schlitt, Associate Professor of Art History, Chair
Philip J. Earenfight, Director of The Trout Gallery, Associate Professor of Art & Art History
Elizabeth Lee, Visiting Instructor in Art History
Robert W. Cavenagh, Jr., Director of Instructional Media, Part-time Associate Professor of Art and Education
Susan E Nichols, Associate Dean of the College, Part-time Associate Professor of Art
CONTRIBUTING FACULTY Harry D. Krebs, Professor of East Asian Studies
Major
Art History option: Eleven courses including 101, 102; one course in studio, either 122 or 123; one course in Ancient Art, either 202 OR either Classical Studies 221 or 224; one course in Renaissance Art, either 300 or 301; one course in Modern Art, either 314 or 315; 407; 207; and three electives in art history. Art history majors are also encouraged to take additional course work in Philosophy, Religion, Classics and studio art; to consider internships or independent studies directed to future interests in the discipline; and to take German if they are considering graduate work in art history.
Studio Art option: Eleven courses including 101, 102; one course in Renaissance Art, either 300 or 301; one course in 20th-century Art, either 314 or 315; 122; either 222 or 230; 410 (including submission of position paper and portfolio for graduation); and four additional studio courses, including one at the advanced level, and at least one three-dimensional course. Seniors concentrating in studio are required to present a slide portfolio of their work in their final semester. Students electing this option are encouraged to take more studio courses than the required six. Self-developed options, including conservation and architecture programs, can be arranged.
MINOR
101 and 102 plus four additional courses in the appropriate discipline (art history or studio), subject to the minor adviser’s approval, that suit the particular interests of the student.
SUGGESTED Four YEAR PROGRAM
Art History Option
First Year: 101, 102
Second Year: 207 should be taken immediately after 101 and 102; 202, Classics, or 204 (as elective)
Third and Fourth Years: 300 or 301 or 304, 306, 314 or 315, 404; and fourth year only, 407 (offered in Fall)
NOTE: 391, 392 Studies in Art History, as well as independent study, should be taken in the third or
fourth year, depending on the topic and the advice of the instructor and the adviser.
Studio Art Option
First and Second Years: 201, 102, 122, and 222 or 230, and 123 or 224 or 226 and/or 221, 227, 228.
Third and Fourth Years: 330, 324, 326, 327, 335, 410. Upper level art history course; 314 or 315 must be taken by the third year, prior to the Fall Senior Studio Seminar.
4
Oo
ArT & ART HIsToRY
NOTE: 410 must be taken Fall of senior year
Senior Portfolio: Students who major in art with a studio emphasis must prepare a slide portfolio of their creative work for faculty review during their senior year and are expected to mount a formal exhibi- tion of their work. Students should meet with the department chairperson for more details.
INDEPENDENT STUDY
ener tt cee
Independent study courses are to be set up through consultation with an Art & Art History department adviser and instructor of the course. A proposal of the topic, and program of work must be submitted to the instructor for approval.
OPppoRTUNITIES FOR Orr-CAmpus STUDY
Students interested in studying abroad on Dickinson’s Programs in Toulouse, or with affiliate programs in Italy are encouraged to take French or Italian.
INTERNSHIP
CON Through The Trout Gallery and other regional museums, galleries, art associations, commercial galleries, and architectural firms, the Department of Art & Art History offers internships to advanced students. In the past, art history majors have undertaken museum internships at The Metropolitan Museum, the Springfield (Ma.) Museum of Fine Arts, and the Philadelphia Museum of Art, while studio and art histo- ty majors have interned at commercial galleries in Philadelphia, Harrisburg, and New York City; these internships have included conservation and restoration work. Consult the departmental internship advis- er and the college internship coordinator.
Honors IN THE Major
es ee nN Department of Art & Art History majors may seek Honors, the highest academic award a department can bestow. Honors in the major are by the invitation of Department of Art & Art History faculty following self-nomination by February of the junior year. Students undertake a year-long independent study with an adviser, Consult with the Department of Art & Art History chairperson or your major adviser for addi- tional information.
COURSES
Art History Courses:
101, 102. An Introduction to the History of Art A survey of painting, sculpture, and architecture of west- ern civilizations. 101 surveys art from the ancient Near East through medieval European. 102 surveys art of the European renaissance through the contemporary period.
201. History and Art of the Film or the Photograph A study of the history of the film or the photograph as an art form involving mechanical reproduction. Issues of criticism and theory are also addressed.
02. Etruscan and Roman Art A detailed survey of painting, sculpture, and architecture beginning with Etruscan culture in Italy from approximately the 8th century BC through the formation of the Roman Republic and Empire until the early 3rd century AD, Emphasis will be placed on understanding and ana- lyzing the production, style, materials, and function of Etruscan and Roman art within the cultural and political contexts in which it was made. Issues of meaning and interpretation, scholarly debates concern- ing stylistic categories and periodization, and theoretical/critical perspectives expressed in ancient literary texts will form an integral part of the course. The legacy of the Roman Imperial tradition, particularly in sculpture and architecture, and its vast impact on western civilization from the Early Christian period through continuous reformulations in the present will also be addressed. A class field trip to a regional museum is required. Offered every other year.
Sn
ArT & ArT History
203. Medieval Art European art and architecture of the Middle Ages, from the decline of Rome to the first decades of the 15th century. Particular emphasis is placed on Romanesque and Gothic cathedral architec- ture. Prerequisite: 101 or permission of the instructor. Offered alternate years.
204. American Art The development of architecture and painting in America. Special consideration is given to 19th-century architecture, with field work in Carlisle, and to recent, specifically American, move- ments in 20th-century painting. Prerequisite: 101 or 102, American studies majors, or permission of the instructor.
205. Topics in Art History An intermediate-level study of selected topics in the history of art and archi- tecture. Prerequisite: 101 or 102, as appropriate to the topic, or permission of the instructor.
207. Criticism and Theory in the Arts An introduction to critical strategies in and theoretical approach- es to the visual arts. Particular emphasis is placed on close analysis and discussion of texts. The course addresses issues of historiography (history of writing about art), critical theory, or contemporary art criti- cism. Prerequisite: 101 or 102 or permission of the instructor.
208. Japanese Art This course is an introduction to Japanese art and aesthetics throughout the history of this culture. The study of this art occurs in the context of the civilization as a whole, as it has both changed and resisted change over time due to both internal and external forces. Students are expected to look care- fully at their own preferences and prejudices with the intention of seeing them from an additional per- spective. Offered alternate years.
210. Chinese Art This course is an introduction to the history and aesthetic of Chinese art. The art is stud- ied as a primary part of the larger culture. Other elements of the culture are introduced as they are relevant to seeing the civilization as a whole. The subject matter is those arts most typical of the major dynasties, but painting is the primary overall focus. Offered alternate years.
300. Italian Renaissance Art 1250-1450 A survey of painting, sculpture, and architecture in Italy from approximately 1250 to 1450. The works of Giotto, Pisano, Donatello, Ghiberti, Brunelleschi, and Massacio, among others, will be addressed. Issues of style, patronage, and function will be considered with- in the political and cultural contexts of the 13th through 15th centuries. Critical and theoretical writings of the period will also be discussed. Prerequisite: 101 and 102 or permission of the instructor.
301. Italian Renaissance Art 1450-1563 A survey of painting, sculpture, and architecture in Italy from 1450 through 1580. The works of Botticelli, Leonardo, Raphael, Michelangelo, Bramente, and Titian, among others, will be addressed. Issues of style, patronage, and function will be considered within the political and cultural contexts of the 15th and the 16th centuries. Critical and theoretical writings of the period will also be discussed. Prerequisite: 101 and 102 or permission of the instructor.
302. Roman Painting This course will address the antecedents of Roman wall painting in ancient Greek sources, as well as issues related to classification, genre, style, function, and artistic practice. The tradition- al ‘four styles’ of Roman painting first outlined by Vitruvius and more recent proposals for reconstructing these traditional stylistic categories will be addressed, as well as questions surrounding the many purposes and effects of painting in Roman culture and society. The relationship of pictorial imagery to specific lit- erary structures and styles during the Imperial period will also be considered along with more theoretical artistic principles such as optics, illusionism, and visual imagination in the Roman world. A variety of ancient literary sources as well as scholarly studies an critiques will form the textual basis for the course, while digital reconstructions and “virtual” movement through ancient pictorial spaces will augment the visual sources we use. Prerequisite: Archaeology Core or 101 and 102 or 202.
303. Roman Portraiture Of all visual and literary genres, portraiture is undoubtedly the most specific and elusive in western culture. Its history is as old as the ancient Greek myths about the origins of painting itself, and as recent as the current pseudo-journalistic television program entitled “Intimate Portraits.” This course will examine the tradition and evolution of ancient roman portraiture as the most prolific and enduring source of the genre from its Etruscan and Hellenistic foundations through the dissolution of the
36
ArT & ArT HISTORY
Empire in the mid-fourth century AD. Republican and Imperial iconographies, funerary genres, and con- textual considerations such as the public, private, and political realms will be considered. The notion of constructing a visual identity and historical legacy through portraiture as part of Roman culture, and more specific conceptual qualities such as “realism” and “idealism,” “youth” and “age” will be discussed together with more technical issues such as dating, identifying physiognomic types, sculpting techniques. At least one trip to a regional museum or gallery will be required. Prerequisite: Archaeology core, or 101 and 102 or 202.
304. Southern Baroque Art Painting, sculpture, and architecture of the 17th century in Italy, France, and Spain will be considered. Artists included in this course are: Caravaggio, the Carracci, Reni, Artemesia Gentileschi, Bernini, Borromini, Vel squez, and Poussin. Issues of theory and criticism will also be addressed. Prerequisite: 101 and 102 or permission of the instructor. Offered alternate years.
306. Northern Baroque Art A study of 17th-century Northern European Art with particular emphasis on Flemish and Dutch painting. Artists included in this course are Rubens, Van Dyck, Rembrandt, Hals, and Vermeer. Issues of theory and criticism will also be addressed. Prerequisite: 101 and 102 or permission of the instructor. Offered alternate years.
313. 19th-Century Art Issues of romanticism, realism, impressionism, and post-impressionism. Major 19th-century European figures and movements will be surveyed. Critical and theoretical writings of the period will be discussed. Prerequisite: 101 and 102 or permission of the instructor.
314. 20th-Century Art A survey of major artists and movements from 1905 to the present, including expressionism, cubism, futurism, de Stijl, dada, surrealism, abstract expressionism, pop art, minimalism, hyper realism, neo-expressionism, and recent developments through post-modernism, Critical and theo- retical writings of the period will be discussed. Prerequisite: 101 and 102 or permission of the instructor.
315. Topics in Contemporary Art This course will address recent developments in art from 1945 to the present; focus on particular artists, works, and movements will vary. Critical and theoretical issues of the period will be discussed. Prerequisite: 102 or permission of the instructor.
391. Studies in Art History Studies in selected topics of the history of art and architecture. The content of each course will be altered periodically. Prerequisite: 101 and 102 or permission of the instructor.
404, Seminar: Topics in the History of Art Advanced investigation of a particular artist, work, movement, or problem in the history of art. Prerequisite: permission of the instructor.
407. Art Historical Methods Study of the research tools and methodologies of art historical analysis, a study of the use of primary and secondary sources, and documents in art history. In addition, the major schools of art historical writing and theory since the Renaissance will be considered. The course has as its final project a public exhibition in The Trout Gallery curated by the seminar students. Prerequisite: 101 and 102, as well as other upper-level courses on art of the Renaissance to the present. Required course for students with an emphasis in art history.
Studio Art Courses:
122. Fundamentals of Composition and Drawing Working from observation and using a variety of media, this basic studio drawing course will explore issues common to both representational and non-rep- resentational art. This course serves as the foundation to upper-level two-dimensional offerings.
123. Fundamentals of Sculpture and Three-Dimensional Design A studio course covering basic elements of three-dimensional composition and sculpture. Students will construct sculptures examining a range of media and fabrication techniques.
160. Special Topics in Studio Selected techniques and concepts in studio, taught at the introductory level. The content of each course will be altered periodically.
221. Introduction to Photography An entry-level course in black-and-white photography. Film develop- ing and the making of prints using conventional media, and an exploration of other media and processes
37
ArT & ArT History
which may include high contrast, large format, hand-tinted works, introductory color and alternative processes. The student will be required to demonstrate attainment of skill through portfolios presented to the class.
222. Drawing A studio course to explore further, those issues covered in 122, but focusing on the creation of light and space. Landscape, architecture, still-life and the model will serve as subject matter. A large vari- ety of media will be used, including pastel, monotype, ink, acrylic paint and charcoal. Prerequisite: 122 or permission of the instructor.
223. Introduction to Digital Photography An introductory course for students without experience in either digital or traditional photography. The course explores the fundamentals of image making from tra- ditional b&cw images through experimental color and composite images. Students work with either 35mm or digital cameras. Images are modified using the computer and appropriate software. Each student is required to submit images throughout the semester for class and faculty critiques. Revisions are encour-
aged. The course holds a public show at the end of the semester.
224. Wheelwork Ceramics A studio course exploring expressive possibilities offered by the potters wheel. Students will examine both utilitarian and sculptural aspects of the medium. A variety of clays, glazes and firing approaches will be examined.
226. Sculpture Ceramics A sculpture course further examining three-dimensional problems covered in the basic three-dimensional design course. The course will focus on clay as the primary (but not exclusive) fab- rication material. Students will examine a range of firing, glazing, and construction techniques. Prerequisite: 123, 224 or permission of the instructor.
227. Fundamentals of Painting A basic studio course exploring the techniques, practices and history of painting and theories of color. Working from observation, subject matter will range from still-life and land- scape to architecture and the figure. Prerequisite: 122 or permission of the instructor.
228. Printmaking Survey A studio course in which students will gain a working knowledge in each of the four major areas of printmaking woodcut, etching, lithography, and screenprinting. Prerequisite: 122 or permission of the instructor.
230. Life Drawing The course will be devoted to working from the human form during which the stu- dents will be expected to develop a sense of two-dimensional line and three-dimensional illusionistic form through the use of such graphic media as pen and ink, pencil, charcoal, Conté crayon, etc. Prerequisite: 122 or permission of the instructor.
320. Advanced Photography Topics and techniques in photography which extend beyond the entry course. Each student will select an area in which to build a body of work. Prerequisite: 221. Offered alter- nate years.
323. Sculpture Various sculpture media will be explored including clay, plaster, wood, stone, and metals. An emphasis will be placed on carving, casting, and metal welding. Prerequisite: 123.
324, Advanced Three-Dimensional Design and Sculpture A second level three-dimensional design and sculpture course concentrating on advanced fabrication techniques, alternative building materials, and aspects of contemporary and historical practice. Prerequisite: 123, 224, 226 or permission of the instructor:
326. Intaglio Printmaking An in-depth exploration of etching, engraving, aquatint and other techniques of drawing on, and printing from metal plates. Photo-etching and working in color will also be covered. Prerequisite: 122 or permission of the instructor.
327. Advanced Painting A second-level studio painting course concentrating on the figure, and covering advanced techniques, alternative materials, and aspects of contemporary and historical practice. Prerequisite: 227.
330. Advanced Life Drawing Advanced problems and issues in drawing the human form. Prerequisite: 230 or permission of the instructor.
38
ArT & Art History
335. Lithography A studio course exploring the art, techniques, and history of drawing and printing from the stone. Metal plate, color, and photo-lithography will also be explored. Prerequisite: 122 or permission of the instructor.
360. Advanced Studio Selected advanced studio techniques and concepts. The content of each course will be altered periodically. Prerequisite 122, 123 or permission of the instructor.
410. Senior Studio Seminar A required course for senior studio students. Critiques of students’ work will include examination of timely topics in the visual arts and the relationship of the artist to society. Critiques, selected critical readings, museum visits and visiting artists will provide the basis for discussion. Co-requi- site: One studio course. Prerequisite: One studio course.
The following course is offered in the Summer Semester in England Program:
105, Art in England A topics course in the history and practice of art, using the galleries, museums and architecture of London and its environs as its focus.
The following course is offered in Bologna:
132. The Arts of Italy An introduction to the major visual traditions of the Italian peninsula from antiq- uity to the end of the 18th century, combined with the basic art historical methodologies necessary to their understanding. Focus will be on the relationship of visual materials to their intellectual, social, and reli- gious underpinnings, with special emphasis on the artistic traditions and monuments of Bologna. Lectures, discussion, and site visits provide the opportunity to understand artistic production in its larger cultural context. In addition to regular class meetings for lecture and discussion, required group excursions in and around Bologna will be scheduled occasionally on Fridays or Saturdays.
The following courses are offered in Toulouse:
115. French Art from the Romanesque through the Baroque This course will examine the development of medieval art, architecture and sculpture in the romanesque and gothic styles, drawing principally on regional examples. The wealth of Roman remains in southwestern France will help clarify connections between medieval art and its ancient predecessors. Classroom lecture and discussion will be augmented by on-site study of churches, cloisters and museums in the Toulouse area. Outstanding examples of private dwellings in Toulouse dating from the Renaissance will illustrate the passage between the end of the Middle Ages and the following periods. Issues of style, patronage and function will be considered with the politi- cal and cultural contexts of the 11th through the 18th centuries. Offered only at the Dickinson Study Center in Toulouse.
116. French Art of the 19th and 20th Centuries A survey of the major movements in French art from Romanticism to the present, including realism, impressionism, cubism, Dada, surrealism and abstract art. Contemporary museum collections in France, particularly those in the Toulouse region and in Paris, will furnish examples of important works. This course will pay special attention to the links between change in French society and the evolution of artistic production. Offered only at the Dickinson Study Center in Toulouse.
The following courses are offered in Toulouse Summer Session:
260. Painting “En Plein Air” A second-level painting course concentrating on the concepts and practice of painting in the landscape. We will deal with the use of color, space, light and interpretive problems of working on site. Prerequisite: 122 and 227 or the equivalent, or permission of the instructor.
261. Architecture and the Figure Drawing from the architecture of southwestern France with an empha- sis on the figure and its role in establishing scale, movement and narrative. Prerequisite: 122 or the equiva- lent, or permission of the instructor.
39
BIOCHEMISTRY & MOLECULAR BioLocy/ BIOLOGY
BIOCHEMISTRY & MOLECULAR BIOLOGY
CONTRIBUTING FACULTY
Thomas M. Brennan, Professor of Biology, Joseph Priestley Chair in Natural Philosophy
R. David Crouch, Associate Professor of Chemistry
John H. Henson, Associate Professor of Biology, John B. Parsons Chair in the Liberal Arts and Sciences Michael S. Holden, Associate Professor of Chemistry, Alfred Victor duPont Chair in Chemistry Michael P. Roberts, Associate Professor of Biology, Program Director,
Kirsten A. Guss, John R. & Inge Paul Stafford Chair in Bioinformatics, Assistant Professor of Biology Pamela J. Higgins, Visiting Assistant Professor of Chemistry
Major
Biology any two 120-128 courses, 313, 317, 417
Chemistry 141, 241, 242, 244 and either 442 or 490
Biology/Chemistry 342
Physics 131 or 141, 132 or 142
Mathematics 161 or 151/152, 162
All Biochemistry & Molecular Biology majors are required to include a research experience as part of their undergraduate program. This requirement may be satisfied in the following ways:
1) an independent research project in Biochemistry & Molecular Biology 2) on off-campus internship for credit in Biochemistry & Molecular Biology 3) a research experience not covered by the above but deemed equivalent by the contributing faculty
In addition to the required course work, a number of other relevant courses are taught by the Biology and Chemistry departments, and it is recommended that students explore these offerings in order to broaden their expertise and investigate specific topics appropriate to their own interest
BIOLOGY
FACULTY
Thomas M. Brennan, Professor of Biology, Joseph Priestley Chair in Natural Philosophy
Janet Wright, Associate Professor of Biology
John Henson, Associate Professor of Biology, John B. Parsons Chair in the Liberal Arts and Sciences Michael P. Roberts, Associate Professor of Biology, Chair
Carol C. Loeffler, Associate Professor of Biology
Anthony Pires, Associate Professor of Biology
Charles E Zwemer, Associate Professor of Biology
Kirsten A. Guss, John R. & Inge Paul Stafford Chair in Bioinformatics, Assistant Professor of Biology
Major
Nine courses in biology, excluding 105 and 108, including one of the following upper-level courses in botany: Biology 322, 323, 324 or 325, and one of the following upper-level courses in zoology: Biology 318, 321, 333, 334. In addition, Chemistry 241 and 242 are required. The nine biology courses required for the major may not include more than one course in independent study or research unless the student has received advanced placement beyond the introductory level (any two 100-level Biology courses); then two courses of independent study or research may be counted toward the major. Of the nine biology cours-
40)
BIOLOGY
es required for the major, at least four must be upper-division laboratory courses (exclusive of independ- ent study-research) taken in residence at Dickinson.
All biology majors must include a research experience as part of their undergraduate program. (See RESEARCH EXPERIENCE section)
Two semesters of mathematical sciences (Calculus and/or Statistics), and two semesters of physics are strongly recommended for students intending graduate study toward an advanced degree in biology or the health professions. Students should consult with their faculty advisers about taking additional courses in other sciences that might be important to their career plans.
MINOR
nh!
Six courses, including one of the following upper-level courses in botany: Biology 322, 323, 324 or 325, and one of the following upper-level courses in zoology: Biology 318, 321, 333, or 334. In addition, Chemistry 141 is required.
SAMPLE FouR-YEAR PROGRAM
ei en tet es
First Year: any two 100-level Biology courses; Chemistry 141, 241; Math 161 (or 151 &152), 162 Second Year: 313, 317, 325; Chemistry 242; Math 121
Third Year: 333, 334; Physics 131, 132
Fourth Year: 318, 342, 417, Independent Research
TEACHER CERTIFICATION
coders eter
Students interested in preparing for teaching Biology in high school should plan to major in Biology and should include a course in Botany, Genetics, Physiology, and Ecology. The Director of Teacher Education in the Department of Education should be consulted during the sophomore year.
RESEARCH EXPERIENCE
rere ccc
All biology majors must include a research experience as part of their undergraduate program. This require- ment may be satisfied by the successful completion of any one of the following:
1) an independent research project for biology credit; 2) an off-campus internship with significant research component; 3) Biology 412 - Seminar;
4) a research experience not covered by the above but deemed equivalent. Proposals should be submitted to the student's faculty adviser who will determine whether or not the completed experience satisfies the research requirement.
OppoRTUNITIES FOR Orr-CamMpus STUDY
a tr tec Field Biology Courses at the School for Field Studies Dickinson is an affiliate of the School for Field Studies (SES), which offers courses and on-site fieldwork in ecology, behavior, and conservation biology. Students can spend a semester at one of five permanent campus centers to study coastal ecology (British Columbia), wetlands ecology (Mexico), rainforest ecology (Australia), wildlife management (Kenya), or marine ecology (Turks and Caicos Is., Bahamas). A typical semester program would receive two biology and two general Dickinson credits. SFS also has summer courses. The SFS programs afford a unique opportunity for intensive study and active biological research in diverse environments.
Marine and Ecosystem Studies Dickinson is an affiliate of the Semester in Ecosystem Studies at the
4]
BIOLOGY
Marine Biological Laboratory (Woods Hole, MA) and of the Duke University Marine Laboratory. These programs offer specialized, full-semester options with field and lab courses for biology students.
The Dickinson Science Program in England Biology students have the opportunity to study for a semes- ter or a year in the School of Biological Sciences at the University of East Anglia (UEA) in Norwich, England. This Dickinson program is overseen by an on-site Dickinson faculty member who advises stu- dents and teaches courses. UEA has an excellent biology program which was recently awarded the highest rating possible for teaching and research by the British government.
The Dickinson Science Program in Australia Biology students have the opportunity to study for one semester at the University of Queensland (UQ) in Brisbane, Australia. The University of Queensland offers a variety of outstanding science programs ranging from premedical studies to marine education. Examples of programs in which Dickinson students have participated include ecology of the Great Barrier Reef, human anatomy, and tropical rainforest ecology. UQ was recently selected as : “Australia’s University of the Year”
HONORs IN THE Major
a Honors in biology typically involves the completion of two consecutive semesters of independent research and the writing of an honors thesis.
CouRSES
—EEeESEeEeEeEeESSSSSeeeSSSSSSSSFSFSsSéSé 105. Biological Aspects of Contemporary Problems Students become familiar with biological principles
by focusing on a variety of contemporary problems and also analyzing the underlying biological compo- nents. This course will not count toward a major or minor in biology. Three hours classroom a week.
108. Modern Natural History Through classroom study and field trips students learn to know various fas- cinating living creatures from the primitive to the most complex. They are also introduced to natural his- tory literature which relates these organisms to our cultural, social, and economic history. This course will not count toward a major or a minor in biology. Three hours classroom a week.
120. Life at the Extremes: A Survival Guide The Weddell Seal holds its breath for 40 minutes while rou- tinely diving to a depth of 1,500 feet in -1.6°C water and Bar Headed Geese migrate at thousands of feet above the summit of Mt. Everest. How do these animals accomplish these seemingly amazing tasks? Questions of survival and more will be addressed in this study of comparative physiology. We will seek explanations of these phenomena by first evaluating the physical nature of these hostile environments and then exploring the mechanisms of survival. We will also investigate our own physiology and human limits of performance. Lecture will be enhanced by laboratory experiences in experimental physiology and verte- brate dissection. Three hours classroom and three hours laboratory a week.
121. Alien Worlds The possibility of life elsewhere in the universe is now widely accepted, but what kind of life can we expect it to be? This course considers what we know, and don’t know, about the nature of life and the way it has evolved on Earth, to make a best guess about “alien” life. Our strategy will be to investigate how biologists use theory and data to answer questions. Challenging introductory texts, news media, and scientific journals will be our major resources for discussion and laboratory studies. On finish- ing this course you should approach any biological news or issue with a more analytical eye, but ideally with increased fascination as well. Three hours classroom and three hours laboratory a week.
122. The Biochemical Basis of Metabolic Disorders An introductory course focusing on the various types of molecules found in living systems and the ways they function and interact in both normal and abnor- mal cellular metabolism. Topics include genetic and enzymatic regulation of metabolic processes, energy capture and transformation, and a series of case studies dealing with the biochemical basis of metabolic dis- orders. We will also compare and contrast the treatment of scientific issues in the popular press with that found in the scientific literature. The course is intended to provide students with a basic understanding of
42
BIOLOGY
some of the principles and methodology of modern biology, and to develop their ability to distinguish between legitimate science and pseudoscience. Three hours classroom and three hours laboratory a week.
123: Interactions of Plants, Animals and Fungi Plants, animals and fungi have vastly different strategies for obtaining food, reproducing, and finding places to live. Many of the most important adaptations in each of these three groups involve fending off, partnering with, or exploiting members of the other two groups. This course considers the ways in which the three groups interact and the many consequences of these interactions for our ecosystems and for humans. In laboratory/greenhouse/field studies, lecture, and discussion we will develop an understanding of how biologists approach questions and design experiments concerning interactions, how their findings should or should not be interpreted, and how the findings are disseminated to general and scientific audiences. Three hours classroom and three hours laboratory a week.
124. Biology of Behavior This course explores the biological basis of animal behavior. We will use an evo- lutionary framework to consider why behaviors arise within animal species (including humans) and ask how neural systems shape, constrain and execute the types of behaviors that we observe in nature. Topics will include animal navigation, communication, mating systems and sociality. We will read selections from the primary research literature of behavioral biology as models of scientific thought and discourse. Laboratory and fieldwork will emphasize construction of good experimental questions, refinement of hypotheses, quantitative analysis of data and effective communication of research results. Three hours class- room and three hours laboratory a week.
125: Understanding Cancer Cancer is the second leading cause of death in the United states. In the year 2000, over halfa million Americans died of cancer and over one million new cancer cases were diagnosed. Virtually everyone who is 18 years old or older knows someone who has battled cancer. This course explores the biology of the complex array of genetic diseases known as cancer, What is cancer, why does it occur, how is it treated, and what would it mean to our society to find a cancer cure, are just a few of the questions that will be addressed. In the laboratory, the unique characteristics of cancer cells will be inves- tigated and treatments designed to revert these characteristics to those of normal cells will be explored. By understanding cancer, cancer research, and the promise of new cancer treatments, students should com- plete the course with a greater appreciation for the scientific process and the role science plays in human health. Three hours classroom and three hours laboratory a week.
126: Infectious Disease versus Immune Defense Given the variety and virulence of the hundreds of pathogens we are exposed to every day, it seems miraculous that any of us survives into adulthood. This course will consider the biology of pathogens and the immunological defense systems which help coun- teract them. Both a human-based and comparative approach will be employed. Lecture, discussion and lab segments will emphasize the application of knowledge, the interpretation of scientific and popular infor- mation, and the demystification of disease and immunity. Students finishing this course should have a new found appreciation of the molecular, genetic and cellular mechanisms underlying disease and defense. Three hours classroom and three hours laboratory a week.
127. This Is Your Life This course provides an overview of the human life cycle. We will discuss develop- ment from a fertilized egg through birth, the physical and psychological maturation process that follow birth and the aging process and disease. We will also discuss ways in which humans impact each other as individuals, in society, and environment. In the laboratory portion of the course, we will perform experi- ments in model organisms that use the techniques and approaches that are utilized to investigate human
development and health. 128. BioDiversity Topics Course
313. Cell Biology An introduction to the structure and function of cells, with emphasis on the molecular mechanisms of cellular processes. The course will involve discussion-oriented lectures and readings from the current literature. The laboratory will stress the discovery approach in applying state of the art tech-
niques to cell biological experiments. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120-128.
43
BIOLOGY
314. Ecology Study of the interactions of organisms with each other, and with their environment, at the level of the individual, the population, the community, and the ecosystem. Lectures and readings consid- er both the theory of ecology and data from empirical research in the classic and current literature. Laboratory and field studies explore how ecologists perform quantitative tests of hypotheses about com- plex systems in nature. Six hours classroom a week, Prerequisite: two Biology courses numbered between 120 and 128 or Environmental Studies 131, 132. This course is cross-listed as Environmental Studies 314.
315. Population Genetics and Evolution Study of current knowledge of the evolutionary process and its genetic basis. Lecture, readings from the primary literature, laboratory investigations, and field study are used to consider evolutionary trends. Emphasis is on the new approaches that population geneticists and evolutionary biologists are using to reexamine such issues as how evolution affects gene pools; the impli- cations of the fossil record; causes of extinctions; how species originate; relationships among living organ- isms; and adaptive versus non-Darwinian evolution. Six hours classroom a week: Prerequisite: two Biology courses numbered between 120 and 128. Offered every other year.
317. Genetics A study of Mendelian genetics, linkage, and mutation. An introduction to basic DNA struc- ture and function including replication, transcription, and translation. Laboratory exercises involve both classic and molecular approaches to genetic analysis utilizing prokaryotic and eukaryotic organisms. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128.
318. Animal Development Material deals with descriptive embryology and the mechanisms of develop- ment including the genetic and biochemical levels. Laboratory includes observation of selected examples of invertebrate and vertebrate development and experimental investigations of developmental processes. Stx hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128.
321. Invertebrate Zoology An integrated lecture and laboratory study of the anatomy, taxonomy, evolu- tion, ecology, physiology, and embryology of invertebrates. Representatives of the major invertebrate phyla are examined in the field and in the laboratory. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128 or Environmental Studies 131, 132
322. Plant Systematics A systematic survey of the plant kingdom through the collection and study of liv- ing plants. Frequent field trips are conducted as weather permits. An herbarium of named plants is pre- pared. Emphasis will be placed on the diverse features of plants which permit effective study of funda- mental biological problems. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128 or Environmental Studies 131, 132. This course is cross-listed as Environmental Studies 322.
323. Algae, Fungi and Lichens Study of the systematics, morphology, ecology, evolution, physiology, and development of algae, fungi, and lichens, Lecture and discussion include examples and readings from clas- sic and recent research. Laboratories include field surveys and collections, follow-up laboratory identifica- tions, and experimental investigations including directed individual or small-group research projects. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128. Offered every other year.
324. Plant Geography and Ecology Analysis of factors determining the distribution and abundance of plant species, including study of plant migration patterns today and in the distant past. Lecture includes examples and readings from classic and recent research. Field, laboratory, and greenhouse studies focus on plant demography, plant-animal interactions, plant community structure, competition, soil and water rela- tions, and other topics. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128 or Environmental Studies 131, 132. Offered every two years,
325. Plant Physiology A study of plant structure and function, with emphasis on the flowering plants. Includes plant cells and organelles, mineral nutrition, translocation processes, and hormonal regulation of growth, development, and reproduction. Biochemical and environmental aspects of photosynthesis are emphasized. Six hours classroom/laboratory a week. Prerequisite: two Biology courses numbered between 120 and 128.
44
BIOLOGY
326. Microbiology The structure, function, and genetics of bacteria and viruses. A special emphasis is placed on the epidemiology and control of infectious human microbial diseases. Laboratory exercises include the characterization and identification of microbes using sterile techniques as well as current molec- ular methods in microbiology. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128 or Environmental Studies 131, 132. Offered every other year.
330. Neurobiology This course takes a cellular approach to the structure and function of nervous systems. Integrated laboratory and classroom study focus on the physical and chemical properties of neurons that make them different from other cells, and the relationships between neurons that allow nervous systems to interpret the environment and to generate behavior. Extracellular and intracellular electrical recording methods are used extensively, and are supplemented and neurochemical and anatomical techniques such as high-pressure liquid chromatography and immunocytochemistry. Prerequisite: two Biology courses num- bered between 120 and 128.
333. Physiology A study of physiological mechanisms in the animal kingdom, stressing the structural and functional bases of biological activities. Emphasis is on vertebrate organs and organ systems. Laboratory includes experimental physiological studies of selected organisms. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128.
334. Vertebrate Biology An integrated lecture and laboratory study of the anatomy, embryology, physiol- ogy, and evolution of vertebrates. Representative live and dissection specimens are studied from the per- spective of structure and function. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128.
335. Microanatomy An integrated study of the functional microanatomy of vertebrates. This course will examine the microscopic anatomy of cells, tissues, organ, and organ systems and their interrelationships. The laboratory portion of the course will cover methods of contemporary histologic technique and will include independent experimental projects. Prerequisite: two Biology courses numbered between 120 and 128. Offered every other year.
340. Photobiology An integrated study of the effects of light upon living organisms at the molecular, organismic, and ecosystem levels. Examines the regulatory role of light in a variety of biological responses, as well as application of the principles of photobiology to current problems in medicine and agriculture. Includes lecture/discussion, laboratory, and student research projects. Prerequisites: two Biology courses num- bered between 120 and 128. Offered every two years.
342, Biochemistry Introduction to the chemistry of living systems, with emphasis on their molecular organization, metabolic pathways, energetics, and regulation. The chemical bases for biological phenome- na are extensively examined. Causes and consequences of metabolic disorders will also be considered. The laboratory portion of the course focuses on methods used to study the properties and behavior of biolog- ical molecules and their functions in cellular metabolism. Six hours classroom/laboratory a week. Prerequisite: Chemistry 242. This course is cross-listed as Chemistry 342.
380. Immunology A team-taught study of the biological and chemical aspects of the field of immunolo- gy. The areas covered include immunochemistry, immunogenetics, cell-mediated immunity, and immunopathology. Emphasis in the class and the laboratory will be on the process and analysis of experi- mental investigation. Also listed as Chemistry 380. Prerequisites: One Biology course numbered between 120 and 128 or Chemistry 242 or Biology 313 or permission of the instructor. Offered every other year.
401. Special Topics An in-depth study of specialized subject areas of biology. Some recent topics includ- ed Experimental Virology, Ornithology, and Histology. Topic, course structure, credit, and instructor will be announced by preregistration. Prerequisite: two Biology courses numbered between 120 and 128 and per- mission of the instructor. Offered occasionally,
412, Seminar Through detailed study of the primary biological literature, students acquire an under- standing of the methodology and philosophy of scientific research. Includes study of the formulation of
45
BroLocy/CHEMISTRY
hypotheses, the design of experiments or observations to test these hypotheses, and the interpretation of results. Subject matter varies based upon the interests of instructor and students. This course satisfies the requirement for a research experience for the biology major. Prerequisite: two Biology courses numbered between 120 and 128, and one upper-level biology course.
417. Molecular Genetics A study of the molecular aspects of gene structure and function. Course topics include recombinant DNA techniques, regulation of gene expression, oncogenes, tumor suppressor genes, molecular developmental genetics, and human molecular genetics. The laboratory studies utilize contem- porary, molecular methods to explore DNA organization and function. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128, Biology 317.
421, Symbiosis A concentrated study of the biology of association between dissimilar organisms, includ- ing representative parasites of man. Readings in the recent literature, examination of different levels of inti- macy through selected field and laboratory exercises with living and preserved organisms, and directed individual research projects exploring less well known associations will be employed in the learning expe- rience. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128, and one 300-level biology course, and permission of the instructor. Offered occasionally.
The following course is offered in January term:
304. Field Study of Marine Carbonate Environments (Bahamas) An intensive off-campus field course examining the biological, chemical, geological, and physical processes and patterns in modern and ancient tropical marine carbonate environments. Human impact on these fragile environments will also be con- sidered. An in-depth examination of all major sub-environments on San Salvador Island, Bahamas will be followed by independent study research projects. Prerequisite: Geology/Environmental Studies 221 (Oceanography) and permission of the instructor. Cross-listed with Environmental Studies and Geology. Offered every other year.
CHEMISTRY
FACULTY
Cindy Samet, Associate Professor of Chemistry, Chair
Michael S. Holden, Associate Professor of Chemistry, Alfred Victor duPont Chair in Chemistry R. David Crouch, Associate Professor of Chemistry
Ashfaq Bengali, Associate Professor of Chemistry
Amy Witter, Assistant Professor of Chemistry
Pamela J. Higgins, Visiting Assistant Professor of Chemistry
The chemistry department program and facilities are fully accredited by the American Chemical Society.
Mayor
141, 241, 242, 244, 341, 342, 351, 352, one other course and a research experience. In addition: Physics 141, 142 or 131, 132 and Math 161, 162 (or 151,152) are required. The research experience may be one of the following:
a. an independent research course in chemistry
b, an off-campus internship for chemistry credit
c. research experience not covered by the above but deemed equivalent by the chemistry department. Note: Any student desiring certification by the American Chemical Society should consult with depart- ment chair at the time of declaring a major.
46
CHEMISTRY
MINOR
141 and 5 courses in chemistry, excluding 109, 111, 112.
SUGGESTED Four YEAR PROGRAM
First Year: 141, 241; Math 161 (or 151 & 152), 162
Second Year: 242, 244; Physics 141, 142 (or 131,132)
Third Year: 341, 351; 342, 352
Fourth Year: Advanced chemistry courses; Independent Research
Note: Students interested in going abroad should consult with the department to plan an appropriate
schedule. TEACHER CERTIFICATION
Students interested in preparing for teaching Chemistry in high school should schedule a major in Chemistry and should plan to follow the Teacher Certification Program their senior year. The Director of Teacher Education in the Education Department should be consulted during the sophomore year.
INDEPENDENT STUDY OR RESEARCH
Independent study or research is available to students who are prepared for it. Normally this requires the completion of 141 as a minimum, and for most independent research projects more advanced courses are required. Interested students should talk with faculty members in the Department to arrange a topic for independent work.
Chemistry majors are required by the Chemistry Department to complete an approved research experi- ence. This experience gives the researcher an insight and depth of understanding of Chemistry that can be obtained in no other way. Some students fulfill their requirement with an approved off-campus industrial or academic internship.
HONORS IN THE Major
“Honors in Chemistry” recognizes the combination of outstanding grades, outstanding laboratory work and an outstanding independent research project. Students interested in pursuing Honors should discuss possibilities and requirements with their adviser.
CouRSES
109. Special Topics in Chemistry This course is designed for non-science majors who are interested in the field of chemistry. Each semester different topics, such as Marine Chemistry, Chemistry in The New York Times, The Chemistry of Art and The History of Chemistry will be used to show the relevance of chem- istry to everyday life. Field trips may be an integral part of the course, depending on the special topic. Three hours classroom per week.
*111, 112. General Chemistry Some fundamental concepts of atomic structure, bonding, states of mat- ter, and chemical reactions. Basic principles of organic chemistry and biochemistry. Applications in every- day life are emphasized. Three hours classroom and two hours laboratory a week. This course sequence will not count toward major or minor requirements in biology or chemistry. Students who decide to pursue chemistry courses after completion of 111 or 112, must enroll in 141. Students will not receive graduation credit for both 111 and 141, or both 112 and 241. Prerequisite for Chemistry 112 is 111.
141. Foundations of Chemistry An introduction to the principles of chemistry in a laboratory-centered course. Three broad topics are studied: chemical reactivity, atomic and molecular structure as the basis of
47
CHEMISTRY
reactivity, and chemical equilibrium. Emphasizes repeating themes, such as periodicity, reactivity, and sto- ichiometry.
210. Environmental Chemistry An interdisciplinary course emphasizing fundamental and descriptive aspects of the sources, reactions, transport, and effects of chemical species in water, soil, air, and living sys- tems. The laboratory portion of this course will focus on techniques which are utilized to detect the pres- ence and reactivity of these chemicals in the environment. Three hours classroom and (1) four hour labora- tory a week. Prerequisite: 141 or permission of the instructor.
241. Synthesis and Reactivity I The major focus of this course is on the reactivities of organic and inor- ganic molecules; this is an extension of the study of the covalent bond that was studied in Chemistry 141. Topics include reaction types and mechanisms, stereochemistry, nomenclature, and spectroscopic meth- ods. Laboratory work involves the synthesis, analysis and identification of organic and inorganic molecules. Three hours classroom and four hours laboratory a week. Prerequisite: 141.
242. Synthesis and Reactivity II This course continues the study of the reactivities of organic and inor- ganic molecules started in 241. Particular emphasis is placed on unsaturated systems. Laboratory work con- tinues investigations into the synthesis, analysis, and identification of organic and inorganic molecules begun in 241. Three hours classroom and four hours laboratory a week. Prerequisite: 241.
244, Equilibrium Systems The fundamentals of chemical thermodynamics will be presented with a view towards providing an understanding of the concept of chemical equilibrium. Introductory concepts in chemical kinetics will also be discussed. Laboratory will focus on experiments illustrating the principles of thermodynamics and chemical kinetics. Three hours classroom and four hours laboratory a week. Prerequisites: 141, Math 162 or concurrent enrollment.
341. Energy and Structure Examines how the Quantum Theory, and in particular the Schrodinger Equation, makes possible the determination of translational, rotational, and vibrational energies of mole- cules, and how spectroscopy experimentally determines the energy and hence structure of atoms and mol- ecules. Three hours classroom a week. Prerequisites: 141, Math 162 and Physics 141 or 131, or concurrent enrollment, or permission of the instructor.
342. Biochemistry Introduction to the chemistry of living systems, with emphasis on their molecular structures, chemical properties, metabolic pathways, kinetics, and energetics. The chemical bases for bio- logical phenomena are extensively examined. The laboratory will focus on the methods used to study the properties and behavior of biological molecules. Six hours classroom/laboratory a week. Prerequisite 242. This course is cross-listed as Biology 342.
351, Modern Chemical Analysis Applications of chemical equilibrium and modern chemical analysis including quantitative analytical chemistry and instrumental analysis. Emphasis on acid/base equilibria, metal-ion equilibria, electrochemistry, spectrophotometry, and separation methods will be covered. Tivo 50-minute lecture periods and three hours laboratory a week, Prerequisite: 141 or permission of the instructor.
352. Integrated Laboratory This course sequence emphasizes extended individual and group projects that cross the traditional boundaries between analytical, biological, inorganic, organic, and physical chemistry. Students use a wide variety of advanced laboratory techniques to solve chemical problems that demonstrate the interdependence of these traditional areas of chemistry. Students are expected to communicate the results of their work in oral and written presentations. Tivo four-hour sessions a week. Prerequisites: 342 and 351 or concurrent enrollment.
355. Bioorganic Chemistry This course covers applications of organic chemistry to biological systems. Topics include the techniques used to study bioorganic pathways as well as the mechanisms of selected bioorganic processes. Three hours classroom per week. Prerequisite: 242.
380. Immunology A team-taught study of the biological and chemical aspects of the field of immunolo- gy, The areas covered include immunochemistry, immunogenetics, cell-mediated immunity, and immunopathology. Emphasis in the class and the laboratory will be on the process and analysis of experi-
48
CHEMISTRY/CLASSICAL STUDIES
mental investigation. Abo listed as Biology 380. Prerequisite: Biology 112 or Chemistry 242 or Biology 313 or permission of the instructor. Offered every other year.
431. Inorganic Chemistry Atomic and molecular structure, modern principles of chemical bonding, chemical trends and the periodic table, coordination chemistry, reaction mechanisms of ligand substitu- tion, transition metal chemistry, and chemistry of selected transition and representative elements. Three hours classroom a week. Prerequisite: 341.
442, Case Studies in Biochemistry Topics, such as prion proteins and DNA repair, will be used to rein- force basic concepts in Biochemistry in addition to exposing students to the current literature. The course will consist of a combination of lectures, discussions, and student presentations. Three hours classroom a
week. Prerequisite: Biology/Chemistry 342.
490. Advanced Topics in Chemistry Topics may be drawn from areas such as heterocycles, natural prod- ucts, medicinal chemistry, food and nutrition, industrial chemistry, organic synthesis, inorganic synthesis, nuclear magnetic resonance, measurement including computer applications, spectroscopy; statistical ther- modynamics, and catalysis. Three hours classroom a week. Prerequisite: Permission of the instructor.
CLASSICAL STUDIES
FACULTY
R. Leon Fitts, FSA, Asbury J. Clarke Professor of Classical Studies, Chair
Christopher A. Francese, Associate Professor of Classical Studies
Marc Mastrangelo, Assistant Professor of Classical Studies
Christofilis Maggidis, Christopher Roberts Chair in Archaeology, Assistant Professor of Classical Studies
CONTRIBUTING FACULTY
Melinda Schlitt, Associate Professor of Art History Ted Pulcini, Associate Professor of Religion
Major
ES
A major in Classical Studies consists of ten courses, in one of the following combinations:
A. 6 courses in Latin above 102, including at least one at the 300 level, 2 courses in Greek at any level, and two other courses in classical civilization.
B. 6 courses in Greek above 102, including at least one at the 300 level, plus 2 courses in Latin, and two other courses in classical civilization.
C. 8 courses in Latin above 102, including at least one at the 300 level, and two other courses in classical civilization.
D. 8 courses in Greek above 102, including at least one at the 300 level, and two other courses in classi- cal civilization.
MINOR
eee
A minor in Classical Studies consists of six courses, in one of the following combinations:
A. Five courses in Latin above 102, including one at the 300 level, and one other course in classical civilization .
B. Five courses in Greek above 102, and one other course in classical civilization.
C. Three courses in Latin or Greek above 102, and three other courses in classical civilization.
49
CLASSICAL STUDIES
"TEACHER CERTIFICATION
Certificates for secondary teaching of both Latin and Greek are offered. Interested students should contact
the department. Students planning secondary school teaching are urged to seek advice from the Director of Teacher Education.
INDEPENDENT STUDIES AND HONORS IN THE Major
Independent studies and honors projects are available. Contact the department chairperson for details.
OPPORTUNITIES FOR OrrF-CAmpus STUDY
Many majors have taken advantage of the Intercollegiate Center in Rome and the College Year in Athens (instruction in English by American professors under the American system), Durham University, and
Advanced Studies in England (ASE).
The department also offers opportunity in the summer for students interested in archaeology: 1) program led by Prof. R. Leon Fitts and co-sponsored by the Department of Archaeology, Durham University, England, Roman site in Scotland; 2) archaeological survey, excavation and museum research at Mycenae
with Prof. Christofilis Maggidis.
COURSES
(GREEK
*101, 102. Beginning Attic Greek All the fundamentals of Greek grammar and syntax as well as the acqui- sition of vocabulary. By the conclusion of the second semester students will be prepared to read classical authors in the original.
103. Introduction to Modern Greek This course is an introduction to Modern Greek language and liter- ature, designed for students with no previous knowledge of Modern Greek language. The course focuses on the development of the students’ ability to speak, understand, read and write in Modern Greek; special emphasis is placed on grammar, syntax, and acquisition of vocabulary. Furthermore, through a wide vari- ety of themes and material, ranging from everyday situations, conversations, newspapers and magazines to Modern Greek songs, movies, theatrical performances, poetry and prose, the students will be also famil- iarized with every basic aspect of Modern Greek culture and civilization. Offered every year.
104. Elementary Modern Greek This course is a continuation of the study of Modern Greek language and literature on an elementary level, and focuses on the development of the students’ ability to speak, under- stand, read and write in Modern Greek; review of grammar and syntax, and expansion of vocabulary. Furthermore, through a wide variety of themes and material, ranging from everyday situations, conversa- tions, newspapers and magazines to Modern Greek songs, movies, theatrical performances, poetry and prose, the students will be also familiarized with every basic aspect of modern Greek culture and civiliza- tion. Prerequisite: 103. Offered every year.
111. Introduction to Greek Prose Review of syntax and selected readings from Plato, Attic oratory, or other prose authors. Discussion of literary techniques and supplemental readings in English provide his- torical and cultural context. Prerequisite: 102 or the equivalent.
112. Introduction to Greek Poetry Selected readings from Homer with emphasis on poetic style and com- position. Supplementary readings in English help stimulate discussion of literary, historical, and cultural topics regarding epic poetry. Prerequisite: 102 or the equivalent.
116. Intermediate Modern Greek This course is a continuation of the study of Modern Greek language and literature on an intermediate level, designed for students with a solid background in Modern Greek. The course focuses on the development of the students’ ability to fluently speak, understand, read and
50
CLASSICAL STUDIES
write in Modern Greek. Furthermore, through a wide variety of themes and material, ranging from every- day situations, conversations, newspapers and magazines to Modern Greek songs, movies, theatrical per- formances, poetry and prose, the students will indulge in every basic aspect of Modern Greek culture. Prerequisite: 104. Offered every year.
221. The Greek New Testament Readings in Greek from the Gospels and the Apocalypse. Consideration is given to syntax and style, the characteristics of Koine Greek, and the thought and intention of the writ- ers. Gospels and Apocalypse in alternate years. Prerequisite: 102 or the equivalent.
222. Philosophical Writers Readings in Greek Philosophy including authors such as the Presocratics, Plato, Aristotle, or others. Supplementary readings in English provide historical context and an introduc- tion to certain issues in ancient philosophy. Recommended: 112 or the equivalent.
233. Herodotus Selected readings from The Persian Wars, supplemented with reading of the text in English. Attention is paid to the nature of history and historical writing. Recommended: 112 or the equiv- alent. Offered every two years
234. Greek Tragedy A play from the corpus of Aeschylus, Sophocles, or Euripides will be read. Readings in English focus discussion on the authors’ poetic style, purpose, and the historical context within which the writing occurred. Prerequisite: 112 or the equivalent. Offered every two years.
331. Thucydides Selected readings from The Peloponnesian Wars, supplemented with reading of the text in English. Particular attention is paid to issues of historiography and Thucydides’ place among historians. Prerequisite: one course at the 200 level or the equivalent. Offered every two years.
332. Greek Comedy Play(s) from the corpus of Aristophanes will be read. Readings in English help stim- ulate discussion of structure, technique and political-historical context of Aristophanes’ comedy. Prerequisite: at least one course at the 200 level or the equivalent. Offered every two years.
393, 394. Seminar Readings and conferences on selected areas of Greek literature. Research skills are emphasized. Prerequisite: at least one course at the 200 level. Offered occasionally
LATIN
*101, 102. First-Year Latin All the fundamentals of Latin grammar and the study of vocabulary. These courses prepare students to read classical authors in the original.
111. Introduction to Roman Prose Review of syntax and selected readings from prose authors, with study of literary technique and discussion of supplementary readings in English. Prerequisite: 102 or the equiva-
lent.
112. Introduction to Roman Poetry Selected readings from Catullus and Ovid, with focus on poetic tech- nique, and discussion of supplementary readings in English. Prerequisite: 102 or the equivalent.
233. Roman Historians Readings from Roman historians such as Sallust, Caesar and Livy, with study of Roman political values. Prerequisite. 112 or the equivalent.
234. Ovid Selections from the Metamorphoses with study of the more important Greek and Roman myths and their modern reception. Prerequisite: 112 or the equivalent.
241. Early Christian Latin Selections from Augustine’s Confessions, Prudentius’ Psychomachia, and/or the corpus of Claudian and Ausonius. Attention is paid the intellectual and literary culture of the late 4th cen- tury AD. Prerequisite: 112 or the equivalent. Offered every two years.
242. Vergil, Aeneid Selections from the epic, with emphasis on Vergil’s literary aims and technique. Prerequisite: 112 or the equivalent. Offered every third years.
331. Cicero Letters and speeches, with stress on the political life of the age of Cicero. Prerequisite: at least one course at the 200 level. Offered every third year.
51
CLASSICAL STUDIES
343. Lyric and Elegy Selections from Horace and elegists such as Propernius and Tibullus, with focus on their literary technique and tradition. Prerequisite: at least one course at the 200 level. Offered every two years.
351. Tacitus Readings in the Annals, with emphasis on Roman historiography, Tacitus as historian and historical source. Prerequisite: at least one course at the 200 level. Offered every third year.
352. Roman Satire Readings from the satires of Juvenal or Horace with study of Roman social life in the early Principate. Prerequisite: at least one course at the 200 level.
393, 394. Seminar Readings and conferences on selected areas of Latin literature. Emphasis on research skills. Prerequisite: at least one course at the 200 level. Offered occasionally,
CLASSICAL CIVILIZATION
200. Special Topics in Classical Civilization This course undertakes topics, issues, and texts in Classical Civilization which are not otherwise offered in the Classical Studies Curriculum. The areas may include literary, historical, or philosophical topics from Bronze Age Greece to Christian Rome. Will meet either Division I or Division II distribution requirement depending upon topic. Prerequisite: one other class in Classical Studies or permission of the instructor.
Classical Literature and Mythology
100. Greek and Roman Mythology A general introduction to the texts and narratives of the chief myths of Greece and Rome and their impact on Western civilizations with special reference to the fine arts: music, sculpture, painting, and literature. This course will fulfill neither a distribution nor a major requirement.
110. Tragedy and Comedy in Greek Literature This course begins with a study of tragic and comic ele- ments in the Homeric Illiad and Odyssey. The formal origins of Greek Tragedy and Comedy are then traced. There are extensive readings in the tragedies of Aeschylus, Sophocles, and Euripides, and in the comedies of Aristophanes and Menander. The course includes a careful consideration of Aristotle's Poetics and a review of some modern theories on the nature and significance of tragedy and comedy in ancient Greece. The literature is read in English translation. This course will fulfill a literature requirement in the arts and humanities distribution requirement. Offered every other year.
120. Roman Private Life Aspects of Roman History (c. 100 BC to AD 100), including family, role and power of women, sexuality, slavery and its variants, work, the environment and its pollution, medicine, reproduction and its management, religion, philosophies, magic, gladiatorial and animal shows, and char- iot racing. Readings include modern historians and primary documents (in translation). Offered every two years.
130. Women in Antiquity This course examines the lives and roles of women in three periods of Greco- Roman antiquity: Classical Greece, Late Republic/ Early Empire Rome, and Early Christian Rome. Topics include the ancient construction of gender, sexuality, marriage, and the social and legal status of women. Literary and artistic remains provide the basis of writing and discussion which will be informed by current anthropological and feminist approaches. Offered every two years.
CLAssICAL ARCHAEOLOGY
221. Greek Art and Archaeology A general introduction to the art and archaeology of ancient Greece from Prehistoric to Hellenistic times: Bronze Age civilizations (Cycladic, NE Aegean and Trojan, Minoan, Helladic/Mycenaean); Protogeometric, Geometric, Archaic, Classical, and Hellenistic Greece. A survey of architecture (temple, secular funerary), sculpture, vase-painting, monumental painting, metalwork, and minor arts of these periods, both on mainland Greece and in the Greek colonies (Asia Minor, Pontus, Syria, Phoenice, Egypt, S. Italy and Sicily); comparative study of typological, iconographical, stylistic, and tech- nical aspects and developments; styles and schools, regional trends, historical contextualization of ancient Greek art and brief consideration of socio-economic patterns, political organization, religion, and writing. Evaluation of the ancient Greek artistic legacy and contribution to civilization. Field trips to archaeologi- cal collections and Museums. This course is cross-listed with Archaeology 120. Offered every fall.
52
CLASSICAL STUDIES/COMPARATIVE CIVILIZATIONS
224. Roman Archaeology A survey of the archaeology of ancient Italy ca. 800 BC to AD 400. Particular attention is devoted to the study of the development of civilization and culture at Rome, Pompeii, Herculaneum, Ostia and Britain. This course is cross-listed as Archaeology 130. Offered every other spring.
CLASSICAL HISTORY
251. Greek History A survey of the history of ancient Greece from 700 to 400 BC. Particular attention is devoted to the relationship of Sparta and Athens, the development of democracy and the cultural achieve- ments of the fifth century BC. Offered every other fall
253. Roman History A survey of the history of ancient Rome from 133 BC to AD 69. Particular atten- tion is devoted to issues and men who brought about the fall of the Republic and the creation of the Empire of Rome. Offered every other fall.
The following courses are offered abroad:
211. Roman Vistas A four-week course conducted in Italy (the Bay of Naples; Rome and its environs). The course is designed to integrate the study of ancient sites and artifacts with relevant readings from Latin literature. Admission by permission of the instructor.
212. Greek Vistas A four-week course conducted in Greece and Crete. The course is designed to integrate study of ancient sites and artifacts with relevant readings from Greek authors. Admission by permission of instructor.
301. Fieldwork in Classical Archaeology Archaeological excavation for four to six weeks in a selected loca- tion of the ancient Greek and Roman worlds. The dig provides training for students who have had no pre- vious experience in the techniques of field archaeology. Past excavations sponsored by the department have concentrated in Northern England, at Iron Age and Roman sites. The excavation is a joint Project with the University of Durham, Durham, England Admission by permission of the instructor. This course ts cross-list- ed as Archaeology 301.
COMPARATIVE CIVILIZATIONS
CONTRIBUTING FACULTY
Harry D. Krebs, Professor of East Asian Studies, Coordinator T. Scott Smith, Professor of Physics and Astronomy
CouRSES
102. Selected Problems in Civilizational Analysis Exploration of some problem of general human signif- icance as it has been dealt with by two or more of the world’s major civilizations.
105: Non-Western Civilizations A sustained study of a particular non-Western civilization: India, China, Japan, civilizations of the Middle East, Africa, or ancient America.
200. Special Topics in Non-Western Studies Exploration of topics of general human significance as they have been dealt with in one or more of the world’s non-Western civilizations.
490. Issues in Comparative Civilizational Studies A faculty-student seminar intended for the joint dis- cussion of questions of method and substance arising in the comparative study of civilizations. Prerequisite: Permission of the instructor(s).
No major or minor is offered in the program.
Courses offered in other departments which fulfill the distribution requirement in comparative civilization are listed each semester in the registration booklet.
22
CREATIVE WRITING/ DANCE AND Music
CREATIVE WRITING
MINOR:
This minor may be undertaken in conjunction with any major at the College; it is not an emphasis with- in the English major. Within the minor, students must select an area of concentration in either fiction or poetry. Required classes for the minor:
ENGL 218: Creative Writing: Fiction or Creative Writing: Poetry. Students must take this course in the genre of their concentration. This is an introductory course in which students read complete exercises and write stories or poems to be discussed in class.
Two additional courses at the 200 level that focus on creative or critical writing. These courses may include but are not limited to English 212, 214, and 220.
ENGL 339 (when topic is Craft of Poetry or Craft of the Short Story) Students must take this course in the genre of their concentration. This course focuses on literature from the perspective of the writer (as opposed to the critic), tracing the development of the form of the genre.
ENGL 318 (when topic is Advanced Poetry or Advanced Fiction) Students must take this course in the genre of their concentration. This is a workshop course that focuses on advanced techniques in the genre.
One 300-level literature course. This course can be taken in any department, in any language. This course should emphasize the genre of the student’s concentration.
ENGL 418: Senior Workshop. Students must complete one substantial body of work in their chosen genre. This course may combine poets and fiction writers or may be taught as a tutorial.
DANCE & Music
see also Theatre & Dance; Music Inter-arts major in coordination with the Department of Music and the Department of Theatre & Dance
FACULTY
Members of the Department of Theatre & Dance and the Department of Music
PRINCIPAL ADVISERS
Amy Ginsburg, Associate Professor of Theatre & Dance; Director of Dance (on leave 2002-03) Blake Wilson, Associate Professor of Music
Major
This major integrates studies in history, theory, and practice of the arts of dance and music. The core cur- riculum consists of the following 10 courses: Theatre 8&¢ Dance 102, 104, 204; Music 101, 102, 125, 126, and 354; plus two credits of dance technique (or Theatre & Dance 200 plus one course in dance tech- nique). To complete the major, students take the three courses for either of the following tracks:
Research Track: Practicum Track: Theatre & Dance 314 Theatre & Dance 220, 304 Music 245, 246 Music 255, 256
For course descriptions, see Theatre & Dance and Music.
54
East ASIAN STUDIES
East ASIAN STUDIES
FACULTY
Harry Krebs, Professor of East Asian Studies, Chair
Rae Yang, Associate Professor of Chinese Language and Literature and East Asian Studies (on leave 2002-03)
Minglang Zhou, Assistant Professor of East Asian Studies
Neil Weissman, Professor of History, Provost and Dean of the College, Russell I. Thompson Chair of the Dean of the College
David Strand, Charles A. Dana Professor of Political Science (on leave 2002-03)
Ann M. Hill, Associate Professor of Anthropology
Michael J. Fratantuono, Associate Professor of International Studies, Business and Management
Dengjian Jin, Assistant Professor of International Business and Management
Neil J. Diamant, Assistant Professor of Asian Law and Culture
Michiko Suzuki, Instructor in Japanese
Etsuko Inoguchi, Visiting Instructor in Japanese Languages and Literature
Major
11 courses.
Required Courses:
1. Japanese 211, 212 or Chinese 211, 212 2. (Students must take three of the following four courses) East Asian Studies 101 History 120 Religion 130 Political Science 254 3. East Asian Studies 490
Electives: (Students will select five of the following courses, no more than two from one group for credit toward the major.)
1. Art & Art History 208 Art & Art History 210 East Asian Studies 201 East Asian Studies 202 East Asian Studies 203 East Asian Studies 205 Religion 230 Religion 330 Philosophy 246 2. Japanese 231, 232, 361, 362 Chinese 231, 232, 361, 362 3, East Asian Studies 206 Anthropology 231 Anthropology 232 Comparative Civilizations 105 (when topic relevant) Economics 245 History 360 History 361 History 215
East ASIAN STUDIES
History 404 (when topic is relevant) Political Science 255
Political Science 290 (when topic is relevant) Other courses in South or Southeast Asia
CouRSES
101. Introduction to East Asia An interdisciplinary study of East Asian civilizations. The course provides a framework for understanding by introducing students to traditional social and cultural patterns in East Asia and to the variety of transformations that have taken place there.
201. Chinese Literature This course enables students to grasp the various literary genres as they developed in Chinese history from earliest times to the present. The course also explores how that literature reflected and directed Chinese cultural concepts.
202. Japanese Literature This course is an introduction to Japanese literature from its earliest written records up to the modern era. It involves an investigation of the problems of critical literary analysis in a culture that has generated its own genres and forms as well as having borrowed extensively from those of its Chinese and Western neighbors.
203. Studies in East Asian Literature Selected topics in East Asian Literature; e.g., Chinese Women in Literature, Modern Japanese Literature, Pre-Modern Japanese Literature.
205. Studies in East Asian Humanities Selected topics in East Asian humanities: e.g., Japanese Women, Modern China through Film, Women’s Images in Chinese Film, Japanese Architecture. This course satis- fies the Division I.A. or Division I.C. distribution requirement, depending on topic and Comparative Civilizations.
206. Studies in East Asian Society Selected topics in East Asian society: e.g., Modern Japanese Culture, Chinese Society, Chinese Emperors, The Chinese City. This course satisfies the Division II and Comparative Civilizations distribution requirement.
490. Senior Research Leading to a senior thesis and jointly supervised by at least two faculty in the pro- gram.
The following course is offered in China:
207. China Practicum An intensive in-country introduction to Chinese culture and society intended to open up China to students who have not been able to devote two years to the study of Mandarin Chinese. Based in Beijing, China, it will introduce students to aspects of Chinese society and culture, linking class- room study to on-site visits. Because China Practicum is designed as a topics field course, its class content and field trips will change to reflect faculty expertise and curricular needs.
CHINESE
101, 102. Elementary Chinese A study of the fundamentals of Mandarin Chinese, including grammar, reading, and writing using both traditional and simplified characters, pinyin romanization, pronunciation, and conversational skills. Offered every other year, depending upon demand.
*211, 212. Intermediate Chinese An enhancement of the oral and written skills of elementary language study. In addition, students will learn to use dictionaries to translate original literary works. Extra conver- sational work will be included, geared to understanding and participating in Chinese culture. Prerequisite:
102, or the equivalent. Offered every other year, depending upon demand.
*231, 232. Advanced Chinese Advanced reading, writing, speaking, and understanding of the Chinese lan- guage for students who have completed Chinese 212. This course aims to enhance the students’ under- standing of Chinese culture and introduce them to issues in contemporary China through reading and dis- cussion. Prerequisite: 212 or the equivalent.
56
East ASIAN STUDIES
*361, 362. Advanced Chinese II Reading of selected literary works by modern Chinese writers and arti- cles from Chinese newspapers and magazines. These courses involve more sophisticated conversation and composition on important social, political, and economics issues in China. Prerequisite: 232 or permission of the instructor.
JAPANESE
*101, 102. Elementary Japanese These courses establish the basic language skills including listening, speaking, reading and writing. These courses also provide students with a brief overview of Japanese cul-
et
ure.
*211, 212. Intermediate Japanese The aim of these courses is the mastery of the basic structure of Japanese language and communicative skills. The student will have an opportunity to get to know more of Japanese culture. Prerequisite: 102 or permission of the instructor.
*231, 232. Advanced Japanese The emphasis in these courses is placed on enhancing the students’ fluen- cy and acquiring increasingly creative skills through composition, oral presentation and discussion. Prerequisite: 212 or permission of the instructor.
*361, 362. Advanced Japanese II The emphasis in these courses is placed on polishing and refining the students’ language skills. Emphasis is placed on covering more sophisticated materials such as newspapers, magazine articles, film and literature. Prerequisite: 232 or permission of the instructor.
ECONOMICS
FACULTY
Charles A. Barone, Professor of Economics, Chair
Gordon Bergsten, Associate Professor of Economics (on leave 2002-03) William K. Bellinger, Associate Professor of Economics
Sinan Koont, Associate Professor of Economics
Edward A. McPhail, Assistant Professor of Economics
Nicola Tynan, Assistant Professor of Economics
Kristin E. Skrabis, Part-time Assistant Professor of Economics
CONTRIBUTING FACULTY
Stephen E. Erfle, Associate Professor of International Business and Management Michael J. Fratantuono, Associate Professor of International Studies, Business and Management
Major
Economics 111, 112, 268, 278, 288, three other economics electives, and a senior economics seminar are required for the major. Two of the economics electives must be at the 300 level or above. In addition, majors are required to take Math 161 (or 152) and Math 121.
MINOR
Six economics courses including 111 and 112 and four other economics electives at the 200 level or above.
SUGGESTED Four YEAR PROGRAM
First Year: Fall: 111, and Math 161 (or 151), or Math 121; Spring: 111 or 112 and Math 161 (or 152) or Math 121
5
|
ECONOMICS
Second Year: Fall: 111 or 112 or 268, 278, or 288, and Math 161 or Math 121; Spring: 112 and 268, 278, or 288
Third Year: Fall: 268, 278, or 288 and 200 or 300 level economics electives; Spring: 268, 278, or 288 and 200 or 300 level economics electives. Note: There is enough scheduling flexibility for study abroad in the junior year.
Fourth Year: Fall: Senior Seminar and/or 200 or 300 level economics elective; Spring: Senior Seminar and/or 200 or 300 level economics elective
‘TEACHER CERTIFICATION
For information, see the Director of Teacher Education.
INDEPENDENT STUDY
Each faculty member has special fields of study and will usually be available for advice in that area. No more than two independent study or tutorial study enrollments may be counted toward the major and they must conform to the appropriate level within the major.
Honors IN THE Major
Any student with a 3.33 average in the major may undertake a two-course independent research project. Honors in the major will be awarded if the two courses are over and above the nine required courses, if a grade of A or A- is earned on the project, and if the departmental oral examination on the project is suc- cessfully completed.
CouRSES
100. Contemporary Economics A general introduction to the subject matter and analytical tools of eco- nomics as a social science, with particular emphasis on contemporary economic issues such as poverty, inequality, unemployment, inflation, international trade, environmental deterioration, economic growth, competition, and monopoly. Designed for those not intending to major in economics or who want to find out what economics is all about. This course does not count towards the major or minor in economics. Students who have taken I11 and/or 112 cannot take this course for credit.
111. Introduction to Microeconomics A study of the fundamentals of economic analysis and of basic eco- nomic institutions, with particular emphasis upon consumer demand and upon the output and pricing decisions of business firms. The implications of actions taken by these decision-makers, operating within various market structures, upon the allocation of resources and the distribution of income are examined. Special attention is given to the sociopolitical environment within which economic decisions are made.
112. Introduction to Macroeconomics A study of the fundamentals of economic analysis and of basic eco- nomic institutions, with particular emphasis upon national output, employment, and price levels. The monetary and financial system is explored together with problems of economic stability. Monetary and fis- cal policy procedures are analyzed and evaluated in light of the current economic climate. Special attention is given to the historical development of major economic institutions. Prerequisite: 111.
214. A Contemporary Economic Issue A current economic topic that has important public policy impli- cations is examined. The topic, to vary from time to time, will be announced prior to registration, Prerequisite: 111 and/or 112 or 100 depending on the topic.
222. Environmental Economics A study of human production and consumption activities as they affect the natural and human environmental systems and as they are affected by those systems. The economic behavioral patterns associated with the market economy are scrutinized in order to reveal the biases in the decision-making process which may contribute to the deterioration of the resource base and of the quali- ty of life in general. External costs and benefits, technological impacts, limits to economic growth, and
58
ECONOMICS
issues of income and wealth distribution are examined. A range of potential policy measures, some consis- tent with our life style and some not, are evaluated. This course is also cross-listed as Environmental Studies 222. Prerequisite: 111 or 100.
223. American Capitalism Who rules America? Economically? Politically? Culturally? Drawing on critical perspectives from political economy, American Studies, and Sociology, this interdisciplinary course exam- ines how power is structured in American capitalism across institutions including the social relations of production and distribution, corporations, and markets. Special attention is given to the ways in which powerful economic groups and organizations are able to exert economic control, influence government, and dominate American institutions, such as the media, that shape American culture. Prerequisite: 100 or 111 recommended but not required.
225. Poor in America This course explores the cultural and ideological basis of American beliefs about eco- nomic inequality and poverty as well as the nature, extent, and causes of poverty. It focuses on labor mar- kets from economics and political economy perspectives, and it covers human capital and education, job availability and skill requirements; race, class, and gender discrimination; and upward and downward mobility. The history of anti-poverty and welfare policy, as well as current policy debates, is also explored. Prerequisite: 100 or 111 recommended but not required.
234. Economic Anthropology An anthropological approach to economic production and exchange. Focus on non-Western societies where production and distribution of goods are institutionalized within politi- cal, religious, and kin groups. Place of markets in societies cross-culturally. Strategies of economic devel- opment and the consequences for rural poverty. This course is taught by the anthropology department and cross-listed as 334. Prerequisite: 100 or 111/112. Anthropology 101 is recommended.
236. Latin American Economies The goal of this course is to survey the economic history, environment, and institutions of Latin American countries, as well as the current problems facing Latin America and their possible solutions. Among the topics to be considered are the region's colonial heritage, industrializa- tion strategies, agricultural reforms, debt crises, attempts at regional integration (including NAFTA), and efforts to revise the role of the state. Prerequisite: 100 or 111/112, or permission of the instructor.
243. The Economics of Labor Unions The exploration of the determinants of labor union power, the nature of union goals and behavior, and the impact of unions on the economy, as well as recent issues affecting the labor movement. These issues are examined through a review of historical events, the labor relations systems of other countries, and U.S. labor law, as well as institutional and neoclassical economic theory. Prerequisite: 111.
244. Law and Economics Economic analysis is playing an increasing role in legal thought. This course ana- lyzes the role of government and the law in the economy, and the role of rational economic analysis in legal thought. Issues from tort, contract, property, antitrust, and criminal law are examined. Examples are drawn from the fields of pollution control, insurance, medical malpractice, and product liability. Prerequisite: 100 or 11].
245. The Political Economy of Japan This course examines economic and political developments that have taken place in Japan from 1955 to the present. Course topics include the record of economic growth; economic welfare; the Japanese model of political economy; Japanese-style industrial policy; industrial structure; financial markets; macroeconomic relationships and policy; labor markets; the state of technol- ogy; Japanese foreign economic policy; U.S.-Japanese economic relationships; and Japan’s role in the glob- al system.
248. The World Economy This course, designed for nonmajors, is less theoretical than Economics 348. The focus is on current trends, policies, and institutions. Topics that are explored include: the theory of free trade; protectionism; the balance of payments and the international monetary order; the Common Market; trade policy and the Third World; and imperialism and multinational corporations. Where appro- priate, a variety of viewpoints will be considered. Prerequisite: 100 or 111/112. This course does not count toward the major in Economics, but qualifies for the minor.
59
ECONOMICS
268. Intermediate Macroeconomic Theory Neoclassical theories of economic behavior in the aggregate. Models will be used as a framework for analyzing the determination of the level of national output and for explaining fluctuations in employment, the price level, interest rates, productivity, and the rate of economic growth. Policy proposals will be appraised. Prerequisite: 111 and 112 and Math 121.
278. Intermediate Microeconomic Theory Neoclassical theory of relative prices of commodities and pro- ductive services under perfect and imperfect competition. The role of prices in the allocation and distri- bution of resources and commodities. Economic behavior of individual economic units like consumers, firms, and resource owners. Prerequisite: 112 and Math 161 or 152.
288. Contending Economic Perspectives A study of heterodox economic theories including radical, post- Keynesian, institutional, steady state, and neo-Austrian economics. The historical evolution of these dif- ferent perspectives is traced and the core theory and methods of each is appraised. Prerequisite: 100 or ELST 12.
314. Special Topics See Economics 214 above. Special advanced topics. Prerequisite: 268 andlor 278 andlor 288 depending on topic.
332. Economics of Natural Resources This course uses microeconomics to analyze the use and conserva- tion of natural resources, including energy, minerals, fisheries, forests, and water resources, among others. Broad themes include the roles of property rights, intergenerational equity, and sustainable development in an economy based on resource exploitation. Prerequisite: 278.
344, Public Finance Theoretical analysis of the interaction of the public and private sectors emphasizing problems of allocation and distribution. Topics include economic rationales for government, public expen- diture theory, redistribution of income, collective decision making, and taxation. Neoclassical approaches predominate; however, some alternative approaches will be explored. Prerequisite: 278 or permission of the instructor.
347, Money and Banking A study of the role of money and credit in the U.S, economy. The nature of money, the structure of the banking system in the context of a rapidly changing financial institutional envi- ronment, and the Federal Reserve System are examined. Various theories of money as guides to monetary policy are compared and contrasted. Neoclassical approaches will predominate, although some alternative approaches will be explored. Prerequisite: 112 or 100. Recommended: 268.
348, International Economics An analysis of the determinants of international trade patterns, the causes and consequences of public policies to control trade, the operation of the international monetary system, and its effect on national economies. In addition, rich and poor country relationships, theories of imperi- alism, and the emerging role of multinational corporations are considered. While the neoclassical approach dominates, alternative paradigms will be explored. Prerequisite: 268 and 278.
349, Political Economy of the Third World An analysis of the causes of and proposed solutions to world poverty from an international political economy perspective. Includes a study of the colonial legacy of the Third World, underdevelopment as a regressive process, alternative development strategies, social and political structures, and simple growth and planning models. Neoclassical, structuralists, dependency, and Marxist approaches are explored. Designed for economics majors and other students interested in interna- tional studies and Latin American Studies. Prerequisite: 111 and 112, or 100. Offered every other year.
350. Industrial Organization and Public Policy A study of the relationships between market structure, conduct, and economic performance in U.S. industry. Emphasis will be on the manufacturing sector and specific industries will be examined. A brief introduction to antitrust and regulation is also covered. Debate within the main stream is examined. Prerequisite: 278.
351. The Economics and Politics of Regulation This course examines the political and economic under- pinnings of regulation in the American economy and the economic effects of those regulations. ‘Topics cov- ered include the political economy of regulation, direct regulation of monopoly market, and public policy towards non-monopoly sources of allocative inefficiency. Prerequisite: 278.
60
ECONOMICS
353. The Economics of Labor An analysis of labor market issues and policies. Topics covered include dis- crimination, anti-discrimination policy, the minimum wage, health and safety policy, and other labor mar- ket policies and institutions. While the neoclassical approach dominates, other approaches will be explored. Prerequisite: 278 or permission of the instructor.
371. Topics in Economic History An introduction to a variety of controversial issues in European and American economic history. Topics include the transition from feudalism to capitalism, the effects of British mercantilist policies on the colonies, the economics of slavery, and what caused the Great Depression. Emphasis is on issues in 19th-and 20th-century U.S. economic history. A variety of theoreti- cal perspectives are explored. Prerequisite: 111 and 112.
376. Alternative Economic Systems A study of the goals and means of economic systems that are funda- mentally different from our own. The systems considered are both theoretical models, such as those of per- fectly competitive capitalism and market socialism, and actual cases, such as the Soviet Union, China, Yugoslavia, Japan, and Cuba. Countries studied vary. Prerequisite: 111 and 112.
473. History of Economic Thought A critical appraisal of the origins and evolution of significant eco- nomic theories. Selected writings are analyzed in detail as representative expressions of major paradigms within the discipline. Prerequisite: 111 and 112.
474, Econometrics Theory and applications of multiple regression analysis. The specification and estima- tion of econometric models, hypothesis testing, and interpretation of results. Emphasis is on practical applications from macro- and microeconomics using both cross-section and time-series data. Prerequisite: 268, 278, Math 121 and 161 or 152.
475, Mathematical Economics Selected topic, to be announced prior to registration, in theoretical or applied economics, using mathematical or statistical techniques. Prerequisite: 268 andlor 278 plus Math 161 or 152 or permission of the instructor.
495, 496. Economics Seminar A reading, research, and conference course on a selected economics topic. Student seminar choices must be approved by the department. Prerequisite: 268, 278, and 288 or permis- sion of the instructor.
61
EDUCATION
EDUCATION
FACULTY
Pamela S. Nesselrodt, Associate Professor of Education, Chair, Director of Teacher Education
J. Brooks Tuttle, Assistant Professor of Education
Lance Landauer, Visiting Assistant Professor of Education
Michael B. Kline, William W. Edel Professor of Humanities (French)
Robert W. Cavenagh, Jr., Director of Instructional Technology, Part-time Associate Professor of Art and Education
William G. Durden, President of the College, Part-time Professor of Education
Robert J. Massa, Vice President for Enrollment, Student Life and College Relations, Part-time Professor of Education
CERTIFICATE
Upon completion of the Education Program, required PRAXIS series testing, and the baccalaureate degree, students are eligible for Pennsylvania's secondary school (grades 7-12) certification in their major areas. Pennsylvania has reciprocity agreements with 46 other states. For students interested in elementary school certification, Dickinson has an articulation agreement with the Master of Arts in Teaching (MAT) at Johns Hopkins University. The department does not offer a major or a minor, Specific information about requirements and the program can be obtained from the Department of Education.
SUGGESTED FOUR YEAR PROGRAM
First Year: Begin Major Field, Education 121
Second Year: Education 231
Third Year: Education 331; Application to the program Fourth Year: Professional Semester
NOTE: Students going abroad during the junior year should plan to take Education 331 during the sec- ond year and apply to the program before their departure.
TEACHER CERTIFICATION PROGRAM
The teacher education program consists of (1) foundational course work and (2) the professional semester in teacher education. Certification programs include biology, chemistry, earth and space science, English, environmental science, French, general science, German, Greek, Italian, Latin, mathematics, physics, Russian, Spanish, social science (pending PDE approval) and citizenship education (pending PDE approval). Social science certification requires a major in anthropology, psychology, or sociology with coursework in the other two areas. Citizenship Education requires a major in history, political science, or economics with coursework in the other two areas.
FOUNDATIONAL CourRsE WORK
Ed. 121: Social Foundations of Education; Ed. 231: Development and Diversity; Ed. 331: Educational Psychology.
PROFESSIONAL SEMESTER
Ed. 433: Theory and Pedagogy for Teaching; Ed. 434: Theory and Techniques of Teaching Modern Languages (one-half course for language majors); Ed, 443: Educational Evaluation (one-half course); Ed.
EDUCATION
451: The Use of Instructional Technology (one-half course); Ed. 461-462: Student Teaching (two cours- es); Ed. 463: Student Teaching Seminar (one-half course)
TEACHERS FOR TOMORROW
The Teachers for Tomorrow program promotes and supports students pursuing a career in K-12 educa- tion. The progam enhances teacher preparation through the creation of a student-directed community that brings participants into contact with leading educators, interesting schools and professional organizations, It offers a $10,000 grant after participants have taught for four years in any American K-12 school. For more information, see the TFT Web site at the Department of Education or contact TFT advisers, Professor Michael Kline or Professor J. B. Tuttle.
COURSES te ee ee
121. Social Foundations of Education A survey of the legal, philosophical, political, and sociological con- texts of American education. Students examine the ideals and the day-to-day practices of our system through introduction to research on the following topics: competing definitions of an educated person, the university and the community college, the comprehensive high school, school politics at the local, state, and national levels, the Supreme Court and desegregation, reform movements, and the teaching profession and teachers’ unions.
231. Development and Diversity in Education An examination of physical, cognitive, psychological and educational development theories and research as they apply to classroom teaching. Issues related to inclu- sion, exceptionalities, race, class, gender, and learning styles will be explored. Students learn adaptive instructional and behavioral strategies as tools for teaching all students at the elementary and high school levels. The course has a 20 clock hour required field experience. The field-component involves assignment with a cooperating teacher in an area secondary school. Transportation is the responsibility of the student. Learning logs, reflective journals, and directed observations accompany the field assignment. Note: Students
must seek an Act 33 clearance, Act 34 clearance andlor FBI check and a negative TB Tine Test prior to begin- ning field work.
331. Educational Psychology A focus on psychological theories of learning and current teaching practices in secondary school classrooms. Students read, interpret, and report educational research, review models of instruction, engage in team projects, and complete a 30-hour field-based laboratory experience. The field-component involves assignment with a cooperating teacher in an area secondary school. Transportation is the responsibility of the student. Learning logs, reflective journals, and directed observa- tions accompany the field assignment. Prerequisites: 121, 231, and a completed application to the certifica- tion program. In addition, students must seek an Act 33 clearance, Act 34 clearance andlor FBI check with a negative IB Tine Test.
391. Topics in Education This course is organized around several research topics, such as: literacy and numeracy, schooling in cities, the history of Western educational thought, the liberal arts curriculum, sys- tems of schooling in European and Asian countries, graduate and professional schools, the testing indus- try, political education, and the Supreme Court and public schooling. Open to juniors and seniors.
THE PROFESSIONAL SEMESTER
4.5 week block of intensive coursework and 12 weeks of full-time supervised student teaching
433. Theory and Pedagogy for Teaching In this practicum, student teachers learn and practice the gen- eral and discipline-specific methods for teaching in a secondary setting. Choosing appropriate materials and methods, planning for delivery and evaluation, and delivery and critique of planned lessons comprise the daily expectations in this practicum. During the block, students spend one day each week in the coop- erative school setting preparing for the full-time student teaching experience. Prerequisite: 121, 231, 331, and admission to the professional semester.
63
EDUCATION
434, Theory & Technique of Teaching Modern Languages This one half-credit course will introduce for- eign language student teachers to theoretical and practical aspects of teaching modern languages, with spe- cial emphasis on their place in public schools. Students will study the history of language teaching, lin- guistics, and second-language acquisition theories, as well as the approaches, methods, and strategies in lan- guage instruction. Prerequisite: 121, 231, 331, and admission to the professional semester: one-half course.
443, Educational Evaluation An introduction to evaluation principles and techniques focusing on both teacher-constructed tests and standardized measurement instruments including testing terminology, types of instruments, selection procedures, and techniques for administering, scoring, tabulating, and interpret- ing test data. Authentic assessment is explored as well. Concepts related to reading in the content area will be included in this course. Prerequisite: 121, 231, 331, and admission to the professional semester: one-half course.
451. The Use of Instructional Technology An introduction to devices, techniques, and media available to today’s educator. Computer use is an important course component, as are video and more traditional media. Students prepare materials and gain experience through clinical workshop sessions. One-half course.
461-462. Student Teaching Students teach full-time for 12 weeks in the cooperative assignment. Note: the semester is one week longer for student teachers, ending on the first Friday of finals. Both the College supervisor and the cooperating teacher provide observation and evaluation of student teacher performance. Travel and personal expenses incurred are the responsibility of the student. Tivo full courses. Prerequisite: 121, 231, 331, admission to the professional semester, and successful demonstration of necessary teaching com- petencies in all block courses.
463. Student Teaching Seminar An integrative seminar devoted to the on-going study of teaching peda- gogy and practical problem solving in the classroom assignment. Topics vary depending on the interests and needs of the students, but may include professional associations, content-specific pedagogy, excep- tional children and inclusion issues, education resources, and classroom management. Field trips and guest lectures are expected. One-half course. Meets 13 weeks, one afternoon for two hours coinciding with student teaching. Prerequisite: 121, 231, 331, and admission to the professional semester.
64
ENGLISH
ENGLISH
FACULTY
Sharon O’Brien, James Hope Caldwell Professor of American Cultures and Professor of English and American Studies
Thomas L. Reed, Jr., Professor of English
Robert P. Winston, Professor of English
B. Ashton Nichols, Charles A. Dana Professor of English Language and Literature, Chair
David L. Kranz, Professor of English
Robert D. Ness, Associate Professor of English
K. Wendy Moffat, Associate Professor of English
Sharon M. Stockton, Associate Professor of English and Director of Writing (on leave Fall 2002)
Carol Ann Johnston, Associate Professor of English, Martha Porter Sellers Chair in Rhetoric and the English Language (on leave 2002-03)
Susan Perabo, Associate Professor of English, Writer-in-Residence
Adrienne Su, Assistant Professor of English, Poet-in-Residence
Tyra L. Seldon, Assistant Professor of English and American Studies
Margaret Homberger, Visiting Assistant Professor of English
Judy Gill, Director of the Writing Center, Instructor in English
Joshua Kupetz, Visiting Instructor in English
MAJOR
Ten courses, of which the following are required: two at the introductory level (101, 220), four advanced courses (320-399) and 403, 404. Two of the advanced courses must involve study of works created before 1800; two, of works created after 1800.
Students may declare an English major in the semester in which they are enrolled in English 220. When they declare, students and their faculty advisers will jointly design a schedule of advanced courses which, taking into account student interests, offers some breadth in approach and subject matter while enabling an examination of a particular area in some depth. Students will be polled before their senior experience about these areas of interest; seminars will be offered in these or related areas; workshops will group stu- dents according to their areas of interest.
Transfer students and others who need a special schedule for completing the major must have their pro- grams approved by the chairperson.
MINOR
Six courses, including the two introductory courses (101, 220) and a minimum of three courses at the advanced literature level (320-399), at least one of which must involve works written before 1800.
‘TEACHER CERTIFICATION
Majors who wish to secure certification must take the following courses, preferably before enrolling in the professional semester of teacher certification: English 211, 212, or 214; English 213; English 403/404. Also, two courses in literature written before 1800 and two courses in literature written after 1800. Students should select courses in American, English, and World literature to fulfill the certification require- ments. Interested students should seek advice from both their adviser and the Director of Teacher Education.
65
ENGLISH
INDEPENDENT RESEARCH AND INDEPENDENT STUDY
Independent research is open to junior and senior majors. Independent studies in both literature and writ- ing are open to sophomores, juniors, and seniors. The department distributes a list of professors and their specialties to assist students in developing suitable projects. Proposals are normally submitted during the semester before the study is to be undertaken.
HONORS IN THE MAJOR
tae aie tes
A student who wishes to be considered for honors in the major must be recommended by the faculty mem- ber who is instructing the section of 403/404 in which the student is enrolled. Each candidate must pro- duce a manuscript of truly extraordinary merit (breadth, depth, and sophistication), beyond the normal standards of the grade of “A.” A project recommended for honors shall have come about as a result of one’s independent research culminating during the workshop semester (404), and shall be awarded only by a vote of the English Department upon the recommendation of a faculty committee appointed by the Chair.
An additional option exists for students who wish to pursue honors in a creative writing project. In this case, the project will be called English 550: Independent Research and shall be undertaken in addition to the regular 403/404 sequence. The student assumes the responsibility to locate appropriate faculty direc- tion for such a project, and at its conclusion the director shall decide whether or not to recommend the student’s work for honors.
INTERNSHIPS
CN Students who are interested should gain experience by writing for The Dickinsonian ot The Dickinson Review, the college’s literary journal. English majors have done internships with state and local government agencies, newspapers, public relations firms, and the media.
OPPORTUNITIES FOR OFF-CAMPUS STUDY
Majors and prospective majors should investigate opportunities early in their sophomore year. The Dickinson Program in Norwich, England, and other overseas programs can be integrated into an English major’s curricular requirements. The department chairperson should be contacted for details.
Co-CURRICULAR PROGRAM
nen eS
BELLES LETTRES SOCIETY
Founded in 1786, the Belles Lettres Society is one of the oldest active literary societies in the country. In addition to sponsoring a variety of events for Dickinson writers and readers, Belles Lettres publishes The Dickinson Review, a national literary magazine, and Bonfire, an all-student literary magazine.
COURSES
NS
INTRODUCTORY COURSES These courses are designed to introduce students to serious literary study from a variety of perspectives,
both intrinsic and extrinsic. They consist of entry-level courses in the major, the first of which is also offered for students who do not intend to major in English.
101. Texts and Contexts Close reading (formal analysis) of texts interpreted in the contexts (e.g., cultur- al, historical, biographical, economic, political) that shape and are shaped by them. Topics may include the African novel, early American literature, Caribbean literature, Shakespeare on film, the romance, the quest, images of women, 19th-century literature, contemporary American fiction, and American Indian litera- ture.
66
ENGLISH
220. Critical Approaches and Literary Methods An introduction to the variety of basic questions that one may ask about a literary text and its audience. Study of a limited selection of texts using a number of crit- ical approaches (e.g., formal, generic, reader-response, feminist, psychological) along with closely super- vised instruction in the format and basic elements of critical writing. Prerequisite: 101. Does not fulfill the Division I. b distribution requirement.
RHETORIC, LANGUAGE, AND WRITING COURSES
These courses, open to majors and non-majors alike, explore the nature of language and the rhetorical prac- tices of expository and/or creative writing. These courses do not fulfill the Division I. b distribution require- ment.
100. English Composition Especially useful to students for whom English is a second language. Seminars, small group tutorials, or individualized instruction involving closely supervised practice in effective writ- ing, with emphasis on basic skills. Prerequisite: permission of the instructor. Does not count toward an English major.
211. Expository Writing A course in expository prose which focuses on the writing process itself; empha- sizing the organization of ideas and development of style. Seminars, group tutorials, or individual instruc- tion.
212. Writing: Special Topics A course in analytical thinking and writing which develops expository skills through the exploration of such topics as literature, popular culture, sport in American life, and journal- ism. Seminars, workshops, group tutorials, or individual instruction.
213. Structure of English The origin and growth of British and American English, along with a survey of grammatical notions and methodologies from the traditional to the transformational.
214. Teaching Writing: Theory and Practice Instruction in rhetorical theory and the teaching of writing. Intended primarily for training student consultants in the Dickinson College Writing Program. Prerequisite: permission of the instructor.
218. Creative Writing A workshop on the writing of fiction, poetry, drama, or the personal essay.
312. Advanced Expository Writing Recommended for students with demonstrated competence in writ- ing skills, this course pays special attention to sophisticated critical analysis, development of ideas, and style. Prerequisite: permission of the instructor on the basis of a writing sample.
318. Advanced Creative Writing Writing and discussion of fiction, poetry, and drama. Prerequisite: 218 or permission of the instructor.
ADVANCED CourRsEs IN LITERATURE, | HEORY, AND FILM
These courses represent extended discussions of the various questions that can be asked in literary studies, or expanded versions of the critical approaches that can be undertaken, and are so organized below. These courses will often emphasize, moreover, the conflicts among different critical perspectives and may feature a number of pedagogical innovations to further that emphasis. Finally, these courses will ask students to participate, orally and in writing, at advanced levels. NOTE: for all 300-level American literature courses, pre- requisites are 220 or American Studies 202 (American Studies majors only) or permission of the instructor.
Studies in Literature and Theory (320-329) Courses that highlight one or two critical perspectives in con- sidering a body of literature or explore one or more literary theories.
320. History of Literary Theory A historical survey of Western conceptions of the use and meaning of lit- erature, from Aristotle to the present. Prerequisite: 220 or permission of the instructor. Does not fulfill the Division I. 6 distribution requirement.
67
ENGLISH
327. Feminist Theory Explores the connections between gender and literary expression by considering a variety of feminist theories (e.g., literary, cultural, psychoanalytic, deconstructionist) and primary texts. Prerequisite: 220 or permission of the instructor. Does not fulfill the Division I. 6 distribution requirement.
329. Special Topics in Literature and Theory May include Shakespeare and psychology, word and image, the dark side of human nature, new historicism and the romantics, or Marxist approaches to the detective novel. Prerequisite: 220 or permission of the instructor.
Studies in Form and Genre (330-339) Courses that focus upon the formal properties of various works, or study genres as they develop within or across historical periods and/or cultures.
334, The Lyric The lyric poem as English and American poets developed it from the 17th through the 20th century. Prerequisite: 220 or permission of the instructor.
335. Film Studies Study of classic and other films grouped in a variety of ways. Topics may include Shakespeare and the cinema, world film, and the European cinema. Prerequisite: 220 or permission of the instructor.
339. Special Topics in Form and Genre May include Renaissance tragedy, the romance, development of the novel, 17th- to 18th-century satire and its classical models, or autobiography and memoir. Prerequisite: 220 or permission of the instructor.
Studies in Literature and Culture (340-349) Courses that emphasize the interplay of texts and their cul- tural or multicultural contexts.
345. Women Writers Explores the connections between gender and literary expression by examining the social, cultural, and literary patterns linking the lives of women writers with their works. Prerequisite: 220 or permission of the instructor.
348. Native American Novel Explores the American Indian experience in the novels of such authors as Momaday, Silko, Welch, McNickle, and Allen. Prerequisite: 220 or permission of the instructor.
349. Special Topics in Literature and Culture May include new literatures in English, African writing, twice-told tales, the emergence of the novel, Irish literature, and popular literature. Prerequisite: 220 or per- mission of the instructor.
Studies in Literature and History (350-389) Courses that focus upon the intersections and mutual influ- ences of history and literature.
A. Studies in Literature written before 1800 (350-359) Courses, variously configured, involving works writ- ten by a number of authors within or across a number of literary periods up to 1800.
350. Studies in Medieval Literature Explores texts written from the 9th to the 15th century in England and on the continent. Topics may include the medieval romance, 14th-century literature, and the litera- ture of courtly love. Prerequisite: 220 or permission of the instructor.
352. Studies in Renaissance Literature Examines texts written in England from the late 15th to the late 17th century. Topics may include Renaissance drama, the Elizabethan sonnet, and 17th-century poetry. Prerequisite: 220 or permission of the instructor.
354. Studies in Restoration and 18th-Century Literature Study of texts written in England from the late 17th to the end of the 18th century. Topics may include the poetry, drama, or prose fiction of the period. Prerequisite: 220 or permission of the instructor.
358. Studies in Early American Literature Concentrates on texts produced before 1830 in America. Topics may include witchcraft at Salem, early American poetry, fiction in early America, and the origins of the American literary tradition. Prerequisite: 220 or permission of the instructor.
359. Special Topics in Literature before 1800 Focuses on texts and historical contexts that span the peri-
68
ENGLISH
ods noted above. Topics may include medieval and Renaissance drama, images of women in medieval and Renaissance literature, Shakespeare's Chaucer, or culture and anarchy in the 18th century. Prerequisite: 220 or permission of the instructor.
B. Studies in 19th- and 20th-Century Literature (360-379) Courses, variously configured, which involve, for the most part, works written from the early 19th century to the mid-20th century in Britain (includ- ing its empire) and the United States.
360. Studies in 19th-Century British Literature Examines works written by a number of authors in the Romantic and Victorian eras. Topics may include Romantic and Victorian poetry and the 19th-century novel. Prerequisite: 220 or permission of the instructor.
364, Studies in Modern Fiction and Poetry Examines works by a number of authors in the modernist tra- dition. Topics may include the modern novel or modern Anglo-American poetry. Prerequisite: 220 or per- mission of the instructor.
366. Studies in Drama Examines the dramatic literature of the Western world from the formative period of the late 19th century to the middle of the 20th century, with emphasis on performance values and close reading of scripts. Topics may include modern drama and American drama. Prerequisite: 220 or permission of the instructor.
370). Studies in American Literature Explores texts written in America after 1830, for the most part. Topics may include the American renaissance, American autobiography, and American poetry. Prerequisite: 220 or permission of the instructor.
374, The American Novel Examines novels by a number of authors in the context of American history. Prerequisite: 220 or permission of the instructor.
376. The American Short Story Explores short stories by selected authors considered in the context of American history. Prerequisite: 220 or permission of the instructor.
379, Special Topics in 19th- and 20th-Century Literature May include romantic postmodernism, the Irish renaissance, post-colonial literature, the Edwardians, and political literature between the world wars. Prerequisite: 220 or permission of the instructor.
C. Studies in Contemporary Literature (380-389) Courses, variously configured, involving works written by a number of authors from the mid-20th century to the present.
383. Contemporary American Fiction Study of novels, short stories, and (fictive elements in) autobiogra- phies by contemporary Americans, with special attention to interconnections between literature and the era. Prerequisite: 220 or permission of the instructor.
387. Contemporary Drama Drama in the contemporary Western world with emphasis upon performance values and close reading of scripts. Plays by O'Neill, Sartre, Beckett, Ionesco, Pinter, Williams, Miller, Mamet, Stoppard, Fugard, and others. Prerequisite: 220 or permission of the instructor.
389. Special Topics in Contemporary Literature May include contemporary American poetry, post-mod- ern British and American fiction, Anglo-Irish poetry, and contemporary women writers. Prerequisite: 220 or permission of the instructor.
AUTHORIAL STUDIES (390-399) Courses devoted to the literary corpus of one or two authors, with special emphasis on the interaction between the authors’ lives and their art, and on the question of their canonical status.
390. Chaucer The poet and his century, with emphasis on The Canterbury Tales. Prerequisite: 220 or per- mission of the instructor.
392. Shakespeare A selection of plays and poems, seen from various critical perspectives, which empha- sizes the development and distinctiveness of the author. Prerequisite: 220 or permission of the instructor.
69
ENGLIsH/ ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE
394. Milton Detailed study of the poetry and prose with emphasis on the development of Milton as a poet. Prerequisite: 220 or the permission of the instructor.
399. Topics in Authorial Studies May include Donne and Herbert, Pope, Austen in her time, Wordsworth, Willa Cather, Woolf, Hemingway and Faulkner, or Toni Morrison. Prerequisite: 220 or per- mission of the instructor.
THE SENIOR EXPERIENCE
This final two-semester sequence of courses in the major seeks to draw upon the student's critical and cre- ative independence by offering seminars and workshops whose topics are shaped partly by student interest.
*403, 404. Senior Literature Seminar and Workshop Demonstration, under close supervision, of a com- mand of the critical reading and writing expected of a student major in English. Various topics and approaches. Each workshop requires students to share discoveries and problems as they produce a lengthy manuscript based on work in the previous seminar and on new research. Prerequisite: normally at least four courses at the advanced literature level (320-399). Open to seniors and second-semester juniors only.
ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE
FACULTY
Candie C. Wilderman, Professor of Environmental Science
Michael K. Heiman, Professor of Environmental Studies and Geography, Chair
Brian S. Pedersen, Assistant Professor of Environmental Science (on leave Fall 2002)
Lauren S. Imgrund, Director of the Alliance for Aquatic Resource Monitoring (ALLARM) Alissa Barron, Assistant Director of the Alliance for Aquatic Resource Monitoring (ALLARM) Jennifer Halpin, Director of the Dickinson College Organic Garden Project
CONTRIBUTING FACULTY
Kjell Enge, Associate Professor of Anthropology Susan M. Feldman, Professor of Philosophy Marcus Key, Associate Professor of Geology Carol Loeffler, Associate Professor of Biology
B. Ashton Nichols, Charles A. Dana Professor of English Language and Literature Jeffrey Niemitz, Professor of Geology
Noel Potter, Professor of Geology
Theodore Pulcini, Associate Professor of Religion John Stachacz, Librarian, Library Resources Nicola Tynan, Assistant Professor of Economics Amy E. Witter, Assistant Professor of Chemistry Janet Wright, Associate Professor of Biology
MAJORS
Environmental Studies Major: All majors take the core curriculum consisting of 111, 131, 132, 222, 330, 335 or 340, 406 and Math 120 or 121. Environmental Studies majors must then take an additional lab
70
ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE
science, an internship or independent study, and four courses which form a focus cluster.
Environmental Science Major: All majors take the core curriculum consisting of 111, 131, 132, 222, 330, 335 or 340, 406 and Math 121. Environmental Science majors must then take Chemistry 141, and either one 100-level course in Geology, two 100-level Biology courses (120-128), Physics 131 and 132 or Physics 141 and 142, and four science courses that form a focus cluster.
MINOR
hint ee The following five courses: 111, 131, 132, 222, 406 and one of the following three courses: 330, 335 or 340.
SUGGESTED FOUR YEAR PROGRAM
ENVIRONMENTAL STUDIES
First Year: Environmental Studies 131, 132; Economics 100 or 111
Second Year: Environmental Studies 111 and 222; Math 120 or 121; Environmental Studies 335 or 340 Third Year: Focus cluster courses (on campus or abroad); additional lab science
Fourth Year: Environmental Studies 330 and 406; focus cluster courses; internship
ENVIRONMENTAL SCIENCE
First Year: Environmental Studies 131,132; Economics 100 or 111
Second Year: Environmental Studies 222; Environmental Studies 335 or 340; any two 100-level Biology courses (120-128) OR one 100-level Geology course; Chemistry 141; Math 120 or 121
Third Year: Focus cluster courses (on campus or abroad)
Fourth Year: Environmental Studies 111, 330 and 406; focus cluster courses
NOTE: Students considering either major are advised to consult with a member of the Environmental Studies Department. Since courses listed for any term may be offered at the same time or not offered due to faculty availability, it is essential to be flexible in planning and choosing courses. To minimize problems, satisfy major and distribution requirements as early as possible.
TEACHER CERTIFICATION
Students may be certified for secondary school teaching in Environmental Studies by completing a major in Environmental Studies or Environmental Science, 3 core courses in Education, and the Professional Semester of student teaching (4.5 credits). Certification also requires that students have a 2.50 GPA over- all and a 2.75 GPA in Certification course work. See the Director of Teacher Education in the Department of Education for more information.
INDEPENDENT RESEARCH AND INDEPENDENT STUDY
The ES Department encourages students who demonstrate maturity, motivation and academic prepared- ness to undertake independent research and independent study projects.
Independent study allows a student to pursue an academic interest outside the listed course offerings. The study may include experimental (lab or field) work, library research and reading, and may culminate in several short papers, a single paper, or any other project acceptable to the supervising faculty member and the student.
Independent research, like independent study, allows a student to pursue an academic interest outside the listed course offerings, but it involves primary research which is largely self-initiated and self-directed. Typically the results of independent research are presented at a professional conference, regional meeting or other public forum.
71
ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE
Students interested in pursuing independent study or independent research should make arrangements with supervising faculty no later than the registration period.
HONORS IN THE MAJOR
The guidelines for department honors are available through the Department Chairperson.
OPPORTUNITIES FOR OFF-CAMPUS STUDY
tat eta ia th AR ni Se Environmental Studies students are encouraged to participate in a program in Costa Rica, Central America, at the Center for Sustainable Development Studies, sponsored by the Dickinson Environmental Studies Program. Other recommended programs include the Dickinson Science Program in Norwich, England, where environmental studies and science majors can take courses at an internationally-known environmental science center at the University of East Anglia; the School for Field Studies which offers full-semester programs in biological conservation and resource management at centers around the world; and the Dickinson Program in Queensland, Australia, which offers a wide variety of excellent