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Art History

20002 The Renaissance in the North*


Carrasco A reading and discussion class examining the
most significant developments in northern European art of the
fifteenth and sixteenth centuries. We will consider the great
Flemish painters (such as Jan van Eyc! "oger van der Weyden!
and #ieter $ruegel% as well as &erman artists ('(rer! )ol*ein!
Cranach! Altdorfer! and &r(newald%. Among the issues to *e
considered are+ the nature and significance of ,realism-. the
function! production! and patronage of visual images- the
relationship *etween art and religious devotion! including the
impact of the "eformation- and the rise of new! secular categories
of art (landscape! portrait! still/life! and genre scenes%. 0o
prere1uisites! although some *acground in history! religion! or art
history would *e useful.
20018 An-Other Story: The Art of Women through the Ages
)assold 2his course surveys the wor of women
artists from )ildegard of $ingen in the 34th century to
contemporary postmodern artists such as Cindy 5herman! $ar*ara
6ruger and Jenny )ol7er. 2he course will not simply explore the
paintings produced *y these women *ut will also loo at the
circumstances under which they wored! the training it was
possi*le for them to receive! and how they negotiated their
personal situations in different historical periods. 2opics related to
content will *e discussed through appropriate readings (maternity!
pregnancy! the *ody as lived! cross dressing as a strategy! identity!
etc.% 5tudents will *e expected to report on several women artists
not covered in the general lectures. 5everal texts will *e used along
with a num*er of supplementary readings. 2his course is o*viously
useful for gender studies ma8ors who wish to learn something
a*out women9s art.
20019 American ainting of the T!entieth-"entury#
)assold 2his course will survey American Art from the
*eginning of the twentieth/century to the present day. :n a
roughly chronological order we will cover+ 2he Ash Can 5chool! 2he
5teiglit7 Circle! American "egionalists! 5ocial "ealists! painters of
the American 5cene! ;agic "ealists and )yperrealists! A*stract
Expressionism! #op Art! #hoto/"ealism! the pluralism of the
present! and #ostmodernism.
Emphasis will *e placed on what is American a*out American Art
and how it differs from European Art. We will explore a num*er of
issues in American Art+ the American <andscape 2radition and the
=ision of the City- the fascination with realism on the one hand and
the tendency to a*straction (influenced *y avant/garde European
;odernism>especially Cu*ism and 0on/?*8ective A*straction% on
the other- and finally the relationship *etween high culture and
popular culture. 2hese topics will *e explored with an emphasis on
the scholarship and art theories *y *oth artists and critics.
A term paper! which should develop a clear thesis or theoretical
framewor! will *e re1uired. 5ince extensive research is critical! the
idea for the term paper will need to *e su*mitted *y the end of the
second wee of the term. 2he development of *i*liographies will
*e stressed with a particular emphasis on reviewing the literature.
2wo exams or several 1ui77es will allow students to demonstrate
their command of the artists covered.
5tudents who are interested in exploring contemporary art and
issues related to postmodernism are certainly welcome. )owever
they may do so only when there is a sufficient amount of pu*lished
(articles and monographs% and visual material availa*le. (2his
cannot include material from the :nternet.%
:n previous classes! students wored on a wide range of topics
from+ 2homas )art $enton9s "egionalism! ;an "ay9s 5urrealism! F.
<. Wright9s local architecture! :mages of Food in #op art! and finally
contemporary art such as Conceptual Art! $as1uiat and 'avid 5alle.

Prerequisites: Preference will be given to students who have had
"Introduction to Twentieth-Century Painting" and one other course
in Art History. I!IT"# T$ %& 'T(#")T'.
"$assics
20020 A%&ance% 'ree(
;oore "eadings in &ree poetry and prose will *e chosen to
meet the needs of the students. #ossi*le choices for this year include
)erodotus! <yric #oetry! 5ophocles! Aeschylus! and )omer.
2he meeting time and place will *e determined in a scheduling
meeting on the first Wednesday of the term at noon in #;E 43@.
20021 )$ementary 'ree( **
;oore A continuation of Elementary &ree :. 2he
class will survey the remainder of &ree grammar and *egin to read
graded passages of &ree prose. 2he aim is to prepare to read #lato
and )omer next year.
20022 *nterme%iate 'ree( **
;oore 2his is a second reading course in ancient
&ree. We shall read )omer9s Iliad! *oo 3 and extensive selections
from other *oos in &ree! and the rest of the poem in English
translation. 2he aim of the course is to learn to read &ree *etter!
and to come to now closely and directly our first great masterpiece of
narrative poetry.
2he meeting time and place will *e determined in a scheduling
meeting on the first Wednesday of the term at noon in #;E 43@.
2002+ )$ementary ,atin **
"ohr*acher Elementary <atin :: is a continuation of
Elementary <atin :! which is its prere1uisite. Completion of the second
half of *heeloc+,s atin -ra..ar will prepare the student for
advanced wor in <atin. #lease see instructor if you are uncertain
a*out placement.
2002- A%&ance% ,atin: O&i%. Metamorphoses
"ohr*acher #u*lius ?vidius 0aso (AB $.C. C 3D A.'.%
was the last of the great Augustan poets. After writing several volumes
of elegiac love poetry! ?vid turned his attention to his masterwor! the
!eta.or/hoses. 2his sprawling wor of mythology and history melded
elegiac and epic in a su*tle challenge to =ergilEs Aeneid. ?vidEs
!eta.or/hoses has maintained a consistent popularity for two
millennia! and is the primary source for the western worldEs nowledge
of &ree mythology and the literature and art which it spawned.
Prerequisites: "le.entary atin I and II at )ew College0 or the
equivalent. Please see instructor if uncertain about /lace.ent.
2002/ The Ancient No&e$
"ohr*acher A study of the development! nature! and
purpose of extended prose fiction in the &ree and "oman world. After
readings from )omer9s $dyssey! which served as a model for many
novels! we will read Chariton9s Chaereas and Callirhoe! Achilles 2atius,
euci//e and Clito/hon! <ongus9 #a/hnis and Chloe! )eliodorusE An
"thio/ian 'tory! #etronius9 'atyrica! and Apuleius9 !eta.or/hoses. :n
addition to close reading of the primary sources we will consider the
social! political! and religious *acgrounds to the wors and read
extensively in the secondary literature. 5tudents will write several
short essays and a longer paper.
<anguages
20020 1eginning 2rench **
"ouffiac 2his continuing course is designed for
students who have successfully completed $eginning French : at 0ew
College. Fsing the multimedia French in Action program! this
immersion course focuses on the use of grammatically and
idiomatically correct French. "e1uired wor for the course includes
weely 1ui77es! fre1uent dialogues! and a comprehensive final exam.
Attendance! active participation! and individual study in the <anguage
<a* are re1uired. 2hree GH/minute classes per wee plus one @H/
minute la* session. Class is conducted entirely in French.
Prerequisite: 'uccessful co./letion of 1eginning 2rench I.
20023 *nterme%iate 2rench **#
"ouffiac A continuation of Inter.ediate 2rench I. 2his course
*uilds on the grammar and voca*ulary ac1uired in previous semesters
and develops students9 a*ility to thin and express themselves in
French. 2here is an increased emphasis on the interpretations of
1
literary and cultural texts. 2here are regular tests and in/class
exercises! as well as a comprehensive final exam. Compositions
are longer and more analytical than in the previous semester.
Class meets for three GH/minute sessions plus one @H/minute la*
per wee. Attendance and active participation are re1uired.
20028 )$ementary 'erman **
Chaich 2his course is the second of two first year
proficiency/*ased &erman language courses designed for the adult
novice learner. 2he course o*8ectives promote the strengthening of
*asic interpersonal communication sills and segue to more
cognitively demanding academic language tass. &erman will *e
the primary language used in the classroom. 'uring the term!
students will explore the last six chapters of ;oellerI<iedloff9s
#eutsch heute! 'eventh "dition! the accompanying wor*oo and
audiotape program. "egular use of the language la*oratory!
computer la* and participation in supplementary review sessions
with the teaching assistant to reinforce communication sills are
re1uired. Assessment will include a four/part colla*orative video
pro8ect! we*/*ased activities! online tutorials and chapter tests! as
well as comprehensive midterm and final examinations.
20029 *nterme%iate 'erman **#
Chaich 'uring term! the course o*8ectives center
on strengthening speaing! listening! reading and writing sills.
5hort compositions and small pro8ects designed to enhance
communicative activities will *e assigned regularly. 5tudents will
participate in structured conversations and present orally on
selected authentic texts! &erman films and multimedia. :n
connection with these activities! students will focus on grammatical
accuracy! stylistics and increase their use of idiomatic expressions.
200+1 )$ementary S4anish **
#ortugal A continuation of Elementary 5panish :.
2he main goals of this course are to ac1uire good nowledge of
*asic 5panish &rammar (simple sentence structure! simple tenses
in the :ndicative! introduction to the 5u*8unctive%! to *uild
=oca*ulary! and to develop ?ralIAural sills. "e1uired wor for the
course includes preparation of short dialoguesIsits for in/class
wor! weely 1ui77es! tae/home grammar exercises! short
readingIwriting assignments! and three ma8or exams. 2hree GH/
minutes classes and additional 4 hours of language la*oratory per
wee. Attendance and active participation in class exercises are
re1uired. 5tudents are expected to prepare all assignments
carefully. Juality and timeliness of completed wor! significant
progress in language sills! and evidence of mastery of *asic
5panish grammar will *e the *asis for the evaluation of a student9s
performance. 5tudents! who have not completed Elementary
5panish : at 0ew College and plan to tae this class! must contact
#rofessor #ortugal early during the second module of Fall 5emester
4HHB.
200+2 S4anish "om4osition an% "on&ersation#
<a*rador/"odrKgue7 2he course has *een designed to improve
accuracy of oral and written expression! and to further develop
reading and aural comprehension sills. We will do a systematic
review of 5panish grammar. We will use readings on a variety of
topics as a *asis for oral and written wor. 5tudents are expected
to participate actively in general class discussion! and will *e
responsi*le for class presentations and special activities. 2he
course has a demanding writing component- students are expected
to prepare all written assignments carefully and present them on
time. "e/writing essays and peer/editing are important
components of this class and therefore students should *e willing to
wor in groups outside class meeting times.
#rere1uisite+ Either (a% satisfactory completion of :ntermediate
5panish at 0ew College- or (*% the e1uivalent of B semesters
college/level wor done in another institution. 5tudents need to
contact the instructor as early as possi*le for assessment of
proficiency. 0o student will *e admitted without fulfillment of this
re1uirement.
200++ A%&ance% S4anish: "ari55ean rose ,iterature
<a*rador/"odrKgue7 2his course will focus in the twentieth/
century literary production of short stories! poetry! a novel and
essays in #uerto "ico! 'ominican "epu*lic and Cu*a. "eadings and
discussions will *e centered on what maes this area a distinctive one
from Continental 5panish America as well as what has *een each
country9s contri*ution to the literary field. 2hree historical events will
organi7e the material studied in class+ the ur*an transformation of
#uerto "ico! 2ru8illo9s dictatorship in 'ominican "epu*lic (including the
invasion of the ;arines and the relationship with )aiti%! and the Cu*an
revolution. Each of these events not only mars the literary production
of these islands *ut also helps to explain the relationship *etween
them. At the end of the class students should have a *etter
understanding of the complex issues involving the :slands of the
5panish Cari**ean! as well as the role of intellectuals and literature
play in their cultural and social/political life.
5tructured in a seminar format! all class discussion in this course will
*e organi7ed around detailed readings and written comments.
5tudents must produce weely 4/pages essays. :n addition! students
will create a we* page- each student will write a *io/*i*liography of an
author studied in class. 5tudents are expected to actively participate
in class discussion! and provide feed*ac to their colleagues. 0o
*acground in literary studies is re1uired. 2he course is designed for
advanced students in 5panish+ those who completed <ecturas
)ispLnicas at 0ew College or its e1uivalent! and *ilingualI*icultural
students. Enrollment limited to 3A.
,iterature
201-- 1ritish an% American "atac$ysmic ,iterature. 1800
On!ar%
A. ;. ;iller Existentially considered! perhaps! the end of Mthe/
world/as/we/now/itM could *e seen as a Mlimit situationM which puts
the value systems of individuals and cultures to the ultimate test.
$eginning with an anonymous novel of 3DHN! we will trace $ritish and
American cataclysmic concerns in prose! verse! and film. :n the
conventional sense of the word Mreligious!M most of these wors will *e
non/religious. (2his professor is not much interested in Mthe "apture!M
for example.%
:nstead! we will dwell lovingly on disease! invasion of alien species!
advanced nuclear 8itters! and terminal cases of cultural malaise.
5tudents will encounter a rich mix of varied genres and 1ualities of
literature *roadly construed. An advanced course! this // encouraging
victims from academic disciplines including! *ut not at all limited to!
<iterature. Enrollment is *y permission of the professor only. Few
meetings! much independent wor.
4HHBA =oices and =isions of #oetry*
A. ;. ;iller 'esigned for students new as well as tattered! this
presuma*ly large (unlimited enrollment% com*ination of lectures!
discussions! and audio/visual presentations will // to 1uote 'ylan
2homas // M*egin at the *eginning.M We will steep ourselves in
accentual/sylla*ic metrics (Emily 'icinson%! 1uasi/*i*lical
Mgrammatics (Walt Whitman%! sylla*ic meters (;arianne ;oore%! move
to free verse (5ylvia #lath%! and close with poets (lie "o*ert <owell%
who have made the MleapM from Mclosed/formM to Mopen/form.M poetry.
2hroughout! we9ll attempt to match the American writers (a*ove% with
certain precedents among $ritish poets.
2he general format for fourteen wees will *e one session of lecture!
capped *y a one/hour video from the excellent M=oices and =isionsM
televised series. From time to time! students will have a chance to
show they9ve gotten their hands dirty grappling! in their own
expressive writing! with the ma8or poets9 central techni1ues and
tropes. For students not comforta*le writing Mcreatively!M optional
short essays can *e su*stituted.
"eadings and writings//as well as multiple short essays and dreaded
pop/1ui77es on the craft of verse // will *e intensive. 0o prere1uisites.
200+/ A44$ie% oetics an% )64ressi&e Writing
A. ;. ;iller 0o more than eight students who survived
M:ntermediate #oeticsM of 2erm : will *e invited to further poetic
punishment. ?ur emphasis will *e on close criti1ue of verse // one9s
own and that of one9s fellow travelers. 2his course is *y signed
permission of the coordinator only. Emphasis will *e on pu*lishing
one9s original verse.
2
201-/ "reati&e Writing "ourse
5taff A course will *e offered pending faculty
appointment.
200+0 A%&ance% Acting
Eginton! F5FIAsolo ;odule 4 2
O+HH/3H+HH Asolo
2hrough a series of concentrated exercises and scene study!
students will learn to *roaden the ;eisnerI5tanislavsi/*ased
foundation for acting wor taught in the :ntroduction to Acting
course. :nstruction is provided *y mem*ers of the graduate faculty
of the Florida 5tate FniversityIAsolo Conservatory of Actor
2raining! or mem*ers of the professional company of the Asolo
2heatre Company.
Enrollment will *e limited to a num*er *etween 34 and 3N.
)owever! anyone interested should definitely see enrollment+ if
you see to enroll and are turned away! you are given preference if
you again see to enroll the next time the course is offered.
:nterested students must attend the first meeting of the course on
;onday evening the first wee of classes. $ease 4re4are a one-
minute mono$ogue for the first c$ass. 2he course will *e held
2uesday evenings O+HH/3H+HH p.m. &o to the 5tage 'oor entrance
on the "oute A3 side of the Asolo Conservatory *uilding (8ust south
of our li*rary%. :dentify yourself as a 0ew College student to the
security personnel- they will direct you to the acting studio where
the course will meet.
200+3 The Age of 'oethe: 'erman ,iterature of the Storm
an% Stress erio%. "$assicism an% )ar$y Romanticism#
Cuomo 2his survey of &erman literary trends in
the late 3Dth/ and early 3@th centuries will cover eight plays and
&oethe9s ,dramatic poem. Faust! in addition to prose! and poetry of
his contemporaries. ?ur consideration of drama will include &. E.
<essing9s plays ".ilia -alotti and !inna von 1arnhel.- <en79s The
'oldiers- Wagner9s The Child.urderess! and Friedrich 5chiller9s The
3obbers and !aria 'tuart. 2he focus on &oethe will feature
selections from his poetry! 2aust I! and his novels The 'ufferings of
4oung *erther and "lective Affinities. We will also examine poetry
*y &ellert! )Plderlin and Eichendorff- short prose *y 6afa9s
favorite author )einrich von 6leist+ The !arquise of $! !ichael
5ohlhaas! and other stories. 2exts *y such authors as 5ophie von
<a "oche! "ahel =arnhagen! and Caroline Fischer! who had *een
previously excluded from the ,canon!. will round out the survey!
which will close with $(chner9s *oy6ec+. 5tudents will *e
responsi*le for in/class presentations and two medium/length
analytical essays. All readings will *e in English.
200+8 An *ntro%uction to Narrati&e
'imino :n the study of fiction! the term
,narrative. refers to the representation of events in time- in our
lives! as ). #orter A**ott reminds us! ,we are all narrators! though
we may rarely *e aware of it!. and ,we are also the constant
recipients of narrative+ from newspapers and television! from *oos
and films! and from friends and relatives. . . ..
As we examine this exciting area of contemporary literary and
cultural study! we will discuss a *road range of issues+ how are
narratives constructed! and what is the importance of *eginnings
and endingsQ how do narratives act upon us! and what ind of
power do we have as readers and audiencesQ what is the relation of
literary narrative to narrative in other media! such as filmQ and how
is narrative related to ideology! as ,storytellers and readers see to
negotiate the claims of competing and often intracta*le conflicts.Q
?ur reading on elements of narrative will include essays *y Ellison!
6undera! &enette! $al! Chatman! Cohn! $ahtin! <anser! $arthes
and #rince- our reading on the relation of ideologies to narrative
will cover 'eleu7e and &uattari! 'u #lessis! &ates! 5edgwic!
$roos! and Jameson. 2hroughout the term we9ll ground our
discussion of narrative in our reading of texts *y such authors as
Austen! Faulner! Welty! $aldwin! and ?9Connor! and in our viewing
of several films.
5tudents will write two eight/to/ten page papers! a statement of
goals! and a self/evaluation. 2he course is open to students with an
approved area of concentration in literature- for others! the permission
of the instructor is re1uired. Enrollment will *e limited.
200+9 American Women Writers. 1890-19-/
'imino 2his course will explore the achievements of
turn/of/the/century and modernist women writers in the F.5. 2he
wor of these writers loos in two directions. As they respond to their
precursors! writers help to create a ,woman9s tradition. in literature-
as they explore the new possi*ilities of transitional and modernist
culture! women writers may re*el against esta*lished forms. Fiction
writers devise new narrative strategies in order to ,write *eyond the
ending. of earlier romance plots. 2hough these authors may differ in
terms of age! race! class! religion! and region! they are united in what
Eli7a*eth Ammons calls their ,interest in radical experimentation with
narrative form itself. and their development of a ,networ of
recurrent! complicated themes. that focus on issues of power. ?ur
reading will include such writers as ;ary Wilins Freeman! Charlotte
#erins &ilman! 5arah ?rne Jewett! ;ary Austin! 5ui 5in Far! Edith
Wharton! Willa Cather! &ertrude 5tein! Ellen &lasgow! An7ia Resiersa!
0ella <arsen! and Sora 0eale )urston.
5tudents will write two eight/to/ten page papers! a statement of goals!
and a self/evaluation! and will *e expected to participate actively in
class discussions. 2his course is most appropriate for students who
have taen at least one college literature course- enrollment will *e
limited.
4HHAH "estoration and Eighteenth/Century $ritish 'rama+ 5taging
#olitical Change*
Wallace 2his course will examine $ritish
dramatic literature from the "estoration of the monarchy in 3NNH
through eighteenth century aristocratic and *ourgeois forms! ending
with late century sentimental and political forms. ?nce thought of as a
period of relative social and political sta*ility! the flowering of the
*ourgeoisie! and the realm of rational thought! the drama of the
eighteenth century saw enormous changes and developed in active
relation to a changing pu*lic and political world. #u*lic theaters were
reopened under Charles : and women actors were introduced to the
English stage for the first time- #arliament passed the <icensing Act of
3OBO in an explicit attempt to curtail political criticism of WalpoleEs
government in the theaters (forcing )enry Fielding to turn to writing
novels%- the movement of sensi*ility inundated the eighteenth/century
theaters with plays representing pathetic scenes and extending
sympathy to ,others. such as women! the poor! $lacs! and Jews- so/
called ,weeping comedy. was challenged *y a modified return to less
sentimental ,laughing comedy. in the 3OOHs. Finally! the late/century
theater *ecame a locus for popular political criti1ue! with plays that
famously named the profession of the gentleman ,useless. and
audiences who hissed and *ooed apparently ,anti/government.
sentiments off the stage. 5tyles of acting changed extensively from
the styli7ed and sexually explicit "estoration stage to the more
,natural. innovations of actorIproducers lie Colley Ci**er and 'avid
&arric! and important actresses lie 5arah 5iddons. While our
emphasis will *e on the plays! the historical! political! and theatrical
contexts will *e important.
We will read a select range of plays! *eginning with "estoration drama
up to late eighteenth/century pieces. While some generic range will *e
explored! the ma8ority are liely to *e comic or tragic/comic pieces.
5tudents will *e expected to write several short papers and to pass a
final exam. 2he emphasis will *e on drama as literature! although
students with interest and experience in drama as performance are
also welcomed.
200-1 ostmo%ern7ostco$onia$ ,iterature
Wallace 2his course is intended for
advanced students of literature and will examine texts that are *oth
difficult and demanding. 5trong *acground in literary genre and
formal analysis is recommended. We will read prose fiction largely!
*ut not exclusively! written in English/some of which has *een la*eled
,postmodern. and some of which has *een la*eled alternately or in
addition as ,postcolonial.. ?ne of our ma8or concerns will *e defining
these terms as they pertain to literary texts and how these wors fit
into these pro*lematic and contentious categories. We will discuss
narrative structure and stylistic experimentation! the political
implications of form and style! and 1uestions of authorship and
historicalIcultural location. We will *egin with some samples of
3
modernist writing and then move on. <iely writers whose wors
we will study include+ John Fowles! 2homas #ynchon! Jorge <uis
$orges! 0agui* ;ahfou7! ;artin Amis! Art 5piegelman! 'on 'elillo!
:talo Calvino! ;arguerite 'uras! Alasdair &ray! 5alman "ushdie!
and ;axine )ong 6ingston. 5ome readings in secondary criticism
will also *e assigned. 5tudents are expected to write several short
papers! and are encouraged to draw upon *acground in critical
theory.
200-2 Sha(es4eare$ays an% oetry*
;yhill We will read a su*stantial amount of
5haespeareEs lyric and narrative poetry in addition to plays from
all four genres he wored with)istory! Comedy! 2ragedy! and
"omancein the context of the social! literary! and theatrical
environments of <ondon late in the reign of Jueen Eli7a*eth : and
early in the reign of 6ing James :. 2he course will consider the idea
of the author in "enaissance England! the social and literary
positions of poet and playwright! the opportunities and challenges
the theaterEs uni1ue social position offered to "enaissance
dramatists! and the logistics of play production. 2his is a *road
survey of 5haespeareEs career and will involve a*out a play a
wee. 5tudents are expected to write several short papers and
participate actively in class discussion. 2his course is designed for
*eginning students of literature and non/ma8ors- enrollment may
*e limited.
200-+ 8esire an% 8e&otion: Renaissance ,yric oetry from
S(e$ton to 9ar&e$$
;yhill 5amuel Johnson! writing in the late
eighteenth century! descri*ed metaphysical poetry! the poetry of
'onne! )er*ert! and Crashaw! as ,a ind of discordia concors . . .
the most heterogeneous ideas are yoed *y violence together..
2his idea can *e applied more *roadly to the English "enaissance
lyric as a whole! which was a continuous experiment with the
contradictions of poetic expression in its attempt to create a golden
world while living in a *ra7en one. <yric poetry of this period
covers a startling variety of su*8ectslove! sex! friendship! death!
religion! the classical tradition! poetry! creation! space! time! the
nation! the new world! *eerin surprising and potentially
contradictory com*inations. 2he language of love sonnets is
applied to religious su*8ects! the creation of the poem *ecomes the
creation of its su*8ect! poetic forms from imperial "ome moc the
follies of seventeenth/century <ondon. 2his course will cover the
ma8or genres of lyric poetrythe sonnet (sacred and profane%!
imitations of classical models! metaphysical! and Cavalier poetry% in
the wors of 5elton! Wyatt! 5urrey! 5penser! 5haespeare!
5idney! Wroth! 'rayton! 'aniel! )er*ert! 'onne! Jonson! <anier!
)erric! Crashaw! <ovelace! ;ilton! and ;arvell. 2here will *e
some secondary criticism. 5tudents are responsi*le for one class
presentation! occasional written responses to the readings! two
short papers and one longer essay! and consistent participation in
class discussion. 2his course is designed for students who have
previously taen courses in literature! classics! or the "enaissance.
Enrollment may *e limited.
4HHAA Contes et conteurs
"eid A seminar in French literature! open to
students who have completed Advanced French or *y permission of
instructor. 2he course is designed to help students mae the
transition from the study of French language to the study of French
literature in the original. All discussion will *e in French. 2here will
*e several short papers! as well as in/class writing assignments and
pro8ects designed to *roaden students9 active voca*ulary.
5i la littTrature se dTfinit par l9Tcriture! comment est/ce 1ue la
littTrature met en scUne l9oralitTQ 0otre premiUre introduction V la
littTrature passe V travers la langue parlTe- *ien avant 1ue nous ne
puissions lire! on nous raconte des histoires. 0otre amour de la
littTrature est donc littTralement *ercT par la voix humaine. 'ans
ce cours! nous Ttudierons comment les Tcrivains cherchent V
s9approprier la voix et son pouvoir dans leurs Tcrits. 0ous lirons un
choix de textes du 3Oe! 3De! 3@e et 4He siUcles! de la France! du
JuT*ec et du Cameroun. 0ous commencerons avec des fa*les! des
contes de fTe! et des extraits des ;ille et Fne 0uits. Ensuite nous
lirons des textes par des auteurs tels+ )onorT de $al7ac! &uy de
;aupassant! Al*ert Camus! Annie Ernaux! ;ichel 2rem*lay et Calixthe
$eyala.
200-/ ,iterary 9o&ements of Nineteenth-"entury
2rance7)co$es $itt:raires %u %i6-neu&i;me si;c$e: a literature
survey conducted in
2his course explores the development of and conversation *etween
literary schools over the course of the 3@th Century. )ow did
"omanticism set itself off against Classicism and the EnlightenmentQ
)ow did "ealism incorporate an understanding of the ro.antic /lot
into its representations of the worldQ )ow did 0aturalism express the
rapid changes taing place in the City (#aris%Q :n what ways is the
'ecadent emphasis on the 5enses a reaction to the 0aturalist
emphasis on 2ruthQ "eadings for this course will *e primarily fiction
(short stories and novels%! although we will read poetry and essays as
well. We will read wors *y authors such as $al7ac! &eorge 5and!
)ugo! <amartine! 'es*ordes/=almore! Flau*ert! $audelaire! Sola!
;aupassant! )uysmans! "im*aud! =erlaine W "achilde. A premium
will *e placed on class participation- each student will either give a 3H/
3G minute presentation or lead discussion at least once. 2he course is
open to *eginning and advanced students in literature! to students
with an advanced level of French (*y permission of the instructor% and
to those with no nowledge of French. 2he class will meet once a
wee as a whole! for discussion in English! with separate meetings on
2hursday or Friday for students woring in French and English (time
2$A%. "eadings will *e availa*le in *oth French and English. 2his
course is cross/listed in &ender 5tudies.
200-0 T!entieth-"entury Russian rose 2iction#
5chat7 2his lectureIdiscussion course will *egin with an
examination of two radically different reali7ations of the social and
political crises of 3@HG;asim &oryEs !other and Andrey $elyEs
Petersburgand conclude with the recent fiction of =ladimir ;aanin
and 2atyana 2olstaya. Although we will discuss in some detail the
tenets of 5ocialist "ealism! the course will not include texts produced
under 5talin. ?ther wors which will *e considered! many of them
written during the 3@4HEs! include short fiction *y Rury ?lesha and
:saa $a*el! Evgeny SamyatinEs *e! and ;ihail $ulgaovEs !aster
and !argarita. We will end the semester with some speculation a*out
the future of "ussian literature! especially in view of the a*sence since
3@@4 of censorship and of the proliferation since then of various forms
of escapist fiction. ?pen to all interested students.
200-3 The Nee% for 2ictions: The Narrati&es of 'a5rie$ 'arc<a
9=r>ue? an% @uan Ru$fo A*n )ng$ishB
#ortugal We will devote this course to the study of
two masterpieces of <atin American fiction+ Pedro Par7.o by Juan
"ulfo (;exico% and $ne Hundred 4ears of 'olitude *y &a*riel &arcKa
;Lr1ue7 (Colom*ia%. We will trace the creation of the fictional worlds
of ,Comala. and ,;acondo. in the early wors of these authors
("ulfo9s The 1urning Plain and &arcKa ;Lr1ue79 eaf 'tor. and The
2unerals of !a.a -rande%. We will explore the terms in which the act
of fictionali7ing mediates *etween facts and imagination+ maing
sense of the out*reas of social violence in ;exico and Colom*ia- and
giving a recogni7a*le form to the collective responses to them.
"eadings and discussion sessions in English. Active class participation
is expected. Course participants will *e responsi*le for class
presentations on selected topics and two medium/length analytical
papers. 5elected literary criticism! as well as reading on ;exican and
Colom*ian history and society will *e re1uired. Enrollment will *e
limited.
;usic
200-8 9e%ie&a$ an% Renaissance 9usic
Clar Why does music from *efore 3NHH
sound so different from music of the common practice eraQ When did
people start notating music in Europe and whyQ )ow did musical
notation develop! and what does it reflect a*out the values of the
people who created its systemsQ 2hese are some of the 1uestions this
class will raise through its exploration of music dating from the ninth
to the sixteenth centuries. We will *egin with &regorian chant and the
structure of the mass! which will serve as a foundation for
understanding the invention of notated polyphony and its continued
development during the centuries that follow. We will also examine
the development of secular genres such as the chanson and the
madrigal. #rere1uisite+ ;usic 2heory :.
4
200-9 9usic an% the )n&ironment*
Clar 5ound plays an enormous role in how we
shape our environment and how our environment shapes us. :n
order to examine this dynamic relationship *etween people and
their sonic surroundings we will study a variety of topics related to
the environment as heard. 2hese su*8ects include how the sounds
of the canopy inspire musical expression among rainforest dwellers.
:n addition! we will consider the promise and the pro*lems of
musical movements to save the rainforests. 2he next unit of the
class will consider the cross/cultural importance of *ird songs and
utterances as a source of inspiration for music. We will then move
from this seemingly ,natural. connection with sound to the purely
constructed sonic environment+ mu7a. Class will conclude with a
consideration of the politics of noise. Assignments may vary
depending on the experience of the class! *ut may include short
*oo reviews! responses to listening assignments! a description of
a sound scape! 1ui77es and exams! and for more advanced
students the possi*ility of a research paper related to material
covered in the class.
200/0 )$ectronic 9usic **
Consta*le 2his course is divided into two units that
run parallel to one another. ?ne unit will use the students9
nowledge of acoustics (semester :% to create their own sounds
using synthesi7ers and *y processing pre/recorded sounds. Central
to this type of electronic music production is ;:': control of
synthesi7ers! samplers and processors in the studio. With a good
understanding of ;:':! the student will have a virtual orchestra at
their creative disposal! with which to compose their original
electronic composition (final pro8ect%. )ands on training and
experience in the new 5lavin Electronic 5tudio resulting in
professional 1uality masters of a live recording and a
multitracedImixed pro8ect. 2his unit includes individual la*
instruction in addition to the classroom! and access to the studio to
wor on pro8ects.
2he other unit is a historical overview of electronic and electronic
related music literature since its invention. All the various types of
and uses for electronics will *e covered as well as the aesthetics
that inspired (or were inspired *y% them. 2he social implications of
this technology in *oth classical and popular music will *e
discussed! and also the implications to the composer and the
performer.
200/1 9usic Theory **#
;iles $uilding on the foundation esta*lished in ;usic
2heory :! topics to *e covered this term include+ the formal
implications of e1ual temperament and chromatic tonal harmony.
'aily assignments will include wor in analysis and composition. :n
addition to attending lecture sessions! students will *e re1uired to
participate in two aural sills sessions each wee.
200/2 Schoen5erg. Stra&ins(y. an% 9o%ernism
;iles Arnold 5choen*erg and :gor
5travinsy were the most influential composers of the first half of
the twentieth century and are widely considered exponents of
modernism. <ie most la*els! however! this one fits uneasily.
5choen*erg is the composer not only of the freely atonal Pierrot
unaire *ut also the neoclassical Third 'tring 8uartet. 5travinsyEs
The 3ite of '/ring may seem to re8ect tradition though its
innovations in harmony and rhythm! yet it is full of "ussian fol
tunes. While this course will focus on 5choen*erg and 5travinsy!
the ey influences on *oth composers will also *e considered+
Wagner! $rahms! and ;ahler for 5choen*erg! 'e*ussy and "ussian
nationalist composers for 5travinsy. ;usic *y 5choen*ergEs pupils
Al*an $erg and Anton We*ern will *e studied! as well as music *y
composers who grappled with the challenges of modernism in
distinctive ways+ $ela $artX! 6urt Weill! and Charles :ves.
#hilosophy
200/+ hi$oso4hy of 9usic
Edidin 2he purpose of this course is to thin hard a*out
fundamental issues concerning music+ 'oes music have meaningQ
:f so! what ind is it! and how may it *e understoodQ )ow is music
connected to emotionQ :f music is an art! what are its ,artwors.Q
What! if anything! is special a*out written music! and what are the
roles of composers and performers as musical creatorsQ What values
can music reali7e! and how can music *e evaluated in terms of themQ
200/- Theory of Cno!$e%ge#
Edidin What is nowledge9 is one of the
traditional $ig Juestions of #hilosophy. We9ll *e concerned with the
conditions which must *e satisfied in order to now something! with
potential sources of nowledge (most nota*ly sense perception and
pure thought% and with the nature of evidence and reasons for *elief.
We9ll also examine septical arguments purporting to show that
no*ody can now anything at all.
200// *ntro%uction to )thics7)n&ironmenta$ )thics#
Flane 2his course will *egin with an historical
introduction to important ethical theories that continue to influence our
thining a*out ethics today (e.g.! virtue ethics! natural law!
sentimentalism! deontology! utilitarianism! rational choice%. :t will
then as how such theories might *e meaningfully applied to such
environmental dilemmas as the competing needs of development vs.
conservation! or the conflict *etween regional self/determination and
glo*ali7ed legislation and enforcement. Finally! the class will as
meta/ethical 1uestions a*out whether traditional ethical theories can
cope with the ind of responsi*ility care for the planet seems to
demand.
200/0 'erman *%ea$ism
Flane 2his seminar will examine ey texts and
issues central to understanding one or more ma8or figure woring in
the tradition of &erman :dealism (e.g. 6ant! )egel! 5chelling%.
#articipation will *e limited to fourteen! and completion of M;odern
#hilosophyM is strongly recommended.
"eligion
200/3 American "atho$icism
<angston 2he American *ranch of the "oman Catholic
Church is argua*ly the most innovative and the most influential
community within this world/wide church. We will investigate the roots
of the so/called M:mmigrant ChurchM with an eye to articulating its
enduring 1ualities. 2urning to the effect of =atican :: and various papal
encyclicals on the American "oman Catholic Church! we will examine
the changes in this religious community and its future prospects.
200/8 *ntro%uction to the Stu%y of Re$igion#
<angston :n the field of "eligion! there are a
num*er of approaches to religious phenomena. 2hese approaches
constitute the su*fields of the discipline. :n this course! we will try to
get a sense of the various approaches in order to expose the student
to the possi*ilities for study in the discipline. "eadings will *e from a
num*er of primary and secondary sources. Enrollment will *e limited.
200/9 "hristian Scri4tures an% )ar$y Scri4tura$ *nter4retation#
;ars 2his course will provide a survey of
the various texts that have *een read as Christian 5criptures. We will
consider some of the individual and communal perspectives that these
writings imply. "eadings will include the 0ew 2estament! the so/called
Apocryphal literature as well as texts nown only from the 0ag )amadi
discoveries. We will discuss reoccurring themes and address issues
such as how various texts came to *e included within a McanonM while
others were excluded. Claims to orthodoxy as opposed to heresy will
reveal some of what is at stae within competing interpretations of
scriptures.
20000 Darieties of @u%aism in the 9o%ern Wor$%#
;ars 2his course will consider modern
Jewish movements and currents in Jewish thought. We will explore
the Jewish religious identities that developed in Europe! America and
:srael! including "eform! ?rthodox! Conservative! "econstructionist!
)asidic and others. :n addition we will trace Sionism and other
explorations of Jewish ethnicity and culture that are not necessarily
defined in religious terms. Additional explorations of Jewish
philosophy! mysticism! and activism will allow us to pursue overlapping
and competing ideas within these various streams.
=isual Arts
4HHN3 5culpture :*
5
Freedland An introduction to the visual language of
three/dimensional art. 2he class focuses on the development of
sculptural fa*rication sills! ideas and formal aesthetics. #ro8ects
include *oth historical and contemporary approaches.
4HHN4 :ntermediateIAdvanced 5culpture
Freedland An in depth investigation of the visual
language of three/dimensional art. 2he class explores the
expressive and conceptual possi*ilities of various processes and
materials. ;ediums include *ut are not limited to wood! metal! and
plastic fa*rication. ;ay *e repeated for credit.
2000+ 8ra!ing *nto 8esign
Whitt 2his la*or/intensive course is intended as an
introduction to classical drawing and 4/dimensional design for
students with little to no experience in studio art. Exercises and
pro8ects will aim to explore the sym*iotic relationship *etween the
,aesthetically motivated plan. and ,mar maing!. and will *e
punctuated with technical demonstrations and occasional slide
lectures that draw from art history and the contemporary art world.
A significant amount of wor outside of class is re1uired and
students will *e expected to purchase their own materials. 2here
are no prere1uisites. Enrollment will *e limited to 3D.
2000- ainting **: A%&ance% Acry$ics
Whitt 2his advanced course is intended for highly/motivated
students with a prior nowledge of acrylic painting and a passion
for developing a related *ody of wor that they can truly call their
own. 5ills in self/analysis and critical thining will *e encouraged
in group criti1ues and through a series of increasingly individuali7ed
pro8ects. 5tudents will also *e expected to research artists with
whom they feel a formal or conceptual inship. A significant
amount of wor outside of class is re1uired and students will *e
expected to purchase their own materials. #rere1uisites+ Painting I:
An Introduction to Acrylics or consent of instructor. Enrollment will
*e limited to 3G.
1io$ogy
2000/ Organismic 1io$ogy ,ecture
$eulig An advanced course considering the *iology of chordates.
2he origin and evolution of the protochordate phyla will *e
discussed as well as the phylogeny of the verte*rates. #rinciples of
systematics will *e applied to the study of the evolution of each
verte*rate class. 2he anatomy! physiology! development! ecology
and *ehavioral adaptations representing the diversity within each
will *e analy7ed.
20000 Organismic 1io$ogy ,a5oratory
$eulig The .or/hological and functional analysis of
chordate ada/tations. Protochordate feeding ecology will be
e9/eri.entally analy6ed. :ariations on the basic vertebrate /lan
will be studied as re/resented in select .e.bers of each class of
vertebrates. Character states will be deter.ined by .eans of
dissection and histological techniques. 2unctional /ro/erties of
selected organ syste.s will be analy6ed with electro /hysiological
techniques.
20003 "ora$ Reef )co$ogy#
$eulig This course is a survey of the
/rinci/les and conce/ts of ecology as a//lied to the study of coral
reef ecosyste.s. (nique features of coral reefs will be considered
as well as features in co..on with other ecosyste.s. The role of
coral reefs in global ecology will be investigated and e9a./les of
reefs in the .a;or reef /rovinces will be studied0 with so.e
e./hasis on the Caribbean. Theoretical issues in ecology will be
considered in light of i./acts on reef dyna.ics of anthro/ogenic
and natural factors. This course will /rovide the bac+ground for a
field course offered in Pana.a.
20008 'enera$ 1io$ogy: 2rom 9o$ecu$es to Organism#
Clore In this introductory course0 we
will investigate the .echanis.s by which organis.s are for.ed
fro. .acro.olecules. To/ics to be covered include biological
.olecules0 cellular structure and function0 the flow of genetic
infor.ation in cells0 cellular co..unication and organi6ation into
tissues0 fertili6ation0 and the e.bryonic develo/.ent of /lants and
ani.als. !ost reading assign.ents will be ta+en fro. a required te9t.
However0 we will also e9/lore such controversial issues as gene
thera/y0 hu.an cloning and genetically .odified organis.s0 which are
/revalent in both the scientific literature and the /o/ular /ress.
Hands-on laboratory de.onstrations will be conducted.
20009 To4ics in $ant 8e&e$o4ment
Clore In this u//er level course0 we will e9/lore the
develo/.ent of /lant e.bryos0 tissues and organs. Assigned readings
will be ta+en .ainly fro. the scientific literature0 and will /rovide the
bac+ground for discussions on such to/ics as e.bryogenesis0
endos/er. develo/.ent0 .eriste. organi6ation and function0 leaf
for.ation0 and floral initiation and develo/.ent. A variety of
e9/eri.ental a//roaches will be discussed including anato.ical
analysis0 tissue culture0 clonal analysis0 laser ablation0 and .olecular
genetics.
20030 E 20031 'enetics ,a5oratory
&ilchrist 2he genetics la* is a full term endeavor. :t
is divided into two parts emphasi7ing the ma8or areas of genetic
experimentation. 2)E5E 2W? #A"25 A"E 5)?W0 $E<?W.
52F'E025 ;AR 2A6E 2)E F:"52 ;?'F<E ?" FF<< 2E"; C?F"5E
(2W? ;?'F<E5%
20030 "$assica$ 'enetics Techni>ues ,a5oratory
#art ?ne &oals of this exercise are to ac1uaint the
student with la*oratory instruments and to *egin *uilding la* poise.
Experiments will center around classical ;endelian genetics. 2hus!
little nowledge of chemistry is re1uired to complete this course
successfully. Although nowledge of genetics would *e *eneficial!
formal courses in the su*8ect are not re1uired.
20031 2un%amenta$s of A44$ie% 'enetics
<a*oratory sills gained in the ;odule 3 <a* will *e extended and
amplified in this course. 5tudents will *e re1uired to do a series of
experiments using a variety of organisms. 'evelopment of micro
techni1ues in this course is essential. ?wing to the nature of the
course! students may have to spend time in the la* outside of
assigned class time.
20032 $ant )co$ogy
<owman #lants rule the world as the *asis of all life
on Earth. :n this class! we will examine the important theories that
represent the *ac*one of all ecosystems through the perspective of
plants / competition! interactions! sym*iosis! succession! regeneration!
invasive species! diversity! evolution! and relatively recent human
applications such as ethno*otany! agriculture! and genetic *reeding.
5tudents will read primary literature from scientific 8ournals! and we
will discuss their ma8or findings as well as assess the sampling designs
of eminent plant ecologists. Although this is a lecture discussion class!
there will *e several la*oratory field trips to introduce sampling
techni1ues in plant ecology. 2he course will culminate with a
biodiversity blit6! where*y students will survey a local ecosystem with
respect to all its structure! function! and *iodiversity. 5tudents will
design a sampling regime! conduct surveys and write up their results.
Assessment will also include one exam and several short papers.
2003+ The Ro$e of Women in Natura$ History
<owman This course will e9a.ine fa.ous
wo.en in natural history as writers0 illustrators and e9/lorers. The
class will focus on literature and /ri.ary sources0 including such
i./ortant figures as 3achel Carson0 ucy Audubon0 ynn !argulis0
1arbara 5ingsolver0 !ardy !urie0 Harriet Tub.an0 #iane Ac+er.an0
Annie #illard0 and !ar;orie 5innan 3awlings. The class will include
lively discussion and analysis of the contributions of these wo.en to
natural science0 and two field tri/s to sites in 2lorida that honor
wo.en in natural history. All students will engage in nature-
;ournaling as /art of the course require.ents0 critique and edit0 and
develo/ his<her own style of natural history writing. In addition0
students will develo/ a unit on so.e as/ect of nature writing or
natural history to /resent at local schools as an i./ortant co./onent
of "nviron.ental 'tudies outreach for )ew College.
2003- *ntro%uction to )ntomo$ogy
;cCord An introductory course designed for the
*eginning insect enthusiast who is interested in the uni1ueness andIor
6
the *eauty of the world9s most a*undant animal. 5tudents will
learn evolutionary and external morphology! general physiology!
*ehavior! ha*its! ha*itats! social interactions with man and other
animals! se1uestration *y plants! and more. 5tudents will also
study insects in structural and agricultural ecosystems with an
ecological focus. 5tudents are expected to successfully complete
1ui77es! a mid/term! a final! and to write a research report on an
insect! group! specific *ehavior(s%! resource(s%! sociality or other
approved topics. A 3H minute in/class presentation is also
re1uired.
.
2003/ *ntro%uction to )ntomo$ogy ,a5oratory
;cCord 2he la*oratory will focus on
ha*its! ha*itats (terrestrial! aerial! and a1uatic%! life cycles! and
immature forms. ;orphological structure will *e taught so that
dichotomous eys can *e used to properly identify collected
specimen. <ocal field trips will *e conducted with the expectation
that each student will attend. An insect collection is re1uired.
5tudents may su*mit digital images of properly identified
specimen! live specimen or pinned and properly la*eled ones. :f
live specimens are su*mitted! they must *e released in the ha*itat
where they were found. A mid/term focusing on order and family
recognition will *e administered. 2he final exam will consist of GH
correctly identified! photographed! pinned! andIor la*eled specimen
to *e contri*uted to the 0ew College of Florida9s collection.
aboratory fee required. i.it %& students.
20030 *n&erte5rate Foo$ogy: hy$ogeny. 2orm an% 2unction
2iffany This course will e./hasi6e the ecology0
structure and /hysiology of invertebrates0 the largest asse.blage
of ani.als on earth. 'yste.atics will be covered in the conte9t of
/hylogenetic relationshi/s of ta9a. 3e/resentative invertebrates
will be collected fro. 'arasota 1ay and other local habitats for
classroo.<laboratory study. -eneral 1iology would be hel/ful but
is not required.
"hemistry
20033 hysica$ "hemistry **
Johal *ith the fir. bac+ground in
.olecular quantu. .echanics taught in Physical Che.istry I0 this
course will deal with the energetics of che.ical syste.s fro. a
.olecular stand/oint. Thus0 statistical .echanics will be used to
develo/ a .olecular inter/retation of classical ther.odyna.ics.
1oth liquid and gas /hase che.ical ther.odyna.ics of ideal and
real syste.s will be covered in detail along with che.ical +inetics.
The course will also include .ore s/eciali6ed to/ics in reaction
dyna.ics0 surface che.istry and organi6ed .olecular syste.s.
20038 hysica$ "hemistry ,a5oratory
Johal 5elected experimental wor in physical measurements and
methods of chemical analysis. <a*oratory emphasis will *e on
modern instrumental methods! including molecular spectroscopy!
surface tensiometry! spectrofluorimetry! nuclear magnetic
resonance spectroscopy and la*oratory automation.
20039 Organic **. Structure E Reacti&ity
5cudder 2his course continues the theme of how chemical
structure relates to reactivity of organic compounds. 2he first part
is the reactions of car*onyl compounds and car*oxylic acid
derivatives. 2he second part covers aromatic compounds! radical
reactions! sugars! amino acids! and macromolecular chemistry.
20080 Organic "hemistry ,a5oratory
5cudder/Wagoner 2his la*oratory explores the preparation
and characteri7ation of organic compounds. We will also study a
reaction in detail to explore the reaction mechanism. All students
will have direct access to most research instrumentation. ;eets
once a wee.
20081 )n&ironmenta$ "hemistry
5tephens Che.ical /rinci/les and /rocesses in the
natural environ.ent - the at.os/here0 hydros/here0 lithos/here
and bios/here - as well as changes due to hu.an activities will be
considered. 1iogeoche.ical cycles of ele.ents such as nitrogen
and sulfur will be used to trace the .ove.ent of these ele.ents
through the environ.ent and to show how hu.an activities have
altered the cycles. As/ects of water che.istry will include the
/ro/erties of water0 che.istry at underwater hydrother.al vents0
/ollution with o9ygen-consu.ing wastes0 and sources and
treat.ent of drin+ing water. (se of energy and its effects o global
war.ing0 /ollution with .ercury and other .etals0 and s.og
for.ation will be considered. 'o.e analytical .ethods used in
environ.ental science will be included0 with de.onstration of
instru.ents used.
20082 1iochemistry *. rotein Structure an% 2unction
Walstrom 2his course will *e an in/depth study of protein and
nucleic acid structure! function! and regulation. 2he focus of the class
will *e on molecular mechanisms of protein function. ;echanisms of
human diseases will also *e discussed. 2he last three wees of the
course will include advanced topics chosen *y the students
themselves.
2008+ 1iochemistry ,a5oratory
Walstrom 2his class will allow students to get
experience using a variety of modern techni1ues in *iochemistry and
molecular *iology. <a*oratory methods and data analysis will *e
emphasi7ed. Experiments will include the polymerase chain reaction
(#C"%! restriction en7yme digestions! '0A ligation! transformation of
". coli! protein purification! and en7yme assays. 5tudents will have an
opportunity to do a short research pro8ect during a few wees of the
course.
201-0 "hemistry an% Society#
Ad8unct 2$A :n this course students learn concepts that
form the foundation of nowledge common to all chemists! within the
context of society and the environment. 2he one/semester course is
designed for general interest students and is also recommended for
natural sciences and premedical students who are shown to need
additional *acground in chemistry prior to taing 'tructure and
3eactivity. :t is particularly relevant for Environmental 5tudies
students. :n this course! no prior nowledge of chemistry is assumed.
2opics include atomic and molecular structure! *onding! reactivity!
chemical e1uili*rium! properties of gases! li1uids! and solids! fossil
fuels! acid rain! glo*al warming! and the o7one layer.
"om4uter Science
2008- "onte6t - 2ree ,anguages
)encell 2his class will meet once a wee only for the whole
term for 3 module of credit.
We will study the description of context/free languages (e.g. most
programming languages% *y means of formal grammars! and an
e1uivalent description *y means of push/down automata (finite state
machines with an infinite memory stac%. We will also discuss the
application of this theory to parsing. 2he course should *e of interest
to computer scientists! mathematicians! logicians! linguists! etc.
$asically this is a mathematics course- however! there are no
mathematical re1uirements for it other than the a*ility to use sym*olic
systems and to thin slowly and carefully. 2here will *e homewor
assignments! *ut not in programming! so programming experience is
not necessary. 2he course is highly recommended for Co./ilers
=Pra9is>! which is offered concurrently.
2008/ "om4i$ers
)encell 2his course addresses practical issues of compiler
design. 5tudents will *e given a prototype woring compiler! that
translates a simple #ascal/lie language into an ideali7ed assem*ly
language using the method of recursive descent parsing. 2he class
will focus on guiding students through the process of completing the
compiler! and on software engineering issues encountered in the
handling of large programs.
Prerequisites: Conte9t-2ree anguages is highly reco..ended as
bac+ground for this class and should be ta+en concurrently. 2inite
Auto.ata Theory and so.e fa.iliarity with asse.bly language would
also be hel/ful. 'tudents .ust be acco./lished /rogra..ers =#ata
'tructures or equivalent> and should budget sufficient ti.e for
/rogra..ing and debugging.
#iscrete !ath II is a continuation of #iscrete !ath I0 with advanced
to/ics chosen fro. the general areas covered in #iscrete !ath I.
To/ics include: algebraic structures0 recurrence relations0
co.binatorics0 gra/hs0 trees0 theory of co./utation0 and codes.
20083 Rea$ Ana$ysis *
;c'onald 3eal Analysis is a core course of the
.athe.atics curriculu.. The .aterial for the course centers on the
funda.ental notions of the calculus - co./lete with /roofs. To/ics
7
include an a9io.atic develo/.ent of the real nu.bers0 sequences
of real nu.bers0 to/ology of the real line0 continuous functions0
differentiable functions0 a construction of the 3ie.ann integral0 a
/roof of the funda.ental theore. of calculus0 "uclidean s/aces and
.etric s/aces and various additional to/ics.
20088 artia$ 8ifferentia$ )>uations
;c'onald This course is designed to /re/are students for
advanced wor+ in geo.etry and .athe.atical /hysics by
develo/ing the +nowledge of /artial differential equations co..on
to both to/ics. To/ics covered during the se.ester include:
a/lace equations0 wave equations0 heat equations0 Ha.ilton-
?acobi equations0 2ourier theory0 the theory of distributions and an
introduction to .icro local analysis.
20089 "a$cu$us **
;ullins 2his course taes up where Calculus : leaves off.
2he topics covered include integration techni1ues! se1uences!
series! 2aylor series! complex num*ers. <inear differential
e1uations! areas and volumes. 2his course is recommended for
students pursuing interests in the physical sciences! applied
mathematics and economics. =isuali7ation of concepts through use
of the software pacage! !athe.atica! will enhance the
understanding of the course material.
'eometry ** - 8ifferentia$ 'eometry
;ullins Full 2erm 2! F
4+HH/B+4H )05 3HN
2his course will cover the geometry of curves and surfaces in B/
space. 2opics include curvature! area! and the &auss/$onet
2heorem.
20091 "a$cu$us !ith Theory **
#oimenidou Full 2erm ;!W!F
3H+HH/3H+GH )05 3HN
2his course is a continuation of Calculus with Theory I. We will
provide a rigorous survey at se1uences! series! linear alge*ra and
vector calculus. 2he course will include numerous applications to
the physical sciences.
20092 ,inear A$ge5ra#
#oimenidou inear Algebra /lays a central
role in the undergraduate .athe.atics curriculu. and a thorough
understanding of the to/ic is essential for all future course wor+ in
.athe.atics. To/ics which will be covered during this se.ester
long course include: syste.s of linear equations and .atrices0
deter.inants0 vectors in "uclidean s/ace and their associated
geo.etry0 eigenvalues and eigenvectors. The course will include
.any a//lications of the to/ics referenced above0 as well as in
introduction to /roof technique.
2009+ 9athematics Seminar Term **
;athematics Faculty !ath 'e.inar has been a traditional
foru. for students interested in .athe.atics. The /ur/ose of this
se.inar is to cover .any interesting or advanced to/ics in
.athe.atics that cannot be titled under one sub;ect. 'tudents
enrolled in this se.inar are e9/ected to /resent several lectures
/re/ared under su/ervision of the .ath faculty. ectures are o/en
to anyone. $ffered once a wee+ in evening.
hysics
2009- Statistica$ 9echanics
Colladay 'tatistical .echanics .a+es the connection
between the .icrosco/ic and the .acrosco/ic behavior of syste.s.
It is the foundation of the behavior of all gasses0 liquids0 and solids.
This includes /hase transitions and critical /oints. *e will begin by
develo/ing the 1olt6.ann--ibbs equation. 2ro. this0 we will
derive the rules of ther.odyna.ics. A /revious +nowledge of
ther.odyna.ics0 while hel/ful0 is not essential.
2009/ Structure of Nature#
Colladay 'uring the term we will investigate 4H
th

century developments in two main areas of fundamental physics
research! particle physics and cosmology! exploring the limits of
human nowledge regarding these su*8ects. 2he development will
*e largely non/mathematical and concept oriented with no re1uired
prere1uisites. 2he focus will *e on the logical development of the
currently accepted models of nature through examination of
various particle accelerator experiments and astronomical
o*servations over the last century. We will see how *uilding larger
and larger accelerators has uncovered a remara*ly unified view of the
rich structure we o*serve around us. 2he current picture appears
incomplete at the present time. We will examine some of the reasons
why scientists *elieve this to *e so and will discuss some current ideas
for completing the picture. Finally! our nowledge a*out nature at the
extreme microscopic level can tell us a*out what might have happened
in the very early universe! a remara*le connection *etween the very
*ig and the very small. 2he evaluation is *ased on exams!
assignments! attendance! and possi*le term papers.
Advances in electronic devices have been the +ey to .any recent
scientific discoveries. They also lie at the heart of the high tech
revolution which is swee/ing the world. This course is designed as an
introduction to building electronic circuits fro. the ground u/.
"./hasi6ed will be solid state devices0 such as transistors and
o/erational a./lifiers. This course will consist of both lecture and
labs. Criteria for evaluation: wee+ly ho.ewor+0 e9a.0 a .idter.0 a
final co./rehensive e9a.0 and wee+ly lab re/orts.
Physics II aboratory continues Physics aboratory I. The lab will
feature the .aterial being covered in the lecture course Physics II:
basic electrostatics0 #C and AC electronics0 .agnetic fields0 o/tics0
and basic s/ectrosco/y. !any of the e9/eri.ents will continue to use
the co./uter interfacing develo/ed in the first se.ester of the course.
The course .eets one afternoon /er wee+ and is evaluated using a
co.bination of e9a.s and wee+ly lab re/orts.
Prerequisites: Physics I and ab and co-enroll.ent in Physics II.
aboratory 2ee 3equired.
2his is the continuation of the introductory physics se1uence. 2opics
this semester include the electric field of stationary charges! &auss9
<aw! wor and energy! the electrostatic potential! capacitance! electric
current! magnetic fields! Faraday9s law! ;axwell9s e1uations! reflection
and refraction! geometrical optics! and interference and diffraction.
2he criteria of evaluation are the same as in #hysics :.
'olid state /hysics is the largest research area in /hysics0 and deals
with the sub;ect of .aterials. This sub;ect .atter is essential for an
understanding of .any areas of research in both /hysics and
che.istry. This course will cover the following to/ics: waves in
crystals and the reci/rocal lattice0 ther.al vibrations of the crystal
lattice0 free electrons in crystals0 electrical conductivity and band
theory0 se.iconductors0 a.or/hous .aterials and su/erconductivity.
Criteria for evaluation: wee+ly ho.ewor+ and e9a.s0 including a final
e9a..
2his seminar examines the history and culture of ;esoamerica from
the 5panish Con1uest to the present. 2opics include the con1uest and
colonial period! the 3@th century! a survey of modern ethnic
groernups! ethnographic case studies of selected societies! modern
culture! and ur*an life. 0o prere1uisites. <imited to 3G.
2his seminar will examine selected topics in the culture history of
eastern ;esoamerica! including earliest inha*itants! origins of
agriculture! Early Formative village life! the rise! development! and fall
of ?lmec chiefdoms! Formative ;aya developments! the complexity
and collapse of Classic ;aya Civili7ation! #ostclassic tra8ectories! and
the conse1uences and aftermath of the 5panish con1uest.
2his course offers a cultural anthropological perspective on the region
stretching from the 0orth African shores of the Atlantic to the
Anatolian shores of the $lac 5ea! from the "ed 5ea to Central Asia.
6ey issues for the peoples and cultures of the region include gender!
inship! ethnic divisions and conflicts! and the social construction of
history. As an anthropology course! there is a focus on comparisons
among and *etween cultures and societies! issues of social power and
social change! and cultural diversity. A central metaphor for the
course will *e the notion of the anthropologist as traveler- that notion
will open up the accounts of travel to the region as well as the
ethnographic endeavor in the ;iddle East. 2hroughout the term! the
;iddle East will *e explored *oth as a locality and as a discourse.
#rere1uisite+ previous course wor in anthropology or permission of
the instructor.
8
)istorical Archaeology is a su*field of Anthropological Archaeology
focused on the modern period. )istorical Archaeologists examine
the development of 0orth American culture from 3A@4 to the
present! European colonialism around the world! and the rise and
glo*al spread of capitalism. 2he result of )istorical Archaeology is a
Mhistory from *elowM that recovers the views of the underclasses
and other su*ordinate groups. :n this course! we will evaluate the
theories and artifacts of )istorical Archaeology using case studies.
"ecommended+ #rior course wor in anthropology.
2his course com*ines theoretical and critical readings with practical
instruction in the field research methods used *y cultural
anthropologists. 5tudents will *ecome familiar with the techni1ues
of participant/o*servation through Mhow toM readings and *y
proposing! designing and conducting field pro8ects in the local area.
#roposals for *oth individual and group pro8ects will *e considered.
?nce fieldwor is underway! class discussion will focus on the
critical reading of ethnographic texts. 5tudents will explore how the
expectations! products! and ethical implications of field encounters
have shifted from the late 3@th century to the present. 2his course
is a re1uirement for students who are concentrating in cultural
anthropology- it may also *e useful for others whose research
plans include fieldwor.
2his course provides an introduction to the anthropological study of
linguistics. 5tudents will gain familiarity with the historical!
descriptive! generative and social approaches used *y
anthropologists to trace the significance of sym*olic communication
in the early development of human communities and in the
contemporary world. "eadings will focus on the effective use of
contemporary linguistic models and data in ethnographic
description! and on the role of linguistic theory in analy7ing social
relations within environments of increasing diversity. #rere1uisite+
A course in cultural anthropology. Enrollment limited to 4G.
2his upper/level course provides an in/depth study of the
determinants of the level of output! growth! prices and employment
in the F.5. economy. We *egin *y first examining how these ey
performance varia*les are defined and measured. We then develop
an advanced model of the shorter/run determinants of
macroeconomic performance! paying particular attention to the role
of fiscal and monetary policy! as well as the role of the foreign
sector. :n the process we incorporate a detailed examination of
selected *ehavioral functions! such as the consumption function!
that are important to macroeconomic performance. 0ext is the
study of the determinants of long/term economic growth! with
primary focus on the neo/classical growth model. We conclude
with a loo at past macroeconomic performance and policy! and an
examination of selected macroeconomic issues facing the economy
today.
2his course surveys important extensions of microeconomic models
of rational consumers and profit/maximi7ing firms. ;any of the
topics covered are at the forefront of research in microeconomics.
Additional material provides a *asic foundation in general decision
theory. 2opics include+ (3% $ehavior within interdependent maret
structures! including oligopoly/reaction models! and simultaneous/
play vs. se1uential/play and repeated/play strategic gaming- (4%
'ecision/maing under ris and uncertainty! including standard
models such as expected/value and expected/utility maximi7ation
as well as an introduction to alternatives to rational choice analysis
such as minimax regret and prospect theory- (B% 2ime as an
economic good and intertemporal choice- (A% 0on/standard
motivations such as desires for fairness vs. positional advantage
and interdependencies among consumers! including networ
externalities (*andwagon W sno* appeal%! and conspicuous
consumption- (N% 'emand for characteristics! not commodities! and
contingent commodity analysis- (O% Economics of (the lac of%
information! including value of information! search! *ehavioral
models of the firm to explain non/profit maximi7ing *ehavior!
principal/agent pro*lem and incentive contracting! maret for
lemons! signals! screening! and self/selection devices. (Alternates
with ;athematical Economics.%
While this course is planned for first/year students with no
*acground in calculus! others are welcome. ;y purpose is to
e1uip students with the math tools most often encountered in *asic
economic analysis as well as in many other social science disciplines.
2he focus is on techni1ues! and thus! more formal aspects (e.g.!
proofs% are omitted. Elementary rules of alge*ra and solving
e1uations are reviewed during the first two wees. 2hen! we
concentrate on the most useful techni1ues from *oth differential and
integral calculus. A *rief introduction to dynamic (differential%
e1uations and matrix alge*ra occurs in the final two wees. Whenever
time permits! real/world context pro*lems are solved // taen
primarily from economics and *usiness! *ut also from the other social
science disciplines and from the natural sciences. 2he option is
availa*le to supplement the course with a program of study of real/
world context pro*lems devoted to a particular discipline or survey of
topic areas. 2he course is strongly recommended for those planning
to tae :ntermediate ;icroeconomic 2heory in the Fall. (?ffered every
5pring 2erm.%
)$ P3"3"8(I'IT"'. However0 to .aintain a facilitative environ.ent0
the class si6e .ust be li.ited. Attending the first class day is
.andatory. Interested students are strongly advised to attend the
.ini class in order to assure their interest and to co./lete the student
infor.ation for.0 which will be used to .a+e any necessary
selections. "e1uired text+ Calculus: An A//lied A//roach *y "on
<arson W $ruce ). Edwards ()oughton ;ifflin! 4HHB! Nth edition%.
"ecommended text+ 'tudent 'olutions -uide *y $ruce ). Edwards
()oughton ;ifflin! 4HHB! Nth edition%.
,Econometrics is the 1uantitative measurement and analysis of (real
world% phenomena. :t attempts to 1uantify Y reality and *ridge the
gap *etween the a*stract world of Y theory and the real world of
human activity.. A.). 5tudenmund! (sing "cono.etrics! B
rd
Edition!
pg. B. 2he course is intended to extend the studentEs nowledge of
1uantitative tools of analysis *eyond the level o*tained in introductory
statistics. 2he primary goal is to show the student how to employ
these tools in their own research! and to interpret the results of other
research. 2he course will tae an applied approach. :t is
recommended for students who plan to attend a graduate program in
any of the social sciences! as well as others who will *e using
1uantitative analysis in their future careers.
2his introductory level course will develop a *asic understanding of the
economics of the larger or macroeconomic systems in modern
economies with emphasis on the Fnited 5tates. $eginning with an
introduction to a *asic macroeconomic circular flow model! the
accounting system which measures the &ross 'omestic #roduct or
&'# will *e studied along with the meaning of these statistics. From
there will *e developed a macroeconomic model of the economy!
which! coupled with the study of the *aning and monetary system!
will give the student the a*ility to understand the economic
phenomena of unemployment! inflation! interest rates! recession or
prosperity and economic growth. Competing theories of modern
macroeconomics and of government monetary and fiscal policy will
also *e examined! including the case for and against government
management of the national economy. Finally the macroeconomic
impact of the foreign sector and foreign trade will *e examined.
5tudents completing this course as well as the :ntroduction to
Economic Analysis should *e a*le to intelligently evaluate the
economic news of the day *e it reported in the Wall 5treet Journal!
$usiness Wee! or *y television financial shows such as ;oney <ine! or
the 0ightly $usiness "eport. 2hey should also *e well e1uipped to
move on to intermediate economic theory courses leading to the
Concentration in Economics. )o /rerequisites.
2he advance of world trade and economic integration and the collapse
of the 5oviet Fnion has put a changing face on many of the developed
economies of the world. :t has also created a num*er of new economic
giants! *ut left other nations *ehind. 2he course will examine such
economies and their economic relationship with the Fnited 5tates.
Complicating this new world economic integration has *een the events
of @I33 and the F.5. / :ra1 war and their aftermath. Among those
economies examined will *e Japan! China! 6orea! $ra7il! Chile! ;exico!
2he European Community! 2he ;iddle East and "ussia.
History
9
20112 American History. 1833 to the resent: Recent
*nter4retations. art **#
#oenec+e 2ull Ter.
!0 3 @:AA-B:@A CH @@C
2his course *egins with America after "econstruction and taes the
narrative through the &ilded Age. Focus will *e! though not
exclusively! on F.5. domestic policy. Examination of presidential
administrations from "utherford $. )ayes through $ill Clinton.
;a8or historical interpretations introduced. Advanced placement
students particularly welcome. 0ot a repetition of A# or normal
F.5. college survey. #rimarily lecture. ;idterm and final
examinations in class. 2erm paper re1uired. 0o prere1uisites.
2011+ Wor$% War * GSeminarH
'oenece Full 2erm W
34+BH/B+4H C)< 43A
Examination of causes! nature! and result of the &reat war. Focus
on F.5. A/G page weely papers *ased on primary research.
Enrollment limited to 3G. #rere1uisite+ "ecent :nterpretation #art
::! American 'iplomatic )istory! or permission of the :nstructor.
4H33A Christians! Jews! and ;uslims in #remodern Europe+
Coexistence and Conflict
)erder Full 2erm 2! F
34+BH/3+GH )C< 4
After the rapid expansion of :slam in the O
th
century! Christian and
:slamic states faced each other as adversaries! each forced to find
a place for religious minorities within their *orders. 2his course will
explore a variety of interactions of Jews! Christians! and ;uslims in
Europe and the ;editerranean *efore the 3N
th
century. We will
examine how the Crusades and the 5panish "econ1uista pitted
religious groups against one another! the legal and economic status
of minorities in Christian and :slamic polities! and the cultural
influences of different religious traditions on one another.
4H33G <ate ;edieval and Early ;odern Europe
)erder Full 2erm 2! F
4+HH/B+4H )C< 4
2his course! the second half of a survey of premodern European
history! covers the period 3BGH/3NAD. :t will *egin *y exploring
EuropeEs emergence from the effects of the $lac 'eath and
continue with an examination of the religious and political
upheavals of the 3N
th
and early 3O
th
centuries. 5pecial interest will
*e given to the influence of politics and economics on religion and
culture! as we examine how different regions experienced the
"enaissance and the #rotestant and Catholic "eformations! and to
European colonial ventures.
4H33N 0ationalism! :nternationalism! and "egionalism in ;odern
Europe
)arvey Full 2erm 2! "
3H+BH/33+GH )C< 4
2his seminar will examine the rise of national consciousness in
early modern Europe! the formation of nation states! and the
tensions *etween nationalism and other forms of collective identity!
whether su*/national (regionalism%! supra/national (dynastic
empires! multi/national federations%! or anti/national (proletarian
internationalism%. "anging from the early modern period (the rise
of centrali7ed ingdoms in western Europe% to the present! it will
consider the impact of forces such as moderni7ation! the
emergence of mass society! popular sovereignty! education and
mass literacy! and the rise of the centrali7ed! *ureaucratic state. A
central theme which the seminar will see to explore is why the
unitary nation/state *ecame the normative model for Europe (and
the world% in the nineteenth century! and why that model has
increasingly come under attac since the mid twentieth century!
with the rise of *oth regional separatism and multi/national political
and economic structures. 5tudents will *e expected to complete
extensive reading assignments! write weely response papers! and
participate actively in class discussions.
4H33O Contemporary French )istory
Har&ey 2u$$ Term 9. R
12:+0-1:/0 H", 2
2his course will examine the history of France from 0apoleon9s
defeat in 3D3G to the present. 2opics covered will include the
failure of two "estorations! industriali7ation and class conflict! the
revolutions of 3DBH! 3DAD! and 3DO3! the rise and esta*lishment of
repu*licanism! imperialism! religion in the fin de siecle! the First World
War! the interwar crisis! defeat and occupation in 3@AH! intellectuals
and cultural politics! &aullism and technocracy! decoloni7ation and
immigration! and today9s French society. 5tudents will *e expected to
complete in/class midterm and final exams! mae class presentations
*ased on course readings! participate actively in class discussions! and
write a term paper (approximately 3G pages%! due on the last day of
class.
o$itica$ Science
4H33D 5ustaina*le 'evelopment
Alcoc Full 2erm ;! "
4+HH/B+4H )C< B
2his course is designed as a general topic course. #rere1uisite
coursewor in 2hining #olitics andIor :ntroductory ;icroeconomics is
recommended! *ut not mandatory. 2his course will examine the
tension *etween the need for economic development in less/developed
countries and the necessity to protect and preserve the environment.
2he course will cover *oth the domestic issues facing developing
countries as they attempt to solve their economic and environmental
pro*lems! and the relationship *etween developing countries and the
rest of the international community in dealing with environmental
pro*lems. 5tudents will *e responsi*le for following the concepts and
issues of the course through the lens of one particular developing (or
economically transitioning% country. Consistent with the 0ew College
Environmental 5tudies #rogram emphasis on connecting students to
particular places! students will *e ased to figure out how a variety of
sustaina*le development challenges impact the country they are
studying. i.it B& 'tudents
20119 Seminar on *nternationa$ ,a! an% o$itics
Alcoc Full 2erm 2! "
3H+BH/33+GH C)< 43A
2his course is designed as an advanced seminar that examines the
tension *etween law and politics in a range of international issue
areas. :ntroduction to World #olitics is a re1uired prere1uisite. <egal
doctrine and practice aspires to universalism and e1uity+ general rules
apply e1ually to actors in similar situations. $ut international politics
is particularistic! shaped *y differences in interests and massive
disparities of power. For instance! the Fnited 5tates has opposed the
new charter for an :nternational Criminal Court on the grounds that
the Fnited 5tates! *y virtue of its military power! has special
responsi*ilities. 2he Fnited 5tates has also *een a*le to avoid control
of its anti/terrorism operation *ecause of its overwhelming military
capa*ilities. And in 4HHB! the Fnited 5tates invaded :ra1 in the
a*sence of support from any multilateral organi7ation claiming
international legal authority. 'oes the com*ination of extraordinary
power and great responsi*ility mean that the Fnited 5tates should *e
exempt from rules that others must followQ 2his course will explore
the ongoing tension *etween international law and politics and
examine its manifestation in issue areas such as military intervention!
environmental protection! trade! human rights! and crimes of state.
i.it %& 'tudents.
20120 o$itics of "ongress
2it6gerald 2ull Ter. !0 *
%A:BA-%%:&A CH @@C
2his upperClevel seminar focuses on the *ehavior and processes of the
F.5. Congress. ;ost of the seminar examines external influences on
mem*ers of congress! such as presidents! constituents and interest
groups. 2he rest of the seminar examines mem*ersE relations with
each other! which are influenced *y such things as rules! norms!
committees! seniority and political parties. American &overnment
course strongly recommended! *ut not re1uired. <imited to 3G
students.
20121 Seminar: "ommunity )m4o!erment. u5$ic o$icy. an%
"i&ic Rene!a$
$rain I Fit7gerald Full 2erm W
34+BH/B+4H C)< 443
'ee descri/tion under 'ociology
20122 Russia in Transition
2his intermediate level course will examine "ussiaEs trou*led transition
to democracy and capitalism. 2he land of 2sars! revolution! 5talin!
10
and the ,other. nuclear superpower is now engaged in an effort to
*rea a centuries/long history of authoritarian rule punctuated *y
crisis and dramatic change. 2he challenges are monumental. :n
order to understand the nature and tass of the transition! the first
half of the course will loo at the structure and disintegration of the
5oviet Fnion and its communist system. 2hen we will turn to the
political and economic transformations and to "ussiaEs attempts to
secure its federation in the aftermath of losing its ,internal empire.
in the 5oviet Fnion. 2he last topic will lead us to an examination of
the crisis and wars in Chechnya. Each student will tae an in/class
exam on the 5oviet system and do a small research pro8ect on an
aspect of the post/5oviet transformation in which she or he is most
interested. As class ,experts. students are expected to integrate
the findings from their research into our class discussions of the
transition. 2he final written re1uirement will *e a tae/home final
exam. #re/re1uisites+ an introductory political science course or
permission of the instructor.
4H34B Women After Communism
Communist ideology sought! among other things! to achieve
e1uality for women. Following from this commitment! as well as
the drive to expand the pu*licly availa*le worforce! the communist
leaderships in the 5oviet Fnion and Eastern Europe designed
systems and implemented policies that did indeed *ring ma8or
changes in the roles of women in these societies. )owever! this
was a partial and particular form of li*eration. With the transition
to electoral democracy and maret capitalism! many women have
re8ected the identities imposed upon them *y the previous system!
*ut they have also encountered strong challenges and often
hardships! including regression in their relative political power and
economic position. At the same time! some women have *een a*le
to sei7e new opportunities in the opening of the system. After a
*rief overview of ideology! policy! and change in women9s position
under communism! we will turn to the issues raised *y the
transitions+ the effect of the last decade9s changes on the status of
women! specific policy de*ates affecting women! certain changes in
the cultural and physical context of many of the transitions //
religious revival! nationalism! and war // that help to frame
womenEs roles in state and society! women9s participation in formal
politics! women9s movements. 2o wrap up! we will consider
whether the changes we have examined are largely similar to
changes women experience during democrati7ation processes and
mareti7ing structural ad8ustment reforms elsewhere in the world.
2his comparative perspective will allow us to tease out more clearly
the legacy of the communist experience. #lease note+ this is a
,topics. seminar open to all without prere1uisites. 2o maintain the
seminar experience! : will cap the class at 4H on a first come! first
served *asis. #olitical 5cience students should note that this
seminar does not fulfill the advanced seminar re1uirement of the
A?C.
2012- Sur&ey of "$assica$ o$itica$ Thought
ewis Aristotle! ;achiavelli! )o**es! <oce! "ousseau! )ume
and J.5. ;ill are read in this lectureI discussion course. 2hree
exams. ?pen to all regardless of *acground.
2012/ Techno$ogy an% o$itics
ewis An advanced interdisciplinary seminar that
examines the relations *etween modern and contemporary
technological change and politics! history and society. )ard! soft
and anti C determinist thought is explored and related to empirical
policy clusters historical and current. Fpper level students with
su*stantial *acgrounds in more than one of two social science
areas. 2wo exams! student presentations and essays. <imited to
twenty.
sycho$ogy
20120 8e&e$o4menta$ sycho$ogy ,a5
2his course is designed to give students exposure to some of
research 1uestions and methods used with infants! preschoolers!
and young school/age children. Current research papers will serve
as additional examples for discussion and criti1ue. 5tudents will
get to develop sills with various aspects of developmental
research from data collection! to data coding and analysis.
5tudents will colla*orate on several planned group pro8ects and
design a final group pro8ect.
Prerequisite: #evelo/.ental Psychology A)# 3esearch !ethods in
Psychology0 or /er.ission of the instructor. Class si6e will be li.ited
to %A.
20123 Research 9etho%s in sycho$ogy
2his course will survey the range of research methods availa*le to
psychologists. 5tudents will *ecome familiar with each phase of the
research process through readings! lectures! class discussions! field
o*servations! surveys! interviews! and la*oratory measurement. 2he
advantages and limitations of each method will *e emphasi7ed. :n
addition! students will practice using appropriate statistical analyses to
interpret data.
'tudents .ust have co./leted Introductory Psychology. Class si6e
will be li.ited to @A.
20128 Developmental Psychology
2his course covers physical! cognitive! social! and emotional
development in infancy! childhood! and adolescence. We will discuss
theory and research in child development! *iological and
environmental foundations of development! and special topics such as
cross/cultural issues. #rere1uisite+ :ntroduction to #sychology.
20129 Dolphin Sensory Perception and Cognition
:n this course we will examine dolphin sensory perception! including
vision! audition (and echolocation%! touch! chemoreception! and
sensory integration. We will then discuss topics in dolphin cognition!
such as representation! learning! memory! language! and creativity.
#rere1uisites+ Cognitive #sychology and "esearch ;ethods or
permission of the instructor.
2his course is an introduction to statistical techni1ues commonly used
in the social and *ehavioral sciences. WeEll emphasi7e the rationale
*ehind the choice of particular techni1ues and have ample opportunity
for computational practice. 2he course will provide an introduction to
5#55! a commonly used software pacage for social science research-
however! hand calculations will *e part of the re1uirements as well.
WeEll place consistent emphasis on statistical literacy with the goal of
producing critical readers as well as practitioners of 1uantitative
research
?ur main goal will *e to learn a variety of statistical techni1ues that
are useful in scientific research. We will also try to learn the rationale
*ehind the techni1ues and will place emphasis on the application of
these techni1ues to the *ehavioral sciences. Finally! since statistical
calculations are typically performed with the aid of computers! we will
learn how to use the 'P'' statistical computing program. 2he course
will rely heavily on examples taen from #sychology- however! the
course is open to students from all disciplines. 0o prere1uisites.
2his course provides a comprehensive introduction to the numerous
and varied activities included under the general heading of
psychotherapy. 5tudents will explore the various approaches to
psychotherapy including! *ut not limited to! )umanistic! Existential!
Cognitive! $ehavioral! #sychoanalytic! and Family. 2he course will
focus on the theory and practice of psychotherapy! as well as relevant
empirical research on treatment efficacy.
201++ Tests an% 9easures
2his is a survey course in psychological testing. 2he course will
examine test development! intelligence testing and personality testing.
)istorical trends and current issues in measurement will *e discussed
including ethical issues in testing and testing in ethnically diverse
populations and disadvantaged populations.
#rere1uisites+ :ntroductory #sychology- A*normal #sych ?"
developmental #sych ?" #ersonality
201+- Socia$ sycho$ogy
"aghavan 2his course will provide a *road overview of
the field of 5ocial #sychology! and how it relates to practical life
Iapplied situations. Current theories! trends and methods in 5ocial
#sychology will *e a primary focus. We will discuss topics such as the
self! gender! interpersonal relations! attitudes! pre8udice! and the so/
called altruistic and aggressive *ehaviors. 2heories of social cognition
will *e discussed in depth! complemented *y cross/cultural
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applications and perspectives. A final emphasis will *e on the
relationship *etween 5ocial #sychology and )ealth! <aw and
#olitics. #rere1uisite+ :ntroduction to #sychology.
201+/ Hea$th sycho$ogy
"aghavan 2his course will introduce students to the new and
rapidly/growing field of )ealth #sychology. We will use a
*iopsychosocial framewor for examining psychological influences
on how people stay healthy! why they develop illnesses! and how
they respond when they get ill. M)ealth as the presence of well/
*eing and not the a*sence of diseaseM will *e the underlying
perspective. 5ample topics include *odily systems! health
enhancing and health/compromising *ehaviors! primary prevention!
psychoneuroimmunology and stress+ physiology and moderators!
pain and its management! chronic and terminal illnesses and their
management! psychological issues in cancer! heart disease!
arthritis! A:'5! hypertension! dia*etes! stroe etc. #rere1uisite+
:ntroduction to #sychology.
20136 Psychology Thesis Ttorial
2his tutorial is a continuation of the fall #sychology 5enior 5eminar!
*ut on a more individuali7ed schedule (formerly #sychology 5enior
5eminar%. ?ur focus will *e on data analysis and interpretation!
and a*ove all! organi7ation and writing sills. 2utorial participants
will wor together with their primary sponsor to discuss and
criti1ue ongoing wor- occasional full group meetings will also *e
scheduled! hence the common scheduling. All students will
complete a final oral presentation of the thesis.
Socio$ogy
20121 Seminar: "ommunity )m4o!erment. u5$ic o$icy.
an% "i&ic Rene!a$
$rain I Fit7gerald 2his course will *e an
advanced interdisciplinary seminar exploring theoretical
perspectives and empirical research related to civic engagement!
social capital! and democratic practice in the post/modern
era. 2he seminar will *e team/taught *y #rofessor $rain and
#rofessor Fit7gerald! and is designed for advanced students with
an interest in the sociology and politics of the pu*lic realm and civic
life! particularly as they play out in the context of current ur*an
and environmental issues. Enrollment will *e *y permission of the
instructors only. :n general! students will *e expected to have
su*stantial *acground in social and political theory! as well as
other courses in sociology andIor political science. (Cross-listed
under 'ociology and Political 'cience.%
It has often been clai.ed that /hysical location has beco.e
increasingly irrelevant as a result of new co..unications
technology0 trans/ortation syste.s0 /ost.odern cultural
transfor.ations0 and global flows of ca/ital. In recent years0
however0 there has been a rediscovery of the sociological
i./ortance of /lace-- as an e./irical /heno.enon0 as a theoretical
ob;ect0 and as a conce/tual anchor for critical discourse. This
course offers an introductory e9/loration of the sociology of /lace
and the ways that /lace continues to .atter0 /ost.odernist
confusion notwithstanding. The course will e9/lore cultural
/ractices0 for.s of .aterial /ower0 and social /rocesses that
/roduce /articular landsca/es0 with a /articular focus on the
various ways that constructions of s/ace and /lace connect
hu.ans both to each other and to the non-hu.an world. The
course is designed to wor+ toward an understanding of the ways
that social relations are inscribed0 registered visually0 re/resented
or obscured0 naturali6ed or .ani/ulated0 and given obdurate
.aterial reality in the intentional /roduction of s/atial
arrange.ents and architectural for.s0 as well as in the a//arently
unintended landsca/es =both urban and rural0 built and su//osedly
DnaturalE> against which such /roductions ta+e sha/e.
*here /ast versions of this course have focused /ri.arily on urban
/laces0 this se.ester the focus will be e9/anded to enco./ass
/laces re/resenting what is assu.ed to be D)ature0E and to include
questions related to the articulation of hu.an-built /laces with
.ore su//osedly DnaturalE landsca/es. =These distinctions will
the.selves be in question0 and students should be /re/ared to
e9a.ine cherished assu./tions about Dthe environ.entE with a
critical eye.> A critique of conte./orary environ.entalis.0 lin+ed
to a critique of conte./orary /olitics of /lace0 will /rovide
o//ortunities to e9/lore /ractical and theoretical li.itations of our
current ca/acities to ta+e res/onsibility for the landsca/es we /roduce0
or to .a+e good neighborhoods and sustainable cities.
Prerequisite: (rban 'ociology.
201+8 Socia$ 9o&ements
)ernande7 5ociologists have *een fascinated *y people
transforming social systems against the resistance of powerful elites
and customs. :n this course! we will study different sociological
explanations for why and how mo*ili7ations tae place and prevail. We
will also explore issues such as the role of political opportunity!
charismatic leadership! gender! race! ethnicity! and social class in
shaping social movements and revolutions. 0ot only will we explore
the difference *etween social movements and revolutions! *ut will also
delve into the specific historical circumstances of mo*ili7ations in
different parts of the world. 2his course is geared at the intermediate
level- students with one or two courses in the social sciences will *e
*etter prepared to face its challenges.
201+9 Socio$ogy of 8e&e$o4ment
)ernande7 :n this course we will gain a sociological
understanding of the complexities in the study of economic and social
development! gaining a een understanding of three schools of
thought+ ;oderni7ation! 'ependent 'evelopment! and World 5ystems.
We will explore the historical processes *ehind economic development
and critically analy7e the varied definitions of development. We will
also loo at the underlying assumptions for each definition! which
influence our understanding of the su*8ect matter and have an effect
on policy/maing. We shall study the changes in social organi7ation
that accompany economic growth! looing not only at infant mortality
rates! *irth rates! and education! *ut also at cultural and social
transformations such as changes in the roles of women. 2his course is
geared at the intermediate level- students with one or two courses in
the social sciences will *e *etter prepared to face its challenges.
201-0 Socia$i?ation
"osel 2his ;od is designed to introduce students
to the theory and research *earing on the process of sociali7ation (role
learning%. $oth childhood and adult sociali7ation will *e examined! and
a variety of institutional settings will *e included. *hile bac+ground in
the social sciences is advised0 there are no /rerequisites.
201-1 2ami$y atterns
"osel 2his ;od is designed to introduce students to the theory and
research *earing on the contemporary family in America. While
consideration will *e given to the family as a social institution in
relation to other institutions! the primary focus on the course will *e
on the internal dynamics of the family as a social group. *hile
bac+ground in the social sciences is advised0 there are no
/rerequisites.
201-2 2$ori%a as Home#
"osel I ;orris
:n the 3@@HEs many Floridians lac a sense of place. )ome is a place
they left *ehind to tae up the Florida <ifestyle. 2his course will see
to understand the ordinary and extraordinary dimensions at
,homesteading. in Florida. Fsing demographics statistic! stories
written a*out settling in Florida! social/psychological literature and
interviews! we will consider many 1uestions. Are Florida settlers a
distinct groupQ )ow have the patterns of migration and settlement in
Florida changed over the last centuryQ What transition experiences
help settlers put down rootsQ What attitudes and lifestyles prevent
settlers from accepting Florida as homeQ 2his is a social science
foundation course for environmental studies.
201-+ )n&ironmenta$ racticum
The )n&ironmenta$ Stu%ies 4racticum is a metho%o$ogica$$y
oriente% e64erientia$ course in !hich stu%ents a%%ress current
community 4ro5$ems an% he$4 so$&e themI This year the
4racticum !i$$ hea% off cam4us an% into our $oca$ *n%ian 1each
Sa44hire Shores neigh5orhoo%I Stu%ents. in many cases
!or(ing !ith neigh5ors. !i$$ use a &ariety of techni>ues to
assess neigh5orhoo% en&ironmenta$ con%itionsI These
techni>ues !i$$ inc$u%e accessing go&ernment agency
information. o5ser&ationa$ ma44ing Gusing 'S. '*S an%
con&entiona$ ma44ingH. inter&ie!s. an% sur&eysI To4ics !i$$ 5e
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%etermine% in consu$tation !ith the neigh5orhoo%. an% may
inc$u%e neigh5orhoo% !i$%$ife. tree co&er. in&asi&e s4ecies.
%rainage. shore$ines. an% moreI Stu%ents !i$$ not on$y
co$$ect information. 5ut a$so ana$y?e. inter4ret an% 4resent
resu$ts 5ac( to the neigh5orhoo%I
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