2003-2004 Catalogue Supplement

A Supplementary Catalogue listing all permanent changes to the curriculum made since the publication of the 2002-2004 Catalogue. This version of deTERMinations is for the 2003-2004 academic year.

Course descriptions for topics courses being offered this year and information on courses being offered off-campus are also available on this site.

Updated February 2, 2004


CHANGES TO THE August 2003-04 TERM TABLE (changes marked in bold):

  • COM 8-121 Speech Communications MOORE
  • ADD FRE 7-103 Beginning French III DIAMITANI
  • ADD FRE 8-205 Intermediate French DIAMITANI
  • INT 4-201 Statistical Methods I deLAUBENFELS
  • CANCEL INT 6-260 Topic: Ethics of Information
  • ADD MAT 4-328 Modern Algebra II FREEMAN
  • ADD PED 9-256 Topic: Aggression and Moral Issues in Sport DeVRIES
  • CANCEL PED 6-339 Methods of Coaching Soccer
  • CANCEL PED 6-347 Methods of Coaching Volleyball
  • PED 5-352 Sport Marketing, Finance, and Sport Law COCHRANE
  • ADD POL 7-338 Seminar in International Relations and Comparative Government: The Developing World: Neo-Liberalism and its Alternatives LOEBSACK
  • CANCEL POL 7-345 Political Economy of Brazil
  • CANCEL WST 3-256 Topic: Feminism, Activism, and Philanthropy: Women Changing the World
  • ADD WST 3-266 Topic: Women Writers on the Holocaust ASPENGREN

Off-Campus Courses Taught by Cornell Faculty 2003-04:

These courses usually involve additional costs and require advance planning. Consult the course descriptions below and the course instructor for a description of the course, the prerequisites, deadlines, and cost. See under "Course Descriptions" (below) for more information and links.

  • ART 67-103/202 Drawing I and Ceramics I (in Japan) HANSON
  • BIO 1-209 Plant Morphology (Wilderness Field Station, MN) CONDON
  • BIO 1-321 Ecology (Wilderness Field Station, MN) BLACK
  • BIO 7-485-B Biological Problems (in the Bahamas) BLACK
  • BIO 7-485-T Biological Problems (in the Bahamas) TEPPER
  • BMB 7-485 Problems (in the Bahamas) TEPPER
  • EDU 6-380 Environmental Outdoor Education Internship (in Wisconsin) LUCK
  • ENG 5-240 Theatre, Architecture, and the Arts in England (in England) MOUTON/STAVREVA
  • FRE 1-304 Francophone Cultures of North America (in Louisiana) BONEY
  • GEO 1-320 Geomorphology (Wilderness Field Station, MN) DENNISTON
  • GEO 6-329 Geology of a Region (New Zealand) DENNISTON
  • MUS 9-271 Topic: Early Jazz -- New Orleans, Kansas City, and the Midwest (New Orleans, Kansas City) CHAMBERLAIN
  • MUS 9-361 Topic: Wagner and Wagnerism: An Examination of his Many Worlds and Influences (at the Newberry Library, Chicago) J. MARTIN
  • POL 7-225 Ethics and Public Policy (Florida) SUTHERLAND
  • SPA 7-206 Intermediate Spanish (in Mexico) FARRINGTON-CLUTE
  • SPA 7-302 Advanced Conversation (in Mexico) FARRINGTON-CLUTE

Changes in Majors and Minors:

Page 29 of the 2002-2004 Catalogue, item #3b, states that there are 11 interdepartmental majors. There are nine such majors. They are:

Biochemistry and Molecular Biology,
Classical Studies,
Environmental Studies,
International Business,
International Relations,
Latin American Studies,
Russian Studies,
Sociology and Anthropology, and
Women's Studies.

New! Individualized Major (replaces the Interdisciplinary Major)
Individualized majors are programs that students design themselves to meet their particular needs and interests. Such a major involves a minimum of 9 course credits to include four courses at the 300-level or above from at least two disciplines (not counting the capstone experience); a capstone experience (e.g., a course, individual project, or internship) at the 300-level or above; no more than three 100-level courses. A rationale that (1) explains how these courses create a coherent major; and (2) describes how the capstone experience will synthesize the courses into a cohesive program of study is to be filed with the contract for this major. This type of major is a contract between the student and a committee of three faculty members chosen by the student. The contract for an individualized major must be signed by the student, the members of the committee, and the Registrar, acting for the Dean of the College. Any changes in the contract must be approved in writing by all members of the committee. The contract and any changes must be filed with the Registrar. The student must complete a minimum of ten course credits after initially filing this form with the Registrar. For more information, consult the Registrar.

Changes in Ethnic Studies Major:

This replaces the text published in the 2002-2004 Cornell Catalogue:

Major: A minimum of ten course credits including:

  1. EST 123 (Introduction to Ethnic Studies). This course should be taken as early as possible.
  2. Four core courses: ANT 101 (Cultural Anthropology), EDU 240 (Human Relations), REL 222 (Religions of the World), and SOC 348 (Race and Ethnic Relations).
  3. Four courses selected from the following, at least two of which must be at the 300 level and no more than three of which may be chosen from one department: ANT 202 (Indigenous Peoples and Cultures of North America), 206 (West Indian People and Culture), 208 (Cross-Cultural Love and Family), 275 (The Black Woman in America); ART 202 (Ceramics, when taught in Mexico), 261 (Topics in Non-Western Art), 263 (African Art and the Diaspora), 266 (Art of the Native Peoples of North America); ENG 351 (African-American Literature), 367 (Multicultural Literature); FRE 304 (Francophone Cultures of North America); HIS 116 (Introductory Seminar in History, when the topic is ``The Holocaust''), 251 (Federal Indian Policy), 255 (American Lives, when the topic is ``African-Americans''), 350 (Colonial America), 354 (United States Social History Since 1940), 356 (African-Americans in U.S. History), 357 (Seminar in American History, when the topic is ``Japanese-Americans''); MUS 220 (Jazz History); PHI 301 (Asian Philosophy); POL 335 (Seminar in International Relations and Comparative Government, when the topic is ``Ethnicity and Ethnic Conflicts in Today's World''), 361 (Race, Sex, and the Constitution), 367 (Urban Politics); PSY 276 (Multicultural Psychology); REL 342 (Judaism), 335 (Religions of Ancient Mexico), REL 362 [Holocaust and Response]; RUS 281 (Introduction to Russian Culture and Civilization); SOC 248 (Contemporary Native Americans), 343 (Women: Oppressions and Resistances), 376 (Civil Rights and Western Racism); and SPA 385 (Latin American Culture and Civilization).
  4. EST 485 (Readings and Research in Ethnic Studies). Prerequisite: EST 123 and at least six additional courses that may be counted towards the Ethnic Studies Major.

Change in Environmental Studies Major:

 

Marine Sciences Concentration: Add GEO 105 (Marine Science) as a requirement.

Additions to electives in Ethnic Studies:
Add these three courses to the list of electives in item III on page 93 of the 2002-2004 Catalogue:

FRE 304 (Francophone Cultures of North America)
REL 335 (Religions of Ancient Mexico)
REL 362 (Holocaust and Hope)

Change in History Major:

 

New wording in bold: Major: A minimum of nine course credits in History, at least five of which must be at or above the 300 level, to include three courses at or above the 300 level in one of the following fields: Europe to 1700 (HIS 304 or 331-336), Europe since 1700 (courses numbered 315 to 329), American and Latin American History (courses numbered 349-357 and 394); and any two courses in History outside the primary field.

Change in Mathematics Teaching Major:

 

New wording in bold: Completion of the calculus sequence (MAT 141, 142, 143, and 223); MAT 221; at least four additional 300-level courses which include MAT 331 and either 327 or 337 and which exclude Individual Projects, Group Projects, and Internships; either INT 201 or, as part of the 300-level course requirement, the MAT 347-348 sequence; completion of CSC 140; and a grade point average in all Mathematics courses of at least 2.5. Students with other majors who intend to apply for certification in Mathematics as a second field must take MAT 331 and either 327 or 337, and have a grade point average in all Mathematics courses of at least 2.5. The department recommends that CSC 140, which provides knowledge of a programming language, be acquired by the end of the sophomore year. The number of courses required to complete the major depends on where a student places into the calculus sequence and which statistics option is chosen. For students starting in or receiving credit for Calculus I and choosing to take MAT 347-348, this will mean 10 credits, nine in mathematics. In addition to the foregoing requirements, prospective teachers must also apply for admission to the Teacher Education Program (preferably at the start of their sophomore year) and complete a second major in Secondary Education described under Education.

Change in Prerequisite:
336. Differential Equations. Differential equations, existence theorems for solutions of differential equations, solution of systems of equations, and an introduction to stability theory. Prerequisites: MAT 143 142 and 221.

Change in Recital Attendance Requirements in all Music Majors:

 

Page 108 of the 2002-2004 Catalogue: Add to Major:
V. Receive a passing grade (P) in FAA 701 for a minimum of five semesters (see below, "Music Performance Seminar").

Page 109 of the 2002-2004 Catalogue: Change #8:
8. Receive a passing grade (P) in FAA 701 for a minimum of five semesters (see below, "Music Performance Seminar").

Page 111 of the 2002-2004 Catalogue (change in bold):
Music Performance Seminar: The Music Performance Seminar (FAA 701) is a semester-long program that consists entirely of attendance at music events. The purpose of this Seminar is to help nurture an understanding of diverse musical styles and musical ensembles and to provide opportunities for student performances. Attendance at concerts, recitals, and Friday afternoon Music Performance Seminar Student Recitals is required of all Music majors, Music minors, as well as all other students who are enrolled in music lessons. (Students who have accepted a Trustees' Music Scholarship must satisfy, at minimum, the recital attendance requirement for a Music minor.) The number of required events changes from semester to semester. Students should contact the Department of Music each semester for details. Music majors must receive a passing grade in Music Performance Seminar in a minimum of five semesters in order to complete the major. Failure to meet the attendance requirement will result in the student's receiving an F for Music Performance Seminar. No course credit is given for this Seminar. It is offered on a Pass/Fail basis.

Change in Music Education Major:

 

Page 110 of the 2002-2004 Catalogue: Change 'b. (3)':
b. (3)
Vocal Music Education: MUS 107 and 308; and one and one-half course credits in secondary performance media, to include FAA 703, 704, 705, 706, and either 708 or 774.

Change in Politics Major:

 

A minimum of eight nine course credits in Politics, including at least four courses at the 300 level (excluding internships) and at least two courses in each of the three subfields: (1) Political Thought, (2) International Relations and Comparative Government, and (3) American Politics. POL 111 may be counted toward the eight required courses. INT 201 (Statistical Methods) may be substituted for one course in International Relations and Comparative Government or one course in American Politics. INT 201 (Statistical Methods) may be counted toward the nine credits in Politics. The Department also encourages majors to participate in a political affairs internship or comparable off-campus program while at Cornell.

Changes in Secondary Education Major:

 

Additions in bold: A minimum of 9.25 course credits in Education, which include EDU 205, 215, 230, 240, 328, 322 or 324 or PED 331, EDU 511, 410, 420, 430, and 483, a methods course in your content area (PED 331, ART 371, MUS 331, LAL/EDU 308, EDU 322, or EDU 324); and an approved teaching major in the area of licensure. A list of approved teaching majors is available from the Education Office. The requirements for these are set forth in the departmental listings under the rubric "Teaching Major." Students seeking teacher preparation in Music, Physical Education, French, German, Latin, Russian, or Spanish must consult the appropriate department for the special requirements pertaining to courses in methods of instruction. When recommended by the Education Department, the completion of the Secondary Education major and an approved teaching major qualify the student for a 7-12 teaching license in the State of Iowa.


Course Information:

ANTHROPOLOGY
5-361. Advanced Topic: Immigration and Ethnic Identities in Contemporary Latin America. This course will present immigration and diaspora to Latin America and its relationship to contemporary identity. We will discuss how non-indigenous populations -- principally European, African, and Asian -- have contributed to the social, economic, political, and cultural fabric of the region. By using selected cases from particular countries of Central and South America and the Caribbean, and by anchoring in current theoretical perspectives, we will explore the ways that immigrant and diaspora influences remain as cultural expressions. Some ethnic identities are virtually assimilated into the national stereotype, others struggle to join that typecast, while still others are inspired by resurgent ethnic pride to emerge as revived or reinvented communities focusing on unique differences. From their languages to their music to their foodways to their worldviews, these migrants have greatly impacted contemporary society. Their expressions of "ethnic self" within the Latin American milieu parallel and challenge North American perspectives and their own national identities. Prerequisite: ANT 101, LAS/HIS 141, or EST 123. SIEBERT

ART
67-103/202 Drawing I and Ceramics I (in Japan). This is a first time offered course with the majority (approximately 18 days) of Term 6 spent in Japan. While in Japan a drawing journal will be kept as we visit potters, pottery centers and museums. The final cost has yet to be determined but is estimated to be $2,500.00. This includes all transportation, food, and lodging plus entrance to museums and other cultural events.
The remainder of the course (the end of Term 6 and all of Term 7) will be held in the McWethy ceramics facilities making pieces inspired by our trip to Japan. (Fine Arts) HANSON

1-110. Cultural Expression in Ceramics. A course in the Ceramic Arts exploring ideas and processes from ethnic cultures. The ceramics of Japan, Mexico, Native America and Nicaragua are among those to be studied. We will concentrate on those processes which can be completed within the framework of one term. (Fine Arts) HANSON

BIOLOGY
2-108. Topic: Gender, Health and Biology. This course will consider anatomical and physiological differences between women and men. Topics in reproductive health, including hormonal control over reproductive processes, conception/contraception, development, and sexually transmitted diseases will be discussed. Other topics will include historical and current perspectives on gender-related health care issues. Although not a lab course, students will be viewing a cadaver. (Science) CHRISTIE-POPE

4-108. Topic: Humans, Food, and the Environment. Introduction to basic biology with an emphasis on agricultural ecology, the environmental implications of our current globalized food system, and the benefits of sustainable agriculture and local food. (Science) HURLEY O'HARA

5-108. Topic: Current Topics in Ecology, Evolution, and Behavior. How is climate change affecting plants and animals? Are our fisheries sustainable? Do we want to grow genetically engineered pharmaceutical crops in Iowa? Do species other than humans have "culture"? These topics have all been in the news lately. This course will investigate the science behind some of the biological news reported over the last year or so. Using recent news reports as starting points, we will explore several topics related to ecology, evolutionary biology and animal behavior. We will go beyond the news to learn what scientists have discovered and how they have obtained the information leading to what you see reported (or misreported) in the news. Along the way, we will discuss the philosophy and process of science to see how our understanding of the natural world has grown and is still growing. (Science) McCOLLUM

8-281. Topic: Sex and Food: An Evolutionary Perspective. What is sex? What is food? What (if any) relationship do they have with each other? What factors affect choices of mates and choices of food? In this course, we will examine those questions from various evolutionary perspectives. We will explore topics ranging from courtship and sexual selection, to sperm competition and female control, to pregnancy sickness and vitamin C requirements. No prerequisites other than an interest in sex, food, and evolution! (Science) CONDON

CHEMISTRY
9-260. Chemistry and Artists’ Materials. This introductory-level course is intended for non-majors. A variety of chemistry-related topics will be introduced with the goal of gaining an understanding of the materials used in works of art. We will begin by looking at the nature of light and how light interacts with matter to find out why objects appear as they do. We will need to learn about the electronic structure of atoms and molecules in order to understand how dyes and pigments function. A brief introduction to organic and polymer chemistry will be undertaken to look at the properties of paints, paper, and textiles. An introduction to ceramics, glasses, and glazes will make use of concepts from inorganic chemistry. The concepts of oxidation and reduction will be introduced as we look at the chemistry of the photographic process. (Science) LIBERKO

CLASSICS
9-264. Women in Antiquity. http://www.cornellcollege.edu/classical_studies/womenandtheater.shtml#women

COMMUNICATIONS
6-276. Topic: Dyadic Communication. This is a course designed to explore interpersonal communication with particular emphasis on theory. The course will examine shared understandings and assumptions that are instrumental in dyadic communication in all types of situations. WIGHTMAN

COMPUTER SCIENCE
5-360. Advanced Topic: Client-Server Systems. Basic concepts and practices of client-server computing. Components, technologies, and system standards involved in client-server computing. Client-side and server-side programming in Java and assorted scripting languages. Two-tier and three-tier systems. Server configuration. Prerequisites: CSC 140, 144, and 151. deLAUBENFELS

ECONOMICS AND BUSINESS
5-267. Topic: Economies of East Asia. Examination of the East Asian "economic miracle", with an emphasis on the causes of rapid growth, impact on income distribution, the nature of government economic management and the role of international trade. The dynamics of economic development are explored through a look at the economies of Japan, South Korea, China and Hong Kong. (Social Science) FAROOQI

EDUCATION
5-328. Reading in the Content Area. Current best practice methodology, techniques, and strategies for teaching reading to middle and high school students. Lesson planning for incorporating reading and adolescent literature into all secondary curricular areas. Classroom management, computer application, student assessment and 30 hours of observation and practicum work in the local schools. Required of all secondary education majors. Prerequisites: EDU 205, 215, 230, 240, and admission to the Teacher Education Program. Must be taken prior to student teaching. HEINRICH

ENGLISH
1-111. Battle Scars: Literature and Cultural Conflict. "Words are my tears," wrote Washington Post correspondent Peter Maass when covering the recent war in Bosnia. In this course, we will read literary works--essays, short stories, a play, and three novels--which portray war as a way of life. The battles described by our authors are fought not on the front lines but within once-secure homes and human psyches, upon the bodies of civilian men and women. "Battle Scars" will thus give you the opportunity to explore the all important questions of good and evil, the rational and the irrational, love and hate, the seductive lure of (self-) destruction and the price of survival. In class discussion, library workshops, and through guided writing, you will develop your analytical and research skills. Finally, and most importantly, this is an introduction to the conventions and genres of college writing. In the daily practice of perfecting your writing skills, you will draft and revise three formal papers, keep a writer's journal, and prepare a writing portfolio. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) STAVREVA Open to First-Year Students Only

2-111-A. Nature Writers/Nature Writing. Students will read selected American nature writers--writers who have been concerned with our relation to the environment and who have helped us think about the many dimensions of that relation. This course will involve several kinds of writing: conventional papers, journals, and electronic newsgroups. Students will also go on "excursions," which they will record in their journals. Also offered term four. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) R. MARTIN

2-111-B. Kafka: Citizen K. Who was Franz Kafka, and why is he considered one of the greatest writers/figures of the 20th century? What does it mean for something to be called ‘Kafkaesque’, and is this term used judiciously? Through an exhaustive look at Kafka’s milieu and his published and unpublished writings-including letters, diaries, notebooks, short stories, aphorisms, and novels-we will destabilize received understandings of Kafka-as-prophet in an attempt to understand Kafka’s life as a rehearsal for his writing. To this end, we will make use of secondary and tertiary sources by Milan Kundera, Stanley Corngold, Maurice Blanchot, Malynne Sternstein, and Slavoj Zizek that explore readings of Kafka, and we will make particular use of Deleuze and Guattari’s Kafka: Towards a Minor Literature in exploration of Kafka’s relationship to language. Each student will keep a reading journal and complete several formal writing and research assignments, making use of and contributing to the body of Kafka scholarship. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) MILLER

3-111-A. Writing About Cinema and Literature. This course provides an introduction to the analysis of film and literature. Students will read short stories and view films and study the strategies used by film and literature. The class will read novels and view film adaptations and analyze those. And, throughout the course, students will draft and redraft papers, from reviews to critical essays to research-informed critical projects. Students will learn how to research film using library resources. Challenging writing assignments will work to develop critical thinking and critical writing skills. Same topic also offered in term 8. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) HANKINS

111-3-B. Censorship and Literature. Buddhas in Afghanistan; Jehovah's Witness' books in Georgia, Russia; "communist" books in Jakarta, Indonesia; "culturally poisonous books" in Ho Chi Minh City, Vietnam; and books by J.K. Rowling, J.R.R. Tolkien and William Shakespeare in New Mexico, Maine and Pennsylvania. The 21st century has already seen a continuation of the book-burnings and bannings and other suppressions of free speech that have plagued other centuries. What motivates people or institutions to burn or ban books? Why are literature and other art forms considered to be so dangerous? Does censorship ever alleviate this danger? In this course, we'll explore issues of censorship and free speech, beginning with Ray Bradbury's science fiction classic Fahrenheit 451, Plato's Republic, and Milton's Areopagitica. As these texts lay out the salient arguments in censorship debates, we will use them to inform our conversation as we study texts and film that have been burned or banned on religious, social or political grounds, such as Kurt Vonnegut's Slaughterhouse Five, Toni Morrison's The Bluest Eye, Martin Scorsese's The Last Temptation of Christ, Robert Mapplethorpe's photographs, Eminem's music, among others. We will engage in close readings of course materials, classroom debates, and writing workshops. Same topic also offered in term 6. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) REED

4-111-B. Hollywood, Westerns, and the American Indian. In this course, we will look at some of the classic Westerns, from Stagecoach and the Searchers to Little Big Man and Dances with Wolves, in addition to reading critical and personal essays, short stories and poetry by American Indian authors to explore how images of American Indians in Hollywood have developed and changed over the years. Through class discussions, writing projects, both in and out of class, and guided library research, students will develop critical thinking and analytical skills as well as gain experience in the conventions of college writing through daily journaling, the drafting and revising of three formal papers, and posting movie reviews and comments to a course website. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) BYRD

5-111. Native Peoples and the Art of the Imaginary. What leads an artist to cast familial and social ties aside, build a tower rather than a hole, and lock herself away for years? What events might conspire to compel that artist to tear down her tower and reunite with her family? What would cause a young girl to mount a whale and descend into the ocean, not to die, but to reemerge as a heroic leader for her people? What inspires a poet to one day pick up a saxophone rather than a pen to create poetry? How could a man possibly survive for days and weeks running naked across the Alaskan tundra and why would he undertake such a journey in the first place? And what might these questions and their answers reveal to us about the power of story and imagination to inspire individuals to write and create art that transforms and occasionally transcends daily life? This course proposes a forum in which we will read literature and watch films by native peoples in New Zealand and the Americas as we explore the stories which shape and define us as individuals and as writers. Students will draft and revise three papers in addition to daily journaling in order to gain skills in the conventions of college writing and confidence in articulating arguments and ideas about what defines us individuals who are part of a larger culture. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) BYRD

6-111-B. Manifest Destiny and 20th Century Frontiers. "Go west, young man," we are told. But what does that mean exactly? Where is "west" now that the era of "cowboys and Indians" is over and we look to global connections and concerns? The idea of "the west" and going there has played a significant role in US narratives and imagination for centuries and lingers still in film and media. This course asks students to consider in class discussions and in formal and informal writing how Manifest Destiny and frontier imagery shape contemporary film, literature and television. We will watch a number of different films as well as television shows, from The Shining and Dead Man to Buffy the Vampire Slayer and Smoke Signals, in addition to reading short stories and one or two novels. A significant component of the course will focus on writing and students will gain an introduction to the genres of college essays through guided projects and library work. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) BYRD

7-111-A. After Hamlet. What are some memorable modern re-incarnations of the characters in Shakespeare's most famous play? How do Hamlet, Ophelia, Gertrude, Claudius, Rozencrantz and Guildenstern embody the concerns, fears, passions, anxieties, and hopes of contemporary readers, theatre- and movie-goers? To address these questions, we will read a novel, several poems, and plays and view films, which revise Shakespeare's play in daring and imaginative ways. In class discussion, library workshops, and through guided writing, you will develop your analytical and research skills. Finally, and most importantly, this is an introduction to the conventions and genres of college writing. In the daily practice of perfecting your writing skills, you will draft and revise three formal papers, keep a writer's journal, and prepare a writing portfolio. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) STAVREVA

7-111-B. Fairy Tales, Walt Disney, and Cultural Criticism. The influence of the Disney Corporation on American culture is pervasive and influential, but until recently, it has been largely unexamined. This course will focus on critical perspectives and readings of Disney films, and other elements of the Disney Corporation-such as Disney World, Disney Cruise Lines, and Disney's residential community Celebration. How do Disney films affect and challenge our understandings of gender and race? What does Disney World's popularity reflect about American culture? Emphasis on critical reading and academic writing. Requirements include three papers, writing workshops, and revisions. Same topic also offered in term 8. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) MOUTON

9-111. Poetry and Cinema. Michel Foucault, in his seminal discourse on René Magritte, locates a point ‘where words are capable of taking shape and images of entering into lexical order.’ Where, then, is the boundary between verbal, visual, audiovisual, and bodily works of art? Where do ‘texts’ such as Fernand Léger’s ‘Ballet Mécanique,’ Gertrude Stein’s ‘Tender Buttons,’ and Alexei Kruchenykh’s sound poems intersect, and where do they diverge? Are Maya Deren’s films works of cinema, choreography, or poetry? In this class, we will (begin to) explode the idea of genre. With a focus on late nineteenth- and early twentieth-century artists and theorists of art (particularly those of poetry and cinema) including Maxim Gorky, Max Ernst, the Imagists, the Russian Futurists, George Méliès, synesthetes, Toyen and the Czech Poetists, we will actively interrogate the tropes, vocabularies, and formal distinctions that separate or unite them. Students will keep a daily response journal and complete several formal writing assignments, with an eye toward articulating a critical, informed, and sensitive response to art. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) MILLER

1-328. Eighteenth Century English Literature: Encountering the Eighteenth Century: The City and the Country 1660-1789. Instead of going through the eighteenth century in the usual chronological order, we will encounter it as two paired culturally-significant spaces: the country and the city. While exploring how these spaces were constructed in the Restoration and Enlightenment imaginations, we will also look into the spaces that comprise the city and the country: the stage, Inns of Court, and Grub Street in the city and the manor house, the fields and commons, and the parsonage in the country. And in addition to enquiring into the various constructions of these spaces in literary as well as political and other texts, we will also examine how these spaces shaped the bodies of their inhabitants and what roles men and women performed in different spaces. Along the way, we will read several plays, poems and essays from the period, both canonical and non-canonical. Prerequisite: Writing-designated course (W). (Humanities) REED

714. Literature in Action: The Shakespeare Play. (1/4) Participation in any of the many activities involved in the production of the English Department Shakespeare Play (or a similar play): acting in a major role, scenery and props design and construction, costume/make-up design and construction, lighting and sound design and operation, stage management, theatre administration and publicity. Participation must be supervised by a member of the department, and the work carried out within a single semester. Can be repeated for credit. (Fine Arts) STAVREVA

715. Literature in Action: Editing. (1/4) Serving in one of the supervisory positions for the English Department literary magazine Open Field (or similar magazine): Editor, Assistant Editor, Web Editor, Art/Design Editor. Participation must be supervised by a member of the department, and the work carried out within a single semester. May be repeated for credit. (Fine Arts)

FRENCH
1-103. Beginning French III. For the first time in several years, French 1-103 does not go to Louisiana. French 304 does go, however (see below) and FRE 1-103 probably will go to Louisiana in the fall of 2004.

1-304. Francophone Cultures of North America. The only prerequisite for this course is FRE 205, 206, or placement in 301. It counts as a culture course toward the French major and minor. Students may, of course, take both courses. Find out more at the course's official website.

We spend the third weekend of the course (Thursday afternoon through Monday evening) in Louisiana to experience great music, delicious food, and rich Francophone culture at the Festivals Acadiens in Lafayette. Costs are currently estimated at $160 per student. For more information, consult the trip's website or contact Prof. Jan Boney.


GEOLOGY
4-260. Topic: Geologic Disasters.
An investigation of the causes of natural hazards and their effects on natural systems and human societies. Topics include earthquakes, volcanic eruptions, floods, landslides, ground surface collapse, and coastline destruction. (Science) GARVIN

6-261. Topic: Life Through Time. Explores the evolution of life throughout Earth history, from unicellular beginnings through human origins. An investigation into the paleontological methods, paradigms, and biases that shape our understanding of life through time. (Science) SCHNEIDER

HISTORY
1-117. Introductory Seminar in History: London in 1700. Focusing on a period of upheaval between the Great Fire of 1666 and the American Rebellion of 1776, this course will explore the cultural, physical, and social life of London. Topics in the course will include architecture, family life, entertainment, and crime. A variety of different readings will provide a full picture of the city of London in 1700. (Humanities) MYERS
Open to First-Year Students Only

7-118. Introductory Seminar in History: Growing Up Crazy: The Coming of Youth Culture - From Flappers to Flower Children. The course explores the two decades in which young persons articulated a self-consciousness about their place in society. Youth were the center of public attention and debate. The course looks at the 1920s and 1960s as formative periods in the development of "youth culture" and youth markets. Students should anticipate broad readings, discussions, and research papers based on topics of their choosing touched on in the readings. As an introduction to historical studies documents and cultural expressions such as music, theater, film and art are considered. Social, political and demographic changes help put the two decades into perspective. (Humanities) THOMAS

6-258. Topic in History: Terrorism. As this course will attempt to show, terrorism did not begin with the attacks of September 11, 2001. Terrorism, both on the part of governments and on the part of radical or revolutionary movements, has a long history in the Western world. By considering various examples of terrorism in the past 250 years, we will try to understand the reasoning that lay behind both forms of terrorism. We will also examine the impact terrorism has had during this period. The primary focus will be on Europe, although there will be a brief look at terrorism in the contemporary Middle East. (Humanities) GIVENS

6-331. Topic in European History: Henry VIII. In this course students will learn about the life of one of England's most notorious kings, Henry VIII. Along with studying his six wives, particular focus will be placed on England's relations with other European nations and on the formation of the Anglican Church. Henry's image in art and film will also be a key component of the course. (Humanities) MYERS

7-357. Seminar: Work and Leisure in Modern America. Examines the relationship between American's working lives and their pursuit of leisure in the transformation from the Industrial to the Post-Industrial Era (1890s-1990s). Topics will include women's changing roles in the workforce and their effect upon male identities and definitions of work; the impact of popular and mass culture (such as television) upon the separation of work and leisure; and the disappearance of industrial jobs in the emerging service-information economy. (Humanities) STEWART

INTERDEPARTMENTAL
3-202. Statistical Methods II. A continuation of INT 201, Statistical Methods I. This course will explore in more depth several methods of analyzing data. Topics covered will be chosen from linear regression (simple linear, and multivariate), ANOVA, nonparametrics, and categorical data analysis. Prerequisite: INT 201. CANNON

LANGUAGE AND LINGUISTICS
9-350. Philosophy of Language. Introduction to problems and methods in the philosophy of language: meaning, reference, the relation between speech and thought, the relation between language and reality, speech acts, metaphor. Alternate years. Same course as PHI 350. (Humanities) K. BROWN

MATHEMATICS
9-110. On The Shoulders of Giants: Great Mathematical Ideas. Investigation of a variety of great mathematical discoveries past and present. The ideas investigated will not require significant previous mathematical background, but will require the student to actively participate in the process of mathematical discovery. Only by doing mathematics can the creativity, beauty, and mathematical importance of these great ideas be understood. Specific content varies with the course instructor, but may include subjects such as geometry, game theory, probability, number theory, the nature of infinity, chaos and fractals. Prerequisite: two years of high school algebra. Recommended for non-mathematics majors. This course is not open to students who have taken MAT 141 or higher. This course does not count toward a mathematics major or minor. (Mathematics) BEAN

MUSIC
9-271. Topics in Music: Early Jazz: New Orleans, Kansas City, and the Midwest. Study and performance of music in the style of and inspired by Classical/New Orleans and Kansas City jazz. Research and study of important jazz performers associated with these cities and styles. Class will travel to New Orleans and Kansas City. Registration entails additional costs. Entrance by audition. (Fine Arts) CHAMBERLAIN Prerequisite clarification 10/9/03: Instructor's permission.

9-361. Wagner & Wagnerism: An Examination of his Many Worlds and Influences. This is a humanities course, open to all students, no music reading ability necessary. I invite interested students to come to the Gold Coast area of Chicago to study at one of the major research libraries in the world. You will live in apartments just north of the loop on State Street, a couple of blocks from Michigan Ave. and Lake Michigan, on the edge of Chicago's hottest nightlife district. The additional cost in 2003 was only $525. It is a great opportunity.

There has been a steady stream of controversy around Wagner from his own time through the present. His musikdramas/operas, prose writings, disciples, and enemies have made him one of the most studied and debated figures in the history of the world. It is difficult to imagine a figure who has more connections to more areas of study than Wagner. "Wagner and Wagnerism" is an ideal topic within the humanities for students with a wide number of disciplinary and subject interests. Students from the following disciplinary interests should find this course closely related to work they might wish to do: music, theatre, art, German, English literature, French literature, mythology and classics, history, politics, philosophy, religion, and psychology. Additionally, Wagner scholarship includes feminist scholarship, gender studies, and anti-Semitism.

We will share common readings and study from the operas, using videotapes as well as our readings. We will have a couple of smaller research topics, to be presented in both written and verbal form. The major project will be a paper on a topic related to our seminar topic. Each student will give a presentation from this paper to the class. Students will explore the rich resources of the Newberry Library. A library such as this will provide many interesting avenues of investigation, both in a focused path, and in corollary directions. I encourage both. Prerequisite: Writing-designated course (W). (Humanities)
J. MARTIN

PHILOSOPHY
9-350. Philosophy of Language. Introduction to problems and methods in the philosophy of language: meaning, reference, the relation between speech and thought, the relation between language and reality, speech acts, metaphor. Alternate years. Same course as LAL 350. (Humanities) K. BROWN

PHYSICAL EDUCATION
9-256 Topic: Aggression and Moral Issues in Sport. This course will focus on individual and social aspects of moral issues in sport, including concerns related to aggressive behavior by participants and spectators in competitive contexts. Examination of psychological and sociological theories, research, and commentary by sport studies scholars and other experts will guide students in gaining a better understanding of moral reasoning and behavior of athletes, coaches, parents, and administrators in youth to elite level sports. Conventional thinking about how sports are structured and played will be challenged as moral issues related to sport and ethnicity, social class, gender, and athlete endangerment, and relationships between organized sports and political, religious, and educational institutions are considered. DeVRIES

1-258. Topic: Women and Sport. This course offers an introduction to current scholarship and debates surrounding issues of women’s participation and involvement in sport, and explores the dynamics of gender and sport participation. Course content will consist of lecture, discussion, small group work, media viewing and student presentations. WHALE Open to First-Year Students Only

6-339. Methods of Coaching Soccer. (1/2 credit) Methods of coaching men's and women's soccer. Focus on skill techniques and development, game strategies, practice planning, program direction, physical and mental conditioning. Prerequisite: Sophomore standing. STAFF

POLITICS
7-338. Seminar in International Relations and Comparative Government: The Developing World: Neo-Liberalism and its Alternatives. This course will explore the global adoption of neo-liberal economic policies by countries of the Third World and the economic and political consequences resulting from these policies. For instance, Brazil and Venezuela have in recent years seen the election of economic "populists" in response to the drastic economic retrenchment policies adopted by their predecessors. While particular attention will be paid to Latin America, other regions will of the developing world will also be considered. Prerequisite: POL 242 or 243. (Social Science) LOEBSACK

3-356. Seminar in American Politics: Current Cases Before the Supreme Court. After several days of background study, October Term cases before the Supreme Court will be divided among pairs of students in the class. Analysis of the case briefs, lower court opinions, etc. will prepare students to project the lines along which the Court will approach decisions in these cases. The final paper will include a prediction of the Court's decision and an explanation of why the Court reached it. Taught with the Honorable David Hansen, Judge of the U.S. Court of Appeals for the Eighth Circuit. Prerequisite: POL 262. (Social Science) SUTHERLAND/HANSEN

SOCIOLOGY
7-357. Advanced Topics: Gatherings, Crowds, and Sports Riots. Examines gatherings, crowds and sports riots using an intensive case method. Principles of crowd dynamics and methods for researching crowds will be examined. Case histories of "Woodstock", "The LA Riots", "Heysel Soccer Riot", and "Kent State" will be studied. Prerequisite: SOC 101. (Social Science) LEWIS

THEATRE
5-201. Play Analysis. Study and practice of play analysis with an emphasis on exploring the potential for live performance embedded in a written text. Students will learn to employ a three-tiered approach to analyzing plays: textual/structural, dramaturgical/contextual, and creative/intuitive. Offered three out of every four years. (Fine Arts) HUNTER

6-318. Topic: Acting Studio. Scene study and acting approaches for the advanced theatre student. Issues relating to solo performance, approaches to characterization, building an audition repertoire, and marketing of the working actor. Recommended for students who are seriously considering theatre graduate studies and/or professional theatre work. Prerequisite: THE 215. HOVLAND

9-343. Women and Theatre: Historical and Theoretical Perspectives. Examination of the historical role of women in theatre and the interrogation of gender and sexuality in contemporary theatre practice. The course has parallel tracks: a consideration of women’s historical participation in the theatre as performers, writers and directors; a critical inquiry into the ways that women have been represented in the theater from the 17th century to the 1990s. Offered every third year. Prerequisite: Writing-designated course. (Humanities) HUNTER

3-344. History of Music Theatre. Examination of the evolution of music theatre, from its beginnings in European operetta to its flowering in the Broadway theatre of the mid-twentieth century. Topics include music theater’s unique fusion of music, lyrics, and libretto, and its elaboration and development in recent decades. Offered every third year. Prerequisite: Writing-designated course. (Humanities) HUNTER

WOMEN'S STUDIES
3-266. Topic: Women Writers on the Holocaust. Readings for this course will include plays, poetry, fiction and non-fiction. Selected authors will include survivors as well as women who are writing in response to the Holocaust. ASPENGREN

7-301. Advanced Topic: The Church and Women: Oppressor or Liberator? It has been said that the Feminist and Womanist Movements were needed to help end oppression, discrimination, and violence against women and to acquire full equality and human dignity for all women. These ideals should resonate with all Christian women, because loving others, freeing the oppressed, striving for justice, seeking peace and reconciliation are basic tenets of the Christian faith. The tragedy is that all too often, historical and contemporary data show that the Church, the institution to which many women turn in times of crisis or for moral and spiritual strength, turns out to be the institution that is the most restrictive and sometimes the most destructive.

This course will focus on the perceived role that traditional Religion plays in the discrimination, oppression, and abuse of women. Primarily focusing on Christianity in the United States, but with an examination of the historical and cultural origins of the development of the Christian, Islamic, and Jewish faiths and the roles that women played in this development. Possible issues to be examined from Feminist and Womanist perspectives will be: roles and function within the culture, legal rights and support, freedom of expression and movement, and language. Students will be given unique opportunities to gain insight about the impact that Christianity has had on African, African-American, European, European-American, Hispanic American, and Asian American women. ROBINSON