This catalogue supplement applies to the 2010-2011 academic year and lists all permanent changes to the curriculum made since the publication of the 2009-2010 Catalogue. 

Catalogue Supplement Index

Updated November 10, 2010


Course Changes:

  • ADD ART 7-104-B Studio Art Basics: 3 dimensional STAFF
  • ADD BIO 9-205 Cell and Molecular Biology TEPPER
  • CANCEL BIO 1-313 Developmental Biology
  • CANCEL COM 2-121 Speech Communication
  • ADD COM 7-121 Speech Communication WIGHTMAN
  • CANCEL COM 4-228 Leadership
  • ADD COM 9-228 Leadership WIGHTMAN
  • CANCEL COM 3-235 Oral Interpretation
  • ADD COM 6-235 Oral Interpretation WIGHTMAN
  • CANCEL CSC 1-213 Algorithms and Data Structures
  • ADD ENG 3-111-B Topic: Responses to War ENTEL
  • ADD ENG 3-111-C Topic: The Cultural Uses of Censorship and Literature REED
  • CANCEL ENG 6-111 Topic: Responses to War
  • CANCEL ENG 7-111-B Topic: The Novel Art of Virginia Woolf
  • ADD ENG 9-111 Topic: Writing In Sites with Virginia Woolf HANKINS
  • ADD ENG 8-201 Introduction to Literary Studies MOUTON
  • CANCEL ENG 3-374 Advanced Topic: Literature on the Margins: Rewriting Identity in South Africa and Namibia (in southern Africa)
  • CANCEL ENG 3-381 Advanced Topic: The Writer's Life in Southern Africa (in southern Africa)
  • CANCEL ENG 4-383 Advanced Topic: Distinguished Visiting Poet Seminar
  • ADD ENG 7-383 Advanced Topic: Distinguished Visiting Poet Seminar
  • ADD FRE 5-101 Beginning French I BATY
  • CANCEL FRE 3-102 Beginning French II
  • ADD FRE 5-102 Beginning French II WINES
  • ADD FRE 8-266 Topic: Francophone Civilization STAFF
  • CANCEL FRE 5-311 Introduction to Literary Analysis
  • CANCEL FRE 8-366 Advanced Topic: Francophone Civilization
  • ADD MAT 1-221-B Linear Algebra STAFF
  • CANCEL MUS 4-310 Music Theory III
  • CANCEL MUS 1-346 Music Theory IV
  • ADD PHI 6-111-B Introduction to Philosophy JAVOROSKI
  • CANCEL PHI 6-202 Ethics
  • CANCEL POL 4-225 Ethics and Public Policy SUTHERLAND
  • ADD POL 9-225 Ethics and Public Policy SUTHERLAND
  • ADD POL 5-253 Topic: Toqueville and Contemporary Civil Society Democracy in America (Social Science, Writing Requirement (W)) YAMANISHI
  • CANCEL POL 5-318 Seminar in Political Thought: Toqueville and Contemporary Civil Society
  • CANCEL POL 4-325 Anglo-American Constitutional Thought
  • CANCEL POL 8-382 Methods of Public Policy Analysis
  • ADD PSY 7-264 Topic: Cognitive Psychology via Bestselling Books ASTLEY
  • CANCEL PSY 7-356 Advanced Topic: Research Seminar
  • ADD SOC 5-257 Topic: Gender Diversity (cross-listed with WST 5-267) DAVIS
  • ADD SPA 1-101-B Beginning Spanish I FARRINGTON-CLUTE
  • CANCEL SPA 1-205 Intermediate Spanish
  • ADD SPA 4-301-B Composition and Conversation OCHOA-SHIVAPOUR
  • CANCEL SPA 4-305 Advanced Spanish Grammar
  • ADD STA 7-201-B Statistical Methods I STAFF
  • CANCEL THE 8-348 Theatre and the Arts in New York City
  • WST 5-267 Topic: Gender Diversity (cross-listed with SOC 5-257) DAVIS
  • PREREQUISITE CHANGE: WST 1-393 Global Feminisms (no prerequisites) THOMAS

Off-Campus Courses Taught by Cornell Faculty

These courses usually involve additional costs and require advance planning. Consult the Office of International and Off-Campus Studies website for course descriptions, prerequisites, deadlines, and costs.


Course Information:

Linked Courses:

  • None

Parallel Courses:

  • ART 34-103/34-202. Drawing I and Ceramics I. Taken over terms 3 and 4. HANSON
  • ART 67-103/67-202. Drawing I and Ceramics I. Taken over terms 6 and 7. HANSON

ANTHROPOLOGY

7-256. Topic: Economies, Cultures, and the Human Experience. Course examines the economic systems of various groups from the past and present, showing how methods of exchange and distribution ultimately play a fundamental role in the development of the social relations, customs, norms, and worldviews of a people. DAUGHTERS

9-363. Advanced Topic: Truth and Reconciliation in Global Perspective. This course is about the world’s ‘unfinished business,’ making amends, and building sustainable peace via the mechanisms of truth, justice, and reconciliation. Case studies from South Africa, Rwanda, Australia, Israel, Northern Ireland, and other settings highlight specific reconciliatory gestures such as apologies, reparations, memorials and museums, truth commissions, treaties, musical, sporting, artistic and other performances. Prerequisite: ANT 101, EST 123, or SOC 101. (Social Science) McINTOSH

5-364. Advanced Topic: Globalization and Culture Change. Course examines the economic dimension of globalization -- the rapid spread of free market systems over the past generation and the resulting industrialization of communities once reliant on rural subsistence practices. Case studies from Latin America, Africa, and Asia are examined with an eye on the impact of globalization on local culture. Prerequisite: ANT 101 or LAS 141. (Social Science) DAUGHTERS

ART

4-274. Topic: Race, Identity, and Art History. Course addresses questions of race, gender, and sexual orientation as examined in recent art history with a primary focus on how ethnicity is addressed in the visual arts. (Humanities)ROBBINS

7-375. Advanced Topic: Rome Reborn: Imperialism in the Renaissance (in Rome). The Eternal City is revived by the popes throughout the Renaissance and Baroque (1400-1700). This course will use Charles Stinger’s Renaissance in Rome as a springboard for an examination of how the figures and works of ancient and pagan Rome influenced the religious and political works of the early modern world. The course will involve trips to Pompeii, Tivoli, and Florence as a part of the journey; however, most of our attention will be devoted to the city of Rome and works of Bramante, Michelangelo, and Bernini among others. Prerequisite: a 200-level art history course or permission of the instructor. (Humanities) PENN-GOETSCH

BIOLOGY

1-108. Topic: The Global Petri Dish (First Year Seminar)
This course will examine biological, historical, and sociological aspects of several global health issues. We will discuss emerging and re-emerging pathogens that result in disease outbreaks and their global consequences. (Science) CHRISTIE-POPE

2-108. Topic: Sex: A Feminist Evolutionary Perspective. The course will explore evolutionary biology from feminist, scientific perspectives. The course will focus on the biology of diverse organisms (including humans), address the implications for contemporary humans, and consider how scientists analyze information. (Science) CONDON

3-108. Topic: The Ecology of Home: Living Locally, Thinking Globally. Ecology, quite literally, means the study of home. However, students should be prepared to picture their “homes” from a fresh perspective. We will explore our physical dwellings and local surroundings, and expand into our larger ecological and global environs. Through the lenses of ecology, conservation and ethics, we will investigate important contemporary issues like global warming, food production, and energy consumption. The course will emphasize reading, writing, discussion, research and hands-on experience to understand the meaning of living at home. (Science) GANNES

9-382. Advanced Topic: Chemical Ecology. An investigation of how naturally occurring chemicals influence ecological interactions within the context of plant growth, insect and animal behavior, and microbial ecology. Prerequisite: BIO 205. This course satisfies the Cell requirement in the Biology major and satisfies the elective requirement in the BMB major. (Laboratory Science) NOWAK-THOMPSON

9-384. Advanced Topic: Animal migration: Ecology, Evolution, and Conservation. Migration is one of the most impressive biological phenomena: billions of participants, fantastic physiological hardships, and distances exceeding tens of thousands of kilometers. This upper-division course will explore the phenomenon of migration in insects, mammals and birds in the context of ecology, physiology, genetics, evolution and conservation. Students explore aspects of migration biology through discussion of primary literature, experimentation, fieldtrips and individual research projects. Prerequisites: BIO 141 and 142. This course satisfies the Animal requirement in the Biology major. GANNES

CLASSICAL STUDIES

7-277. Topic: Egypt in the Imagination: Ancient Writers, Christian Pilgrims, Modern Travelers. Egypt has been regarded as a land of wonders by both ancient and modern travelers. The spirit of inquiry that no doubt led Herodotus to make his journey to Egypt in search of thaumata (marvelous/wondrous sights) continues to bring countless visitors to this ancient land each and every year. Egypt also played host to kings and emperors: Alexander the Great came to visit the oracle of Ammon at the Siwa Oasis, and the Roman Emperor Hadrian’s visit to the Colossi of Memnon was commemorated in verses composed by Julia Balbila and inscribed on the statues themselves. Christianity did not cause interest to wane: the Christians transformed the landscape with shrines, monasteries, and churches and created their own wonders that inspired pilgrims to make the journey. This course will examine the tales these travelers told about their journeys and their experiences, including the works of Herodotus and Christian pilgrims, as well as documentary sources and other inscriptions, like those of Balbila, travelers left as they toured many of the same sites frequented by modern tour buses. We will conclude with a consideration of modern travel to Egypt and examine the approaches taken by travelers, archaeologists, scholars and authors in their examinations of Egypt and its wonders, and how they presented their findings from Napoleon and the Description de l’Égypte to works by Amelia Edwards and early Egyptologists like E.A. Wallis Budge. (Writing Requirement) VENTICINQUE

9-279. Topic: Cultural Crossroads in Antiquity: Egypt, Greece and Persia (in Chicago). By the time of Ramses II (1279-12 BCE), Egypt had become an economic and political power in the ancient Mediterranean. An increased international profile also brought Egypt into increased contact with other ancient powers through trade, diplomatic contact and war: the Hittite Kingdom in Asia Minor, Babylon in Mesopotamia, Persia to the west, and Greece across the sea. Focusing on the history of Egypt from the New Kingdom (ca. 1600 BCE) to the conquest of Alexander the Great (330 BCE) this course will examine the interactions between these empires, kingdoms, and city states of Egypt, Greece, and Persia. In addition to a discussion of the society, economy, and religion of Egypt, we will also examine the ways in which foreign rules such as the Persian king Cambyses, Alexander the Great, and the Ptolemies used and manipulated ideologies and propaganda to solidify their claims to rule in Egypt, and the Egyptian responses to those foreign rulers. Other topics include contact between Greece and Persia, the Persian Wars, and the impact of economic ties with Egypt on Greek society. Readings for the course will include Egyptian, Greek and Persian literary and documentary sources in translation; we will also take advantage of the museum collections of the Oriental Institute at the University of Chicago, the Art Institute of Chicago, and the Field Museum to supplement these texts with material culture and art historical evidence. (Humanities) Venticinque

COMPUTER SCIENCE

5-222. Geographic Information Systems. This course introduces students to computer science through a study of one of its important applications. Through work on projects related to their major fields of interest, students will learn how to use the visualization and statistical functions of geographic information systems as aids in making decisions. Students will learn how to represent, analyze, and display geographic data. Case studies will familiarize students with applications of the technology in the natural sciences, public policy, business, and other fields. Readings, discussions, and exercises will acquaint students with current standards, available tools, significant achievements, and the potential for the future development of geographic information systems. TABAK

ECONOMICS AND BUSINESS

3-208. Health Economics. Examination of the structure and financing of the U.S. health care system, including government programs, employer sponsored programs, and the individual insurance market. Students will apply economic reasoning to contemporary issues involving the organization, cost, and distribution of resources in the health sector. The course will focus primarily on healthcare in the United States but will include coverage of other nations as well. (Social Science) CONRAD

5-210. Introduction to Financial Management. Provides an overview of the basic concepts and principles of financial management and insight into the financial decision making process. Topics include: the tradeoff between risk and return valuation techniques, capital budgeting, capital structure, and the role of financial markets. Emphasizes the mathematical tools of financial decision making and the reasoning and concepts in appropriately applying these tools. (Social Science) CONRAD

8-251. Introduction to Entrepreneurship. This course provides an introduction to the study of how business enterprises are created and revitalized. Included will be an overview of the financial, marketing, organizational, and managerial tools that entrepreneurs use when shaping an enterprise. In addition, this course will introduce the topic of social entrepreneurship, in which organizations are created that not only generate a return for the entrepreneur, but also address significant social problems such as poverty alleviation or environmental protection. STAFF

9-268. Topic: Applications in Entrepreneurship. This course is the second in the two block Entrepreneurship sequence. This course is project-based and focuses on developing a business plan formulated during the first block course. Prerequisite: ECB 251. BURGESS

ENGLISH & CREATIVE WRITING

2-111-A. Topic: Responses to War. Walt Whitman said of the Civil War that the “real war will never get in the books.” What versions of war, then, do get in books? This course will expose students to different artistic responses to war and the critical skills necessary to analyze them. Course discussions will consider the limitations of representation and documentation, the intersections of public and private life, and the uses of art. We will ask such questions as: how can trauma be documented? how do authors represent the unspeakable? what is the purpose of a personal account versus a documentary about the “whole” war? Students will hone their skills in analyzing both primary and secondary sources. They will engage in several different types of academic writing and will conduct their own research projects. Because this is a writing course, significant course time will be spent on the writing process, with a focus on revision. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) ENTEL

3-111-A. Topic: European Drama at the Fin-de-Siécle. Literary study of plays from Great Britain and Europe at the turn of the nineteenth-century. During this time period, playwrights addressed pressing social questions on the page and stage—questions concerning the roles of men and women, conflicts among social classes, the welfare of children, the purpose of art, and others. In class discussion, papers, and dramatic readings, we will explore both literary elements (themes, structure, characterization, literary devices) and theatrical elements (staging, acting, costume, set design, and adaptation) to propose and defend interpretations. While an introduction to theatre during this time period, the class is also an introduction to college-level writing and research; students will write papers, do daily informal writing, and participate in writing lessons and writing workshops. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) MOUTON

3-111-B. Topic: Responses to War. See Term 2 for description. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) ENTEL

3-111-C. Topic: The Cultural Uses of Censorship and Literature. The list of censored and banned books and films is long and varied, but what causes people to censor literature and film in the first place? Beginning with the banishment of poets from Plato's Republic, this course examines discussions and justifications of censorship. Specifically, it asks why people find some fiction so threatening that they ban, burn, edit or in other ways attempt to control the texts, or the writers. In addition to Plato, we will read Marjane Satrapi's Persepolis; works by international writers who have been censored, like Salman Rushdie and J. M. Coetzee; as well as works that have been censored, like Vladimir Nabokov's Lolita. Emphasis on critical reading, writing and revision. Some attention also given to writing style. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) REED

4-111-A. Topic: From Esther to Elizabeth I: Queens in Sacred Writings, Literature, and Film. Savvy political power brokers and symbols of patriarchal power or male political alliances, sexualized enchantresses and skillful negotiators, she-wolves and saintly wives to the nation, defenders of their honor, their love, their nation, their faith: from the ancient Hebrews to today, queens have captured the imagination of story-tellers, writers, and film-makers. In this introductory writing course, we will study the representations of historical and mythologized women rulers in the Hebrew Bible, Renaissance and Romantic literature, and contemporary film--women such as Esther and Vashti, Mary Stuart of Scotland and Elizabeth I of England, Marguerite (de Valois) of Navarre and Catherine de Medici. Through writing and class discussions of chapters from the Hebrew Bible, Renaissance drama, poetry, narrative fiction, and historical documents, a Romantic novel, and contemporary historical films, you will hone your analytical and critical reading skills. A research assignment will introduce you to the library resources and to research techniques in the field of literary and cultural studies. The course will involve daily writing and will give you multiple opportunities to reflect on the writing process and engage in writing revision. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) STAVREVA

5-111-A. Topic: From Esther to Elizabeth I: Queens in Sacred Writings, Literature, and Film. See Term 4 for description. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) STAVREVA

8-111-A. Topic: Exiles, Immigrants and Nationalists. The colonial expansion of the eighteenth and nineteenth centuries forever altered our world and its effects can still be felt today: in the genocide of Rwanda, in post-Apartheid South Africa and in many other ways. This course focuses on the human toll of colonialism by reading the literature of post-colonial countries. This literature, written sometimes by exiles, sometimes by immigrants, and sometimes by nationalists, raises questions not only about colonialism but also about national identity, personal identity and the new economic colonialism of Globalization. Texts will include literature by Indian, South African and Nigerian writers and critical articles on the socio-economic impact of colonialism and neo-colonialism. Emphasis on critical reading, writing and revision. Some attention paid to writing style as well. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) REED

9-111. Topic: Writing In Sites with Virginia Woolf. Virginia Woolf, the brilliant experimental British writer of the early 20th century, has a lot to teach us about writing; her complex experimental essays and other writings will be our tour guides. With Woolf, we will consider how writing is akin to walking, journeying, trespassing, and traveling as we explore her rich writings and some travel films of her day. And, we’ll do solo and group field trips to scenic downtown Mount Vernon and the quarry and create our own thoughtful essays and journals about sites and insights (including a photo = 1000 words project). All of this will be part of our intense attention to writing critically and intelligently. Students will draft and redraft papers, from in class writing to critical essays to research-informed critical projects, with the aid of Peter Elbow’s text, Being a Writer. Students will learn how to search for literary and cultural scholarship, using library resources such as search engines and data bases. Challenging writing assignments will help develop critical thinking and critical writing skills. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) HANKINS

1-201. Introduction to Literary Studies. Do you love literature? Are you curious about the English major? Learn more by reading about the Brontë sisters with emphasis on Wuthering Heights. The course will introduce students to methods of reading, analyzing, and interpreting literature in the field of English. It will focus on understanding aspects of a literary work and on multiple genres. It will show you how to apply critical and literary vocabulary, and to develop writing and academic research skills. (Humanities, First Year Seminar (FYS)) MOUTON

2-201. Introduction to Literary Studies. Do you love literature? Are you curious about the English major? Learn more by reading tales of knights and chivalry and other early English literature. The course will introduce students to methods of reading, analyzing, and interpreting literature in the field of English. It will focus on understanding aspects of a literary work and on multiple genres. It will show you how to apply critical and literary vocabulary, and to develop writing and academic research skills. (Humanities, First Year Seminar (FYS)) REED

8-201. Introduction to Literary Studies. Introduces students to methods of reading, analyzing, and interpreting literature. Focus on understanding conventions and technical aspects of a literary work and on introduction to multiple genres of literature. Students do close reading and are introduced to additional methods of critical inquiry involving literature. Shows students how to apply critical and literary vocabulary, and to develop writing and research skills. (Humanities) MOUTON

4-202. Introduction to Film Studies. An introduction to film as an art form, cultural practice, and institution. The class focuses on questions of film form and style (narrative, editing, sound, framing, mise-en-scène) and introduces students to concepts in film history and theory (national cinemas, periods and movements, institution, authorship, spectatorship, ideology, style, genre). Students develop a basic critical vocabulary and research practices for examining film. They apply their skills in oral and written analysis and interpretation to a wide range of films: old and new, local and global, mainstream and less familiar. (Humanities) HANKINS

1-347. Modern American Literature: Encountering the Wilderness, Literature and Photo-Writing at the Boundary Waters (Wilderness Field Station, Minnesota). From Thoreau to Hemingway, from the f/64 group of wilderness photographers to the contemporary wolf/wilderness photographer Jim Brandenberg, from Canadian painter/writer Emily Carr to American women writing the wild, encounters with boundaries on the wilderness have shaped the boundaries of art and culture. What better way to study those encounters than on the boundary of the wilderness that inspired the writers and photographers? Therefore, the class will journey to the Boundary Waters of Minnesota, to the Coe College Wilderness Field Station, where we will immerse ourselves in the glorious September outdoors, study journals, literature and photography and consider the interplay between our own encounters with the wilderness and the artworks about the wilderness that we study. The course will reflect upon art and meditation as ways of relating to the wilderness. To capture our own responses to the wilderness, we will keep journals/portfolios of projects involving writing, literary analysis, meditation, and photography (including a one-photo-a-day project inspired by Brandenberg’s works). The class will consider photographers Ansel Adams, John Daido Loori and others who created art from their encounters with the wilderness. We will study Thoreau’s foundational essays from Walden and (crossing more boundaries!) the vibrant journals and paintings of Emily Carr, the Canadian wilderness writer and painter of the first half of the 20th century. We’ll read fiction and essays by a variety of American writers and discuss them over campfires and dinners, and by the lake. We may canoe around the Field Station on lovely Low Lake and perhaps do day trips. You may be a seasoned camper, a neophyte, or something in between, but the class will all work together to make the course and our trip, memorable. We may learn fundamentals of portaging and canoe basics, learn to recognize trees and wolf scat and flora and fauna of the area as we interact with other courses at the Field Station for the Cornell Wilderness Term. The Field Station is primitive, rustic, and rather raw. Be ready to embrace the absence of electricity, laptops, cellphones, and iPods. But it is a worthwhile trade, because you gain breathtaking beauty, stunning silence, physical challenges of hoisting and canoeing, and moments of sublime revelation—plus camaraderie. (“Wake up! Are those wolves howling?! There must be fifty of them!”) Registration entails additional costs. Prerequisite: writing-designated course (W). (Humanities) HANKINS

5-373. Advanced Topic: Reading Bodies: Legibility and Literacy in Nineteenth-Century American Literature. This course explores slaves’ literacy in relation to the nineteenth-century interest in defining and deciphering bodies, asking such questions as: what does it mean to read bodies? how do bodies resist being read? what is the relationship between reading bodies and reading texts? Focusing on narratives of inscrutable identities and tales of inscrutable messages, we will interrogate such concepts as interpretation, legibility, accessibility, and authority. We will also explore the relationship between anxieties about reading bodies and anxieties about which bodies get to read and write. Slave narratives and primers for freed slaves will be a major focus of this examination of the politics of literacy. This course fulfills group III of the English major; it will also be of interest to Education majors. Prerequisites: writing-designated course and sophomore standing. (Humanities) ENTEL

9-378. Advanced Topic: Disability Studies in the Humanities. This course studies the concept of disability, particularly as it has been understood historically, philosophically, politically and culturally. The United Nations definition of “disability” spans many categories: physical, intellectual, psychological; congenital and acquired; perceptible and imperceptible. The International Classification of Functioning, Disability, and Health published by the World Health Organization in 2001 holds that “impairment can be temporary or permanent; progressive, regressive, or static; intermittent or continuous. The deviation from the population norm may be slight or severe and may fluctuate over time.” Given the wide variety of forms of human embodiment and human consciousness, as well as the ranges of impairment and disability, we will address some important preliminary questions: what counts as “normal” in human cultures? How have fluctuating assumptions about ability and disability structured the institutions and practices of law, citizenship, education, and culture? How does disability affect and inform key social issues such as identity, community, autonomy, and justice, as well as the problems of civil rights, health care, and discrimination? In addressing these questions, the course will range over literature, history, philosophy, film, and law. Prerequisite: writing-designated course (W). (Humanities) Berubé

2-382. Distinguished Visiting Journalist Seminar: Journalism From the Bottom Up. Most news reporting depends upon official sources, who are too often self-serving. Rather than learning about reality from so-called representatives of the citizenry, students will immerse themselves in reporting and writing about the daily lives of unemployed and underemployed people in the local economy. Readings may include: The Elements of Journalism, by Kovach and Rosenstiel; Nickel and Dimed, by Barbara Ehrenreich; Levels of the Game, by John McPhee, and assorted examples of great non-fiction writing. Basics of reporting, writing and ethics will be part of the fabric of the course. Lively participation in class discussions encouraged. Prerequisite: writing-designated course (W). (Humanities) STAFF

7-383. Advanced Topic: Distinguished Visiting Poet Seminar: The Language of Beauty: Poetry and the Visual Arts. What is the language of beauty? When you wander through a museum and are struck by a particularly wonderful painting, or when your gaze is captured by a marvelous building, sculpture, or photograph, how do you convey what you see or feel to other people? Since Homer first tried to describe Achilles’ shield in the Iliad, poets have sought to capture art via the written word. This process is called “ekphrasis”: the verbal or linguistic expression of visual forms. In ekphrastic poems, one medium of art—language—tries to relate to another; in this way the poem highlights, in a rhetorically vivid way, the object of interest. The ekphrastic poem expresses a new experience of the visual work of art so that the painting or sculpture, the photograph or building, comes to life by means of the poem’s meditation on and presentation of it. Our class will explore this fascinating genre of literary creation.

In “The Language of Beauty,” we will read poems and discuss works of art both ancient and modern—from Keats’s “Ode on a Grecian Urn,” to Auden’s “Musee des Beaux-Arts,” to Rilke’s “Archaic Torso of Apollo,” to contemporary poems such as Larry Levis’ “Sensationalism” (based on a photograph by Joseph Koudelka) to the “self-portraits” of Jorie Graham’s The End of Beauty. Our discussions of the myriad meanings generated by images in both the visual and the verbal arts will be stimulated by rich and provocative essays on subjects ranging from Michelangelo, Velasquez and Delacroix to the history of photography and film. Such readings will help us to explore new ways of thinking about the intriguing relation between verbal and iconic representation. Texts may include readings from W.J.T. Mitchell’s The Language of Images, James Heffernan’s Museum of Words: The Poetics of Ekphrasis from Homer to Ashbery, John Hollander’s The Gazer’s Spirit: Poems Speaking to Silent Works of Art, and John Berger’s Ways of Seeing.

Throughout our time together, we will be writing and workshopping poems composed in the midst of, and in conversation with, the ideas generated by these texts and our discussions of them. Our course will be part creative writing workshop and part literature seminar, and our aim will be to produce our own poetry—ekphrastic poems—in response to works of visual art. In so doing, each student will also learn to transform his or her poetry (through collective critique and revision) into poems that are engaging and illuminating works of art in their own right. Prerequisite: writing-designated course (W). (Fine Arts) ESTES

ENVIRONMENTAL STUDIES

3-262. Topic: Ocean Atmosphere Interactions: Why the Oceans Matter. Scientific understanding of Earth climate systems on a global scale viewed through analysis of its component parts: oceans, atmosphere, ice, and biosphere. Discussion of how these systems interact and how they may be expected to evolve. Particular emphasis on climate change and its impact on natural and human systems over the next 100 years. WYROLL

FRENCH

8-266. Topic: Race and Immigration in French Film. Issues surrounding race and immigration are the focus of much attention in the United States right now, and such issues are similarly important topics of discussion in France. However, the French context of race and immigration is quite different from its American counterpart, and this means that related questions are differently defined, constructed, and understood. France’s long colonial history plays no small part in generating and continuing conversations on the matters of race and immigration, and its policy of assimilation vis à vis immigrants and the colonized has frequently created debate, protest, and legislation. We will examine constructions of race and portrayals of immigration in French-language films primarily from the Hexagon, looking at the depiction of life in colonial contexts, films about the banlieues and so-called beurs, the second generation, and road movies. Special attention will be paid to intersections of class and gender with race and immigration. Readings will be provided to buttress understanding of the historical and social contexts as well as contributing to comprehension of some critical race theory. This course will be taught in English (films will have English subtitles and readings will be available in English) with the option for French majors/minors to be able to earn French credit. WINES

HISTORY

1-120. Introductory Seminar in History: Declarations of Independence. A comparison of the origins and nature of three expressions of advancing liberty in American history -- the Declaration of Independence (1776), the Declaration of Sentiments and Resolutions (1848), and the Emancipation Proclamation (1863). (Humanities, First Year Seminar (FYS)) LUCAS

3-257. Topic: Reel History: African Americans and Film. This course will examine the ways in which African Americans have historically been represented in American film of the 20th Century.  We will explore how Hollywood has depicted African Americans and race relations in the U.S. as well as how independent black filmmakers from Oscar Micheaux to Julie Dash, Spike Lee, and Paul Miller (DJ Spooky) have sought to revise and critique white constructions of blackness. Central to the course will be an investigation of how African American filmmakers, actors, and actresses have dealt with the contradictions of a film industry which has historically marginalized their contributions even as it has contributed to the proliferation of images of blackness, and public perceptions of American race relations. (Humanities) STEWART

9-258. Topic: History of Spain 700 1600. This course examines Spanish history from the Arab invasion through its “Golden Age.” A central issue will be the dynamic between Muslims and Christians in Iberia, including violence, competition, and coexistence. How those interactions, and the ideology of Reconquest, shaped Spanish society and Spain’s early colonial efforts will be key questions in the course. (Humanities) HERDER

2-259. Topic: The United States and the Modern Middle East. Introduction to the role the Middle East has played in international relations since 1945. Special attention will be devoted to the Arab Israeli conflict and the emergence of terrorism. Steve Grummon, retired State Department specialist and Cornell class of 1969, will offer a unit on modern Iranian history emphasizing political, economic and social developments in the second half of the 20th century. (Humanities) GIVENS

1-331. Topic: The Crusades. This course traces the crusading experience of western Europeans in the Middle Ages: the origins and development of the idea of crusade, the interactions between Muslims and Christians, and the consequences of the crusading phenomenon in Europe. More broadly, the class will consider the relationship between violence and religion, and the legacy of the Crusades. Prerequisite: junior standing. (Humanities) HERDER

6-336. Topic: Women in the Renaissance and Reformation. This course examines the experiences of women during the tumultuous Renaissance and Reformation period (c. 1400-1700). How did women participate in these movements, and how were they affected by them? Topics to be explored include work, family life, education, political power, and witchcraft. Prerequisites: HIS 102 and junior standing. (Humanities) HERDER

KINESIOLOGY

4-255. Topics: History of Women's Sports. Many people believe that competitive athletic opportunities for women were almost non-existence before Title IX legislation. This course will provide a look into recreational and competitive opportunities prior to that legislation and into the current decade. We will investigate definitions of sports that go beyond those offered traditionally in educational instructions. Our study will include, but will not be limited to: competition in the ancient world; views of female frailty and the development of exercises; the impact of the bicycle on freeing women, impact of the growth of Industrial sports leagues, involved of women in the modern Olympics, growth of the college sports from GAA to NCAA, the development of Title IX legislation and its impact for today. WHALE

PHILOSOPHY

1-109. Ethics and Climate Change (First Year Seminar). The nature of climate change raises urgent questions about what we ought to do -- i.e., questions about morality. We will spend some time considering climate science and questions raised by controversy about that science. We will spend more time considering the moral challenges climate change generates: what is the nature of our obligations to prevent harm to people distant in space and in time; what responsibilities do nations of the industrialized world have to respond to threats generated by climate change; what does it make sense for such nations to do given the uncertainty of some outcomes of climate change; what should we, as citizens of such nations, be doing? (Humanities) WHITE

4-261. Topic: Applied Ethics. Applied Ethics generally is concerned with the application of ethical theory to particular moral questions.   This course will focus on the ethical dimensions of war. (Humanities) BIEDERMAN

9-366. Advanced Topic: Ethical Theory. This course will be devoted to an in-depth study of one important topic in moral philosophy. Readings will include both classical and contemporary essays on the topic chosen. Our topic may be one of the following: Moral Nihilism (What is Moral Nihilism? Should we believe it?), Moral Knowledge (Is moral knowledge possible, and if so, how?), The Meaning of Life (Does life have meaning, and if so, what is it?), or Virtue Ethics (What is Virtue Ethics? Is it a plausible theory?). Prerequisites: PHI 111 and sophomore standing. (Humanities) BIEDERMAN

PHYSICS

1-355. Advanced Topic: Astrophysics. Building upon a student’s previous knowledge of physics, this course covers the astrophysics of stars and stellar systems with an emphasis on the physical principles underlying the observed phenomena. Topics include the techniques of astronomy, structure and evolution of stars, binary stars, star clusters, and end states of stars such as white dwarfs, neutron stars, and black holes. Prerequisite: PHY 303. BEAUCHAMP

POLITICS

5-253. Topic: Tocqueville and Contemporary Civil Society Democracy in America. We will examine Tocqueville’s Democracy in America, perhaps the single most important text in the American political tradition, as well as his work on the French Revolution, to understand the conflict between the social atomization produced by democracy and the social integration Tocqueville believed was fostered in America by the country’s unique values and tradition of voluntary association. We will then follow Tocqueville’s concerns from Jacksonian America to today. We will ask whether the countervailing trends Tocqueville noted in America to the perils of democracy are still active, or whether Tocqueville’s fears regarding the pernicious effects of democracy have been realized in America today. We will also look at “civil society” movements abroad in order to ask whether such movements in democratizing countries promise successful social integration and peaceful democratic development. (Social Science, Writing Requirement (W)) YAMANISHI

5-352. Advanced Topic: Education Policy in America: Dollars, Sticks, or Carrots? This course will focus on analyzing contemporary education policy in the United States. We will explore the motivations, goals, and outcomes of major educational policies. Have they achieved what they intended to accomplish? Why or why not? We will also consider issues concerning the role of education in society, the presence and impact of inequality in education, and the role of the federal government in guiding education policy. Throughout the course we will return to an underlying question that permeates many of today’s education policy debates: What is the proper use of incentives, resources, and/or sanctions in maximizing student achievement, teacher quality, or social benefits from education? Prerequisite: POL 262 or 282. (Social Science) HEMELT

PSYCHOLOGY

2-262. Topic: Asian and Asian-American Psychologies. This course will explore Asian philosophical traditions (e.g., Confucianism, Buddhism, and Taoism) and their impact on psychology and everyday life within Asia. It will also focus on ways in which Asian cultural practices have been modified through the immigration process and influenced Asian American perspectives in psychology. Special emphasis will be placed on East Asian regions (e.g., Japan, China, Korea, Taiwan). Topics will include Asian concepts of the self and personality, well-being and maturing, communication and coping styles, approaches to understanding distress and healing as practiced in China, Japan, and other East Asian countries. An optional, final week in Hawaii or another off-campus setting will facilitate students’ exploration of the Asian American experience in the United States. (Social Science) ENNS

5-263. Topic: Psychology, Social Justice, and Public Policy. This course will apply psychological research findings to social issues and public policy. The course will introduce students to the theories and methods of community psychology and related social science approaches which emphasize prevention, social justice, and advocacy. Two major topic domains will be addressed through the lenses provided by these social science methods: (a) public health and mental health issues, and (b) human rights issues. Specific public and mental health topics may include health care policy (e.g., mental health parity), deinstitutionalization and mental health care (impact on psychiatric care, homelessness, incarceration of psychiatric patients in prison systems), disaster assistance practices (national and international), domestic violence and rape, HIV/AIDS and other sexually transmitted infections, and substance use/abuse. Specific human rights topics will include immigration, work discrimination issues, sexual orientation, gay marriage and parenting, and aging. The course is likely to feature several field trips and/or guest speakers. (Social Science) BUSHA/ENNS

7-264. Topic: Cognitive Psychology via Bestselling Books. A number of recent bestselling books are based in psychological research and on topics in cognitive psychology. In Blink: The Power of Thinking Without Thinking, New York Times writer Malcolm Gladwell reports on situations where quickly and automatically acquired information produced judgments that were better than those made with careful deliberation.  Jonah Lehrer is a writer for the magazine Wired, and in How We Decide he describes a neuroscientific approach that indicates that both feeling and reason are the best bases for decision making. And psychologist Thomas Gilovich, in How We Know What Isn’t So, describes how processes that ordinarily lead us to good choices and solid understanding of the world can sometimes lead us to misunderstanding and mistakes. In this course, we will read the books described above and review some of the research related to the topics they describe. Prerequisite: PSY-161. (Social Science) ASTLEY

6-355. Advanced Topic: Social Neuroscience. An examination of recent efforts to integrate psychological and biological explanations of social behavior. Topics are likely to include aggression, loving, prejudice, helping behavior, conformity, emotions, and attraction. The interplay between social learning, neural, and endocrine systems in explanations of the behavior of individuals within their social environment will be given special attentions. Prerequisite: PSY 274. (Social Science) DRAGON

RELIGION

3-368. Advanced Topic: Namaste: Mysticism, Meditation, and Servant Leadership in India (in India). This interspirituality course in South India blends academic study with contemplative and service learning. It explores interior awareness of God’s presence dwelling in the heart of every person and being as is found in the mystical contemplative theology, spiritual practices, and related virtues of both Christianity and Hindu Advaita Vedanta. Student learning outcomes include: Interfaith competency and bridge building skills for global citizenship; knowledge of ancient spiritual wisdom traditions and their application for contemporary realities; understanding the relationship between the contemplative and active life, including discernment of right action and exploration of the inner life of work, leadership, love, selfless service, and other aspects of daily living; and clarification of one’s values and vocation and relationship to self, others, world, and the Sacred. Prerequisites: sophomore standing and instructor permission. (Humanities) QUEHL-ENGEL

SOCIOLOGY

5-257. Topic: Gender Diversity. This course will focus on diverse gender identities, bodies, and social presentations. Social practices and pressures of gender will be examined in order to gain insight into the larger contemporary social meanings of gender. We will explore how individuals interpret and present their gender identities, the constraints on such interpretations and presentations, and the larger social implications of gender diversity and gender regulation on cultural ideals. Same course as WST 5-267. (Social Science) DAVIS

4-360. Advanced Topic: Reproductive Processes, Reproductive Policies. This course emphasizes the social construction of female reproductive processes and how culture and institutions shape our understandings and expectations of such processes. This course introduces topics pertaining to a variety of reproductive practices, experiences and ideologies, and explores issues from social reproduction and birth control to menstruation and the construction of fetal personhood in order to shed light on the social and constructed nature of reproductive strategies and practices. We will discuss ideas about womanhood, motherhood, fatherhood, sexuality, eugenics, and reproductive freedom, as well as uncover the historical role and effect of the state, medical institutions, and women themselves as they struggle over, and shape such issues. The focus will be on the U.S., but we will also look at cases from other countries in order to examine our assumptions about reproductive practices and strategies. Prerequisite: SOC 101. (Social Science) BARNES-BRUS [Identity]

THEATRE

1-216. Voice and Movement. Development of vocal and physical vocabularies for the stage. Prerequisite: THE 115. (Fine Arts) VANVALEN

2-269. Drawing and Rendering for the Theatre. Studio study of rendering techniques and drawing skills useful to theatrical artists. The course combines instruction in traditional hand methods with Adobe Photoshop and other digital platforms. Prerequisite: THE 107 or 108. (Fine Arts) OLINGER

7-331. Advanced Acting. Advanced study of the working process of the actor in both monologues and contemporary scenes. The work includes physical and vocal technique, performance study, and audition preparation. Prerequisite: THE 115 or 216. (Fine Arts) CLARK

WOMEN'S STUDIES

8-261. Topic: Classics of LGBT Literature and Film. This course will examine themes in and the portrayal of LGBT lives through the twentieth century. CROWDER

5-267. Topic: Gender Diversity. This course will focus on diverse gender identities, bodies, and social presentations. Social practices and pressures of gender will be examined in order to gain insight into the larger contemporary social meanings of gender. We will explore how individuals interpret and present their gender identities, the constraints on such interpretations and presentations, and the larger social implications of gender diversity and gender regulation on cultural ideals. Same course as SOC 5-257. (Social Science) DAVIS

1-393. Global Feminisms. The course will examine the meaning of “feminism” in a global context and study the ways in which local movements, national and international agencies have addressed the issue of gender oppression in the world. The course will also examine some of the issues that have become part of the global agenda for women over the last few decades. Particular attention will be given to women’s movements worldwide and the multiple ways in which women have organized to improve their lives. A. THOMAS