This catalogue supplement applies to the 2006-2007 academic year and lists all permanent changes to the curriculum made since the publication of the 2006-2007 Catalogue.  This page also give course descriptions for topics courses being offered this year, as well as information on courses being taught off-campus.

Updated October 16, 2006

Course Changes:

CHANGES TO THE TERM TABLE (changes marked in bold):

  • ADD ENG 6-111-B Topic: Life is But a Dream: Imperfect Journeys GILBERT
  • CANCEL FRE 6-103 Beginning French III
  • CANCEL MUS 7-306 Conducting I
  • CANCEL RUS 5-303 Readings from Contemporary Life

Off-Campus CoursesTaught by Cornell Faculty

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.

  • ANT 5-206 West Indian People and Culture (West Indies) MONAGAN
  • BIO 8-326 Microbiology (in Georgia) CARDON
  • BIO 6-485 Biological Problems (Bahamas) BLACK/TEPPER
  • CLA 9-381 Greek Archeology (Greece) GRUBER-MILLER
  • ENG 1-347 Modern American Literature (Wilderness Field Station, Minnesota) HANKINS
  • FRE 9-206 Intermediate French in Montreal BATY
  • FRE 9-302 Advanced Conversation in Montreal BATY
  • GEO 2-223 Geology of the National Parks (South Dakota, Wyoming, Nebraska) WALSH
  • GEO 6-255 Modern and Ancient Carbonate Systems of the Bahamas
    (Bahamas) GREENSTEIN
  • POL 1-371 Wilderness Politics (Wilderness Field Station, Minnesota) ALLIN
  • RUS 1-384 Russia Today (Russia) GIVENS
  • SPA 7-206 Intermediate Spanish (Mexico) FARRINGTON-CLUTE
  • SPA 7-302 Advanced Conversation (Mexico) FARRINGTON-CLUTE
  • THE 8-370 Advanced Topic: Contemporary Theatre (New York) HUNTER

Changes in Majors and Minors:

Economics and Business:

A minimum of 11 courses, including the following core courses: ECB 101, 102, 151, 301, 302, INT 201 (Statistical Methods) or MAT 348 (Mathematical Statistics II); one 200-level ECB course from the following list of quantitative literacy courses by term 4 of their junior year: ECB 225, 253, 254, 257, or 258; and at least two of the following seminars: ECB 311, 320, 321, 323, 352, 355, and 356.

International Relations:

Replace #3 on page 84 of the 2005-06 Catalogue with the following:

3. Pol 242 (International Politics), and 348 (U.S. Foreign Policy); one course selected from POL 331 (Gender in Developing Countries), 346 (Political Economy of Developing Countries), or POL335-339 (when the topic is “Strategies to Alleviate Poverty”); and one course selected from POL 330 (Women and Politics: A Cross-National Perspective) or 349 (International Political Economy)

Kinesiology (formerly Physical Education) :

The Fitness concentration has been eliminated, to be replaced by Exercise Science.

Exercise Science Concentration:
INT 201 and 9 course credits to include: KIN 111, 206, 207, 309, 315, 362; and three course credits selected from KIN 212, 215, 237, 310, 334, 368, and 380 (2 course credits maximum).

Teaching Concentration:
INT 201 plus 10 course credits to include: *KIN 111, *206, *207, *237, *309, **311, **318, *324 or *331, *327, and *334.

*Must be completed prior to student teaching
**One must be completed prior to student teaching

Course Information:

Parallel Courses:

  • ART 12-103/12-202. Drawing I and Ceramics I. Taken over terms 1 and 2. (Fine Arts)HANSON
  • ART 67-103/67-202. Drawing I and Ceramics I. Taken over terms 6 and 7.(Fine Arts)HANSON
  • BIO 89-141/CHE 89-122. Foundations: Cellular Biology and Chemical Principles II. Taken over terms 8 and 9. The course will emphasize the connections between biology and chemistry and may appeal particularly to students planning a major in biochemistry or a career in the health sciences. Prerequisite: CHE 121. (Laboratory Science) CHRISTIE-POPE/STRONG

1-205. The Maya. An introduction to the intriguing cultures, philosophies, and achievements of the Maya. Ancient Maya culture, Spanish colonialism, modern events and recent Maya response, as well as history, culture, society, language, and beliefs are addressed. Materials written by Maya authors used when possible. Prerequisite: ANT 101, HIS 141, or LAS 141. Alternate years. (Social Science) SIEBERT

9-311. Introduction to Archaeological Field Methods. Field course involving direct student participation in archaeological data collection through excavation of buried historic or prehistoric site deposits. Standard archaeological excavation techniques, recording of excavation context through mapping and photography, regional culture history sequences and artifact identification. Registration entails additional costs. Prerequisite: ANT 101, 105, 110, or 202. Offered every third year. (Social Science) DOERSHUK

7-356. Advanced Topic: Medical Anthropology. Cross-cultural perspective on the causation and treatment of physiological and psychological illnesses. Topics include ethnomedicine, nutrition, ethnobotany, the cultural context of diseases such as AIDS, and the comparison of health-related practices in traditional and industrial societies. Prerequisites: ANT 101 and sophomore standing. (Social Science) MONAGAN

12-103. Drawing I. See "Parallel Courses" above.

67-103. Drawing I. See "Parallel Courses" above.

12-202. Ceramics I. See "Parallel Courses" above.

67-202. Ceramics I. See "Parallel Courses" above.

3-220. Topic: Drawing: Anatomy and the Body. This course will have both a lecture and studio component. Through examples culled from current literature, we will explore the many ways in which modern and contemporary artists represent the body, from scientific documentation to metaphor for the human condition. Students will in turn draw from the live figure, skeletal structures, microscopic specimens, individual organs (heart, brain, etc.) and OPTIONAL drawing of the cadaver, both wrapped and exposed; those electing NOT to draw from the cadaver MUST attend ongoing evening figure drawing sessions. Prerequisite: ART 103, BIO 141, or BIO 142. (Fine Arts) LAUROESCH

3-108. Topic: Examining Alternative Health Practices. We will discuss and investigate “alternative” methods of maintaining or restoring health, such as: non-standard diets and lifestyle practices to maintain health, non-traditional treatments for sickness or injury (to include, but not limited to, acupuncture, herbal medicine, homeopathy). The goal of the class is to develop skills that allow the critical evaluation of various health regimens. We will consider such questions as statistical support, control groups, observer bias, and the placebo effect. Students will design (but not implement) an experiment that tests a health modality of their choosing. The experimental design should take into consideration the methods we learn in class, to assure objectivity and to reduce the effects of random chance on the results. The experimental design will be loosely in the format of a grant proposal, so students will summarize the state of the art, previous studies, etc. for their topic of choice. (Science) KONDO

4-108. Topic: Food and 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) KROUSE

6-108. Topic: Examining Alternative Health Practices. See term 3 for description. (Science) KONDO

89-141. Foundations: Cellular Biology. See "Parallel Courses" above.

89-122. Chemical Principles II.
See "Parallel Courses" above.

9-381. Greek Archaeology. Taught in Greece. The course will be an introduction to archaeology in Greece. We will begin the course on campus with a brief overview of Greece in the Bronze, Classical, Roman, and Byzantine Periods. We will then spend almost three weeks visiting the archaeological sites throughout Greece, including Athens, Delphi, Olympia, Mycenae, Corinth, Bassae, and Crete. We will see temples, palaces, cities, sanctuaries, theaters, athletic facilities, and government buildings. In addition we will spend time in the major museums of Greece examining sculpture, vases, jewelry, and items of everyday use in the ancient world. For students interested in anthropology, architecture, art, art history, classics, history, religion, and theatre. Cost will be approximately $3300, depending upon air fare. It will include all travel expenses, hotel accommodations, entrance fees, guide services, tips, and most meals. For further information, call John Gruber-Miller (x4326). Prerequisite: one course from GRE, LAT, CLA, or ANT. (Humanities) GRUBER-MILLER/WALSH

4-355. Advanced Topic: Software Engineering for Web Applications. Students will learn how to meet special challenges that arise when writing software for the Web. They will learn how to write software that can serve very large, widely distributed, and diverse audiences reliably, securely, and all at once. Teams will design and develop applications that they will make publicly available. Success will require effective collaboration, an ability to master new tools, and a readiness to adopt the discipline of a professional software engineer. This course will provide an intense experience for committed students. Prerequisites: CSC 140 and 151. TABAK

5-357. Advanced Topic: Artificial Intelligence and Search Techniques. A survey of topics relating to artificial intelligence and the related search processes. Topics will be drawn from A* search, branch and bound, Minimax, linear discriminant, nearest-neighbor, hidden Markov models, natural language processing and basic data mining. Prerequisite: CSC 213. WILDENBERG

Antitrust Policy and Government Regulation. The course introduces students to the economic analysis of antitrust policy and government regulation of business. Relative to other countries, the United States has a long tradition of anti-trust policies, representing a collective commitment to a competitive market economy. We will examine how such policies affect horizontal and vertical mergers, pricing strategies, and other attempts by businesses to expand market power. Furthermore we will explore the economic rationale and consequences of government intervention in business operations. We learn how regulations are formulated at the federal level. We will then examine how specific regulations affect business structure, conduct, and performance. Students will learn to measure the costs of regulatory compliance and enforcement as well as the benefits of the regulatory outcomes. Antitrust policy will be illustrated through a discussion of major court cases. Regulatory regimes will be illustrated relative to a specific industry, such as telecommunications and transportation. Prerequisite: ECB 102. (Social Science) HEJEEBU

8-257. Labor Market Issues. Exploration of a variety of current issues in labor markets from an economics perspective.  Included among the questions to be addressed in this course are:  Why do professional athletes, rock stars, and movie stars earn so much more than the rest of us?  What is the economic value of a college degree?  Why do some college majors earn so much more than others?  Who pays for and benefits from on-the-job training?  Are workers better off when the government regulates safety in the workplace?  How does discrimination in the labor market affect women, African Americans, and other minorities?  Why has union membership fallen so dramatically during the last 30 years?  Who benefits from and who is hurt by increased international competition?  Course activities will include a series of data collection/analysis/presentation projects. Prerequisites: ECB 101 or 102, and INT 201 or MAT 348. (Social Science) SAVITSKY

7-261. Global Environmental Economics. Economic analysis of global environmental issues, with special emphasis on developing countries. Review of basic economic theory with respect to environmental issues. Policy analysis of sustainable development, population growth, deforestation, air and water pollution, ecotourism, international hazardous waste, biodiversity, and global warming. Recommended prerequisite: ECB 101 or 102. (Social Science) FAROOQI

3-272. Topic: Capital Markets. An examination of the institutions involved in pricing and trading long-term financial securities. Included is a review of national and international bond and stock markets, the basics of securities trading, securities pricing theories, risk versus return in securities pricing, mutual funds, and the efficient market hypothesis. Prerequisite: ECB 101 or 102. (Social Science) KLEIN

4-273. Topics in Finance. Selected topics of current interest in finance. Prerequisites: ECB 151 and ECB 101 or 102. (Social Science) KLEIN

8-354. Managerial Economics. This course aims to bridge the gap between the abstraction of economic theory and real life setting in which business decision-makers operate. We will implement the broad ideas of supply, demand, elasticity, production and cost functions to specific problems of resource allocation within firms. Special emphasis will be placed on the strategic implications of production and pricing. The course is built around a series of case studies produced by the Harvard Business School. The case studies simulate the challenge of making decisions in information environments that are complex, incomplete, and often disorganized. Business practitioners will be regularly invited to the class and may lead a specific case at the discretion of the instructor. Prerequisite: ECB 301. HEJEEBU

3-355. Multinational Corporations in Historical Perspective Seminar. This course examines the history of a major player in global trade: the multinational corporation. From the European chartered companies of the seventeenth and eighteenth centuries to the multidivisional, industrial firms of the late nineteenth century, to the outsourcing transnational behemoths of the late twentieth century, this course will explore the unfolding of multinational enterprises. We will explore the boundary between trade and conquest, asking what political roles multinational companies had in their source and product markets. How does the multinational firm economically benefit from allegiances across states? We will also examine whether or not struggles over authority within the firms precipitated changes in their external functions. Prerequisite: ECB 301. HEJEEBU

205. Foundations of Education.
This course explores the philosophical, social, cultural, and historical foundations of education. The class draws heavily upon prominent educational philosophers from Plato to today with the aim of introducing students to the ideas that shape educational practices. Students are encouraged to question, explore, and develop their own thoughts about what education is and should be. In particular, the course explores such questions as: Why do we educate? What does it mean to be educated? What are learning and teaching? What is and should be the relationship between school and society? What is the relationship between democracy and education? How do historical and contemporary educational practices embody philosophical ideas? Term 7 will focus specifically on the Foundations of Liberal Arts Education. The class will explore the historical roots of liberal learning as well as consider contemporary debates about the liberal arts. (Humanities) MACKLER

2-111. Madness and Revolution in American Society. What is freedom? Does freedom imply that anything goes? If not, who draws the line—and where? This course will examine behavior and thinking that exists on the borderlands. We will explore how words such as “freedom,” “revolution,’’ and “madness’’ are at the core of how a given society understands itself and defines the individual within that society. We will use literary figures such as Jack Kerouac, Ken Kesey, and Sylvia Plath to examine the shifting nature of such concepts in American Culture during the 1950s and 1960s, an era of great social change when such terms were being radically redefined. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) G. FREEMAN

3-111-A. Virginia Woolf’s Mrs. Dalloway and the Cinema. This course provides an introduction to college writing through the analysis of an experimental novel and experimental films from the 1920s. We will read and study Woolf’s modernist novel from 1925 and view eclectic black and white silent (for the most part) films from the international and avant-garde filmmakers, such as the anti-war German pioneering art film, The Cabinet of Dr. Caligari, the feminist experimental tour de force by Germaine Dulac, Smiling Madame Beudet, and the war story, The Big Parade. The course will raise questions about adaptation, the avant-garde, and the relationship between literature and film. We will study film writings of the 1920s, such as Woolf’s essay, “The Cinema”, and other writings in the little magazines of the day. And, we will screen and critique the Marleen Gorris 1997 adaptation of Mrs. Dalloway. Throughout the course, students will draft and redraft writings, from in-class writing to critical essays to research-informed critical projects. Students will learn how to search for literary and film 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

3-111-B. After Hamlet. This course begins with an investigation of the major interpretive puzzles of Hamlet by attending to the sound of the dialogue and some of the differences among the three “basic” texts of the play, texts dating back to Shakespeare’s era. We will also study the interpretive choices of directors, actors, and designers in several film adaptations of the play. Finally, we will discuss other writers’ creative adaptations interpreting the characters and conflicts in Hamlet in daring and imaginative ways. The course is designed to hone students’ analytical and research skills, help them reflect on the writing process, and engage in writing revision. Not open to students who have completed ENG 111. (Humanities, Writing Requirement) STAVREVA.

4-111. Virginia Woolf’s Orlando and the Cinema: Sexperiments in Fiction and Film. This course provides an introduction to college writing through the analysis of an experimental novel and experimental films from the 1920s. We will read and study Woolf’s wild modernist gender-bending novel from 1928 and view eclectic black and white silent (for the most part) films from the international and avant-garde filmmakers, such as the gender-teasing Dada classic, Entr’acte, and the Cubist/Dadaist robotic/erotic Ballet mécanique, as well as Surrealist films that delight in sexual acting out, surprise and play, such as Un Chien Andalou and The Seashell and the Clergyman. We will study film writings of the 1920s, such as Woolf’s essay, “The Cinema”, and other writings in the little magazines of the day. The course will raise questions about adaptation, the avant-garde, and the relationship between literature and film. And, we will screen and critique Sally Potter’s 1992 adaptation of Orlando. Throughout the course, students will draft and redraft writings, from in-class writing to critical essays to research-informed critical projects. Students will learn how to search for literary and film 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

5-111-A. The Cultural Uses of Censorship and Literature. The history of censorship is long and varied, but what induces people to censor literature and film? 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 John Milton's Areopagitica, writings by Salman Rushdie and J. M. Coetzee as well as works that have been censored. 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

5-111-B. From Esther to Elizabeth I: Queens in Religion, Literature, and Film. Savvy political power brokers, sexualized enchantresses, she-wolves, fiery-haired viragos, saintly mothers of the nation: from ancient Hebrew communities to the dynastic monarchies of early modern England, queens stirred the imagination of story-tellers, writers, and visual artists in often contradictory ways. In this introductory writing course, we will study the representations of historical and mythologized women rulers in Biblical and Renaissance literature--women such as Esther, Deborah, Dido of Carthage, Boadicea, Isabelle of France, and Elizabeth Tudor. Through writing and class discussions of chapters from the Hebrew Bible, Renaissance lyric and epic poetry, Renaissance drama and portraiture, and at least one modern historical film, you will hone your analytical and critical reading skills. A research assignment will introduce you to the library resources for academic research 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

6-111-A. Immigrants, Exiles 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

6-111-B. Life is but a Dream: Imperfect Journeys. We will examine and write about texts, films, and other works of art that represent different versions of imperfect journeys. Emphasis will be placed on learning and refining critical research, viewing and writing skills. Selected works include Alice in Wonderland, Heart of Darkness, The Wizard of Oz, and "The Japanese Quince." Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) GILBERT

7-111. Life is but a Dream: Imperfect Journeys. See term 6 for description. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) GILBERT

8-111. Immigrants, Exiles and Nationalists. See term 6 for description. Not open to students who have previously completed ENG 111. (Humanities, Writing Requirement) REED

2-215. Introduction to Creative Writing. Beginning course in creative writing. Students learn writing techniques, share work, and offer critiques. The course also includes the study of published authors. Prerequisite: Writing-designated course (W). (Fine Arts) G. FREEMAN (This course replaces ENG 213 and ENG 214 and is not open to students who have completed either course.) Also offered in Term 8.

317. Advanced Poetry Writing. Advanced course in writing poetry. Students will study techniques, share work, and offer critiques. The course will also include the study of published poetry. Additional topics will include publication options, manuscript submission procedures, and resources for writers. May be repeated once for credit. Prerequisite: ENG 215. Alternate years. (Fine Arts) G. FREEMAN

5-318. Advanced Fiction Writing. Advanced course in writing fiction. Students will study techniques, share work, and offer critiques. The course will also include the study of published fiction. Additional topics will include publication options, manuscript submission procedures, and resources for writers. May be repeated once for credit. Prerequisite: ENG 215. Alternate years. (Fine Arts) G. FREEMAN

6-325. Studies in Renaissance Non-Dramatic Literature: Women Writers in the Age of Shakespeare. The course will explore self-narratives by early modern women writers from around the world, including religious visionaries Cecilia Ferrazzi and Barbara Blaugdone, transvestite mercenary Catalina de Erauso, lady of the Heian court Murasaki Shikibu, and Queen Elizabeth I. What compelled these writing women to challenge cultural prejudices against women’s words; how did they fashion themselves through writing; what kind of authority did they claim to be able to write? What did they contribute to the construction of gender as a category of difference and play? How did they shape the notion of literature? These are the central questions we will address in discussion and writing assignments. Charting new territories in literary studies, the class will produce our own annotated edition of a text authored by an early modern woman. Prerequisite: Writing-designated course (W). (Humanities) STAVREVA

2-327. Shakespeare after Shakespeare: Performance and Cultural Criticism. A study of historically and culturally diverse forms of Shakespearean performances on stage and screen, including Asian, East European, and other renditions of three to four plays. Focus on the relationship of performance to the processes of cultural formation and reflection. Students in the class produce and perform one of the Shakespeare plays studied, a production enabled by the Stephen Lacey Memorial Shakespeare Fund. Alternate years. Prerequisite: Writing-designated course (W). (Humanities) STAVREVA

1-347.Modern American Literature: Encountering the Wilderness in Literature and the Visual Arts (Wilderness Field Station, Minnesota). This course, taught for the most part on site at the Wilderness Field Station at the Boundary Waters of Northern Minnesota/Canada, provides a rare opportunity to experience the wilderness on our own pulses at the same time that we explore literature and art made by earlier writers and artists from their encounters with the wild. Through the pens of writers, through the lenses of the f64 group of wilderness photographers, through the brushes and tales of the Canadian artist, Emily Carr, and others, we will study encounters with the wilderness that shaped American culture in the first half of the twentieth century.

The stories, poems and visual artworks we study cover a wide range of styles. We will read stories or poems by Ernest Hemingway, Mary Austin, Mary Wilkins Freeman, and William Faulkner, as well as more recent works by Linda Hogan, Kim Blaeser and others. We will do close readings of the literature to examine how the stories and poems work, and consider them in the context of the visual arts—and of our own engagements with the wild—and write critical papers as part of the class portfolio. We will read and discuss the literature, ponder the artworks and consider carefully the interplay between our own encounters with the wilderness and the artworks of the wilderness that we study. To capture our own response to the wilderness, we will keep journals/portfolios which may include photography, painting, and sketching in addition to critical writing. Photo-criticism-journal or literary-criticism-sketchbook projects offer opportunities to merge art, critique and the experiential.

While at the Wilderness Field Station, the course plans a canoe trip into the Boundary Waters to see the Pictographs (ancient rock paintings) and to camp for a few days at BWCA sites. We will take time to learn about portaging canoes and surviving and thriving in a world without cell-phones, the local bar, electronic appliances and all the trappings of “civilization.” Trade all that for the chance to experience light-shows on water, roiling clouds shifting the scene in seconds, quaking aspens beside friendly firs, loud silences and the thrill of slithering into the icy water with gasps of dismay and delight—while examining how writers have channeled all that into literature or the visual arts. Extra costs: around $700 for transportation and Field Station expenses. Prerequisite: Writing-designated course (W). (Humanities) HANKINS

2-374. Advanced Topic: Advanced Writing. Seminar designed especially for juniors and seniors who are committed to academic writing. This course focuses particularly on the skills necessary to write in the natural and social sciences. Students will discuss problems common to all technical writing and will examine effective ways to describe equipment, processes, and procedures; to classify, analyze, and present information; and to explain principles, laws, and concepts. In intensive workshops, students will critically read and evaluate the work of their peers as well as professional academic writers. Course includes a strong research component in which students will work closely with a consulting librarian to develop advanced information literacy skills and produce a paper that may be used for job or graduate school applications. Students must bring to class on the first day a major paper they are prepared to research further and revise. Prerequisite: Writing-designated course (W). (Humanities) REED/CHRISTIE-POPE

4-260. Topic: Introduction to Environmental Studies. Case-based, interdisciplinary investigation of environmental issues combining geology, ecology, public policy and resource management, social science, and literature with focus on application of science to specific environmental issues. Topics may include science and policy in their relation to Hurricane Katrina, geologic disposal of high-level nuclear waste, water resource management, sustainable development and agriculture, short-term climate change, and local environmental topics. DeLONG

9-206/302. Intermediate French/Advanced Conversation in Montréal. Why not take French in Montréal? Students will stay with a French-speaking family in Montréal, second-largest French-speaking city in the world. One weekend will be in historic Québec City. The trip includes daily classes and assignments, tours, trips, museums, cultural events, and plays, as well as informal activities designed to acquaint students with the unique culture of Québec. FRE 206 is the off-campus version of FRE 205, and completes the B.A. language requirement. Prerequisite: FRE 103. FRE 302, Advanced Conversation in Montréal, is open to anyone who has completed FRE 205 or the equivalent, and counts towards the French minor and major. Costs have not yet been determined, but are estimated at $1700 or less, including transportation, housing, cultural activities, and tours. For further information, consult the website. BATY

1-365. Advanced Topic: Eighteenth Century French Literature in Translation: Focus on Theatre. A special offering in conjunction with the Theatre department's spring production of "Marat/Sade." All readings and class discussion will be in English and there are no prerequisites. French majors and minors can count the course if they do specified work in French. Theatre majors and minors may use this course as one of their theatre history courses with permission of the Theatre department. While looking at the Enlightenment's development over time, we will read works by Rousseau, Diderot, Beaumarchais, and others that express Enlightenment ideas through their views on theatre and their plays. We will take a close look at the French Revolution and read Sade, as background to the issues (theatrical and political) which are addressed in the play. Anyone interested in French culture, theatre, and the great ideals of the movement that led to the American and French Revolutions is welcome. (Humanities) CROWDER

2-223. Geology of the National Parks. The United States was the first nation to set aside land as a national park for the purposes of preservation and recreation. This class will explore the spectacular geology of our country as the principal factor in the establishment of national parks. Students will investigate the diversity of geological formations and learn about the dynamic processes that cause such diversity on Earth. Extended field trips and in-depth research will allow students to focus more specifically on different issues facing the National Park System, including environmental issues and public policy issues. We will be heading to National parks in South Dakota (Badlands National Park, Mount Rushmore National Memorial and the Black Hills, Jewel Cave National Monument, possibly Wind Cave National Monument), Wyoming (Devil's Tower National Monument), and possibly Nebraska (Agate Fossil Bed National Monument). Additional cost will be approximately $300-$400. Prerequisite: GEO 111 or 114. (Laboratory Science) WALSH

9-263. Topic: Geographic Information Systems (GIS). Introduction to Geographic Information Systems; includes examples of GIS applications used to address environmental problems. (Science) WELDON

3-116. Introductory Seminar: The Holocaust. An introduction not only to what happened to the Jews, Gypsies and other "undesirables" under Adolf Hitler, but also a survey of the various responses and reactions to these events in the post-war period. A number of films will be shown. Several writing assignments. Open to first and second year students only, except by permission of instructor. (Humanities) CONNELL

3-260. Topic: Public Memory and Public History. The American public has an insatiable appetite for representations of the nation’s past, as demonstrated by the popularity of historic sites, historical re-enactments, televised historical documentaries on PBS and the History Channel, Hollywood films, and museums. This course will examine the relationship (often contentious) between popular presentations of America’s past for the general public, and professional historians’ scholarly understandings of key events in the nation’s history. We will explore how historical scholarship is treated in public presentations of the national past, and study the role memory (both individual and collective) plays in constructing our national heritage. Readings will include recent works in the fields of American and cultural studies, as well as museum studies, and scholarship on memory from the fields of history, psychology, and sociology. (Humanities) STEWART

2-331. Topic: High Middle Ages. An in-depth look at the culture and society of Medieval Europe during the years 1000 to 1500 CE. Specific topics will include the growth of cities and the development of a nascent urban middle class; the changes in the prestige and power of the papacy and in the European aristocracy; contact and interaction with the non-European world; and appearance of the cult of courtly love, among many others. Prerequisites: HIS 101 and junior standing. (Humanities) MILLER

8-331. Topic: The Medieval Spains. An overview of 1000 years of Iberian history, from roughly 500 to 1500 CE. Course topics will include the fall of the Visigoths, the growth and destruction of a Muslim polity in al-Andalus, the rise of Christian power, and the development of a unified Spanish nation out of historically disparate parts. Particular attention will be paid to intellectual and social trends, and to cross-cultural interactions between Muslims, Christians, and Jews during this period. Prerequisite: junior standing. (Humanities) MILLER

7-357. Seminar in American History: The Constitution and Racism: The Japanese-American Experience. The suspension of the Constitution on the basis of race and military necessity remains one of the most dramatic and serious chapters in American racism. The seminar examines the roots of anti-Asian sentiment, the Chinese and Japanese immigration, and the denial of basic civil liberties to Japanese-Americans in 1942. The course considers the role of racism, the President, Congress and Supreme Court as well as the personal dimensions of life in the internment camps. The larger issue of Japanese-American loyalty and military necessity is assessed. Attention is given to the successful efforts to secure "redress" from the U.S. government. Readings from the perspective of sociology, political science, religion, and literature are included together with film and personal witnesses. (Humanities) R. THOMAS

8-357. 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

2-101. Fitness for Life: Badminton.
Instruction in the major concepts and physiological basis of fitness, evaluation of personal fitness, and individual fitness programming. The activity component of the course is designed for beginning and intermediate players and will include specific individual instruction, personal fitness conditioning, as well as game play. WHALE

5-101. Fitness for Life: Personal Fitness Development. An introduction to the major concepts and physiological basis of fitness and the evaluation of essential aspects of personal fitness and individual fitness programming. Introduction to a variety of physical activity options with the goal of establishing a systematic exercise routine based on individual fitness and wellness goals and personal interests. Fitness assessments; identification of points of strengths and weaknesses. MEEKER

9-101. Fitness for Life: Outdoor Activities. Instruction in the major components of fitness, the physiological basis of fitness, evaluation of personal fitness, and individual fitness programming. The activities component of the course includes instruction and practice in hiking, trailing running, and wilderness camping and canoeing, culminating in a week-long excursion in the Boundary Waters Canoe Area Wilderness in northeastern Minnesota. A course fee of approximately $300 is required to pay transportation and complete outfitting costs for the trip. MEEKER

5-206. Exercise Psychology. Examination of theory, current research, and applications of psychological processes and behaviors related to physical activity. Topics include psychological and emotional effects of exercise, motivation for fitness, factors in exercise avoidance, adoption, and adherence, exercise addiction, and cognitive and behavioral change strategies for exercise compliance, and consideration of gender, ethnicity, and special needs populations. (Social Science) DeVRIES

2-207. Systems Physiology. Fundamental survey of the primary homeostatic systems which operate within the human body. Includes study of essential physiological principles associated with the following systems: cell, bone and tissue, muscle, cardiovascular, nervous, endocrine, renal, and respiratory. Emphasis on the homeostatic control of body fluid balance, acid base balance, cardiovascular function, metabolism and energy. Also offered Term 7. (Laboratory Science) MOFFITT

7-259. Topic: Ancient Greek Athletics. Study of the origins and functions of competitive athletics in ancient Greece. Traditional athletic events are studied in detail and special emphasis is placed on the festivals at Olympia, Delphi, Nemea, Isthmia, and Athens. Reflections on athletics' connection to ancient culture, arts, and religion. WHALE

3-309. Anatomical Kinesiology. Interrelated relationship between the structure and function of the musculoskeletal and neuromotor control systems as they relate to human movement. Interdisciplinary study of the quantitative and qualitative analysis of human motor skills and basic biomechanical principles. Completion of an in-depth kinematic analysis of a motor skill. Cadaveric and 3-D computer motion simulation. Prerequisite: PED 207 or 313. MOFFITT

4-315. Physiology of Exercise. In-depth study of the human response to exercise and exercise training. Scientific methodology with which the acute adjustments and chronic adaptations to physical activity will be discussed in addition to participation in hands-on laboratory activities. Prerequisite: PED 207 or 313. MOFFITT

5-272. Topic: Electronic Music Composition. Introduction to electronic music composition using a computer. Topics covered include basic synthesis types, digital effects, music form and structure, and the study of important works in the genre.  Familiarity with at least one digital audio synthesis program suggested but not required. CHAMBERLAIN

6-362. Advanced Topic: Nietzsche. This course will be an in-depth study of one of the most interesting, most controversial, and most influential philosophers of the nineteenth century. We will read and discuss at least eight of his books in an attempt to do justice to his rich philosophy and to get a sense of the development of his thought. Prerequisite: junior standing and declared Philosophy major or minor. (Humanities) GRAY

2-252. Topic: Principles of Trial Advocacy. This class is designed to provide a general overview of the past and present U.S. Legal System with an emphasis on the adversarial approach to resolution of conflicts and controversies in federal, state and local tribunals as well as in alternate forums and venues. Students will gain a general understanding of the roles of the various participants within the American Experiment commonly termed the American Justice System, with primary focus on the role of the lawyer as advocate. In anticipation of the eventual pursuit by students of careers in the legal field, the course will incorporate aspirational and ethical considerations, practical issues faced by trial attorneys and the potential for fulfillment and disillusionment fighting the battles of others. To the extent possible, members of the class will participate in simulated legal exercises in an effort to bring the theoretical or philosophical into the reality of daily trial experience. (Social Science) HEDGES

6-337. Seminar in International Relations and Comparative Government: Comparative Healthcare Systems. The course will examine a number of health care policy issues facing the United States such as rising health care costs, quality of health care services, financing of the health care system, adoption of new technologies, and the role of the public and private sectors in providing health care. However, in seeking to reform the U.S. health care system, it is important to analyze health care systems comparatively, in order to understand how various countries address similar problems. This course is designed to introduce students to the health care systems of some of the advanced industrialized countries of Western Europe such as Britain and Germany, as well as other industrialized countries such as Canada and Japan. Some of the questions addressed include: Which systems and models are better equipped at achieving efficiency and equity? How do different systems deal with challenging choices such as decisions about new technology and innovation? Why do advanced industrialized countries pursue different public policy alternatives for similar problems? Prerequisite: POL 242 or 243. (Social Science) A. THOMAS

5-351. Advanced Topic: International Law in Principle and Practice. Studies in political thought for practicing politicians beginning with Kant and extending into the policies for addressing selected transnational problems. Prerequisite: any 200-level Politics course. SUTHERLAND

5-256. Topic: Seminar in Public Health. This course is designed to broaden knowledge and understanding regarding a wide variety of public health topics. The expected outcomes of this course are to: 1) provide topical introduction to a wide variety of public health issues, 2) gain an understanding of how issues of public health are interdisciplinary and ultimately affect overall population health, and 3) improve communication and writing skills through analysis of public health issues. (Social Science) BUCKNER BENTZ

9-257. Topic: Cultural Competence: Melting Pots and Salad Bowls. An exploration of the diversity of cultural and ethnic behaviors, attitudes and values; how cultural sensitivity, awareness, and knowledge differ from competence. Survey of research and interventions aimed at increasing cultural competence specifically within the healthcare setting. (Social Science) BUSHA

3-258. Topic: From Novice to Expert: Exploring the Psychological Development of Expertise. This course will study the development of expertise and the various psychological models and theories that try to capture this development. We will also discuss specific domains in which expertise has been studied and how the distinctions between expert and novice play out in everyday situations. Some questions we will ask include: What distinguishes an expert from a novice? At what point does one become an "expert"? Does expertise span across a broad range of tasks or is it limited to a more specific domain? What non-cognitive factors are involved in developing expertise? (Social Science) CHAPMAN

1-259. Topic: Religion and Psychosocial Health: Japan and the United States. An examination of the intersection between religious behaviors and beliefs and psychosocial health. Topics include: coping, social support, self-esteem and self-mastery, and emotional outlets. Discussions will focus on experiences of the U.S. and Japan to gain a cross-cultural understanding of the mechanisms involved in this important relationship. Prerequisite: sophomore standing. (Social Science) ROEMER

6-281. Biopsychology. Neural and endocrine systems and their relationships with sensation, learning and memory, eating and drinking, sleep, sex, emotion, consciousness, communication, and psychological disorders. Prerequisite: PSY 161. GREEN/MOFFITT

5-352. Advanced Topic: Abnormal Child/Adolescent Psychology. An examination of etiology and dynamic in topics of child and adolescent mental disorders. Problems of diagnosis and prevention in abnormal child and adolescent psychology will be addressed. Topics include discussion of the impact of child/adolescent problems on family and adult life. Prerequisite: any 200-level Psychology course. JANSSENS-RUD

4-357. Advanced Topic: Developmental Psychology: Adolescent Risk Behavior. Exploration of the range and types of risky behaviors that occur during adolescence. An examination of the application of developmental, learning and personality theory related to risk behavior. Topics will include: health-related risk behaviors that contribute to morbidity and mortality, intervention strategies aimed at reducing these behaviors, and the role of heredity and environment. Emphasis will be placed on a critical review of literature on the measurement and prediction of risk behavior and intervention strategies. Prerequisite: any 200-level Psychology course. (Social Science) BUSHA

7-360. Advanced Topic: Human Services Practicum and Seminar. Supervised full-time internship in a human service context and bi-weekly seminar. Group discussions of current issues in the field such as cultural and gender diversity, ethics, professional practice challenges, and the role of research in practice. Students must provide their own transportation. Prerequisites: junior or senior standing with declared major in Psychology, and 3 courses in Psychology. (CR) JANSSENS-RUD

7-368. Advanced Topic: Christianity in America. A study of key moments, movements, and personalities in American Christianity, from the Colonial period to the twentieth century. Topics may include Puritanism, evangelicalism, American Catholicism, the Black churches, the rise of Mormonism, and the social gospel movement. Prerequisite: sophomore standing or permission of the instructor. (Humanities) MOLLEUR [CS]

1-384. Russia Today. This course will be taught in St. Petersburg, Russia. Cornell College is developing an exchange program with the School of International Relations of St. Petersburg State University that will begin with the visit of this class (One of their faculty members will visit Cornell in the spring of 2007). While in St. Petersburg, students will live in a modern dorm on Vasilevsky Island that is close to the bus and subway. There will be lectures in English on contemporary Russia at the School of International Relations. The course will feature a number of field trips to museums (e.g. Hermitage, Russian Museum) and palaces both in the city and on the outskirts. Students will also be able to take in some of the many theater and ballet performances that are featured in Russia’s cultural capital. An overnight trip to the ancient city of Novgorod will offer an introduction to older Russian art and architecture. No knowledge of Russian is required for this course. Cornell students will have the opportunity to meet students from the School of International Relations who are eager to practice their English. The cost of this course should not be more than $2850 (nearly half of this is airfare). Contact Robert Givens if you have any questions.

2-350. Advanced Topic: Identity Politics

. This course examines the construction, negotiation, and representation of social identities. We will discuss differing theoretical approaches to understanding identity, explore the tensions and conflicts of identification, and investigate the relations between social identities, groups, cultures, and institutions. Sexual identities, cultures, and social movements will be the primary focus. Gender, race/ethnicity, disability, and other identifications will also be examined. Prerequisites: two courses in Sociology. (Social Science) DAVIS [Small Group]

2-205. Intermediate Spanish: Hispanic Immigration to the U.S. This course will examine the social, economic, and political impact of recent Hispanic immigration to the United States. (Language) OCHOA-SHIVAPOUR

5-205-A. Intermediate Spanish: From Latin to Spanish. This course will provide an introduction into the evolution of Spanish phonology and morphology from Latin to modern Spanish. Students will learn about the development of the Spanish sound system (and why and how it differs from other Romance languages) and the "why" behind verb paradigms. As in the other 205 courses, there will be a review of the Spanish grammar learned in 101-103. (Language) GREEN-DOUGLASS

9-205-B. Intermediate Spanish: Cultural Identities. This course will examine cultural identities in the context of the pre-conquest and post conquest Americas. We will explore social, philosophical, and religious ideologies that influenced these clashes of culture. We will also be reading historical accounts as well as personal journal entries of this time period. Today, immigration issues are on the forefront of national debate -- just as they were over 400 years ago. (Language) MONTIJO-FINK

3-261. Topic: Photoshop Rendering. Instruction and practice using Adobe Photoshop software package, with particular emphasis on theatrical design applications. Photographic restoration and alteration, layout, and digital design renderings and color/texture studies. Discussion of large format printing as scenic elements. (Fine Arts) OLINGER

8-370. Advanced Topic: Contemporary Theatre (in New York). This course offers a critical look at contemporary theatre and performance practice, as exemplified by the traditionally vital theatre scene in New York City. Approximately 2 ½ weeks of the course will be spent in New York, attending and responding to a variety of performance events that range from Broadway shows and Off Broadway productions to performance art pieces in small galleries and experimental work. It is likely that students will also attend some dance events and a variety of art museums and galleries. The course will satisfy one of the theatre history and criticism credits required for the theatre major. While details of the course still need to be developed, it is likely that the additional cost of this course will be similar to the London trip offered by the English Department. An informational meeting will be held during Term 8 or 9. Prerequisite: Writing-designated course (W). (Humanities) HUNTER

2-257. Topic:
Women Make Their Mark: The Feminist Politics of Body Art. The 1960s and 1970s were decades of enormous rebellion and change. Women were involved in both public and private battles to explore and expose traditional assumptions about gender, race, class, and especially sexuality. Women artists used their bodies to challenge the prevailing ideology of the time. This course will examine and discuss the provocative body art work created and performed by women artists primarily during the 1960s and 1970s. This course will be conducted as a workshop, will include several in-depth assigned readings, viewing videos and slides pertaining to this work, several response papers, and projects involving using your own body as art. DYAS

3-259. Topic: The Moon is Always Female: Women's Health across the Life Cycle. Readings, lectures, and class discussion will consider women’s health across the life cycle to include childhood and adolescent development, sexuality and childbearing, menopause, aging, and mental health. We will explore these topics in the context of culture, history, and politics, including the many ways in which society and culture shape women’s health and our perceptions of women’s health. Readings and lectures will draw upon epidemiological, medical, anthropological, historical, and literary work to shape a multidisciplinary understanding of women’s health. Throughout, we will identify differences among women and men related to class, race, and ethnicity. U.S. and international examples and case studies will be used to explore definitions of sex and gender and how they are used in health research and communications, the female body as cultural symbol, and such pertinent public health challenges as infant mortality, maternal mortality, HIV/AIDS, contraception and abortion, access to prenatal care, sexuality, child abuse and neglect, and body image. WALLIS

8-260. Topic: Thinking Sexualities: A Survey of Lesbian/Gay/Bisexual/Transgendered and Queer Studies. This course will examine the development of sexuality studies from the homophile movement of the 1950s, through the Gay Liberation period following the Stonewall Riots of 1969, the rise of Lesbigay studies in the 1970s and 1980s, and the debate over theory and politics caused by the introduction of Queer theory in the 1990s through today. CROWDER

9-304. Advanced Topic: Women on the Verge: Crossing Borders, Crossing Boundaries in Literature and Film. It is common to talk about women as people who have been (and still are) marginalized in our society. The image of "margins" suggests being pushed to the edge and trapped there. Margins cannot be crossed, but borders can. How would our understanding of women's experiences change if we discuss their experiences as liminal (on the threshold or border between two spaces) rather than marginal (trapped on the edge of a single space)? Can living in the borderland be empowering rather than disempowering? In this class, we'll read several texts that discuss women crossing borders between states: national, psychological, gendered. Within the assignments for the class, students will have the opportunity to evaluate the terms margin and border and to come up with their own language for women's experience. Texts may include (among others) Aphra Behn's seventeenth-century play, The Widow Ranter; Mary Rowlandson's nineteenth-century captivity narrative; Ama Ata Aidoo's twentieth-century prose-poem, Our Sister Killjoy; as well as films, like Pedro Almadóvar's Women on the Verge of a Nervous Breakdown. Prerequisite: WST 171. REED